The United Nations (U.N.) is pushing for controversial inclusive “comprehensive sexuality education” (CSE) for children, both in schools and at home, while anti-pandemic regulations requiring children and youth to receive education remotely continue.

The United Nations Population Fund (UNFPA), on Friday, issued a guidance document for educators that seeks to ensure that mandatory U.N. sex education is imposed on children, regardless of where they receive their schooling.

The new document “complements and refers to” the controversial technical guidance on CSE published in 2018 by UNESCO.

The UNFPA document generated great controversy around the world, taking into account the lack of biological gender labels, the modification of traditional language, and the open promotion of the extreme left’s egalitarian Marxist ideology.

UNFPA is committed to ensuring that children receive this training no matter what. According to the document, it is necessary for children in school, out of school, and even at home.

Evidently, the authorities fear their plans for indoctrination in the area of sexual egalitarianism will be affected by children not attending school because of the measures to combat the CCP (Chinese Communist Party) Virus.

Thus they are looking for strategies to continue imposing their ideals by other means and using other dissemination tools.

According to UNFPA, CSE could be provided through computers or telephones or face-to-face in settings such as youth centers, summer camps, religious organizations, and refugee camps. “Outside of school, it could also include challenging topics and frame problems in a way that is not always feasible or acceptable in the school setting.

The guide contains extensive sections on sexual orientation and gender identity. Concerning boys, because of the lack of literature, it based its recommendations on conducting interviews with members of transgender organizations.

UNFPA calls for implementing “inclusive” language that does not have labels of masculine and feminine, and discourses through which “body parts” should not be assigned to a gender.

It also emphasizes that facilitators must “sensitize parents to gender identity,” seeking to convince them to accept the indoctrination of children as positive.

The guide recommends that educators use the “critical pedagogy” developed by Brazilian Marxist thinker Paulo Freire, who guides students to “question and challenge prevailing power dynamics and domination.”

The sexual orientation and gender identity curriculum are not limited to sex education.

California, New Jersey, and Illinois have passed laws requiring schools to teach about the “political, social, and economic contributions of lesbian, gay, bisexual, and transgender people. They are seeking to generate a link between the sexual orientation of idolized figures and their supposed success.

Efforts to expose children to age-inappropriate content and make parental notification and opt-out difficult or impossible undermine parents’ constitutional right to control their children’s education on sensitive issues such as human sexuality.

Combating the premature sexualization of children by adults requires the focused attention of both legislators and courageous parents who are encouraged to confront large political organizations with intentions of imposing an egalitarian narrative that breaks with our most fundamental values and traditions.