“我们的权利,我们的生活,我们的未来”:对撒哈拉以南非洲加强性教育的5年多国方案的评价。

IF 3.4 2区 医学 Q1 PUBLIC, ENVIRONMENTAL & OCCUPATIONAL HEALTH
Maryse Kok, Hannah Kabelka, Tasneem Kakal, Joseph M Zulu, Laure Moukam, Patricia Machawira, Ygainnia Hamandawana, Mariëlle Le Mat
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引用次数: 0

摘要

背景:以学校为基础的性教育有助于促进青少年的健康和福祉。虽然撒哈拉以南非洲各国在改善青少年和年轻人的性健康和生殖健康及权利方面取得了重大进展,但以学校为基础的性教育政策、课程制定和实施需要进一步推进。本文旨在通过分享在撒哈拉以南非洲33个国家(2018-2022年)对“我们的权利、我们的生活、我们的未来”项目进行混合方法评估的经验教训,为提高性教育项目的有效性和可持续性做出贡献。方法:采用混合评价方法。它首先审查了35个方案文件,然后进行了10个定性国家案例研究和15个区域和全球一级与主要利益攸关方的访谈。个案研究在博茨瓦纳、布隆迪、喀麦隆、Côte科特迪瓦、斯瓦蒂尼、加蓬、马拉维、尼日利亚、乌干达和赞比亚进行。其中包括与青少年、教师和家长共进行34次焦点小组讨论;76个关键线人访谈;9个利益相关者学习会议。每种方法的数据都经过三角测量,并基于评估框架进行综合。结果:调查结果显示,在反对意见日益增多的情况下,该计划对将性教育纳入政治议程作出了重大贡献。该方案对各国政府的支持也使性教育课程的制定和采用取得了重大进展。在许多情况下,由于教师能力有限,有时态度消极,以及学校和社区环境缺乏支持,包括缺乏父母的支持,性教育的提供受到阻碍。结论:需要继续努力支持撒哈拉以南非洲的性教育政策进程和可持续实施。有必要进行合作宣传和打击反对意见。提高学校性教育的质量也需要持续关注。这些努力需要包括青少年和青年本身在内的多个利益攸关方的参与。学校的性教育可促进青少年的健康和福祉。撒哈拉以南非洲国家在改善青少年和年轻人的性健康和生殖健康及权利方面取得了重大进展。然而,众所周知,学校的性教育需要改进。本文旨在通过分享“我们的权利,我们的生活,我们的未来”项目(2018-2022)评估的经验教训,为更有效和可持续的性教育项目做出贡献。该方案支持撒哈拉以南非洲的33个国家在学校促进性教育。调查结果显示,在反对意见日益增多的情况下,该计划为将性教育纳入政治议程做出了重大贡献。该方案对各国政府的支持也使性教育课程的制定和实施取得了重大进展。在许多国家,教师的能力有限,有时态度消极,妨碍了性教育的开展。此外,父母和其他社区成员往往缺乏对性教育的支持。需要继续努力支持撒哈拉以南非洲的性教育政策进程和可持续实施。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
'Our rights, Our lives, Our future': evaluation of a 5-year multi-country programme to enhance sexuality education in sub-Saharan Africa.

Background: School-based sexuality education is instrumental in promoting health and well-being of adolescents and young people. While countries across sub-Saharan Africa have made significant progress in improving adolescents' and young people's sexual and reproductive health and rights, school-based sexuality education policy, curriculum development and implementation need further advancement. This paper aims to contribute to enhancing the effectiveness and sustainability of sexuality education programmes, by sharing lessons learned from the mixed-methods evaluation of the 'Our rights, Our lives, Our future' programme across 33 countries in sub-Saharan Africa (2018-2022).

Methods: The evaluation employed mixed methods. It started with a review of 35 programme documents, after which ten qualitative country case studies and 15 regional and global-level interviews with key stakeholders were conducted. The case studies were conducted in Botswana, Burundi, Cameroon, Côte d'Ivoire, Eswatini, Gabon, Malawi, Nigeria, Uganda and Zambia. They included a total of 34 focus groups discussions with adolescents, teachers and parents; 76 key informant interviews; and nine stakeholder learning sessions. Data from each method were triangulated and synthesised based on an evaluation framework.

Results: Findings show that the programme made a substantial contribution to keeping sexuality education on the political agenda in a context of growing opposition. The programme's support to national governments also led to significant progress in the development and adoption of sexuality education curricula. In many settings, the delivery of sexuality education was hampered by limited competencies and sometimes negative attitudes of teachers, and a lack of support in the school and community environment, including a lack of support from parents.

Conclusions: Continued efforts are needed for supporting sexuality education policy processes and sustainable implementation in sub-Saharan Africa. There is a need for collaborative advocacy and countering opposition. Improving the quality of sexuality education delivered in schools also requires continuous attention. Such efforts need the engagement of multiple stakeholders, including adolescents and young people themselves. Sexuality education in schools promotes the health and well-being of adolescents and young people. Countries in sub-Saharan Africa have made significant progress in improving adolescents' and young people's sexual and reproductive health and rights. However, it is known that sexuality education in schools needs to be improved. This paper aims to contribute to more effective and sustainable sexuality education programmes, by sharing lessons learned from the evaluation of the 'Our rights, Our lives, Our future' programme (2018-2022). This programme supported 33 countries in sub-Saharan Africa in the promotion of sexuality education in schools. Findings show that the programme made a substantial contribution to keeping sexuality education on the political agenda, in a context of growing opposition. The programme's support to national governments also led to significant progress in the development and implementation of sexuality education curricula. In many countries, the delivery of sexuality education was hampered by limited competencies and sometimes negative attitudes of teachers. In addition, there was often a lack of support for sexuality education from parents and other community members. Continued efforts are needed for supporting sexuality education policy processes and sustainable implementation in sub-Saharan Africa.

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来源期刊
Reproductive Health
Reproductive Health PUBLIC, ENVIRONMENTAL & OCCUPATIONAL HEALTH-
CiteScore
6.00
自引率
5.90%
发文量
220
审稿时长
>12 weeks
期刊介绍: Reproductive Health focuses on all aspects of human reproduction. The journal includes sections dedicated to adolescent health, female fertility and midwifery and all content is open access. Reproductive health is defined as a state of physical, mental, and social well-being in all matters relating to the reproductive system, at all stages of life. Good reproductive health implies that people are able to have a satisfying and safe sex life, the capability to reproduce and the freedom to decide if, when, and how often to do so. Men and women should be informed about and have access to safe, effective, affordable, and acceptable methods of family planning of their choice, and the right to appropriate health-care services that enable women to safely go through pregnancy and childbirth.
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