{"id":153232,"date":"2025-11-22T17:04:39","date_gmt":"2025-11-23T00:04:39","guid":{"rendered":"https:\/\/www.lankaweb.com\/news\/items\/?p=153232"},"modified":"2025-11-22T17:04:39","modified_gmt":"2025-11-23T00:04:39","slug":"expose-how-un-agencies-are-inserting-sexuality-education-gender-ideology-into-sri-lankan-schools","status":"publish","type":"post","link":"https:\/\/www.lankaweb.com\/news\/items\/2025\/11\/22\/expose-how-un-agencies-are-inserting-sexuality-education-gender-ideology-into-sri-lankan-schools\/","title":{"rendered":"EXPOSE: How UN Agencies are inserting sexuality education & gender ideology into Sri Lankan schools\u00a0"},"content":{"rendered":"

by Shenali Waduge\u00a0<\/em><\/span><\/h2>\n\n
\n
\"\"<\/figure>\n<\/div>\n\n\n

The Pattern seen worldwide is now on Sri Lankan soil<\/strong><\/strong><\/p>\n\n\n\n

Across the West, gender ideology and early sexuality teaching are now facing major reversals due to:
\u2022 child mental-health damage,
\u2022 parental backlash,
\u2022 confusion created among young children,
\u2022 the explosion of gender distress cases,
\u2022 the rise of irreversible medical harm.<\/p>\n\n\n\n

Yet UNFPA, UNICEF, UNESCO and WHO continue pushing the<\/strong> <\/strong>same failed model<\/strong> <\/strong>into developing nations \u2014 through<\/strong> <\/strong>funded projects, teacher training, and disguised curriculum wording<\/strong>.<\/strong><\/p>\n\n\n\n

The same failed gender and sexuality programs causing mental health crises in Western countries are now being introduced in Sri Lanka through UN-backed teacher training and NGO programs.<\/p>\n\n\n\n

Sri Lanka is now in<\/strong> <\/strong>Phase 3 of their global model<\/strong>:<\/strong><\/p>\n\n\n\n

teacher training <\/strong>\u2192<\/strong> <\/strong>pilot districts <\/strong>\u2192<\/strong> <\/strong>curriculum integration.<\/strong><\/p>\n\n\n\n

The Camouflage Strategy \u2014 The Core of the Deception<\/strong><\/strong><\/p>\n\n\n\n

UN agencies never<\/em> begin with the words gender ideology\u201d or Comprehensive Sexuality Education (CSE).\u201d knowing the opposition by parents, religious leaders & entities concerned about children.<\/p>\n\n\n\n

Instead, they use soft, harmless-sounding terms<\/strong> that appear culturally acceptable but are designed to contain the same content once embedded.<\/p>\n\n\n\n

Internationally known camouflage terms include:<\/strong><\/strong><\/p>\n\n\n\n

Notice how locals tapped to roll out the programs are also using these terms.<\/strong> <\/strong><\/p>\n\n\n\n

Their usage immediately exposes their allegiance.<\/strong> <\/strong><\/p>\n\n\n\n

\u00b7      Life-skills education<\/em><\/strong><\/p>\n\n\n\n

\u00b7      Skills for wellbeing<\/em><\/strong><\/p>\n\n\n\n

\u00b7      Healthy relationships<\/em><\/strong><\/p>\n\n\n\n

\u00b7      Gender-transformative pedagogy<\/em><\/strong><\/p>\n\n\n\n

\u00b7      Body autonomy<\/em><\/strong><\/p>\n\n\n\n

\u00b7      Inclusion & diversity<\/em><\/strong><\/p>\n\n\n\n

\u00b7      Menstrual health & body literacy<\/em><\/strong><\/p>\n\n\n\n

\u00b7      Adolescent development<\/em><\/strong><\/p>\n\n\n\n

\u00b7      Safe and enabling school environments<\/em><\/strong><\/p>\n\n\n\n

\u00b7      Youth empowerment<\/em><\/strong><\/p>\n\n\n\n

\u00b7      Social-emotional learning<\/em><\/strong><\/p>\n\n\n\n

\u00b7      Digital citizenship<\/em><\/strong><\/p>\n\n\n\n

\u00b7      Violence prevention (GBV)<\/em><\/strong><\/p>\n\n\n\n

Each of these terms links directly<\/em> back to UNESCO\u2019s International Technical Guidance on Sexuality Education (ITGSE) \u2014 the global blueprint for CSE.<\/p>\n\n\n\n

https:\/\/unesdoc.unesco.org\/ark:\/48223\/pf0000260770<\/a>  (UNESCO \u2013 ITGSE)<\/p>\n\n\n\n

Thus, what is presented as life skills\u201d<\/u><\/strong> <\/u><\/strong>contains<\/u><\/strong>:
\u2022 gender norms,
\u2022 identity,
\u2022 attraction\/orientation,
\u2022 pleasure,
\u2022 relationships,
\u2022 rights-based sexuality topics. — but in reality once approved the teachers will teach about masturbation, using condoms, early sexual experimentation etc.<\/strong><\/p>\n\n\n\n

This is how CSE infiltrates curricula without announcing itself.<\/strong> <\/strong><\/p>\n\n\n\n

This is why UN agencies must be questioned on why they are involved in curriculum design for Sri Lanka at all.<\/strong><\/h2>\n\n\n\n

Chronological Timeline: The Sri Lankan insertion took place in a clear sequence<\/strong><\/strong><\/p>\n\n\n\n

 <\/strong><\/h3>\n\n\n\n

2022 \u2014 Critical Year: Direct evidence of Teacher Training<\/strong><\/strong><\/p>\n\n\n\n

UNFPA Sri Lanka\u2019s<\/strong> <\/strong>Annual Report 2022<\/strong> <\/strong>confirms:<\/strong><\/p>\n\n\n\n

\u00b7      554 teachers from six districts were trained in comprehensive sexuality education and life-skills.\u201d<\/em><\/strong><\/strong><\/p>\n\n\n\n

\u00b7      UNFPA Annual Report 2022 – https:\/\/srilanka.unfpa.org\/en\/publications\/unfpa-sri-lanka-annual-report-2022<\/a><\/em><\/strong><\/strong><\/p>\n\n\n\n

This single sentence is the MOST IMPORTANT fact.
It proves CSE is already in the school system via teacher training<\/strong>.<\/p>\n\n\n\n

 <\/strong><\/h3>\n\n\n\n

2022\u20132024 \u2014 NGO & District Pilot Programmes expand<\/strong><\/strong><\/p>\n\n\n\n

\u00b7      FPA Sri Lanka (IPPF member), UN-funded NGOs and private donors run:
\u2022 youth SRHR (Sexual and Reproductive Health and Rights) clubs,
\u2022 school sessions,
\u2022 vocational institute programmes,
\u2022 digital SRHR literacy projects.<\/p>\n\n\n\n

All disguised under:<\/strong><\/p>\n\n\n\n

\u00b7      life skills<\/p>\n\n\n\n

\u00b7      health promotion<\/p>\n\n\n\n

\u00b7      adolescent empowerment<\/p>\n\n\n\n

\u00b7      gender equality<\/p>\n\n\n\n

IPPF\/UNFPA Youth SRHR Program<\/strong><\/h3>\n\n\n\n

\u00b7      https:\/\/www.fpasrilanka.org\/en\/youth<\/a> (SRHR initiatives by FPA SL features transgender activist documentary)<\/strong><\/p>\n\n\n\n

\u00b7      https:\/\/www.ippf.org\/sites\/default\/files\/policy_handbook_nov_2014_english.pdf<\/a> (IPPF Policy Handbook 2014 includes CSE)<\/strong><\/p>\n\n\n\n

2023\u20132024 \u2014 Curriculum Framing Phase<\/strong><\/strong><\/p>\n\n\n\n

UNICEF & UNESCO push frameworks designed to insert CSE without naming it:<\/strong><\/p>\n\n\n\n

\u00b7      Gender-transformative education<\/p>\n\n\n\n

\u00b7      Inclusive learning environments<\/p>\n\n\n\n

\u00b7      Safe-school frameworks<\/p>\n\n\n\n

\u00b7      Child-friendly schools<\/p>\n\n\n\n

These frameworks globally contain hidden CSE modules.<\/strong><\/p>\n\n\n\n

https:\/\/www.unicef.org\/education\/gender-transformative-education<\/a> (UNICEF Gender Transformative Education)<\/strong><\/p>\n\n\n\n

https:\/\/unesdoc.unesco.org\/ark:\/48223\/pf0000384300<\/a> (UNESCO Safe & Inclusive Schools)<\/strong><\/p>\n\n\n\n

SEXUAL AND REPRODUCTIVE HEALTH AND RIGHTS (SRHR) is a Trojan Horse \u2014<\/strong> <\/strong><\/p>\n\n\n\n

What it really contains<\/strong><\/strong><\/p>\n\n\n\n

SRHR is a Trojan Horse. UNFPA, WHO, IPPF documents include:<\/strong><\/strong><\/p>\n\n\n\n

\u00b7<\/strong>     <\/strong> pleasure-based sex education<\/strong><\/strong><\/p>\n\n\n\n

\u00b7<\/strong>     <\/strong> masturbation<\/strong><\/strong><\/p>\n\n\n\n

\u00b7<\/strong>     <\/strong> sexual orientation & gender identity<\/strong><\/strong><\/p>\n\n\n\n

\u00b7<\/strong>     <\/strong> adolescent “sexual rights”<\/strong><\/strong><\/p>\n\n\n\n

\u00b7<\/strong>     <\/strong> exploration of sexual behaviours<\/strong><\/strong><\/p>\n\n\n\n

https:\/\/www.ippf.org\/resource\/ippf-framework-comprehensive-sexuality-education<\/a><\/p>\n\n\n\n

The IPPF CSE Framework explicitly instructs teachers to cover \u2018sexual pleasure\u2019 (IPPF, 2014, p. 12)<\/strong><\/strong><\/p>\n\n\n\n

Sexual and Reproductive Health and Rights (SRHR)<\/strong> <\/strong>is presented by UN agencies (UNFPA, UNICEF, WHO, UNESCO) as a harmless health or rights package.<\/strong><\/p>\n\n\n\n


But<\/strong> <\/strong>SRHR is actually a broad political and ideological framework<\/strong> <\/strong>used to insert highly sensitive sexual, gender, and identity content into policies, schools, teacher training, and health systems without openly naming it<\/strong>.<\/p>\n\n\n\n

This is why<\/strong> <\/strong>SRHR is called a Trojan Horse<\/strong> <\/strong>\u2014 the term hides what is inside.<\/strong><\/p>\n\n\n\n

What SRHR actually Includes (Hidden Contents)<\/strong><\/strong><\/p>\n\n\n\n

Below is the internationally accepted content of SRHR according to UNFPA, WHO, UNESCO, and IPPF documentation. <\/p>\n\n\n\n

These are not assumptions \u2014 these are their own definitions<\/em>.<\/p>\n\n\n\n

1. Comprehensive Sexuality Education (CSE)<\/strong><\/strong><\/p>\n\n\n\n

\u00b7      Pleasure-based\u201d sex education<\/p>\n\n\n\n

\u00b7      Promotion of sexual rights\u201d for adolescents<\/p>\n\n\n\n

\u00b7      Content related to masturbation, sexual behaviours, and exploring sexual identities\u201d<\/p>\n\n\n\n

\u00b7      Materials encouraging acceptance of all sexual orientations & gender identities<\/p>\n\n\n\n

\u00b7      Concepts that normalize adolescent experimentation and consent\u201d narratives<\/p>\n\n\n\n

2. Gender Ideology (under rights\u201d, equality\u201d, non-discrimination\u201d)<\/strong><\/strong><\/p>\n\n\n\n

Inserted under neutral terms like:<\/p>\n\n\n\n

\u00b7      gender norms\u201d<\/strong><\/p>\n\n\n\n

\u00b7      gender stereotypes\u201d<\/strong><\/p>\n\n\n\n

\u00b7      SOGI \/ SOGIESC\u201d<\/strong><\/p>\n\n\n\n

\u00b7      inclusion\u201d<\/strong><\/p>\n\n\n\n

\u00b7      identity-based discrimination\u201d<\/strong><\/p>\n\n\n\n

These terms are used to introduce:<\/strong><\/p>\n\n\n\n

\u00b7      gender fluidity<\/strong><\/p>\n\n\n\n

\u00b7      multiple gender identities<\/strong><\/p>\n\n\n\n

\u00b7      self-identification concepts<\/strong><\/p>\n\n\n\n

\u00b7      rejection of biological sex in favour of identity<\/strong><\/p>\n\n\n\n

3. Abortion Activism (under \u2018reproductive rights\u2019)<\/strong><\/strong><\/p>\n\n\n\n

\u00b7      Liberalizing abortion laws<\/strong><\/p>\n\n\n\n

\u00b7      Access to safe abortion as a right\u201d<\/strong><\/p>\n\n\n\n

\u00b7      Training health workers on abortion services<\/strong><\/p>\n\n\n\n

\u00b7      Removing parental consent barriers<\/strong><\/p>\n\n\n\n

\u00b7      Advocacy inside schools through health information\u201d<\/strong><\/p>\n\n\n\n

4. Contraception for Minors (under \u2018reproductive health services\u2019)<\/strong><\/strong><\/p>\n\n\n\n

\u00b7      Contraceptives to adolescents without parental knowledge<\/strong><\/p>\n\n\n\n

\u00b7      Emergency contraception<\/strong><\/p>\n\n\n\n

\u00b7      Referrals through school health programs<\/strong><\/p>\n\n\n\n

5. LGBTQI+ Activism (under \u2018rights\u2019 and \u2018non-discrimination\u2019)<\/strong><\/strong><\/p>\n\n\n\n

\u00b7      Protection for sexual orientation & gender identity (SOGI)<\/strong><\/p>\n\n\n\n

\u00b7      Policy reforms to recognise gender identity<\/strong><\/p>\n\n\n\n

\u00b7      Gender-affirming environment in schools<\/strong><\/p>\n\n\n\n

\u00b7      Training teachers to challenge binary norms\u201d<\/strong><\/p>\n\n\n\n

6. Legal & Policy Changes (under \u2018rights-based approach\u2019)<\/strong><\/strong><\/p>\n\n\n\n

SRHR is used to push:<\/strong><\/p>\n\n\n\n

\u00b7      anti-discrimination laws including gender identity<\/strong><\/p>\n\n\n\n

\u00b7      school policy reforms<\/strong><\/p>\n\n\n\n

\u00b7      health-sector guidelines<\/strong><\/p>\n\n\n\n

\u00b7      repeal of restrictive\u201d laws (such as Sri Lanka\u2019s Penal Code 365\/365A)<\/strong><\/p>\n\n\n\n

Why SRHR is Deceptive<\/strong><\/strong><\/p>\n\n\n\n

Because it<\/strong> <\/strong>never uses the words gender ideology\u201d, sexuality training for minors\u201d, gender identity conversion\u201d, or abortion rights\u201d<\/strong>.<\/strong><\/p>\n\n\n\n

Instead it hides everything under:<\/strong><\/p>\n\n\n\n

\u00b7      health\u201d<\/strong><\/p>\n\n\n\n

\u00b7      rights\u201d<\/strong><\/p>\n\n\n\n

\u00b7      inclusion\u201d<\/strong><\/p>\n\n\n\n

\u00b7      equality\u201d<\/strong><\/p>\n\n\n\n

\u00b7      wellbeing\u201d<\/strong><\/p>\n\n\n\n

\u00b7      safe spaces\u201d<\/strong><\/p>\n\n\n\n

\u00b7      life skills\u201d<\/strong><\/p>\n\n\n\n

This allows SRHR to be<\/strong> <\/strong>inserted into school textbooks, teacher manuals, youth programs, and health policies without public consent<\/strong>.<\/strong><\/p>\n\n\n\n

Camouflage Term<\/strong><\/td>Surface Meaning<\/strong><\/td>Hidden Content \/ Ideology<\/strong><\/td><\/tr><\/thead>
SRHR<\/strong><\/td>Health & Rights<\/td>CSE, gender ideology, sexual orientation, abortion rights<\/td><\/tr>
Life Skills<\/strong><\/td>Personal development<\/td>Masturbation, sexual behaviours, consent narratives<\/td><\/tr>
Gender-Transformative Education<\/strong><\/td>Equality & fairness<\/td>Gender fluidity, rejection of biological sex<\/td><\/tr>
Safe Schools<\/strong><\/td>Student protection<\/td>LGBTQ+ activism, SOGI inclusion, gender identity recognition<\/td><\/tr>
Youth Empowerment<\/strong><\/td>Leadership skills<\/td>Sexual rights, advocacy for reproductive freedom<\/td><\/tr>
Digital Citizenship<\/strong><\/td>Online safety<\/td>Exposure to sexual content, online SRHR promotion<\/td><\/tr>
Bodily Autonomy<\/strong><\/td>Self-care<\/td>Reproductive health services without parental consent<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

The Modus Operandi:<\/strong><\/p>\n\n\n\n

How UN Agencies Insert Gender Ideology into Schools, Step by Step<\/strong><\/p>\n\n\n\n

This is the<\/strong> <\/strong>complete mechanism<\/strong>, used worldwide and now visible in Sri Lanka.<\/strong><\/p>\n\n\n\n

Step 1 \u2014 Use of Soft Terms (Camouflage Phase\u201d)<\/strong><\/strong><\/p>\n\n\n\n

UN agencies avoid the word CSE\u201d because it triggers public resistance.
Instead they introduce broad terms that later allow sexuality\/gender content to be added quietly.<\/p>\n\n\n\n

Key terms used in Sri Lanka:<\/strong><\/p>\n\n\n\n

\u00b7      Life-skills<\/p>\n\n\n\n

\u00b7      Gender-transformative education<\/p>\n\n\n\n

\u00b7      Safe schools<\/p>\n\n\n\n

\u00b7      Adolescent wellbeing<\/p>\n\n\n\n

\u00b7      SRHR (sexual & reproductive health & rights)<\/p>\n\n\n\n

\u00b7      Menstrual hygiene & body autonomy<\/p>\n\n\n\n

\u00b7      Healthy relationships<\/p>\n\n\n\n

\u00b7      Youth-friendly services<\/p>\n\n\n\n

\u00b7      Digital safety and citizenship<\/p>\n\n\n\n

These are inserted into:
<\/strong>\u2022 policy briefs
\u2022 teacher guidelines
\u2022 donor project reports
\u2022 trainings
\u2022 workshops<\/p>\n\n\n\n

Step 2 \u2014 Train Teachers FIRST (Cascade Model)<\/strong><\/strong><\/p>\n\n\n\n

This is<\/strong> <\/strong>always<\/strong><\/em> <\/strong>Step 2 globally.<\/strong><\/p>\n\n\n\n

First train teachers <\/strong>\u2192<\/strong> <\/strong>then<\/strong><\/em> <\/strong>children.<\/strong><\/p>\n\n\n\n

UNFPA confirms:<\/strong> <\/strong>554 teachers<\/strong> <\/strong>trained across<\/strong> <\/strong>6 districts<\/strong> <\/strong>on CSE + life skills.\u201d
This is a<\/strong> <\/strong>capacity-building pipeline<\/strong><\/em>.<\/strong><\/p>\n\n\n\n

Teachers trained will later:
\u2022 deliver lessons,
\u2022 influence school clubs,
\u2022 modify existing subjects,
\u2022 accept NGO-led student sessions.<\/p>\n\n\n\n

These teachers will then influence students and school culture, embedding content without parental knowledge<\/strong><\/strong><\/p>\n\n\n\n

The public never sees the training manuals.<\/strong><\/p>\n\n\n\n

Step 3 \u2014 Insert NGOs into Schools (Community Delivery Model)<\/strong><\/strong><\/p>\n\n\n\n

NGOs (especially IPPF affiliates) enter schools under:
<\/strong>\u2022 health promotion,\u201d
\u2022 adolescent development,\u201d
\u2022 menstrual awareness,\u201d
\u2022 gender equality,\u201d
\u2022 rights-based awareness.\u201d<\/p>\n\n\n\n

They then introduce CSE topics in small doses.<\/strong><\/p>\n\n\n\n

This also matches the recent Tourism Authority incident \u2014 NGOs quietly training an entire sector to normalize LGBTQIA+ ideology.<\/strong><\/p>\n\n\n\n

Step 4 \u2014 Pilot Districts (Test Before National Rollout)<\/strong><\/strong><\/p>\n\n\n\n

UN agencies NEVER start nationally.
<\/strong>They pilot in 4\u20136 districts, gather data, then argue:
Students benefited \u2014 therefore scale up.\u201d<\/p>\n\n\n\n

This happened with:
<\/strong>\u2022 the 554 teachers,
\u2022 youth SRHR clubs,
\u2022 district workshops with FPA Sri Lanka.<\/p>\n\n\n\n

Once pilots are established, integration becomes evidence-based.\u201d<\/strong><\/p>\n\n\n\n

Step 5 \u2014 Curriculum Integration (Final Objective)<\/strong><\/strong><\/p>\n\n\n\n

After enough teachers and NGOs are trained, UN agencies quietly move to:
\u2022 influence curriculum revisions,
\u2022 provide technical assistance,\u201d
\u2022 supply sample lesson plans,
\u2022 insert modules into Health Science, Life Skills, Civics, and Social Studies.<\/p>\n\n\n\n

The wording in syllabi remains soft\u2026
\u2026but the content aligns with ITGSE (CSE blueprint).<\/p>\n\n\n\n

This is the final takeover stage<\/strong>.<\/p>\n\n\n\n

Why this is deceptive \u2014 The Core Argument<\/strong><\/strong><\/p>\n\n\n\n

The deception lies in:<\/strong><\/p>\n\n\n\n

1.<\/strong>    Changing the label but keeping the same content<\/strong><\/strong><\/p>\n\n\n\n

2.<\/strong>    Using harmless terminology to hide controversial concepts<\/strong><\/strong><\/p>\n\n\n\n

3.<\/strong>    Training teachers first \u2014 before parents are aware<\/strong><\/strong><\/p>\n\n\n\n

4.<\/strong>    Entering schools through foreign-funded NGOs \u2014 bypassing national approval<\/strong><\/strong><\/p>\n\n\n\n

5.<\/strong>    Piloting in districts where resistance is low or oversight is weak<\/strong><\/strong><\/p>\n\n\n\n

6.<\/strong>    Gradual integration \u2014 so no one notices the shift<\/strong><\/strong><\/p>\n\n\n\n

7.<\/strong>    International agencies sitting inside curriculum committees & influencing content<\/strong><\/strong><\/p>\n\n\n\n

8.<\/strong>    Funding tied to acceptance of ideology forcing Govt to compromise welfare of Sri Lanka\u2019s children for Govt funding.<\/strong><\/strong><\/p>\n\n\n\n

This is not transparent.
This is not democratic.
This undermines sovereignty.
And this exposes Sri Lankan children to ideological experimentation.<\/p>\n\n\n\n

The Silence of Authorities: A Disturbing Failure<\/strong><\/strong><\/p>\n\n\n\n

The Ministry of Education, NIE, and NEC have a legal and moral duty<\/strong> to protect children from unapproved curriculum content.<\/p>\n\n\n\n

The Ministry of Education, NIE, and NEC are legally bound by the Constitution of Sri Lanka and Penal Code to protect children from unapproved curriculum content<\/strong><\/p>\n\n\n\n

All officials are constitutionally and legally obligated to protect children. <\/strong><\/p>\n\n\n\n

Failure to act constitutes dereliction of duty under the Constitution and Penal Code, potentially exposing them to legal consequences. <\/strong><\/p>\n\n\n\n

They cannot keep silent claiming they are simply doing their job.<\/strong><\/p>\n\n\n\n

Yet none have:<\/strong><\/p>\n\n\n\n

\u00b7      published the teacher-training materials<\/p>\n\n\n\n

\u00b7      disclosed the training approval process<\/p>\n\n\n\n

\u00b7      provided the names\/districts of the 554 teachers<\/p>\n\n\n\n

\u00b7      clarified curriculum changes<\/p>\n\n\n\n

\u00b7      revealed NGO entry mechanisms<\/p>\n\n\n\n

\u00b7      consulted parents or religious bodies<\/p>\n\n\n\n

Parliament has been silent.
Media has been silent.<\/p>\n\n\n\n

Even the teachers taught who should have realized the dangers are silent.
No oversight committees have intervened.<\/p>\n\n\n\n

When agencies quietly influence curricula while sitting inside drafting committees, this becomes<\/strong> <\/strong>foreign ideological capture<\/strong>.<\/strong><\/p>\n\n\n\n

A National Duty to Expose the Process<\/strong><\/strong><\/p>\n\n\n\n

This expos\u00e9 has now documented:
<\/strong>\u2022 the exact chronology
\u2022 the global-to-local pipeline
\u2022 the camouflage terminology
\u2022 the NGO entry mechanisms
\u2022 the teacher training evidence
\u2022 the district-based delivery
\u2022 the curriculum integration strategy
\u2022 the silence of local authorities<\/p>\n\n\n\n

Sri Lanka must urgently demand:
<\/strong>* transparency
* release of all training materials
* full disclosure of curriculum edits
* removal of foreign agencies from drafting committees
* public consultations
* protection of cultural, religious and constitutional values
* safeguarding of children<\/p>\n\n\n\n

If the West is reversing gender ideology because of its proven harm,
Sri Lanka must not allow those same failed experiments to be imposed on our children through deceptive wording and foreign funding.<\/strong><\/strong><\/p>\n\n\n\n

Multiple Trojan Horses being rolled<\/strong> exposing Sri Lankan children to ideologically-driven experimentation\u201d or potential harm to mental and social wellbeing.<\/p>\n\n\n\n

UN agencies use<\/strong> <\/strong>a portfolio of entry points<\/strong>, each appearing neutral or beneficial:<\/strong><\/p>\n\n\n\n

1.    SRHR \u2013 Sexual & Reproductive Health Rights (IPPF CSE framework)<\/strong><\/p>\n\n\n\n

\u00b7      Officially: health and rights\u201d<\/p>\n\n\n\n

\u00b7      In practice: includes CSE content, sexual behaviors, sexual rights for adolescents, LGBTQI+ identity concepts, contraception, abortion information.<\/p>\n\n\n\n

2.    Life Skills \/ Skills for Wellbeing (UNESCO ITGSE)<\/strong><\/p>\n\n\n\n

\u00b7      Appears harmless: communication, decision-making, wellbeing<\/p>\n\n\n\n

\u00b7      Actually includes: consent, relationships, gender identity, sexual health, and pleasure-based education.<\/p>\n\n\n\n

3.    Gender-Transformative Education \/ Gender Norms & Equality (UNICEF Gender Transformative Education)<\/strong><\/p>\n\n\n\n

\u00b7      Neutral: promoting equality<\/p>\n\n\n\n

\u00b7      Actually includes: challenging biological sex, gender fluidity, multiple gender identities, self-identification concepts.<\/p>\n\n\n\n

4.    Safe and Enabling School Environments \/ Safe Schools (UNESCO Safe & Inclusive Schools)<\/strong><\/p>\n\n\n\n

\u00b7      Neutral: bullying prevention, safe schools<\/p>\n\n\n\n

\u00b7      Actually includes: SOGI inclusivity, LGBTQI+ acceptance, gender ideology, safe spaces\u201d for sexual exploration.<\/p>\n\n\n\n

5.    Youth Empowerment \/ Adolescent Development (UNESCO ITGSE)<\/strong><\/p>\n\n\n\n

\u00b7      Neutral: leadership, self-confidence<\/p>\n\n\n\n

\u00b7      Actually includes: sexual rights, CSE modules, exploration of sexual behaviors.<\/p>\n\n\n\n

6.    Digital Citizenship \/ Digital Safety (UNESCO ITGSE Digital Citizenship section)<\/strong><\/p>\n\n\n\n

\u00b7      Neutral: internet safety<\/p>\n\n\n\n

\u00b7      Actually includes: sexual content online, SRHR information, LGBTQI+ advocacy, body autonomy\u201d online.<\/p>\n\n\n\n

7.    Health \/ Bodily Autonomy \/ Body Literacy \/ Menstrual Health<\/strong><\/p>\n\n\n\n

\u00b7      Neutral: personal hygiene, health knowledge<\/p>\n\n\n\n

\u00b7      Actually includes: masturbation, sexual pleasure, consent, body exploration, gender identity.<\/p>\n\n\n\n

8.    Healthy Relationships \/ Social-Emotional Learning (IPPF CSE Framework)<\/strong><\/p>\n\n\n\n

\u00b7      Neutral: communication, friendship<\/p>\n\n\n\n

\u00b7      Actually includes: sexual relationships, consent, LGBTQI+ relationships, gender norms.<\/p>\n\n\n\n

9.    Violence Prevention \/ GBV Awareness (UNESCO ITGSE)<\/strong><\/p>\n\n\n\n

\u00b7      Neutral: anti-bullying, anti-violence<\/p>\n\n\n\n

\u00b7      Actually includes: sexual harassment, gender-based power dynamics, challenging traditional sex roles.<\/p>\n\n\n\n

10. Inclusion & Diversity \/ Rights-Based Awareness (UNESCO ITGSE)<\/strong><\/p>\n\n\n\n

\u00b7      Neutral: anti-discrimination<\/p>\n\n\n\n

\u00b7      Actually includes: SOGI inclusion, sexual orientation acceptance, gender ideology, legal reform advocacy.<\/p>\n\n\n\n

WARNING: Trojan Horses in Schools<\/strong>
CSE & Gender Ideology are being<\/strong> <\/strong>sneaked in<\/strong> <\/strong>under seemingly harmless modules:<\/strong><\/p>\n\n\n\n

SRHR \u2022 Life Skills \u2022 Gender-Transformative Education \u2022 Safe Schools \u2022 Youth Empowerment \u2022 Digital Citizenship \u2022 Health & Body Autonomy \u2022 Healthy Relationships \u2022 Violence Prevention \u2022 Inclusion & Diversity<\/strong><\/strong><\/p>\n\n\n\n

By UN\/IPPF\/UNFPA\/FPASriLanka\/UNESCO\/UNICEF\/WHO & Education & Health Ministry.<\/strong><\/strong><\/p>\n\n\n\n

What looks like wellbeing\u201d or rights\u201d is actually Comprehensive Sexuality Education and gender ideology.<\/strong><\/em><\/strong><\/p>\n\n\n\n

Shenali D Waduge<\/strong><\/p>\n\n\n\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

by Shenali Waduge\u00a0 The Pattern seen worldwide is now on Sri Lankan soil Across the West, gender ideology and early sexuality teaching are now facing major reversals due to:\u2022 child mental-health damage,\u2022 parental backlash,\u2022 confusion created among young children,\u2022 the explosion of gender distress cases,\u2022 the rise of irreversible medical harm. Yet UNFPA, UNICEF, UNESCO […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[47],"tags":[],"class_list":["post-153232","post","type-post","status-publish","format-standard","hentry","category-shenali-waduge"],"_links":{"self":[{"href":"https:\/\/www.lankaweb.com\/news\/items\/wp-json\/wp\/v2\/posts\/153232","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.lankaweb.com\/news\/items\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.lankaweb.com\/news\/items\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.lankaweb.com\/news\/items\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.lankaweb.com\/news\/items\/wp-json\/wp\/v2\/comments?post=153232"}],"version-history":[{"count":1,"href":"https:\/\/www.lankaweb.com\/news\/items\/wp-json\/wp\/v2\/posts\/153232\/revisions"}],"predecessor-version":[{"id":153233,"href":"https:\/\/www.lankaweb.com\/news\/items\/wp-json\/wp\/v2\/posts\/153232\/revisions\/153233"}],"wp:attachment":[{"href":"https:\/\/www.lankaweb.com\/news\/items\/wp-json\/wp\/v2\/media?parent=153232"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.lankaweb.com\/news\/items\/wp-json\/wp\/v2\/categories?post=153232"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.lankaweb.com\/news\/items\/wp-json\/wp\/v2\/tags?post=153232"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}

 <\/strong><\/h3>\n\n\n\n

2014 <\/strong><\/p>\n\n\n\n

\u00b7      IPPF CSE Framework (2014): <\/strong><\/strong><\/p>\n\n\n\n

Teaching about sexual pleasure and masturbation is essential for adolescents\u2019 understanding of sexuality\u201d<\/em><\/strong> <\/strong>(p. 12).<\/strong><\/strong><\/p>\n\n\n\n

2018\u20132021 \u2014 Global Blueprint Finalized<\/strong><\/strong><\/p>\n\n\n\n

\u00b7      UNESCO, UNFPA and WHO publish and promote the revised ITGSE.
This is the single most influential document behind every Comprehensive Sexuality Education project worldwide (note not sex education but sexuality education)<\/p>\n\n\n\n

\u00b7      Education should address gender identity, sexual orientation, and sexual rights of adolescents\u201d<\/em> (p. 22) ITGSE (UNESCO, 2018)<\/p>\n\n\n\n

2019\u20132021 \u2014 South Asian Push Begins<\/strong><\/strong><\/p>\n\n\n\n

\u00b7      UNESCO CSE Regional Advocacy:<\/strong><\/p>\n\n\n\n

Sri Lanka participates in regional consultations.
This is the first point of penetration<\/strong>.<\/p>\n\n\n\n

https:\/\/bangkok.unesco.org\/theme\/comprehensive-sexuality-education<\/a><\/p>\n\n\n\n

\u00b7      Regional briefings encourage governments to adopt age-appropriate CSE,\u201d<\/strong> framed under:
\u2022 life skills,
\u2022 adolescent wellbeing,
\u2022 prevention of violence,
\u2022 gender equality.<\/p>\n\n\n\n

\u00b7      Notice how the promoters are regularly using the term age-appropriate\u201d. <\/p>\n\n\n\n

\u00b7      Sri Lanka participates in multiple consultations \u2014 the first point of entry.<\/p>\n\n\n\n