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Over the past few years, international organisations have advanced Comprehensive Sexuality Education (CSE) as a global policy to promote sexual and reproductive health and rights (SRHR) and address gender-based violence in schools. This paper analyses policy adoption, transfer mechanisms, and reformulation of CSE in Ethiopia, a late adopter of the policy. To do this, we identify education policy transfer mechanisms and apply a gender analysis by focusing on conceptualisations of gender relations in the uptake and reformulation of CSE policies. Drawing on document analysis and stakeholder interviews, the paper reveals that CSE in Ethiopia is largely a donor-driven agenda, advanced through dissemination and networking strategies. CSE is particularly embraced by the Ministry of Health, international organisations and NGOs in Ethiopia, but at the same time, the Ministry of Education and other critics continue to resist adoption, emphasising cultural differences. As a result, CSE in Ethiopia is (re)formulated and reflects narrow conceptualisations of how CSE can address gender-based violence, restricting its focus to health and development outcomes.
Mat et al. (Tue,) studied this question.