Classroom Implementation of National Sexuality Education Curricula in Four Low- and Middle-Income Countries

Autor/inn/en	Keogh, Sarah C.; Leong, Ellie; Motta, Angélica; Sidze, Estelle; Monzón, Ana Silvia; Amo-Adjei, Joshua
Titel	Classroom Implementation of National Sexuality Education Curricula in Four Low- and Middle-Income Countries
Quelle	In: Sex Education: Sexuality, Society and Learning, 21 (2021) 4, S.432-449 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Keogh, Sarah C.) ORCID (Motta, Angélica) ORCID (Monzón, Ana Silvia) ORCID (Amo-Adjei, Joshua)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1811
DOI	10.1080/14681811.2020.1821180
Schlagwörter	Teaching Methods; Sex Education; Sexuality; Developing Nations; Cross Cultural Studies; Secondary School Students; Secondary School Teachers; National Curriculum; Administrator Attitudes; Teacher Attitudes; Student Attitudes; Public Officials; Nongovernmental Organizations; Foreign Countries; Student Needs; Ghana; Kenya; Peru; Guatemala + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Sexualität; Developing country; Developing countries; Entwicklungsland; Cultural comparison; Kulturvergleich; Sekundarschüler; Lehrerverhalten; Schülerverhalten; Ausland; Kenia
Abstract	School-based comprehensive sexuality education (CSE) can help adolescents acquire crucial knowledge and skills to achieve their full potential, particularly in low- and middle-income countries with higher rates of negative sexual and reproductive outcomes. While many low- and middle-income countries have developed CSE curricula, little is known about how these are implemented in the classroom. This multi-country mixed-methods study analysed challenges to the implementation of national CSE curricula in schools in Ghana, Kenya, Peru and Guatemala, based on surveys of secondary school principals, teachers and students aged 15-17 years, and in-depth interviews with central and local government, NGOs and youth organisations. In all four countries, inadequate teacher training remained a major hurdle to effective implementation, manifesting in teacher discomfort and inaccurate messaging. This was compounded by a lack of comprehensive teaching resources. CSE classes were focused mainly on biology at the expense of contraception, gender and rights, despite students' desire for greater coverage of these topics. Teaching methods lacked interactive activities necessary to develop skills and values. Findings offer useful lessons to improve school-level implementation in these and other countries facing similar challenges. Increasing teacher training and distributing comprehensive CSE materials responsive to adolescents' needs remain priorities in all countries. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01