Mbarara University of Science and Technology, Uganda; International Centre for Reproductive Health, Faculty of Medicine and Health Sciences, Ghent University, Belgium.
Division of Infectious Diseases and Tropical Medicine, Medical Centre of the University of Munich (LMU), 80802 Munich, Germany.
Sex Reprod Healthc. 2019 Oct;21:51-59. doi: 10.1016/j.srhc.2019.06.006. Epub 2019 Jun 27.
We present findings of a process evaluation of a Comprehensive Sexuality Education (CSE) program for young adolescents in 15 schools in South-Western Uganda.
Using the Medical Research Council (UK) framework for process evaluation and the European Expert Group guidance on evaluation of sexuality education programs, we conducted a mixed methods study comprised of a review of relevant implementation documents, qualitative interviews(16), and focus group discussions(4) distributed among 50 participants including pupils, teachers, student educators and parents.
Delivery of the anticipated 11 CSE lessons occurred in all target schools with moderate to high pupil attendance, however the duration of sessions was often shorter than planned. Facilitating factors for implementation included establishment of a community advisory board, use of multiple interactive delivery methods and high acceptance of the program by key stakeholders. Socio-cultural norms, geographical access, time constraints and school related factors were barriers.
It was feasible to implement a contextually adapted CSE program for young adolescents in schools successfully with overall high acceptance by key stakeholders. Proper coordination of school activities with the program, ensuring linkages of the school based CSE program with community support systems for adolescent SRH and addressing socio-cultural impedances could be beneficial.
我们介绍了对乌干达西南部 15 所学校的青少年综合性行为教育（CSE）项目进行的过程评估结果。
我们使用英国医学研究委员会（MRC）的过程评估框架和欧洲专家组关于性行为教育计划评估的指南，开展了一项混合方法研究，包括对相关实施文件的审查、16 次定性访谈和 4 次焦点小组讨论，参与者包括学生、教师、学生教育者和家长共 50 人。
所有目标学校都按照预期提供了 11 节 CSE 课程，学生出勤率中等偏高，但课程持续时间往往短于计划。实施的促进因素包括建立社区咨询委员会、使用多种互动式教学方法，以及关键利益攸关方对该计划的高度接受。社会文化规范、地理位置、时间限制和学校相关因素是障碍。
在学校成功实施针对青少年的适应国情的 CSE 计划是可行的，关键利益攸关方总体上高度接受该计划。妥善协调学校活动与该计划、确保学校基础 CSE 计划与青少年性健康和生殖健康社区支持系统的联系以及解决社会文化障碍可能会有所帮助。
