Assessment of non-formal sexual education strategies for adolescent girls: the case of Tanzania

Cardoso, João Casqueira; Mwolo, Martha Peter

doi:10.1590/s0104-40362017002501111

Cited by 6 publications

(10 citation statements)

References 15 publications

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“…However, evaluations of SRH education curricula in sub-Saharan Africa have been inconclusive on their impact in reducing risky sexual behaviors and the incidence of STIs/HIV among young adults [32,35]. The SRH education curriculum that was introduced in Tanzania in primary schools during the early 2000's to help with the control of the HIV pandemic has been important for educating adolescents in primary and secondary schools, but its main challenge has been the inability of many teachers to deliver the message and topics clearly [36].…”

Section: Discussionmentioning

confidence: 99%

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Where and how do young people like to get their sexual and reproductive health (SRH) information? Experiences from students in higher learning institutions in Mbeya, Tanzania: a cross-sectional study

2021

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Background Sexual and reproductive health (SRH) among young adults in low- and middle-income countries (LMIC) is still a major public health challenge. Early school-based sexuality education programs and sexual health information sharing between teachers, parents and young people have been considered protective against the sexual health risks to which young people are exposed. There is, however, limited information on the preferred choices of “where”, “how” and “from whom” young people would like to receive SRH information. We aimed to describe the experience and preferences of young people regarding their SRH education and learning and in particular communication with their parents/guardians. Methods We conducted a cross-sectional study among randomly selected students aged 18-24y attending Higher Learning Institutions (HLIs) in Mbeya, Tanzania. We used a self-administered questionnaire to collect information on SRH education received, ability to discuss SRH matters with a parent/guardian and SRH information gaps encountered during their early sexual experience. Results We enrolled 504 students from 5 HLIs, of whom 446 (88.5%) reported to be sexually active, with mean age at sexual debut of 18.4y (SD 2.2). About 61% (307/504) of the participants found it difficult to discuss or did not discuss SRH matters with their parent/guardian while growing up. Learning about SRH matters was reported from peers (30.2%) and teacher-led school curriculum (22.7%). There was a strong gender-biased preference on SRH matters’ discussions, female and male participants preferred discussions with adults of their respective sex. Peers (18.2%), media (16.2%) and schools (14.2%) were described as the preferred sources of SRH information. On recalling their first sexual experience, sexually-initiated participants felt they needed to know more about sexual feelings, emotions and relationships (28.8%), safer sex (13.5%), how to be able to say ‘No’ (10.7%) and how to use a condom correctly (10.2%). Conclusion Young people have a gender preference when it comes to learning about SRH matters from their parents; however, such conversations seldom occur. Community health education should focus on building skills of parents on parent-child communication on SRH matters so as to empower them to confidently initiate and convey accurate SRH information. Comprehensive SRH education and skills building need to be strengthened in the current school SRH curriculum in order to meet the demand and needs of students and increase the competence of teachers.

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Section: Discussionmentioning

confidence: 99%

“…Whilst Mkumbo et al showed that the majority of urban and rural teachers in Tanzania were supportive of SRH education teaching [13], Cardoso and Mwolo noted an ineffective inclusion of sensitive sexuality matters in the school curricula and inadequate resources [36].…”

Section: Discussionmentioning

confidence: 99%

Where and how do young people like to get their sexual and reproductive health (SRH) information? Experiences from students in higher learning institutions in Mbeya, Tanzania: a cross-sectional study

2021

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“…Further, participants felt they needed to know more about sexual feelings, emotions and relationships, safer sex, how to be able to say 'No' and how to use a condom correctly; such information may indicate that during such an encounter probably even a condom or other protective means to STIs/HIV and/or pregnancy were not used. The SRE curriculum that was introduced in Tanzania in primary schools during early 2000's in response to the control of HIV epidemic has been important for adolescents in primary and secondary schools, but the challenge is the inability of some of the teachers to deliver the message and topics clearly (34). Mkumbo (2012) showed majority of urban and rural teachers are in favour of teaching SRE (12), but Cardoso and Mwolo noted ineffective inclusion of sensitive sexuality matters in the school curricula (34).…”

Section: Discussionmentioning

confidence: 99%

“…The SRE curriculum that was introduced in Tanzania in primary schools during early 2000's in response to the control of HIV epidemic has been important for adolescents in primary and secondary schools, but the challenge is the inability of some of the teachers to deliver the message and topics clearly (34). Mkumbo (2012) showed majority of urban and rural teachers are in favour of teaching SRE (12), but Cardoso and Mwolo noted ineffective inclusion of sensitive sexuality matters in the school curricula (34). Such curriculums lack enough resources and the students do not appreciated much the school as a tutor for sexual health matters.…”

Section: Discussionmentioning

confidence: 99%

Where and how do young People Like to Get their Sexual and Reproductive Health Information? Experiences from Students in Higher Learning Institutions in Tanzania: A Cross-sectional Study

Mcharo

Mayaud

Msuya

2020

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Background Sexual and reproductive health (SRH) among young adults in developing countries is still a major public health concern. Early school-based sexuality education programs and sexual health information sharing between teachers, parents and young people have been considered protective against sexual health risks that young people are prone to. There is limited information on preferred choices of “where” and “how” young people like to get their SRH information. Here, we describe what young people prefer to learn with regard to sexual matters, where and who they prefer to learn from, and their experiences of parent-child sexuality communication. MethodsThis was a cross-sectional study, conducted from March 2019 to January 2020 among students aged 18-24 years attending Higher Learning Institutions (HLIs) within Mbeya. A self-administered questionnaire was used to collect information on SRH education, ability to discuss sexual matters with a parent/guardian, and SRH information gap during early sexual experience. ResultsOut of 504 students that were enrolled, 377 (74.8%) reported to be sexually active with mean age at sexual debut of 18.4 years. Six out of ten students found it difficult to discuss or did not discuss sexual matters with a parent/guardian while growing up at age 12-18 years. Majority learnt about SRH matters from peers (30%) and lessons at schools (23%). We found a gender-biased preference on sexual matters discussions, such that female and male participants preferred discussions with female adults and male adults, respectively. Peers (18%), Media (17%) and schools (13%) were preferred sources of SRH information. On recalling first sexual experience, participants felt they needed to know more about sexual feelings, emotions and relationships (26.9%), safer sex (13.8%), how to be able to say 'No' (10.5%) and how to use a condom correctly (10.2%). ConclusionYoung people have a gender-biased preference when it comes to learning about SRH matters from their parents; however, such conversations seldom occur. Community health IEC should incorporate the agenda on building skills of parents on parent-child communication on sexual matters so as to empower them to confidently initiate and convey appropriate and sufficient sexual health information. Comprehensive SRH education and skills building is needed in the current school SRH curriculum in order need to meet the demand and needs of students’ and teachers’.

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“…In Tanzania, the provision of sexual health care is focused on HIV and STI services, sexual and reproductive health care such as use of contraceptives, youth pregnancies and post abortion care, management and prevention of female genital mutilation/cutting (FGM/C), treatment of sexual dysfunction, management of sexual violence and sexual-related problems among key populations including sex workers (SW) and men who have sex with men (MSM), and provision of non-formal sex education (Cardoso & Mwolo, 2017 [Tanzania], 2017). Countries in Sub-Saharan Africa are faced with multiple challenges in their health care systems that act as barriers to provision of health care, and in particular to the delivery of sexual health care (Akatukwasa et al, 2019;Jonas et al, 2018;Oleribe et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Perceptions of Sexual Healthcare Provision in Tanzania: a Key Informant Qualitative Study

et al. 2021

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Introduction Sexual health care services must be standard and unbiased, guided by a structured health care system. There is a scarcity of data on how sexual health care is delivered in Tanzania. Methods To address this gap, in July 2019 we interviewed eleven key informants: cultural and public health experts, and political, religious, and community leaders, selected from different organizations in Dar es Salaam, Tanzania. Participants were asked for their opinions about clinical practices of health care professionals when providing care to patients, with an emphasis on sexual health. Results Participants’ responses were classified into three subcategories: strengths, barriers, and gaps in sexual health care. Availability of services, service delivery to adults, and code of conduct were among the strengths observed in clinical care services. Barriers included the health care provider’s attitudes, moral values, and inadequacy in health policies and treatment guidelines. Vulnerable populations including youth were frequently reported to face most challenges when seeking sexual health care services. In terms of gaps, informants emphasized gender equity in sexual health services provision within care settings. Conclusion and Implication Data indicate that lack of training in sexual health and guidelines for dealing with sexual issues are a barrier to comprehensive health care. These findings can inform the main areas for curriculum developers to focus on, when developing an Afro-centric sexual health curriculum suitable for students in health care professional courses. Moreover, these findings can be useful when developing treatment guidelines and policies that are beneficial to the sexual health wellbeing of individuals.

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Assessment of non-formal sexual education strategies for adolescent girls: the case of Tanzania

Cited by 6 publications

References 15 publications

Where and how do young people like to get their sexual and reproductive health (SRH) information? Experiences from students in higher learning institutions in Mbeya, Tanzania: a cross-sectional study

Where and how do young people like to get their sexual and reproductive health (SRH) information? Experiences from students in higher learning institutions in Mbeya, Tanzania: a cross-sectional study

Where and how do young People Like to Get their Sexual and Reproductive Health Information? Experiences from Students in Higher Learning Institutions in Tanzania: A Cross-sectional Study

Perceptions of Sexual Healthcare Provision in Tanzania: a Key Informant Qualitative Study

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