Kyoto University Hospital, 53 Shogoin-kawaharacho, Sakyo-ku, Kyoto, 606-8507, Japan.
Korogwe Town Council, Korogwe, P. O. Box 615, Tanga, Tanzania.
Reprod Health. 2022 May 2;19(1):109. doi: 10.1186/s12978-022-01418-6.
In many African countries, cultural norms and values hinder conversations about sexuality among adolescents and their parents. Currently, there are no sex education classes in the curriculum at schools in Tanzania. Even when sex education is provided, the content is often abstinence-oriented, and there is a lack of in-depth instruction and exploration on the topic. To help overcome this, peer education is encouraged. After implementing peer-based adolescent education via a non-profit organization, this study aims to (1) identify students' and peer educators' perceptions of adolescent education and (2) identify the changes that occur as a result of adolescent education with peer educators.
This was a qualitative descriptive study using focus group discussions (FGDs). Secondary school students, including peer educators as well as students who received adolescent education, were asked about their perception of peer-based adolescent education. The FGDs were conducted in Swahili with the support of local collaborators. Data were transcribed and translated into English and Japanese. Content analysis was conducted to merge the categories and subcategories.
A total of 92 students (57 girls and 35 boys) were included from three urban and three rural secondary schools where peer education was being implemented. Six FGDs were conducted for girls and four for boys, for a total of 10 FGDs. The students had both positive and negative perceptions of peer-based adolescent education. Both the peer educators and the other students felt that they gained more confidence through the process, based on the conversations they had and the trusting relationship that formed as a result. The peer educators were also successful in eliciting behavioral changes, and the students shared their sex-related knowledge with other peers as well.
The peer education process helped students gain confidence in teaching their peers and elicit behavioral changes. Adult supervision for peer educators is suggested.
在许多非洲国家，文化规范和价值观阻碍了青少年及其父母之间的性话题交流。目前，坦桑尼亚学校的课程中没有性教育课程。即使提供性教育，其内容通常也以禁欲为导向，缺乏对该主题的深入指导和探索。为了帮助克服这一问题，鼓励同伴教育。在通过非营利组织实施基于同伴的青少年教育之后，本研究旨在：(1) 确定学生和同伴教育者对青少年教育的看法；(2) 确定同伴教育者实施青少年教育后发生的变化。
这是一项使用焦点小组讨论（FGD）的定性描述性研究。包括同伴教育者在内的中学生以及接受过青少年教育的学生，被问及他们对基于同伴的青少年教育的看法。FGD 在当地合作者的支持下以斯瓦希里语进行。数据被转录并翻译成英文和日文。采用内容分析法对类别和子类别进行合并。
共有 92 名学生（57 名女生和 35 名男生）来自三所城市和三所农村中学，这些学校正在实施同伴教育。共进行了 6 次女生 FGD 和 4 次男生 FGD，共计 10 次 FGD。学生对基于同伴的青少年教育有积极和消极的看法。同伴教育者和其他学生都觉得，通过他们的对话以及由此形成的信任关系，他们获得了更多的信心。同伴教育者还成功地引发了行为改变，学生们也与其他同伴分享了他们的性知识。
同伴教育过程帮助学生在教授同伴方面获得信心，并引发行为改变。建议对同伴教育者进行成人监督。
