A/65/162 84. Concerning the form in which the topic is addressed, relatively traditional strategies, such as lectures, predominate although more active, participatory approaches have gradually been included in some cases. 85. One general problem arises from shortcomings in teacher training, which tends to perpetuate stereotypical and even discriminatory ideas. This gap undermines teachers’ confidence in their ability to do their job properly. 86. Last, there is a general lack of follow-up to and monitoring of sexual education policies. 87. On the basis of these conclusions, the Special Rapporteur recommends that States should: (a) Eliminate legislative and constitutional barriers to ensuring their people’s enjoyment of the right to comprehensive sexual education by adopting and strengthening legislation aimed at guaranteeing that right without any form of discrimination; (b) Encourage the design and implementation of comprehensive, sustainable public policies aimed specifically at ensuring their people’s enjoyment of the human right to comprehensive sexual education. These policies should focus on rights, gender and respect for diversity; provide for coordination among agencies and with civil society; and provide the resources necessary to their implementation; (c) Ensure the inclusion of comprehensive sexual education from primary school onwards, taking into account secondary school enrolment rates, the age of first intercourse and other variables in a context of respect and adaptability based on the age of students and the capacities associated with their levels of emotional and cognitive development; (d) In establishing the curriculum and the educational content of sexual education, provide for the inclusion and expansion of a holistic perspective that does not focus exclusively on biology and ensure that, inter alia, the gender dimension, human rights, new patterns of male behaviour, diversity and disability are included; (e) Provide high-quality, specialized teacher training in an institutional environment that supports teachers and increases their confidence through a curriculum framework of medium- and long-term projects; (f) Promote and incorporate various strategies through association with education alternatives such as the media, organizations of civil society, peer education and health-care centres and professionals; (g) Foster respect for cultural relevance and age-specific criteria in the context of comprehensive sexual education; (h) Encourage the inclusion of families and communities as strategic allies in curriculum design and implementation grounded in pluralism and compliance with the obligation to provide comprehensive education, including scientific information based on evidence and human rights standards; (i) Take note of the declaration on “Preventing through Education”, signed by the Ministers of Education of Latin America and the Caribbean in 20 10-46213