The WHO's Unauthorized Influence on Education - Revision history

Wilmer: Footnotes

2025-01-30T10:18:55Z

Footnotes

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	* '''International Technical Guidance on Sexuality Education (2018):''' The WHO has contributed and promoted the UNESCO guidelines on Comprehensive Sexuality Education. These guidelines have sparked controversy for their promotion of controversial topics such as sexual pleasure, gender fluidity, and sexual identity from a very early age.<ref>UNESCO Education Sector. (2018). International technical guidance on sexuality education: An evidence-informed approach [Book]. In UNESCO Education Sector (Revised edition). United Nations Educational, Scientific and Cultural Organization (UNESCO).		* '''International Technical Guidance on Sexuality Education (2018):''' The WHO has contributed and promoted the UNESCO guidelines on Comprehensive Sexuality Education. These guidelines have sparked controversy for their promotion of controversial topics such as sexual pleasure, gender fluidity, and sexual identity from a very early age.<ref>UNESCO Education Sector. (2018). International technical guidance on sexuality education: An evidence-informed approach [Book]. In UNESCO Education Sector (Revised edition). United Nations Educational, Scientific and Cultural Organization (UNESCO).

	https://web.archive.org/web/20240430101852/https://cdn.who.int/media/docs/default-source/reproductive-health/sexual-health/international-technical-guidance-on-sexuality-education.pdf?sfvrsn=10113efc_29&download=true (Original work published 2009)</ref> Critics argue that the unscientific advice from the WHO to UNESCO made these guidelines erroneous. These guidelines advocate, for instance, for the inclusion of "evolving capacities of the child" and "acceptance of diversity," in education systems, ignoring the scientific and medical fact that the the pre-frontal cortex of the brain only matures fully towards age 25. These views about gender fluidity and sexuality are however still recommended by the guidelines for school children around the age of 5.<ref>Cross reference CSE</ref>		https://web.archive.org/web/20240430101852/https://cdn.who.int/media/docs/default-source/reproductive-health/sexual-health/international-technical-guidance-on-sexuality-education.pdf?sfvrsn=10113efc_29&download=true (Original work published 2009)</ref> Critics argue that the unscientific advice from the WHO to UNESCO made these guidelines erroneous. These guidelines advocate, for instance, for the inclusion of "evolving capacities of the child" and "acceptance of diversity," in education systems, ignoring the scientific and medical fact that the the pre-frontal cortex of the brain only matures fully towards age 25. These views about gender fluidity and sexuality are however still recommended by the guidelines for school children around the age of 5.<ref>[[World Health Organization and Sexuality Education\|Cross reference CSE]] </ref>

	=== '''Legal or Regulatory Violations''' ===		=== '''Legal or Regulatory Violations''' ===
	While the WHO is empowered to set public health guidelines, it does not have the legal authority to dictate educational policies. Critics argue that the WHO's influence on education raises serious questions about national sovereignty and the proper scope of international agencies’ roles. Key issues include:		While the WHO is empowered to set public health guidelines, it does not have the legal authority to dictate educational policies. Critics argue that the WHO's influence on education raises serious questions about national sovereignty and the proper scope of international agencies’ roles. Key issues include:

	* '''Infringement on Educational Autonomy:''' The WHO’s involvement in shaping educational content, particularly in areas like sexuality education and global citizenship, bypasses democratic processes and local educational frameworks.<ref>Cross reference CSE</ref> This undermines the principle of educational autonomy, which is vital for respecting national sovereignty in education.		* '''Infringement on Educational Autonomy:''' The WHO’s involvement in shaping educational content, particularly in areas like sexuality education and global citizenship, bypasses democratic processes and local educational frameworks.<ref>[[World Health Organization and Sexuality Education\|Cross reference CSE]]</ref> This undermines the principle of educational autonomy, which is vital for respecting national sovereignty in education.
			* '''Violation of Parental Rights:''' The WHO’s recommendations on topics like sexuality education in schools are seen by many parents as an infringement on their right to make decisions about their children's upbringing and education (Article 26(3) UDHR).<ref>Say, L., Chandra-Mouli, V., Parry, M., & World Health Organization. (2018). WHO recommendations on adolescent sexual and reproductive health and rights (J. Gay, M. Plesons, M. Festin, M. L. Gaffield, R. Kabra, M. B. Semenas, O. Oladapo, O. Tuncalp, A. </ref> These policies, when implemented without consultation or consent, may violate parental rights and ignore cultural and religious beliefs about education.<ref>McCarthy, Hugh, ‘Look WHO’s in the classroom’, Brownstone Institute (18 November 2024) <[https://brownstone.org/articles/look-whos-in-the-classroom/>. https://brownstone.org/articles/look-whos-in-the-classroom/>.]</ref> This is especially relevant since the WHO pressures people that oppose (certain) vaccination.<ref>Ten threats to global health in 2019. (n.d.).
	'''Violation of Parental Rights:''' The WHO’s recommendations on topics like sexuality education in schools are seen by many parents as an infringement on their right to make decisions about their children's upbringing and education (Article 26(3) UDHR).<ref>Say, L., Chandra-Mouli, V., Parry, M., & World Health Organization. (2018). WHO recommendations on adolescent sexual and reproductive health and rights (J. Gay, M. Plesons, M. Festin, M. L. Gaffield, R. Kabra, M. B. Semenas, O. Oladapo, O. Tuncalp, A. </ref> These policies, when implemented without consultation or consent, may violate parental rights and ignore cultural and religious beliefs about education.<ref>McCarthy, Hugh, ‘Look WHO’s in the classroom’, Brownstone Institute (18 November 2024) <[https://brownstone.org/articles/look-whos-in-the-classroom/>. https://brownstone.org/articles/look-whos-in-the-classroom/>.]</ref> This is especially relevant since the WHO pressures people that oppose (certain) vaccination.<ref>Ten threats to global health in 2019. (n.d.).

	https://web.archive.org/web/20250117091330/https://www.who.int/news-room/spotlight/ten-threats-to-global-health-in-2019</ref>		https://web.archive.org/web/20250117091330/https://www.who.int/news-room/spotlight/ten-threats-to-global-health-in-2019</ref>

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	=== References ===		=== References ===
			[[Category:Overreach]]

Sylvia at 06:30, 30 January 2025

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	=== Relevant WHO Policy/Action ===		=== Relevant WHO Policy/Action ===
	* '''COVID-19 and Education (2022):'''The WHO's recommendations regarding school closures, remote learning, and health protocols profoundly shaped educational responses during the pandemic. ~~These measures were framed as necessary to protect public health but often lacked clear consideration of~~ the ~~long~~-~~term impact on children's education~~. ~~This trend of active engagement with educational curricula has continued post-pandemic, with~~ WHO ~~pushing~~ for ~~greater integration of health and social well-being topics into educational frameworks~~.		* '''COVID-19 and Education (2022):'''The WHO's recommendations regarding school closures, remote learning, and health protocols profoundly shaped educational responses during the pandemic.<ref>World Health Organization. (2022a). Recommendations from the WHO Technical Advisory Group on Safe Schooling During the COVID-19 Pandemic: revised version following the eighth TAG meeting. In WHO Regional Office for Europe [Report].

	* '''International Technical Guidance on Sexuality Education (2018):''' The WHO has contributed and promoted the UNESCO guidelines on Comprehensive Sexuality Education. These guidelines have sparked controversy for their promotion of controversial topics such as sexual pleasure, gender fluidity, and sexual identity from a very early age. Critics argue that the unscientific advice from the WHO to UNESCO made these guidelines erroneous. These guidelines advocate, for instance, for the inclusion of "evolving capacities of the child" and "acceptance of diversity," in education systems, ignoring the scientific and medical fact that the the pre-frontal cortex of the brain only matures fully towards age 25. These views about gender fluidity and sexuality are however still recommended by the guidelines for school children around the age of 5.		https://web.archive.org/web/20250117082507/https://iris.who.int/bitstream/handle/10665/352259/WHO-EURO-2022-5095-44858-63717-eng.pdf?sequence=1</ref> These measures were framed as necessary to protect public health but often lacked clear consideration of the long-term impact on children's education. This trend of active engagement with educational curricula has continued post-pandemic, with WHO pushing for greater integration of health and social well-being topics into educational frameworks.<ref>World Health Organization: WHO. (2024, November 11). Public consultation on the Implementation Guidance for School Health Services. World Health Organization: WHO. (2024, November 11). Public consultation on the Implementation Guidance for School Health Services. https://web.archive.org/web/20250117085455/https://www.who.int/news-room/articles-detail/public-consultation-on-the-implementation-guidance-for-school-health-services</ref>

			* '''International Technical Guidance on Sexuality Education (2018):''' The WHO has contributed and promoted the UNESCO guidelines on Comprehensive Sexuality Education. These guidelines have sparked controversy for their promotion of controversial topics such as sexual pleasure, gender fluidity, and sexual identity from a very early age.<ref>UNESCO Education Sector. (2018). International technical guidance on sexuality education: An evidence-informed approach [Book]. In UNESCO Education Sector (Revised edition). United Nations Educational, Scientific and Cultural Organization (UNESCO).

			https://web.archive.org/web/20240430101852/https://cdn.who.int/media/docs/default-source/reproductive-health/sexual-health/international-technical-guidance-on-sexuality-education.pdf?sfvrsn=10113efc_29&download=true (Original work published 2009)</ref> Critics argue that the unscientific advice from the WHO to UNESCO made these guidelines erroneous. These guidelines advocate, for instance, for the inclusion of "evolving capacities of the child" and "acceptance of diversity," in education systems, ignoring the scientific and medical fact that the the pre-frontal cortex of the brain only matures fully towards age 25. These views about gender fluidity and sexuality are however still recommended by the guidelines for school children around the age of 5.<ref>Cross reference CSE</ref>

	=== '''Legal or Regulatory Violations''' ===		=== '''Legal or Regulatory Violations''' ===
	While the WHO is empowered to set public health guidelines, it does not have the legal authority to dictate educational policies. Critics argue that the WHO's influence on education raises serious questions about national sovereignty and the proper scope of international agencies’ roles. Key issues include:		While the WHO is empowered to set public health guidelines, it does not have the legal authority to dictate educational policies. Critics argue that the WHO's influence on education raises serious questions about national sovereignty and the proper scope of international agencies’ roles. Key issues include:

	* '''Infringement on Educational Autonomy:''' The WHO’s involvement in shaping educational content, particularly in areas like sexuality education and global citizenship, bypasses democratic processes and local educational frameworks. This undermines the principle of educational autonomy, which is vital for respecting national sovereignty in education.		* '''Infringement on Educational Autonomy:''' The WHO’s involvement in shaping educational content, particularly in areas like sexuality education and global citizenship, bypasses democratic processes and local educational frameworks.<ref>Cross reference CSE</ref> This undermines the principle of educational autonomy, which is vital for respecting national sovereignty in education.

	'''Violation of Parental Rights:''' The WHO’s recommendations on topics like sexuality education in schools are seen by many parents as an infringement on their right to make decisions about their children's upbringing and education (Article 26(3) UDHR). These policies, when implemented without consultation or consent, may violate parental rights and ignore cultural and religious beliefs about education. This is especially relevant since the WHO pressures people that oppose (certain) vaccination.		'''Violation of Parental Rights:''' The WHO’s recommendations on topics like sexuality education in schools are seen by many parents as an infringement on their right to make decisions about their children's upbringing and education (Article 26(3) UDHR).<ref>Say, L., Chandra-Mouli, V., Parry, M., & World Health Organization. (2018). WHO recommendations on adolescent sexual and reproductive health and rights (J. Gay, M. Plesons, M. Festin, M. L. Gaffield, R. Kabra, M. B. Semenas, O. Oladapo, O. Tuncalp, A. </ref> These policies, when implemented without consultation or consent, may violate parental rights and ignore cultural and religious beliefs about education.<ref>McCarthy, Hugh, ‘Look WHO’s in the classroom’, Brownstone Institute (18 November 2024) <[https://brownstone.org/articles/look-whos-in-the-classroom/>. https://brownstone.org/articles/look-whos-in-the-classroom/>.]</ref> This is especially relevant since the WHO pressures people that oppose (certain) vaccination.<ref>Ten threats to global health in 2019. (n.d.).

			https://web.archive.org/web/20250117091330/https://www.who.int/news-room/spotlight/ten-threats-to-global-health-in-2019</ref>

	=== '''Consequences/Impact''' ===		=== '''Consequences/Impact''' ===
	The WHO’s influence on education has had significant and far-reaching consequences:		The WHO’s influence on education has had significant and far-reaching consequences:

	* '''Educational Disruption and Learning Loss:''' The WHO's recommendations during the pandemic, including school closures and remote learning, caused widespread educational disruption. Many students, particularly those from disadvantaged backgrounds, faced significant learning losses. Research has shown that remote learning often failed to deliver the same academic results as in-person education, and the lack of direct interaction with teachers exacerbated educational inequalities.		* '''Educational Disruption and Learning Loss:''' The WHO's recommendations during the pandemic, including school closures and remote learning, caused widespread educational disruption. Many students, particularly those from disadvantaged backgrounds, faced significant learning losses. Research has shown that remote learning often failed to deliver the same academic results as in-person education, and the lack of direct interaction with teachers exacerbated educational inequalities.<ref>Cortés-Albornoz, María C., e.a., ‘Effects of remote learning during COVID-19 lockdown on children’s learning abilities and school performance: A systematic review’, International Journal of Educational Development 101 (2023) 102835 10.1016/j.ijedudev.2023.102835>.</ref>
	* '''Erosion of Educational Independence:''' WHO’s growing influence in curriculum development, particularly through initiatives like sexuality education, has led to concerns about the erosion of national educational frameworks. Many countries now face pressure to adopt international health-driven agendas, often without sufficient input from local educators, parents, or communities. This could undermine the ability of educational systems to remain responsive to local needs and values.		* '''Erosion of Educational Independence:''' WHO’s growing influence in curriculum development, particularly through initiatives like sexuality education, has led to concerns about the erosion of national educational frameworks. Many countries now face pressure to adopt international health-driven agendas, often without sufficient input from local educators, parents, or communities. This could undermine the ability of educational systems to remain responsive to local needs and values.<ref>McCarthy, Hugh, ‘Look WHO’s in the classroom’, Brownstone Institute (18 November 2024) <[https://brownstone.org/articles/look-whos-in-the-classroom/>. https://brownstone.org/articles/look-whos-in-the-classroom/>.]</ref>
	* '''Increased Political and Social Polarization:''' WHO’s policies on sexuality education and global citizenship have intensified political and social divisions, particularly in countries with strong cultural or religious opposition to these topics. The push to incorporate these issues into school curricula has sparked protests, debates, and even legal challenges, further polarizing communities and raising questions about the role of international organizations in national education policy.		* '''Increased Political and Social Polarization:''' WHO’s policies on sexuality education and global citizenship have intensified political and social divisions, particularly in countries with strong cultural or religious opposition to these topics. The push to incorporate these issues into school curricula has sparked protests, debates, and even legal challenges, further polarizing communities and raising questions about the role of international organizations in national education policy.<ref>Newton, View All Posts by Lorinda Kf, ‘Danger: Comprehensive sex education ahead’, Lorinda’s Ponderings (2023) <[https://lorindasponderings.wordpress.com/2020/01/19/danger-comprehensive-sex-education-ahead/>. https://lorindasponderings.wordpress.com/2020/01/19/danger-comprehensive-sex-education-ahead/>.]</ref>

	=== Relevant Documents ===		=== Relevant Documents ===
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	# [https://brownstone.org/articles/look-whos-in-the-classroom/ "Look Who’s in the Classroom"] – Link to opinion piece An exploration of the WHO's growing influence on classroom curricula, particularly concerning health and social issues.		# [https://brownstone.org/articles/look-whos-in-the-classroom/ "Look Who’s in the Classroom"] – Link to opinion piece An exploration of the WHO's growing influence on classroom curricula, particularly concerning health and social issues.
	# [https://lorindasponderings.wordpress.com/2020/01/19/danger-comprehensive-sex-education-ahead/ “Danger: Comprehensive sex education ahead”] – Link to opinion piece about the CSE agenda		# [https://lorindasponderings.wordpress.com/2020/01/19/danger-comprehensive-sex-education-ahead/ “Danger: Comprehensive sex education ahead”] – Link to opinion piece about the CSE agenda


			=== References ===

Sylvia at 22:04, 29 January 2025

2025-01-29T22:04:05Z

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	~~Contents~~
			=== Summary ===




	Summary:

	The World Health Organization (WHO) has increasingly extended its influence over global educational policies, particularly during and after the COVID-19 pandemic. Critics argue that this influence is both unauthorized and harmful, as it prioritizes public health agendas over traditional educational goals. The WHO's policies, particularly those related to mental health, global citizenship, and sexuality education, have shifted the focus of schools away from academic rigor toward broader social issues, raising concerns over the erosion of educational autonomy and parental rights.		The World Health Organization (WHO) has increasingly extended its influence over global educational policies, particularly during and after the COVID-19 pandemic. Critics argue that this influence is both unauthorized and harmful, as it prioritizes public health agendas over traditional educational goals. The WHO's policies, particularly those related to mental health, global citizenship, and sexuality education, have shifted the focus of schools away from academic rigor toward broader social issues, raising concerns over the erosion of educational autonomy and parental rights.

	Background/Context:		=== Background/Context ===
			Founded in 1948 as a specialized agency of the United Nations, the WHO's primary mandate is to promote global public health. However, in recent years, especially following the COVID-19 pandemic, the WHO has increasingly involved itself in areas traditionally outside its remit, including education. <ref>World Health Organization. (2021). WHO guideline on school health services [Guideline].

	~~Founded in 1948 as a specialized agency of the United Nations, the WHO's primary mandate is to promote global public health~~. ~~However, in recent years, especially following the COVID~~-~~19 pandemic, the WHO has increasingly involved itself in areas traditionally outside its remit, including education~~. The pandemic marked a turning point, with the WHO exerting significant pressure on governments to adopt public health measures such as remote learning, school closures, and mental health initiatives in schools. This overlap between public health guidance and educational policy has blurred the lines between health and education, raising concerns over the WHO's growing influence on school curricula and policies.		https://web.archive.org/web/20240624100519/https://iris.who.int/bitstream/handle/10665/341910/9789240029392-eng.pdf?sequence=1</ref>The pandemic marked a turning point, with the WHO exerting significant pressure on governments to adopt public health measures such as remote learning, school closures, and mental health initiatives in schools.<ref>Thakur, Ramesh, ‘The WHO is no longer fit for purpose’, Brownstone Institute (5 August 2024) <[https://brownstone.org/articles/the-who-is-no-longer-fit-for-purpose/>. https://brownstone.org/articles/the-who-is-no-longer-fit-for-purpose/>.]</ref> This overlap between public health guidance and educational policy has blurred the lines between health and education, raising concerns over the WHO's growing influence on school curricula and policies.

	The WHO’s engagement in education is most evident through its pandemic-related recommendations. In a 2020 report, COVID-19 and Education, the WHO not only urged governments to close schools but also outlined reopening measures that focused heavily on mental health and well-being. ~~These guidelines often shifted the educational focus away from core academics and towards public health priorities, including health education and social well-being~~. ~~The growing role of the~~ WHO ~~in shaping curricula, particularly in areas like sexuality education, gender identity, and global citizenship, has sparked widespread criticism for infringing~~ on ~~parental rights, cultural norms, and national sovereignty~~.		The WHO’s engagement in education is most evident through its pandemic-related recommendations. In a 2020 report, COVID-19 and Education, the WHO not only urged governments to close schools but also outlined reopening measures that focused heavily on mental health and well-being. <ref>World Health Organization. (2021). WHO guideline on school health services [Guideline].

	~~Relevant~~ WHO ~~Policy~~/~~Action~~:		https://web.archive.org/web/20240624100519/https://iris.who.int/bitstream/handle/10665/341910/9789240029392-eng.pdf?sequence=1</ref>These guidelines often shifted the educational focus away from core academics and towards public health priorities, including health education and social well-being. The growing role of the WHO in shaping curricula, particularly in areas like sexuality education, gender identity, and global citizenship, has sparked widespread criticism for infringing on parental rights, cultural norms, and national sovereignty.<ref>Thakur, Ramesh, ‘The WHO is no longer fit for purpose’, Brownstone Institute (5 August 2024) <[https://brownstone.org/articles/the-who-is-no-longer-fit-for-purpose/>. https://brownstone.org/articles/the-who-is-no-longer-fit-for-purpose/>.]</ref>

			=== Relevant WHO Policy/Action ===
	* '''COVID-19 and Education (2022):'''The WHO's recommendations regarding school closures, remote learning, and health protocols profoundly shaped educational responses during the pandemic. These measures were framed as necessary to protect public health but often lacked clear consideration of the long-term impact on children's education. This trend of active engagement with educational curricula has continued post-pandemic, with WHO pushing for greater integration of health and social well-being topics into educational frameworks.		* '''COVID-19 and Education (2022):'''The WHO's recommendations regarding school closures, remote learning, and health protocols profoundly shaped educational responses during the pandemic. These measures were framed as necessary to protect public health but often lacked clear consideration of the long-term impact on children's education. This trend of active engagement with educational curricula has continued post-pandemic, with WHO pushing for greater integration of health and social well-being topics into educational frameworks.

	* '''International Technical Guidance on Sexuality Education (2018):''' The WHO has contributed and promoted the UNESCO guidelines on Comprehensive Sexuality Education. These guidelines have sparked controversy for their promotion of controversial topics such as sexual pleasure, gender fluidity, and sexual identity from a very early age. Critics argue that the unscientific advice from the WHO to UNESCO made these guidelines erroneous. These guidelines advocate, for instance, for the inclusion of "evolving capacities of the child" and "acceptance of diversity," in education systems, ignoring the scientific and medical fact that the the pre-frontal cortex of the brain only matures fully towards age 25. These views about gender fluidity and sexuality are however still recommended by the guidelines for school children around the age of 5.		* '''International Technical Guidance on Sexuality Education (2018):''' The WHO has contributed and promoted the UNESCO guidelines on Comprehensive Sexuality Education. These guidelines have sparked controversy for their promotion of controversial topics such as sexual pleasure, gender fluidity, and sexual identity from a very early age. Critics argue that the unscientific advice from the WHO to UNESCO made these guidelines erroneous. These guidelines advocate, for instance, for the inclusion of "evolving capacities of the child" and "acceptance of diversity," in education systems, ignoring the scientific and medical fact that the the pre-frontal cortex of the brain only matures fully towards age 25. These views about gender fluidity and sexuality are however still recommended by the guidelines for school children around the age of 5.

			=== '''Legal or Regulatory Violations''' ===
	'''Legal or Regulatory Violations:'''

	While the WHO is empowered to set public health guidelines, it does not have the legal authority to dictate educational policies. Critics argue that the WHO's influence on education raises serious questions about national sovereignty and the proper scope of international agencies’ roles. Key issues include:		While the WHO is empowered to set public health guidelines, it does not have the legal authority to dictate educational policies. Critics argue that the WHO's influence on education raises serious questions about national sovereignty and the proper scope of international agencies’ roles. Key issues include:

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	'''Violation of Parental Rights:''' The WHO’s recommendations on topics like sexuality education in schools are seen by many parents as an infringement on their right to make decisions about their children's upbringing and education (Article 26(3) UDHR). These policies, when implemented without consultation or consent, may violate parental rights and ignore cultural and religious beliefs about education. This is especially relevant since the WHO pressures people that oppose (certain) vaccination.		'''Violation of Parental Rights:''' The WHO’s recommendations on topics like sexuality education in schools are seen by many parents as an infringement on their right to make decisions about their children's upbringing and education (Article 26(3) UDHR). These policies, when implemented without consultation or consent, may violate parental rights and ignore cultural and religious beliefs about education. This is especially relevant since the WHO pressures people that oppose (certain) vaccination.

			=== '''Consequences/Impact''' ===
	'''Consequences/Impact:'''

	The WHO’s influence on education has had significant and far-reaching consequences:		The WHO’s influence on education has had significant and far-reaching consequences:

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	* '''Increased Political and Social Polarization:''' WHO’s policies on sexuality education and global citizenship have intensified political and social divisions, particularly in countries with strong cultural or religious opposition to these topics. The push to incorporate these issues into school curricula has sparked protests, debates, and even legal challenges, further polarizing communities and raising questions about the role of international organizations in national education policy.		* '''Increased Political and Social Polarization:''' WHO’s policies on sexuality education and global citizenship have intensified political and social divisions, particularly in countries with strong cultural or religious opposition to these topics. The push to incorporate these issues into school curricula has sparked protests, debates, and even legal challenges, further polarizing communities and raising questions about the role of international organizations in national education policy.

			=== Relevant Documents ===
	~~'''Links to Primary Sources:'''~~

	[https://web.archive.org/web/20250117082507/https:/iris.who.int/bitstream/handle/10665/352259/WHO-EURO-2022-5095-44858-63717-eng.pdf?sequence=1 Recommendations from the WHO Technical Advisory Group on Safe Schooling During the COVID-19 Pandemic]		[https://web.archive.org/web/20250117082507/https:/iris.who.int/bitstream/handle/10665/352259/WHO-EURO-2022-5095-44858-63717-eng.pdf?sequence=1 Recommendations from the WHO Technical Advisory Group on Safe Schooling During the COVID-19 Pandemic]

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	[https://web.archive.org/save/https:/iris.who.int/bitstream/handle/10665/275374/9789241514606-eng.pdf WHO recommendations on adolescent sexual and reproductive health and rights]		[https://web.archive.org/save/https:/iris.who.int/bitstream/handle/10665/275374/9789241514606-eng.pdf WHO recommendations on adolescent sexual and reproductive health and rights]

			=== '''Relevant Commentary''' ===
	'''~~Links to~~ Commentary:'''

	# "[https://brownstone.org/articles/the-who-is-no-longer-fit-for-purpose/ The WHO Is No Longer Fit for Purpose" –] Link to analysis A critical examination of the WHO's increasing overreach into sectors beyond its original mandate, including education.		# "[https://brownstone.org/articles/the-who-is-no-longer-fit-for-purpose/ The WHO Is No Longer Fit for Purpose" –] Link to analysis A critical examination of the WHO's increasing overreach into sectors beyond its original mandate, including education.
	# [https://brownstone.org/articles/the-covid-morass-an-academic-and-mother-asks-questions/ "The COVID Morass: An Academic and Mother Asks Questions"] – Link to commentary A personal perspective on the impact of WHO's pandemic policies on education and children's development.		# [https://brownstone.org/articles/the-covid-morass-an-academic-and-mother-asks-questions/ "The COVID Morass: An Academic and Mother Asks Questions"] – Link to commentary A personal perspective on the impact of WHO's pandemic policies on education and children's development.
	# [https://brownstone.org/articles/look-whos-in-the-classroom/ "Look Who’s in the Classroom"] – Link to opinion piece An exploration of the WHO's growing influence on classroom curricula, particularly concerning health and social issues.		# [https://brownstone.org/articles/look-whos-in-the-classroom/ "Look Who’s in the Classroom"] – Link to opinion piece An exploration of the WHO's growing influence on classroom curricula, particularly concerning health and social issues.
	# [https://lorindasponderings.wordpress.com/2020/01/19/danger-comprehensive-sex-education-ahead/ “Danger: Comprehensive sex education ahead”] – Link to opinion piece about the CSE agenda		# [https://lorindasponderings.wordpress.com/2020/01/19/danger-comprehensive-sex-education-ahead/ “Danger: Comprehensive sex education ahead”] – Link to opinion piece about the CSE agenda

Sylvia at 18:16, 29 January 2025

2025-01-29T18:16:34Z

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 Relevant WHO Policy/Action:
-COVID-19 and Education (2022):The WHO's recommendations regarding school closures, remote learning, and health protocols profoundly shaped educational responses during the pandemic. These
+* '''COVID-19 and Education (2022):'''The WHO's recommendations regarding school closures, remote learning, and health protocols profoundly shaped educational responses during the pandemic. These measures     were framed as necessary to protect public health but often lacked clear     consideration of the long-term impact on children's education. This trend     of active engagement with educational curricula has continued     post-pandemic, with WHO pushing for greater integration of health and     social well-being topics into educational frameworks.

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Summary:

The World Health Organization (WHO) has increasingly extended its influence over global educational policies, particularly during and after the COVID-19 pandemic. Critics argue that this influence is both unauthorized and harmful, as it prioritizes public health agendas over traditional educational goals. The WHO's policies, particularly those related to mental health, global citizenship, and sexuality education, have shifted the focus of schools away from academic rigor toward broader social issues, raising concerns over the erosion of educational autonomy and parental rights.

Background/Context:

Founded in 1948 as a specialized agency of the United Nations, the WHO's primary mandate is to promote global public health. However, in recent years, especially following the COVID-19 pandemic, the WHO has increasingly involved itself in areas traditionally outside its remit, including education. The pandemic marked a turning point, with the WHO exerting significant pressure on governments to adopt public health measures such as remote learning, school closures, and mental health initiatives in schools. This overlap between public health guidance and educational policy has blurred the lines between health and education, raising concerns over the WHO's growing influence on school curricula and policies.

The WHO’s engagement in education is most evident through its pandemic-related recommendations. In a 2020 report, COVID-19 and Education, the WHO not only urged governments to close schools but also outlined reopening measures that focused heavily on mental health and well-being. These guidelines often shifted the educational focus away from core academics and towards public health priorities, including health education and social well-being. The growing role of the WHO in shaping curricula, particularly in areas like sexuality education, gender identity, and global citizenship, has sparked widespread criticism for infringing on parental rights, cultural norms, and national sovereignty.

Relevant WHO Policy/Action:

COVID-19 and Education (2022):The WHO's recommendations regarding school closures, remote learning, and health protocols profoundly shaped educational responses during the pandemic. These