Why It Matters: UNFPA’s Empowered Program targets 7.5M adolescents across 10 countries with gender-transformative LSHE

 By Alain Kabinda

A new baseline assessment by UNFPA Zambia has revealed significant gaps in the delivery, quality, and reach of Life Skills and Health Education (LSHE) among adolescents in Western and Northern provinces, raising concerns about how effectively young people are being equipped with essential knowledge for life and health.

The assessment, conducted under the UNFPA Empowerd Programme and funded by Global Affairs Canada, examined the status of gender-transformative LSHE across six districts—Sioma, Sesheke, Mwandi, Kasama, Lupososhi, and Mpulungu—targeting adolescents and youth aged 10 to 24.

Fieldwork was carried out between 29 September and 19 October 2023 using mixed methods, including surveys, key informant interviews, and focus group discussions. A total of 384 young people participated in the survey alongside LSHE facilitators and research teams, with ethical approval granted by relevant national review bodies.

The findings show that despite LSHE being part of Zambia’s education curriculum, 21.9 percent of adolescents surveyed reported never receiving any Life Skills and Health Education lessons.

The gap was particularly pronounced among male learners and in certain districts of Northern Province, highlighting uneven implementation across regions.

Education stakeholders say this inconsistency undermines national efforts to promote informed decision-making, healthy behaviours, and gender equality among young people.

The baseline further revealed a worrying knowledge gap among learners who had received LSHE.

Only 4.6 percent of respondents scored above 70 percent in basic life skills knowledge assessments, indicating limited understanding of key topics such as sexual and reproductive health, consent, and gender equality.

Experts involved in adolescent programming warn that such low knowledge levels weaken the potential impact of LSHE in reducing teenage pregnancies, sexually transmitted infections, and gender-based violence.

The assessment also found that only 12.1 percent of adolescents demonstrated strong rejection of harmful gender norms, suggesting that deeply rooted social and cultural beliefs continue to influence attitudes and behaviours.

While 67.5 percent of those who received LSHE reported applying what they learned in real life, disparities between knowledge and practice remain a concern for programme implementers.

A striking finding from the study is the gap between facilitator confidence and actual delivery tools.

While 90.9 percent of LSHE facilitators reported feeling confident in delivering gender-transformative education, only 19.2 percent regularly used programme-aligned teaching materials. A further 26.3 percent said they never used such resources.

Just 14.1 percent of facilitators reported always having access to required teaching materials, pointing to systemic supply and distribution challenges.

Following this fundings the Zambian Government has taken a significant step toward strengthening adolescent health, education, and well-being with the inauguration of the National Life Skills and Health Education (LSHE) Steering Committee, a multi-sectoral body tasked with overseeing the quality, coordination, and implementation of Life Skills and Health Education across the country.

Speaking during the inaugural meeting and appointment of committee members in Lusaka, Ministry of Education Permanent Secretary for Educational Services, Dr. Kelvin Mambwe, described the establishment of the committee as a decisive move toward protecting young people from some of the country's most pressing social and health challenges.

The meeting brought together representatives from key government ministries, United Nations agencies, faith-based organizations, civil society groups, youth networks, and academic institutions, reflecting the broad partnership required to address issues affecting adolescents.

Dr. Mambwe said Life Skills and Health Education has become increasingly important in preparing young people to navigate a rapidly changing world marked by social, economic, health, and environmental challenges.

He noted that the programme, guided by Zambia's 2011 Life Skills Education Framework and aligned with the 2023 National Curriculum Framework, equips learners from Grade 4 to Form 4 with critical knowledge and skills in decision-making, emotional well-being, reproductive health, leadership, and responsible citizenship.

"Today's gathering marks a definitive multi-sectoral step forward in coordination and strategic governance aimed at safeguarding the well-being, health, and development of Zambia's youth," Dr. Mambwe said.

The newly established steering committee will serve as the primary governance body responsible for ensuring the quality delivery of LSHE nationwide.

The committee comes at a time when Zambia continues to grapple with high rates of teenage pregnancies, HIV infections among adolescents, school dropouts, and early marriages.

According to figures presented during the meeting, 28 percent of young women aged between 15 and 19 years have already begun childbearing, with the figure rising to 37 percent in rural areas. At the same time, HIV prevalence among adolescents remains a major concern at 9.8 percent.

Education experts say these statistics highlight the need for comprehensive and age-appropriate life skills education that empowers young people with knowledge to make informed decisions.

Dr. Mambwe stressed that Life Skills and Health Education is not merely about providing information but about helping learners develop resilience, confidence, critical thinking, and practical skills needed to navigate adolescence successfully.

By equipping young people with knowledge about health, relationships, self-awareness, and responsible decision-making, stakeholders believe the programme can contribute significantly to reducing teenage pregnancies, preventing HIV infections, and improving school retention rates.

Members have been drawn from ministries responsible for education, health, youth, justice, social services, local government, and internal security, alongside representatives from the Gender Division, faith-based organizations, development partners, civil society organizations, and youth-led groups.

The committee has been assigned four major responsibilities: strategic oversight, coordination, quality assurance, and monitoring and accountability.

Under these functions, members will review national frameworks, coordinate stakeholder efforts, validate learning materials, monitor programme implementation, and recommend corrective measures where necessary.

Officials say this approach will help eliminate duplication of efforts while ensuring that LSHE programmes delivered in schools and communities meet national standards and remain culturally relevant.

Dr. Mambwe also addressed concerns that have previously surrounded Comprehensive Sexuality Education (CSE), explaining that the transition to Life Skills and Health Education was intentionally designed to align educational content with Zambia's cultural and religious values while maintaining scientific accuracy and technical quality.

He noted that when faith leaders and community stakeholders engage with the curriculum, they often recognize its role in protecting young people from harmful outcomes such as early pregnancy, HIV infection, and school dropout.

The inclusion of faith-based organizations in the steering committee is expected to strengthen trust, dialogue, and community ownership of the programme.

Beyond health outcomes, stakeholders believe LSHE has the potential to contribute to broader national development goals.

Dr. Mambwe said quality life skills education improves school retention, enhances employability, strengthens leadership and communication skills, and prepares young people for meaningful participation in society.

He noted that as Zambia faces economic pressures, climate change impacts, and reductions in global development funding, preventive interventions such as LSHE offer a cost-effective way to reduce future social and health expenditures.

Climate-related challenges, including droughts and economic hardship, often increase vulnerabilities among adolescents, particularly girls, making life skills education an important tool for building resilience and protecting young people from exploitation and risky behaviors.

And Speaking at the same meeting UNFPA Deputy Representative Ms. Anna Holmsjwm stated that this steering committee will meet quarterly under the leadership of the Ministry of Education, with the Ministry of Youth, Sport and Arts serving as co-chair and leading interventions targeting out-of-school youth. And will use the platform to share research findings, discuss emerging adolescent issues, mobilize resources, and track progress toward national goals.

She added that these Programmes such as UNESCO's O3 initiative and UNFPA's Empowered Programme, supported by Global Affairs Canada, are expected to play a key role in supporting implementation. Collectively, these initiatives aim to reach approximately 860,000 young people by 2027 while promoting safe, inclusive, and supportive learning environments.

Among those who do, HIV and STI prevention remain the most commonly searched topics, indicating strong demand for confidential and accessible health information.

Ms. Holmsjwm also added that the assessment identifies several barriers affecting LSHE delivery, including limited teacher training, inadequate materials, cultural resistance to sexuality education, and unequal access between rural and urban learners.

“Younger adolescents aged 10 to 14 were found to have the least exposure to structured LSHE content, raising concerns about early intervention gaps,” She added.

Ms. Holmsjwm said that UNFPA’s Empowered Programme aims to reach 7.5 million adolescents across 10 countries with gender-transformative life skills education. However, the Zambia baseline suggests that significant investment is still needed to improve both access and quality.

The report recommends strengthening teacher training, improving availability of learning materials, enhancing community engagement to address social resistance, and expanding digital platforms to meet youth information needs.

Education experts emphasize that life skills education must go beyond classroom delivery and translate into meaningful behavioural change among adolescents.

While LSHE remains a critical pillar of Zambia’s education and adolescent health strategy, the baseline assessment shows that implementation gaps continue to limit its impact.

For many young people in Western and Northern provinces, access to life-changing information remains inconsistent, underscoring the need for urgent reforms

As Zambia strengthens its efforts to improve adolescent health and educational outcomes, the establishment of the National Life Skills and Health Education Steering Committee signals a renewed commitment to ensuring that young people are equipped not only to survive challenges but to thrive and contribute meaningfully to national development.

For many stakeholders gathered in Lusaka, the message was clear: investing in life skills and health education today is an investment in Zambia's future.