CSE is education, delivered in formal and nonformal UNESCO’s support, together with that of other partners, has
settings, that is scientifically-accurate, incremental, age and made an important contribution to building commitment
developmentally- appropriate, gender-sensitive, culturally and support for CSE delivery, and many countries have
relevant and transformative. taken steps to integrate CSE into teacher training and
school curricula. At the end of 2018, 14 of the 21 ESA
CSE, which is grounded in human rights and the concept of commitment countries were offering CSE in schools and
sexuality as a natural part of human development, includes 17 had CSE strategies for out-of-school youth. Additionally,
a recommended set of age-defined topics, which, when the %age of schools that offered life skills-based HIV and
coupled with learner-centred teaching methodologies and sexuality education ranged from 5% to 100% across 15 of
non-judgemental attitudes, can lead to positive health and the 21 countries. Additionally, 20 of the 21 countries (95%)
educational outcomes for learners. were implementing pre- and/or in-service CSE training for
teachers. This shows that much progress has been made by
While CSE is now a globally recognized term, the terminology countries in building the capacity of teachers in CSE, a factor
or name used by each country varies. For example, in Kenya that will go a long way in improving the delivery of quality
it is known as Family Life Education (FLE); in South Africa CSE in the classroom77.
it is known as Life Orientation; in Ethiopia it is known as
Comprehensive Life Skills Education (CLSE), in Zimbabwe it A global review conducted by UNESCO of existing evidence
is known as Life Skills, Sexuality, HIV and AIDS Education, in concludes that CSE, when properly implemented, has a
Malawi and Eswatini it is known as Life Skills Education. In as positive impact on SRH and contributes to reducing STIs,
much as the title may vary, there is internationally recognized HIV, and unintended pregnancies. The review points out that
guidance based on research and best practice to guide both CSE has also demonstrated impact with regard to improving
essential content and methodology. knowledge and self-esteem, changing attitudes, gender and
social norms, and building self-efficacy.
Adolescents and young people in school remain one of
beneficiaries reached the easiest by CSE programmes, International Technical Guidance on Sexuality
given the school provides a direct entry point, and CSE Education (ITGSE)
programmes can be included in the school curriculum with
easy scalability. Importantly, adolescents and young people The International Technical Guidance on Sexuality Education
with disability have a right to comprehensive sexuality (ITGSE), first published in 2009 and revised in 2018, was
education (CSE) on an equal basis with others. For those developed to assist education, health and other relevant
that go to mainstream schools, their needs often remain authorities in the development and implementation of
unmet as teachers may lack necessary training coupled with school-based and out-of-school comprehensive sexuality
unavailability of learning materials that are suitable for such education programmes and materials.
learners. Similarly, in special schools, CSE curricular may be
implemented selectively or not at all in some cases, robbing The Guidance emphasizes the need for programmes that
adolescents and young people with disability access. To are informed by evidence, adapted to the local context, and
ensure that adolescents and young people with disability logically designed to measure and address factors such as
have access to CSE, it remains increasingly important beliefs, values, attitudes and skills which, in turn, may affect
to not only mainstream disability into CSE programmes health and well-being in relation to sexuality.
implemented within schools but also provide inclusive
CSE programmes in non-school settings, especially within
settings available to and welcoming of adolescents and
young persons with disabilities.
77 UNESCO.2018.ESA Commitment Annual Report 6 UNESCO. 2015. Emerging
Evidence, Lessons and Practice in Comprehensive Sexuality Education. A Global
Review. Paris, UNESCO.
99
The Guidance is intended to: provide a clear understanding Scope of the Study and Objectives
of CSE and clarify the desired positive outcomes of CSE;
promote an understanding of the need for CSE programmes The study will be conducted in select primary and secondary
by raising awareness of relevant sexual and reproductive schools across seven (7) countries namely Botswana,
health (SRH) issues and concerns that impact children and Eswatini, Malawi, Uganda, Zambia, Zimbabwe and Ghana.
young people; share evidence and research-based guidance
to assist policy-makers, educators and curriculum developers; Objectives
increase teachers’ and educators’ preparedness and enhance
institutional capacity to provide high-quality CSE; provide The objectives of the study are to:
guidance to education authorities on how to build support
for CSE at community and school levels; provide guidance (i) Understand the attitudes, perceptions and experiences
on how to develop relevant, evidence informed, age- and of learners, including learners with disability, and teachers
developmentally-appropriate CSE curricula, teaching and on CSE
learning materials and programmes that are culturally
responsive; demonstrate how CSE can increase awareness (ii) Examine community members’ knowledge, attitudes and
about issues that may be considered sensitive in some perceptions on CSE
cultural contexts, such as menstruation and gender equality.
CSE can also raise awareness of harmful practices such as (iii) Identify the factors that affect or influence the delivery of
child marriage and female genital mutilation. CSE
Our Rights, Our Lives, Our Future (O3) (iv) Examine linkages, if any, between schools and health
programme facilities
UNESCO is currently implementing Our Rights, Our Lives, Our Study Questions
Future (O3) programme across 33 countries in Sub Sahara
Africa (SSA). The five-year programme, which commenced The study will be guided by the following questions:
in 2018, supports delivery of good quality comprehensive
sexuality education that empowers adolescents and Learners (i) Is CSE a priority learning area? Is it examinable
young people and builds agency, while developing the and elective? (ii) What are the views of learners on CSE? Do
skills, knowledge, attitudes, and competencies required for they find it useful in equipping them with knowledge, skills,
preventing HIV, reducing early and unintended pregnancies, attitudes, and values that empower them to make healthy
and eliminating gender-based violence. The O3 programme choices? (iii) How do learners perceive teachers’ delivery of
builds on current efforts by UNESCO to improve sexual CSE? Do teachers prioritize the subject and are comfortable
and reproductive health, as well as gender and education with teaching the different elements of CSE? (iv) Are there
outcomes for adolescents and young people. Through O3, suggestions for improving/strengthening teachers’ delivery
UNESCO implements programmes designed to: of CSE? (v) How do learners perceive their community’s
support for CSE? (vi) Do learners have access to SRH services,
1. Secure and sustain strong political commitment and either through school-based health fares or referrals to health
support for adolescents’ and young people’s access to services? What challenges or difficulties do learners face in
comprehensive sexuality education and sexual and accessing SRH services?
reproductive health services across sub-Saharan Africa.
(vii) How can linkages between schools and health services
2. Support the delivery of accurate, rights-based and good be strengthened to improve access for learners?
quality comprehensive sexuality education programmes
that provide knowledge, values, and skills essential for Learners with disability (i) Do learners with disability
safer behaviours, reduced adolescent pregnancy, and have access to CSE? (ii) What are the views of learners with
gender equality. disability on CSE? Do they find its delivery adapted to their
needs? (iii) What are the perspectives of teachers and school
3. Ensure that schools and community environments are management on CSE for learners with disability? (iv) How do
safer, healthier, and inclusive for all young people. learners with disability perceive teachers’ delivery of CSE? (v)
Are there suggestions for improving/strengthening teachers’
4. Strengthen the evidence base on comprehensive delivery of CSE for learners with disability? (vi) Do learners
sexuality education and safer school environments. with disability have access to SRH services, either through
school-based health fares or referrals to health services?
What challenges or difficulties do they face in accessing the
services? (vii) How can linkages between schools and health
services be strengthened to improve access for learners with
disability?
100
Teachers (i) what are the views of teachers on CSE? What • high incidences of school dropouts, early and unintended
are their attitudinal and cultural beliefs towards CSE? (ii) Did pregnancy (EUP) among learners, child marriage, and
teachers delivering CSE receive training on CSE? What did school related gender based violence (SRGBV)
the training focus on? (iii) What strategies or approaches are
teachers able to use effectively in teaching CSE and why? (iv) • teachers who were trained on CSE and have taught CSE
Do the teaching conditions in class influence their choice of • learners who have been or are being taught CSE,
strategies or approaches? (v) What challenges or difficulties
do teachers encounter in teaching CSE? (vi) Do teachers including learners with disability
agree with the content of CSE? Do they feel that it clashes • members of the school community such as parents/
with their own values? Do they feel that they manage to
deliver it as intended in spite of these clashes? Is there a guardians
possibility that they omit parts of the curriculum when they
do not agree with them? (vii) Is the school environment Overall, the contractor is expected to collect data from 35
supportive to the delivery of CSE? (viii) How can CSE delivery schools across the seven study countries, i.e. 5 schools per
be strengthened or improved? country. Identification and selection of schools, teachers and
learners who will participate in the study will be conducted
School Management (i) What are the views of school in collaboration with the Ministry of Education in each
management on CSE delivery? (ii) What strategies/ country, with considerations for the criteria above. As such,
mechanisms are in place to support delivery of CSE, the sample of schools is expected to include a primary
including any support to teachers? (iii) How can CSE delivery school in an urban area, a primary school in a rural area, a
be strengthened or improved at school level? (iv) What secondary school in an urban area, a secondary school in a
linkages, if any, exist between the school and health services? rural area, and a special school from either a rural or urban
(v) What linkages, if any, exist between the school and area.
community in regards to CSE? (vi) How can the school-health
facility linkages be strengthened to ensure access to SRH Proposed Methods of Data Collection
services for learners in need?
The methodology will include, but not limited to:
Community Members (i) Are community members aware of
and knowledgeable about CSE? Desk review: The desk review will focus on documents
related to the research questions, as well as CSE curricular,
(ii) What are the perceptions of community members teaching and learning materials. The data abstracted from
towards CSE content and the teaching of CSE in schools? (iii) the desk review is expected to help inform the development
How can community members support the delivery of CSE? of the focus group and interview guides.
(iv) How can CSE delivery in schools be strengthened?
Focus Group Discussions: Focus Group discussions will be
Methodology used for data collection from both teachers and learners.
A total of 10 focus group discussions are expected to be
Sampling conducted in each country, that is, 2 per school across the
5 schools that will participate in the study in the respective
The study will be conducted in seven (7) countries namely country.
Botswana, Eswatini, Malawi, Uganda, Zambia, Zimbabwe
and Ghana. These have been selected based on UNESCO’s The purpose of the focus groups for learners is to ascertain
criteria including country categorization under the O3 their perceptions on CSE and their teachers’ delivery of CSE.
programme and key priorities. In each of the seven countries, Learners who will participate in the study should be currently
participating provinces/regions and schools will be or have been enrolled in at least one of the subjects in which
purposively selected. CSE is integrated, for example, Integrated Science, Social
Studies, Home Economics, or Religious Education as is the
The selection will consider, but not limited to, the following: case for primary level in Zambia, or Biology, Civic Education,
Home Economics, or Religious Education as is the case at
• schools implementing CSE curricular, including special secondary level.
schools for learners with disability
The purpose of the focus groups for teachers is to
• representation of rural, urban, primary and secondary understand their experiences, attitudes, and perceptions
schools and barriers in relation to teaching CSE. Teachers who will
participate in the focus group discussions are not expected
to participate in one-on-one interviews.
101
Interviews: Interviews will be conducted with the teachers The report, including annexes should be no more than 120
in order to better understand individual experiences of pages. The proposed structure of the report is as follows:
teaching CSE and gain a perspective on the successes and
challenges associated with different teaching styles and 1. Executive Summary (no more than 4 pages, includes
grade levels. Interviews will be conducted with school findings, conclusions & recommendations)
management to understand factors that influence CSE
delivery and strategies/mechanisms in place to support its 2. Introduction
delivery. Interviews will also be conducted with community 3. Purpose and objectives of the study
members to understand their perceptions towards CSE 4. Methodology
content and the teaching of CSE in schools and explore how 5. Findings (specific section on overall findings followed by
they can better support the delivery of CSE.
country specific findings)
Observations: These will be utilized as part of the 6. Conclusion and Recommendations
methodology, and will include but not limited to, 7. Annexes (Terms of Reference for the study, schedule of
observation of a CSE lesson being delivered; learners
interacting with each other, etc. Question to be answered key documents reviewed, data collection tools etc.)
include, but are not limited to: 8. A PowerPoint presentation summarizing the report
(i) Do teachers have the knowledge and skills to effectively It is expected that the study will take an estimated duration
deliver CSE? (ii) Are teachers confident in teaching CSE of 11 and half weeks. This will include desk reviews,
content? If not, what could improve their confidence? (iii) development of data collection tools and the collection of
What challenges or difficulties do teachers encounter in data, data analysis and report writing as illustrated in the
teaching CSE? (iv) Are learners comfortable to ask questions table below:
during CSE lessons? (v) Are there CSE teaching and learning
materials specifically adapted for learners with disability? (vi) • Description of Activity Deliverable Indicative Number of
How do schools link learners with health services? Is there a Weeks
system in place?
• Desk review of relevant documents
The methodology will be further refined by the contractor in • Inception Report 1-week March 2020
consultation with UNESCO as part of the inception phase. • Development of data collection tools
Indicative Deliverables and Time Schedule Data collection tools 1 week March 2020 Data Collection
Interview and focus group transcripts, completed
The deliverables will be as follows: observation grids 4 weeks March - April 2020 Data analysis
and compilation of draft report Draft report 4 weeks April
Inception Report: The contractor will submit an inception - May 2020 Validation of findings through country specific
report, which details the following elements: key scope workshops Validated report 1 week June 2020 Revision of
of the work; a work plan/schedule of tasks designating report to incorporate recommendations/feedback from
a team member with the lead responsibility for each validation workshops Final report with all annexes, and
task and deliverable (output); study questions; proposed PowerPoint presentation 3 days June 2020.
methodology including data collection plan and tools
which will include interview and focus group guides, and Roles and Responsibilities
observation grids; and a data analysis plan. The inception
report will detail the contractors understanding of the TOR. UNESCO is responsible for the overall management of
It will provide the contractor an opportunity to confirm that the consultancy and quality assurance of the deliverables.
they share the same understanding of the study objectives. · The contractor will be expected to develop a detailed
methodology including the data collection tools, conduct
A draft report on the findings will be presented to UNESCO data collection and analysis, prepare the draft and final
and partners by the contractor during a stakeholder report, and a PowerPoint (PPT) presentation summarizing the
workshop at a date and venue to be agreed on for each final report. All deliverables will be prepared in English.
country. The contractor will therefore facilitate the workshop,
which will be aimed at discussing preliminary findings and Clearance
conclusions of the study. A final report which will present the
findings and recommendations. UNESCO will work together with the contractor to obtain
clearance for the study from the Ministry of Education
in each of the seven (7) study countries. However, the
contractor will be expected to obtain ethical clearance from
relevant authorities, and in line with the regulations of each
country should this be required.
102
Conditions Other team members must have a Master’s degree in one
of the social sciences, or public health, with extensive
The contractor will be responsible for their own logistical experience in qualitative research
requirements such as office space, administrative and
secretarial support, telecommunications, printing • Mandatory for Technical Lead to possess a minimum of 5
of documentation, and travel and accommodation years’ experience in designing and conducting research
arrangements. related to education or health
The contractor will be paid as follows: • Mandatory for at least one team member to demonstrate
expertise on the subject matter i.e. Comprehensive
· 20% after successful submission of the inception report Sexuality Education, supported by at least one reference
to UNESCO
• Mandatory for at least one team member responsible for
· 20% on submission of the data collection tools data analysis to demonstrate strong skills in qualitative
· 20% on submission of draft report data analysis software, supported by at least one
· 40% on submission of the final validated report, and reference
PowerPoint presentation summarizing the report • Desirable for personnel to be multicultural and consider
contents gender balance and geographical representation
Qualifications Evaluation of Proposals
The contractor shall have the following expertise and Interested contractors are requested to submit a Technical
qualifications: and Financial proposal. The Technical proposal will be
evaluated on the basis of responsiveness to the Terms of
Expertise of the firm/institution Reference.
• Mandatory to demonstrate at minimum five years Technical Proposal
research experience in the education, social or health
sectors The technical proposal should be no more than 25 pages
and will be assessed on the following:
• Mandatory to demonstrate experience in designing and
implementing qualitative research including interviews, Expertise of Firm
focus groups and content analysis in Sub-Sahara Africa
region, supported by at least two references • The firm/institution’s experience and expertise that will
be of benefit to the proposed assignment
• Experience working with UNESCO or other UN agencies is
desirable Work plan and Approach
Personnel - individual candidates designated to • Approach to task that demonstrates to what degree the
undertake the assignment firm/institution understands the requirements as set out
in TOR. - to what extent does the proposal elaborate and
The anticipated number of personnel for the assignment address the key tasks and deliverables as per the TOR,
is five (5), including the Technical Lead. These are further based on offer’s interpretation and understanding.
expected to be supported by data collectors across the
respective study countries. The specific requirements for the • Feasible and technically sound methodology,
personnel are as follows: appropriate for fulfilling the overall objectives of the
study - to what extent does the proposal elaborate
· Mandatory for the Technical Lead from the consulting how the methodology fits the overall study design;
firm to have a PhD/DPhil degree in social sciences or describes specific methods of data collection for
public health, with extensive experience in qualitative different participants including potential limitation of
research. the methods; provides background and rationale for
methodologies that are unfamiliar, and elaborates how
data will be analysed .
103
• Overall clarity - Is the presentation clear and is the Financial Proposal
sequence of activities and planning logical, realistic and
promise efficient / on time submission of deliverables? The financial proposal should be no more than 4 pages and
- does the proposal include a realistic work plan with should detail the following:
specific treatment of key deliverables and priorities, and
also clear repartition of tasks amongst team members An appropriate Price Schedule which includes, as a
minimum, the consultancy rate per day, number of workdays
Personnel and travel estimates per main activity in order to assist
the Contracting Unit to determine, which items may be
Qualifications and experience of personnel, including the negotiated, if applicable, or which items can be modified as
work tasks to be assigned to each team member per the budget. All prices shall be quoted in US dollars.
The firm/institution is expected to submit one (1) work
sample, which is related to the consultancy. The quality of
the sample will be assessed to determine capacity of firm/
institution to support requirements set out in this terms of
reference (TOR), together with criteria indicated above for the
technical proposal.
© shutterstock.com
104
Assurance mechanism Submission of Proposals
UNESCO shall have the right, at its own expense, to have The offer, comprising of technical proposal, financial proposal
the Contractor’s books and records pertaining to the project and one (1) work sample, in separate sealed envelopes,
bank account and project execution reviewed (and, if should reach the following address no later than Thursday
desired, copied) upon prior written notice at any reasonable 30th January, 2020 at 17:00 hours Harare time.
time agreeable to the Contractor by the UNESCO’s, internal/
external auditor, auditors as UNESCO may appoint or the UNESCO Regional Office for Southern Africa 8 Kenilworth
Contractor’s own auditor. Road Newlands, Harare, ZIMBABWE SEALED PROPOSAL -
DO NOT OPEN Ref: HAR/ED/HIV/Study on attitudes and
UNESCO may conduct, or arrange for, a periodic evaluation perceptions on CSE
of the contractor’s implementation of the project. To this
end, the contractor will upon UNESCO’s request, enable Submissions which do not meet the above mandatory
representatives or designees of UNESCO to visit the project requirements will not be reviewed.
site(s) and facilities, inspect property and review books and
records related to the project
© stock.adobe.com
105
Annex 2: National laws, policies, and strategies
Botswana Eswatini Ghana
Education &Training Sector strategic 2015 -2020 Swaziland Children’s Protection and Welfare Act Inclusive Education Policy, 2015
(2012)
National Domestic Violence Policy, 2009
Vision 2036, 2016 Sexual Offences and Domestic Violence Act
(SODVA) (2018). The National HIV and AIDS, STI Policy 2013
The National Strategic framework on HIV &AIDS National Policy on Sexual and Reproductive The Sexual and Reproductive Health Policy for
2009- 2016 Health (2013) Young People in Ghana.2015
The National Population Policy 2017
Adolescence Sexual Reproductive Health Sexual and Reproductive Health Programme
Implementation Strategy 2012-2016 (2013) Ghana Family Planning Costed Implementation
Plan, 2016-2020
Botswana behavioural Youth Risk Surveillance Poverty Reduction Strategy and Action Plan National Gender Policy, 2015
Survey 2016 (PRSAP) of 2006 Public Order Act, 1994
Botswana Expanded Programme on Immunization Social and Behavioural Change Communication Ghana Expanded Programme on Immunization
Local Government Act, 2016 (Act 936) SS 1-109
Policy 2016 (SBCC) Strategy
Persons with Disability Act, (Act 715)
National Policy on Gender& Development 2015 Eswatini National Curriculum Framework (2018) Free and Compulsory Universal Basic Education
(FCUBE) policy, 1995
Public Act of 2013 National Multisectoral HIV/AIDS Strategic Adolescent Reproductive Health Policy (ARHP)
Framework (2018) 2000
Family Planning Procedure Manual 2012 National Development Strategy Vision (2022) Under Five’s Child Health Policy: 2007-2015
National Population Policy (Revised, 1994)
Local Government Act 2012 Violence Prevention & Response Strategy
(INQABA) 2020 Free Maternal Health Policy, 2008
-Ministry of Education Inclusive Policy 2011 National HIV Prevention Policy (2012) Child and Family Welfare Policy, 2014
National Youth Policy of Ghana, 2010
Child friendly Schools Programmes 2011 The National Education and Training Sector Policy
(2018) National Environmental Policy, 2016
SADC Regional Conceptual Framework for National LSE Framework (2009) National Urban Policy Framework & Action Plan,
Psychosocial Support for Orphans and Vulnerable 2012
Children & Youth 2011 Early Childhood Education Policy, 2016
National Environmental Sanitation Policy, 1999
The National Life Skills Framework 2010 Eswatini National Youth Policy (2019)
Rights of Persons with Disabilities, 2017
National Population Policy 2010 National Policy on Sexual and Reproductive Ghana National Social Protection Policy, 2015
Health (2013) National Building Regulations, 1996 (LI 1630)
Education Strategic Plan, 2018-2030
School Health Policy 2010 The National Policy Statement on Education
(1999) Free Senior High School Policy, 2017
Constitution of Ghana, 1992
Children Act 2009
The Guidance and Counselling Curriculum Youth Report (2015)
Guidelines 2008
Pastoral Care Policy 2008 Swaziland Care & Support for Teaching and
Learning (2020)
Guidance & Counselling Policy Implementation Eswatini National Curriculum Framework for
Strategy 1996 General Education (2018)
Early Childhood Care & Education Policy 2001
Living: Skills for Life (Botswana’s Window of Hope, The National Gender Policy (2010)
2005
Nation Disability Policy 1996 The National Children’s Policy (2009)
Revised National Policy on Education 1994 The National Social Development Policy (2010)
Building Control Act 1981 Swaziland National Disability Policy (2013)
National Education Policy 1977 Swaziland Dreams Innovation Challenge/
Bantwana (2017)
Education Act of 1973
Constitution of Botswana 1965
106
Malawi Uganda Zambia
National Youth Policy (2013) The Universities and Other Tertiary Institutions Education Act No. 23
Act, 2001;
National Sexual and Reproductive Health and The Business, Technical Vocational Education and Seventh National Development Plan (7NDP,
Rights Policy (2012) Training Act, 2008; 2017–2021)
Youth-Friendly Health Services Strategy (2017) The Education (Pre-Primary, Primary & Post Vision 2030
Primary) Act, 2008;
National HIV Prevention Strategy 2020 The Uganda National Examinations Board Act National Family Planning Guidelines
1983;
Ministry of Education’s HIV and AIDS The National Curriculum Development Centre Act National AIDS Strategic Framework (NASF) 2017-
Mainstreaming Strategy 1973 (currently under review); 2021
Gender Equality Act, 2013 The Prohibition of Female Genital Mutilation 2010 National Health Strategic Plan 2017–2021
and Its regulations 2013;
National Education Sector Plan (NESP) for 2008 to The Penal Code Act, Cap 120; and National Youth Policy and the National Plan of
2017 Action 2015 – 2019
National Population Policy 2017 The Children Act Cap 59. Educating Our Future (1996)
Education Sector Implementation Plan (ESIP) for The Uganda Gender Policy (2007); National Youth Policy Action Plan on Youth
2009 to 2013 Empowerment and Employment (2015)
The National Education Sector Plan 2008-2017; Gender in Education Policy; School Health and Nutrition Policy (2006)
National Inclusive Education Tool Kit; Early Childhood Development (ECD) Policy; Zambia Education Curriculum Framework (2013)
National Disability Mainstreaming Strategy; National Physical Education and Sports Policy; National AIDS Strategic Framework (2011–2016
and 2017–2021)
Ministry of Education Inclusive education Strategy The National Development Plan (NDP) 2010/11 - The Life Skills Based Comprehensive Sexuality
2017-2021; 2014/15; Education Framework (2014)
Inclusive Education Coordinating Strategy 2018; The Education Sector HIV and AIDS workplace Out-of-School Comprehensive Sexuality Education
Policy; Framework (2016)
Inclusive Education Advocacy and SBCC Strategy; Basic Education Policy for Educationally Adolescent Health Strategic Framework
Disadvantaged Children 2006; (2011–2015)
CSE Life-Skills Education Curriculum, 2010. National School Health Policy 2008, revisions 2016 Comprehensive Sexuality Framework (2013)
(draft);
HIV and AIDS (Prevention and Management) Act, Uganda Education Policy 2007-Universal Primary Re-entry Policy (1997) and Guidelines for the Re-
2018 Education; Universal Secondary Education; entry Policy: What Happens If a School-Girl Falls
Pregnant (2004)
The Marriage, Divorce and Family Relations Act, The Special Needs and Inclusive Education Policy National Strategy on Ending Child Marriage in
2015 2011 (draft); Zambia (2016–2021)
Constitution of the Republic of Malawi, 1996. National Sexuality Education Framework 2018; National Standards and Guidelines for Adolescent
Friendly Health Services
The Education Act, 2013 Guidelines on Reporting and Tracking Response Life Skills Education Framework (2011)
and Referral
The Penal Code National Guidelines on Teenage Pregnancy and
Re-entry
107
Annex 3: List and description of schools sampled
Country Primary school Description Secondary Description Special needs Description
Botswana Metsimantsho school school
Rural education Shakawe Senior Rural Tashata Junior Peri-urban
Eswatini Ben Thema boarding institute, government- Secondary government-
public, owned by Chichi Junior aided boarding aided boarding
Ghana Ekwetsembeni the council and school, mixed School For The school for
government-aided. St Theresa’s boys and girls Deaf hearing
Opoku Ware Age ranges from High impairment
Basic School 5-18 years, mixed Peri-urban Savelugu learners, mixed
Yipelgu AME boys and girls St Joseph’s High government- School for the boys and girls
Zion Primary Urban daily aided boarding Deaf
School government-aided Mbukwane SDA and Day School, Rural
public school High mixed boys and government-
located in the heart girls aided boarding
of the capital city Bompata school for
Gaborone, mixed Presbyterian Urban deaf/ hearing
boys and girls SHS government- impaired
Urban government- aided learners, mixed
aided primary day Accra High secondary boys and girls
school, mixed boys School girls’ day school
and girls Peri-urban
Peri-urban government-
Urban government- government- aided boarding
aided basic day aided primary and
school (primary and secondary day junior high
junior high), mixed and boarding school, mixed
boys and girls school, mixed boys and girls
boys and girls
Rural government-
aided basic day Rural
school (primary and government-
junior high), mixed aided primary
boys and girls day school,
mixed boys and
girls
Rural
government-
aided boarding
and day senior
high school,
mixed boys and
girls
Urban
government-
aided boarding
and day senior
high school,
mixed boys and
girls
108
Country Primary school Description Secondary Description Special needs Description
Malawi school school
Rural
Uganda Chikupila Urban government- Chichiri Rural Nguludi Special government-
Zambia Primary School aided primary Community government- Needs School aided day
school, mixed boys Day Secondary aided day and and boarding
and girls School double shift school for
secondary special needs
school, mixed and non-
boys and girls disabled
students, mixed
Chikowi Primary Rural government- Malindi Day Peri-urban boys and girls
Secondary government-
School aided primary day School aided Peri-urban
secondary day government-
school, mixed boys school, aided day
mixed boys and and boarding
and girls girls school for
special needs
Chitawira Urban; Njuli CDSS Rural and non-
Primary School government-aided government- disabled
primary school, aided students, mixed
mixed boys and secondary boys and girls
girls school, mixed
boys and girls Rural mission
school
Chigumukire Rural
Community government-
Day Secondary aided
School secondary
school, mixed
boys and girls
Ijumo Primary Peri-urban Ruhinda Senior Urban Tukole Invalids
School government-aided Secondary government-
primary day school, School aided day
mixed boys and and boarding
girls secondary
school, mixed
boys and girls
Rwamukondo Rural government- Ndekye Peri-urban
Primary School aided primary day Secondary government-
school, mixed boys School aided day
and girls and boarding
secondary
school, mixed
boys and girls
Chawama Peri-urban Kaunda Square Urban Magwero
Dam View Rural Gondar Rural School for the
Blind
109
Annex 4: Evaluation tools
1. In-depth interview guide – Ministry of Education:
Standards-Inspectorate Department/Unit
Instructions
• To be interviewed by the Research Assistants (RA).
• To be administered to Standards- Inspectorate; Department of Learner Welfare Services;
• Explain the purpose of the study and politely request respondent for permission to proceed as detailed in the Informed
Consent Statement.
• Audio record the interview and take notes of any visual and non-verbal communication.
Greetings. My name is …………………………………………... from JIMAT Development Consultants. We are carrying out a study
on Comprehensive Sexuality Education on behalf of UNESC0. The study is focusing on the attitudes, perceptions and experiences of
learners and teachers on Comprehensive Sexuality Education in (Name of country). You are asked for this interview to give your opinion
because of your experience. There are no right or wrong answers, I just would like to hear your opinion.” All of the answers you give will be
CONFIDENTIAL
A: BACKGROUND INFORMATION
RESPONDENTS DETAILS (This section may be completed immediately after consent)
ID01 Sex: ID02 Province:
ID03 District: ID04 Location (Rural/Urban/ Peri-Urban):
ID05 Respondents Type: ID06 Position:
ID07 Religion: ID08 Age Group:
(a) 25-30 years (b) 31-39 years, (c) 40-49 years
ID09 Professional qualification: (d) 50-59 years (e) >60 years (Circle whichever is
a) Masters level, (b) Degree, (c) Diploma, applicable)
(d) Certificate (Circle whichever is applicable)
ID10 Years Served in current Position
Interviewer:
Date of interview:
Interview start time: Interview end time:
A. National Administrators Standards-Inspectorate – Ministry of Education
Policy and sexuality education provision on the national level
1. What policies related to sexuality education does the MoE have?
2. How efficient do you think sexuality education is at present?
3. What indicators do you think can tell us whether sexuality education being provided in a school is successful?
4. How are CSE indicators measured and how often do you monitor the teaching of CSE? Is there any standard CSE monitoring
form?
110
5. What components must effective sexuality education have?
6. What are some of the challenges in the implementation of CSE?
7. In your view, how should sexuality education ideally be taught?
8. From your experience, is CSE uniformly taught OR are there differences based on the context of each school?
9. Does the MoE have some regulations for sexuality education teachers? What kinds?
10. In order to teach sexuality education at present, what kind of training does a teacher need to receive?
11. Has the MoE provided the syllabus and adequate teaching material to guide the teaching of CSE in schools
12. Do you face any challenges in monitoring the teaching of CSE? (Explain your answer)
13. In your view, how should schools manage the various sexual issues of students?
14. How often are the CSE review meetings held and with whom is the CSE information shared?
15. How is linkage between the MoE and MoH with regard to CSE?
Attitudes, perceptions, and barriers
Attitudes
16. How should children be taught about sex? Explain your answer indicating whether boys and girls should be taught differently?
17. What are your thoughts on teenage pregnancy?
18. What do you think schools should do to assist pregnant students?
19. What are your thoughts on gender equality and what does it mean in your view?
20. Do you think teaching sexuality education in schools is necessary? Explain your answer
Perceptions
21. Do you think sexuality education should be a standalone subject or integrated in other related subjects? Explain your answer
22. How can school girls who dropout due to pregnancy be supported to resume education
23. In your view, when and with whom should sexual matters be discussed?
24. In your view, at what level should sexuality education first be implemented and what sexuality education-related issues
should be taught?
25. From your experience are there some specific elements of CSE which are not being delivered due to their sensitivity? Explain
your answer.
Barriers
26. What challenges are being faced by schools in delivering CSE? (Explain your answer with specific examples of challenges being
faced by leaners with disability and those without; teaching methodology for both categories)
27. How best do you think these challenges can be addressed?
2. In-depth interview guide – Ministry of Education:
Curriculum Development Department/Unit
Instructions
• To be interviewed by the Research Assistants (RA).
• To be administered to Curriculum Development Officials
111
• Explain the purpose of the study and politely request respondent for permission to proceed as detailed in the Informed
Consent Statement.
• Audio record the interview and take notes of any visual and non-verbal communication.
Greetings. My name is …………………………………………... from JIMAT Development Consultants. We are carrying out a study
on Comprehensive Sexuality Education on behalf of UNESC0. The study is focusing on the attitudes, perceptions and experiences of
learners and teachers on Comprehensive Sexuality Education in Zambia. You are asked for this interview to give your opinion because
of your experience. There are no right or wrong answers, I just would like to hear your opinion.” All of the answers you give will be
CONFIDENTIAL.
A: BACKGROUND INFORMATION
RESPONDENTS DETAILS (This section may be completed immediately after consent)
ID01 Sex: ID02 Province:
ID03 District: ID04 Location (Rural/Urban/ Peri-Urban):
ID05 Respondents Type: ID06 Position:
ID07 Religion: ID08 Age Group:
(a) 25-30 years (b) 31-39 years, (c) 40-49 years
(d) 50-59 years (e) >60 years (Circle whichever is
applicable)
ID09 Professional qualification: ID10 Years Served in current Position
a) Masters level, (b) Degree, (c) Diploma,
(d) Certificate (Circle whichever is applicable)
Interviewer: Date of interview:
Interview start time: Interview end time:
1. How would you describe the current teaching of CSE in this country?
2. Does the provision of CSE follow current policies?
3. What informed the development of the current CSE curriculum?
4. Is there a stand-alone curriculum and syllabus to guide the teaching of CSE?
5. How is the CSE curriculum evaluated?
6. Does the current curriculum specify who should teach CSE?
7. What are the most important elements of quality sexuality education curriculum?
8. What are the learning outcomes of CSE as specified in the curriculum?
9. What is the best process (or most promising practises) for Ministries of Education to undertake when developing and
implementing a sexuality education programmes in schools?
10. How is the Teacher training curriculum responding to CSE?
11. From your own view describe the challenges faced in the development of the CSE curriculum
12. How often do you have review meetings and exchange CSE related information with other stake holders with a view to
improving the CSE curriculum?
Attitudes, perceptions, and barriers
Attitudes
13. How should children be taught about Life Skills? Explain your answer indicating whether boys and girls should be taught
differently?
14. What are your thoughts on teenage pregnancy?
15. What do you think schools should do to assist pregnant students?
16. What are your thoughts on gender equality and what does it mean in your view?
17. Do you think teaching sexuality education in schools is necessary? Explain your answer
18. How do you think would be the best way of teaching CSE in Schools? Give reasons to your answer.
112
19. Do you think the curriculum in its current form is effectively meeting the CSE objectives? Explain your answer indicating
what you think should change or maintained
20. In your own opinion how do you think the current CSE curriculum can be improved?
21. What do you think Government can do to make the development of CSE curriculum even better?
Perceptions
22. Do you think sexuality education should be a standalone subject or integrated in other related subjects? Explain your answer
23. In your view, when and with whom should sexual matters be discussed?
24. In your view, at what level should sexuality education first be implemented and what sexuality education-related issues
should be taught?
25. From you own opinion is the introduction of CSE to the national curriculum really necessary? Explain your answer.
Barriers
26. What challenges are being faced by schools in delivering CSE? (Explain your answer with specific examples of challenges
being faced by leaners with disability and those without)
27. How best do you think these challenges can be addressed?
3. In-depth Interview Guide – Ministry of Education:
Examinations Department/Unit
Instructions
• To be interviewed by the Research Assistants (RA).
• To be administered to Examinations Council Official
• Explain the purpose of the study and politely request respondent for permission to proceed as detailed in the Informed
Consent Statement.
• Audio record the interview and take notes of any visual and non-verbal communication.
Greetings. My name is …………………………………………... from JIMAT Development Consultants. We are carrying out a study
on Comprehensive Sexuality Education on behalf of UNESC0. The study is focusing on the attitudes, perceptions and experiences of
learners and teachers on Comprehensive Sexuality Education in Zambia. You are asked for this interview to give your opinion because
of your experience. There are no right or wrong answers, I just would like to hear your opinion.” All of the answers you give will be
CONFIDENTIAL.
A: BACKGROUND INFORMATION
RESPONDENTS DETAILS (This section may be completed immediately after consent)
ID01 Sex: ID02 Province:
ID03 District: ID04 Location (Rural/Urban/ Peri-Urban):
ID05 Respondents Type: ID06 Position:
ID07 Religion: ID08 Age Group:
(a) 25-30 years (b) 31-39 years, (c) 40-49 years
(d) 50-59 years (e) >60 years (Circle whichever is
applicable)
ID09 Professional qualification: ID10 Years Served in current Position
a) Masters level, (b) Degree, (c) Diploma,
(d) Certificate (Circle whichever is applicable)
Interviewer: Date of interview:
Interview start time: Interview end time:
113
1. What is the importance of teaching CSE?
2. Are there national policies compelling your department to examine CSE?
3. Is CSE examinable? (Probe. What components of CSE are usually examined and what is left out? Do you think having non
examinable components has implications on whether or not they will be delivered to learners?)
4. How has your department arranged exams in CSE?
5. What are these exams like? (Do they involve practical skills demonstration, are they oral exams, or item-by-item tests on
students’ memory arranged during midterm and final exams)?
6. Who sets CSE questions and what elements are needed when setting these exams?
7. How are the CSE results analysed and with whom and when are they shared?
8. How do the examination results for CSE compare relative to other subjects?
9. How do the CSE examination results for boys compare with those for girls?
10. How do the CSE examination results for urban learners compare with those for rural learners?
Attitudes, perceptions, and barriers
Attitudes
11. How should children be taught about sex? Explain your answer indicating whether boys and girls should be taught
differently?
12. What are your thoughts on teenage pregnancy?
13. What do you think schools should do to assist pregnant students?
14. What are your thoughts on gender equality and what does it mean in your view?
15. Do you think teaching sexuality education in schools is necessary? Explain your answer
Perceptions
16. Do you think sexuality education should be a standalone subject or integrated in other related subjects? Explain your answer
17. Do you think pregnant students should continue attending classes? Why? Please explain.
18. In your view, when and with whom should sexual matters be discussed?
19. In your view, at what level should sexuality education first be implemented and what sexuality education-related issues
should be taught?
Barriers
20. What challenges are being faced by schools in delivering CSE? (Explain your answer with specific examples of challenges
being faced by leaners with disability and those without)
21. Are there any challenges that your department face in examining CSE? Explain indicating your views on whether CSE should
be examined or not and how best this can be done.
22. How best do you think these challenges can be addressed?
4. In-depth interview guide – Ministry of Education:
Schools Administration Department/Unit
Instructions
• To be interviewed by the Research Assistants (RA).
• To be administered to Administration Department/Unit Official; Special Education Department;
• Explain the purpose of the study and politely request respondent for permission to proceed as detailed in the Informed
Consent Statement.
• Audio record the interview and take notes of any visual and non-verbal communication.
114
Greetings. My name is …………………………………………... from JIMAT Development Consultants. We are carrying out a study
on Comprehensive Sexuality Education on behalf of UNESC0. The study is focusing on the attitudes, perceptions and experiences of
learners and teachers on Comprehensive Sexuality Education in Zambia. You are asked for this interview to give your opinion because
of your experience. There are no right or wrong answers, I just would like to hear your opinion.” All of the answers you give will be
CONFIDENTIAL
A: BACKGROUND INFORMATION
RESPONDENTS DETAILS (This section may be completed immediately after consent)
ID01 Sex: ID02 Province:
ID03 District: ID04 Location (Rural/Urban/ Peri-Urban):
ID05 Respondents Type: ID06: Position
ID07 Religion: ID08: Age Group:
(a) 25-30 years (b) 31-39 years, (c) 40-49 years (d) 50-59 years
ID09 Professional qualification (e) >60 years (Circle whichever is applicable)
a) Masters level, (b) Degree, (c) Diploma, (c) IDI 10: Years Served in current Position
Certificate (Circle whichever is applicable)
Interviewer: Date of interview:
Interview start time: Interview end time:
1. What is the importance of teaching CSE to both leaners with disability and to those without?
2. Are there national policies compelling your department to timetable CSE?
3. What informed the development of the current timetable? (primary, secondary schools)
4. In your opinion, do you think currently CSE is being allocated adequate teaching time? (primary, secondary, tertiary)
5. Do you think the curriculum in its current form is effectively meeting the CSE objectives? Explain your answer indicating
what you think should change or maintained
6. Do you think the CSE curriculum in its current form effectively meeting the needs of learners with disability?
7. How do you think CSE should be taught (standalone subject, integrated into different subjects)? Explain your answer.
8. Describe the challenges faced in the implementation of the current timetable?
9. Do you think CSE should be examinable? Explain.
Attitudes, perceptions, and barriers
Attitudes
10. How should children be taught about sex? Explain your answer indicating whether boys and girls should be taught
differently?
11. What are your thoughts on teenage pregnancy?
12. What do you think schools should do to assist pregnant students?
13. What are your thoughts on gender equality and what does it mean in your view?
14. Do you think teaching sexuality education in schools is necessary? Explain your answer
Perceptions
15. Do you think pregnant students should continue attending classes? Why? Please explain.
16. In your view, when and with whom should sexual matters be discussed?
17. In your view, at what level should sexuality education first be implemented and what sexuality education-related issues
should be taught?
18. From your own observations are teachers adequately trained to teach CSE to learners with disability?
115
19. From your own opinion are the CSE teaching and learning materials adequate for learners with disabilities? Explain your
answer
20. Are there any values, cultural or religious norms that influence the implementation of CSE?
21. How best can leaners with disability access quality CSE?
Barriers
22. What challenges are being faced by schools in delivering CSE? (Explain your answer with specific examples of challenges
being faced by leaners with disability and those without)
23. How best do you think these challenges can be addressed?
5. In-depth interview guide with school management
(i. Headmaster/Teacher; ii. School Manager)
Instructions
• To be interviewed by the Research Assistants (RA).
• To be administered to School Managers/ Head Teachers
• Explain the purpose of the study and politely request respondent for permission to proceed as detailed in the Informed
Consent Statement.
• Audio record the interview and take notes of any visual and non-verbal communication.
Greetings. My name is …………………………………………... from JIMAT Development Consultants. We are carrying out a study
on Comprehensive Sexuality Education on behalf of UNESC0. The study is focusing on the attitudes, perceptions and experiences of
learners and teachers on Comprehensive Sexuality Education in Zambia. You are asked for this interview to give your opinion because
of your experience. There are no right or wrong answers, I just would like to hear your opinion.” All of the answers you give will be
CONFIDENTIAL
A: BACKGROUND INFORMATION
RESPONDENTS DETAILS (This section may be completed immediately after consent)
ID01 Sex: ID02 Province:
ID03 District: ID04 Location (Rural/Urban/ Peri-Urban):
ID05 Respondents Type: ID06 Position:
ID07 Religion: ID08 Age Group:
(a) 25-30 years (b) 31-39 years, (c) 40-49 years
(d) 50-59 years (e) >60 years (Circle whichever is
applicable)
ID09 Professional qualification: ID10 Years Served in current Position
a) Masters level, (b) Degree, (c) Diploma,
(d) Certificate (Circle whichever is applicable)
Interviewer: Date of interview:
Interview start time: Interview end time:
116
Capacity to deliver quality CSE
1. Do you think CSE curriculum is adequately addressing its objectives?
2. Are your teachers qualified to teach CSE to pupils with disability and those without? Explain your answer indicating systems
put in place for leaners with disability.
3. Do you have adequate teaching and learning materials to teach both pupils with disability and those without??
4. How supportive is the Parents- Teachers’ Association (PTAs)/ School committees in the delivery of CSE at school?
5. Do other educational policies from the ministry have any impact on the teaching of sexuality education? How?
6. What kinds of support do you need in the teaching of CSE in this school? Explain indicating the kinds of support have you
received in the past if any.
7. How can CSE delivery be strengthened or improved at school level?
Barriers to CSE teaching
8. What challenges are being faced by the school in delivering CSE?
9 To what extent are the systems for monitoring and evaluating CSE effective?
10. Are there any problems you have faced in monitoring of the teaching of CSE? How have you solved them?
11. Do you think the community is supportive of the teaching of CSE to the pupils? Explain your answer indication challenges
being faced
Cultural beliefs and CSE teaching
12. What are some of the cultural beliefs that do not support the teaching of CSE in your area?
13. How have you dealt with these beliefs at school level?
14. What do you think is the best way of addressing the cultural beliefs that negatively affect the delivery of CSE and the
teaching of CSE?
15. Do you think CSE should be examinable? Explain your answer.
Learners’ access to SRH services
16. Does the education policy allow learners, including learners with disabilities, to access SRH services from health facilities?
17. Do pupils from your school access SHR services from health facilities
18. Are there barriers for the learners (including learners with disabilities) to accessing the services at the health facilities?
19. How can the school-health facility linkages be strengthened to ensure access to SRH services for learners in need?
Attitudes
20. When you hear the term Sexuality Education what comes into your mind?
21. What do you think is the appropriate age for students to receive sexuality education? Explain your answer
22. Which topics in the CSE curriculum would make you uncomfortable to teach and why?
23. Are there any topics in the CSE curriculum you feel should be removed or packaged differently? Explain your answer
24. What are your thoughts on gender equality and what does this mean to you?
Perceptions
25. From your own opinion, do you think the teaching of CSE in schools is necessary?
26. From your own opinion do you think CSE should include contraceptives? Explain your answer.
27. Do you think condoms should be made available to learners in schools? Explain your answer?
28. What does your school do to assist the pregnant student?
29. Do you think pregnant students should return to their studies or take a break from them? Why? Please explain.
30. In your view, which sexuality education-related issues should children know about?
117
6. Focus group discussion guide with school development committee /
parents teachers association/parents teachers committee
DATE:
TIME:
PROVINCE:
DISTRICT:
LOCATION (RURAL/URBAN/ PERI-URBAN):
NO. OF PARTICIPANTS:
CHARACTERISTICS OF PARTICIPANTS:
NAME:
SEX:
RELIGION:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Instruction to group facilitator
• Greet the participants
• Introduce yourself and the note taker to the group
• Introduce the topic and the purpose of the study
• Facilitate the discussion without being involved in it
• Keep all information confidential
118
There are four main issues of concern in my study and I would like to get your views on them:
1. The first one is related to your attitudes on CSE
2. The second one is related to your perceptions on the teaching of CSE
3. The third one is related to exploring religious and cultural norms that influence the teaching of CSE
4. The fourth one is related to linkages, if any, between schools and health facilities with regard to CSE
Background information
1. Introduce yourself telling us your name, your position in the committee and whether you were elected or appointed to your
current position.
2. Are you aware about the school policy on CSE? Explain your answer explaining what it is
3. As committee members to what extent are you involved in the delivery of CSE in the school?
4. What kind of support do teachers need to assist them with in order to implement the CSE programme? Say who (structures)
you expect the support to come from.
Attitudes, perceptions, and barriers
Attitudes
1. Are you knowledgeable about CSE? Explain your answer indication your understanding of CSE.
2. How should children be taught about CSE? Explain your answer indicating whether boys and girls should be taught
differently?
3. Do you support the teaching of CSE to school going children? Explain your answer
4. What are your thoughts on teenage pregnancy?
5. What do you think schools/ community should do to assist pregnant students?
6. What are your thoughts on gender equality and what does it mean in your view?
7. Do you think teaching sexuality education in schools is necessary? Explain your answer
8. What do you think is the appropriate age for students to receive sex education? (Probe for reasons).
9. How effective is the teaching of CSE to learners with disability? (Probe on the conducive school environment and challenges
faced by the leaners with disability)
10. What do you think the committee can do to support the teaching of CSE to leaners with disability?
11. How do you think the teaching of CSE (to both learners with disability and those without) can be improved upon?
Perceptions
12. Is early engagement in sex an issue in your community? Explain.
13. What are some of the causes of child marriage, unplanned pregnancies and early school dropouts? Explain.
14. From your own opinion, what do you think about the teaching of CSE in schools as is being done currently? (Probe for both
the advantages and disadvantages).
15. Do you think sex education is appropriate for your children in your household? Explain your answer?
16. What issues pertaining to sex education would you feel uncomfortable for your children to be taught at school? [Probe for
reasons].
17. What do you think are the most important features of a sexual health service for young people?
18. How was sex education taught to young people traditionally and what aspects of the traditional teaching would you
recommend should be included in the CSE curriculum?
19. From your own opinion do you think sex education should include condoms and other contraceptives? [Probe for reasons].
20. What are your opinions about condoms and other contraceptives being made available to learners in primary and
secondary schools? [Probe for reasons].
21. Are there differences in the SRH needs of boys and girls? Explain your answer
22. Where do you think young people’s sexual health services should be held (location)?
119
Barriers
23. What are some of the challenges your community face in supporting the teaching of CSE?
24. How can you effectively support the teaching of CSE?
25. Are there any social, cultural or and religious prohibitions about sex education to children in school?
26. Are the Adolescents freely accessing the SRH services in the community? Explain your answer indicating any challenges.
27. How best can your committee help the community support the delivery of CSE to school going children?
Linkages between Schools and Health Facilities
28. Are there any existing linkages between the school and larger community (Parents) about CSE? Explain your answer
indicating the systems that have been put in place
29. With regard to CSE, what role does your committee play in the promotion of school and health facilities linkages in your
community?
30. Is your committee represented on health committees in the community? Explain your answer- probing on frequency of
stakeholders’ meetings held.
31. From your one views, how best can your committee promote the linkages between schools and Health facilities?
Thank you so much for your time!
7. In-depth interview guide for teachers
Instructions
• To be interviewed by the Research Assistants (RA).
• To be administered to CSE Teachers only
• Explain the purpose of the study and politely request respondent for permission to proceed as detailed in the Informed
Consent Statement.
• Audio record the interview and take notes of any visual and non-verbal communication.
Greetings. My name is …………………………………………... from JIMAT Development Consultants. We are carrying out a study
on Comprehensive Sexuality Education on behalf of UNESC0. The study is focusing on the attitudes, perceptions and experiences of
learners and teachers on Comprehensive Sexuality Education. You are asked for this interview to give your opinion because of your
experience. There are no right or wrong answers, I just would like to hear your opinion.” All of the answers you give will be CONFIDENTIAL
A: BACKGROUND INFORMATION
RESPONDENTS DETAILS (This section may be completed immediately after consent)
ID01 Sex: ID02 Province:
ID03 District: ID04 Location (Rural/Urban/ Peri-Urban):
ID05 Respondents Type: ID06: Name of the school & School Type (primary /
Secondary):
ID07 Religion: ID08: Age Group:
(a) 25-30 years (b) 31-39 years, (c) 40-49 years (d) 50-59 years
(e) >60 years (Circle whichever is applicable)
ID09 Professional qualification
a) Masters level, (b) Degree, (c) Diploma, (c)
Certificate (Circle whichever is applicable)
Interviewer: Date of interview:
Interview start time: Interview end time:
120
B: PRACTICE AND EXPERIENCE
1. Are you a trained CSE teacher? (Explain any form of CSE training you have received its content & duration)
2. What Grade do you teach CSE?
3. Are you able to teach CSE effectively to learners with disability? (Explain your answer indicating any challenges if any)
4. Do you enjoy teaching CSE? If not, what do you think can make teaching CSE enjoyable?
5. Do you think you have adequate knowledge to teach CSE? If not, what do you think should be done to equip you with
adequate knowledge about CSE?
6. From your experience, are there any topics that are not taught due to their sensitivity? Explain your answer
7. What strategies do you use to effectively teach CSE to benefit both female and male pupils?
8. Are you provided with adequate CSE learning and teaching materials? (Explain your answer)?
9. From your experience do you think the Teacher Training Colleges adequately cover CSE?
Attitudes, perceptions, and barriers
Attitude
10. Which topics in the CSE curriculum make you uncomfortable to teach and why?
11. How do you deal with uncomfortable topics?
12. Are there any topics in the curriculum you feel should be removed or packaged differently? Explain your answer
13. From your experience, how adequate is CSE curriculum?
Perceptions
14. From your own opinion, do you think the teaching of CSE in schools is necessary?
15. What do you think is the appropriate age for students to receive sex education? Explain your answer
16. Do you think Sex education is appropriate for your students? Explain your answer?
17. From your own opinion do you think Sex education should include contraceptives? Explain your answer.
18. Do you think condoms should be made available to students in schools? Explain your answer?
19. Are there some specific elements of CSE which are not being delivered due to their sensitivity? Explain your answer.
Barriers
20. What major challenges or difficulties do you encounter in teaching CSE?
21. Do you have any cultural factors that influence your teaching of CSE? Explain your answer?
22. How supportive is the school environment to the teaching of CSE?
23. From your experience how do you think teaching of CSE can be improved?
8. In-depth interview guide with health service provider
Instructions
• To be interviewed by the Research Assistants
• To be administered to Health Service Provider
• Explain the purpose of the study and politely request respondent for permission to proceed as detailed in the Informed
Consent Statement.
• Audio record the interview and take notes of any visual and non-verbal communication.
Greetings. My name is …………………………………………... from JIMAT Development Consultants. We are carrying out a study
on Comprehensive Sexuality Education on behalf of UNESC0. The study is focusing on the attitudes, perceptions and experiences of
learners and teachers on Comprehensive Sexuality Education in (Name of country). You are asked for this interview to give your opinion
because of your experience. There are no right or wrong answers, I just would like to hear your opinion.” All of the answers you give will be
CONFIDENTIAL
121
Knowledge/access to SRH services
1. What are the HIV and AIDS issues that affect the youth/learners in this community/district?
2. What are the sexual and reproductive health (SRH) issues that the youth/learners grapple within this community?
3. How easy is it for learners to access SRH, HIV and HIV information and services at this health facility?
4. What services do learners seek most at the health facility? Why/Why Not?
5. Are you aware of and knowledgeable about CSE in schools?
6. What is your understanding of CSE?
Attitudes, perceptions, and barriers
Attitudes
7. How do you perceive the teaching of CSE in schools? (attitudes; culture; religion; beliefs)
8. What are your thoughts on teenage/ pregnancies?
9. What do you think is the appropriate age for students to receive sex education? (Probe for reasons).
10. What issues pertaining to sex education would you feel uncomfortable for your to be taught at school? [Probe for reasons].
Perceptions
11. Is early engagement in sex an issue in your community? Explain.
12. What do you think is the cause of child marriage, unplanned pregnancies and early school dropout?
13. From your own opinion do you think sex education should include condoms and other contraceptives? [Probe for reasons].
14. What are your opinions about condoms and other contraceptives being made available to students in primary and
secondary schools? [Probe for reasons].
15. What do you think is the appropriate age for students to receive sex education? Explain your answer
Barriers
16. Are there any social, cultural or and religious prohibitions about sex education to children in school?
17. What challenges do you face in the provision of SRH services to sexually active school going children?
18. How gender sensitive are the SRH services at your institution? Explain indicating who accesses these services more between
the female and male sexually active school going children.
Linkages between schools and health facilities
19. What linkages, if any, exist between the school and the health facility?
20. What community support systems are in place to link learners to health facilities?
Recommendations
21. How can access to SRHR information and services be improved for learners?
22. How can the community support school-health facility linkages to ensure access to SRH services for learners in need?
This marks the end of our conversation. Do you have any comments on what we have discussed? Thank you very much
for sparing your time.
122
9. In-depth interview guide for community leaders
Instructions
• To be interviewed by the Research Assistants (RA).
• To be administered to: i. Church leaders; ii. Political leaders; iii. Traditional leaders; iv. Significant others.
• Explain the purpose of the study and politely request respondent for permission to proceed as detailed in the Informed
Consent Statement.
• Audio record the interview and take notes of any visual and non-verbal communication.
Greetings. My name is …………………………………………... from JIMAT Development Consultants. We are carrying out a study
on Comprehensive Sexuality Education on behalf of UNESC0. The study is focusing on the attitudes, perceptions and experiences of
learners and teachers on Comprehensive Sexuality Education in (Name of country). You are asked for this interview to give your opinion
because of your experience. There are no right or wrong answers, I just would like to hear your opinion.” All of the answers you give will be
CONFIDENTIAL
Knowledge/access to SRH services
1. What are the HIV and AIDS issues that affect the youth in this community?
2. What are the sexual and reproductive health (SRH) issues that the youth grapple within this community/district?
3. How easy or difficulty is it to access SRH, HIV and HIV information and services in this community/district?
4. When faced with SRH or HIV related issues learners in your household come to you for information or assistance?
5. What kind of support do you give them when faced with SRH and HIV problems (Probe for sons/ daughters)?
6. As a parent do you think you have adequate knowledge about these issues? (Probe for gaps and how to fill in the gaps).
7. Are you aware of and knowledgeable about CSE?
8. What is your understanding of CSE?
Attitudes, perceptions, and barriers
Attitudes
9. How should children be taught about sex? Explain your answer indicating whether boys and girls should be taught
differently?
10. What are your thoughts on teenage pregnancy?
11. What do you think schools/ community should do to assist pregnant students?
12. What are your thoughts on gender equality and what does it mean in your view?
13. Do you think teaching sexuality education in schools is necessary? Explain your answer
14. What do you think is the appropriate age for students to receive sex education? (Probe for reasons).
Perceptions
15. Is early engagement in sex an issue in your community? Explain.
16. What are some of the causes of child marriage, unplanned pregnancies and early school dropouts? Explain.
17. From your own opinion, what do you think about the teaching of CSE in schools as is being done currently? (Probe for both
the advantages and disadvantages).
18. Do you think sex education is appropriate for your children /wards in this household? Explain your answer?
19. What issues pertaining to sex education would you feel uncomfortable for your children/wards to be taught at school?
[Probe for reasons].
20. How was sex education taught to young people traditionally?
21. From your own opinion do you think sex education should include condoms and other contraceptives? [Probe for reasons].
22. What are your opinions about condoms and other contraceptives being made available to learners in primary and
secondary schools? [Probe for reasons].
123
Barriers
23. Do you support the teaching of CSE to school going children? Explain your answer
24. What are some of the challenges your community face in supporting the teaching of CSE?
25. Are there any social, cultural or and religious prohibitions about sex education to children in school?
26. How best can your community support the delivery of CSE to school going children?
Linkages between schools and health facilities
27. What linkages, if any, exist between the school and community in regard to CSE?
28. What community support systems are in place to link learners to health facilities?
Recommendations
29. How can the community support the teaching of CSE in schools?
30. How can the community support school-health facility linkages to ensure access to SRH services for learners in need?
This marks the end of our conversation. Do you have any comments on what we have discussed? Thank you very much
for sparing your time.
10. Focus group discussion guide for learners
Instructions
• To be interviewed by the Research Assistants (RA).
• To be administered to learners in primary school or secondary level (including learners with disabilities).
• Explain the purpose of the study and politely request respondent for permission to proceed as detailed in the Informed
Consent Statement.
• Audio record the interview and take notes of any visual and non-verbal communication.
Greetings. My name is …………………………………………... from JIMAT Development Consultants. We are carrying out a study
on Comprehensive Sexuality Education on behalf of UNESC0. The study is focusing on the attitudes, perceptions and experiences of
learners and teachers on Comprehensive Sexuality Education in Zambia. You are asked for this interview to give your opinion because
of your experience. There are no right or wrong answers, I just would like to hear your opinion.” All of the answers you give will be
CONFIDENTIAL
DATE:
TIME:
PROVINCE:
DISTRICT:
LOCATION (RURAL/URBAN/ PERI-URBAN):
NO. OF PARTICIPANTS:
CHARACTERISTICS OF PARTICIPANTS:
NAME:
SEX:
124
RELIGION:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Instruction to group facilitator
• Greet the participants
• Introduce yourself and the note taker to the group
• Introduce the topic and the purpose of the study
• Facilitate the discussion without being involved in it
• Keep all information confidential
A: Experiences, perceptions and attitudes of learners with CSE
Story approach to stimulate the discussions
Think about the changes people experience as they transit from childhood to adult hood. Ask learners to name them. Are there any
challenges you or your friends experience in handling body changes while they grow up? Where do you receive this kind of information?
We are here to discuss a number of topics related to growing up and dealing with other people (that is relationships. We shall also
discuss how such relationships may affect our health physically or socially. Our main interest is how the school guides you in handling
these challenges. We shall mention a number of topics and you will be asked to share experiences regarding learning this information in
various subjects at school and your opinion about the importance of receiving such information.
8 key CSE topics for inquiry
Experiences and perception of CSE topics
1. Human body and development
· Have you been taught about the human body and how it functions (particularly the reproductive system? (relate to sexuality
depending on age group 5-9 (naming body part), 10-14 (changes at puberty, how fertilization occurs) etc
125
· In what subjects? mention content that was covered
· Mention any out of class activities that talk about the topic (probes- drama, guidance and counselling, debate assemblies,
peer to peer education, taking compounds)
2. Values, rights and culture
i. Have you had lessons or talks here at schools on topics related to values and culture norms related to relationships,
courtship or marriage? What are some of the discussions have you heard? What of topics regarding your rights and
responsibilities as a child?
ii. In what subjects, what content is covered
iii. mention any out of class activities that talk about the topic (probes- drama, guidance and counselling, debate
assemblies, peer to peer education, taking compounds)
3. Gender
· Tell us about some your experiences in learning topics on gender, here I mean how boys or girls are treated in society, e.g
the roles they perform, at home or school, the expectations according to culture and whether or not they think they should
be treated equally
· In what subjects, is the topic covered and how?
· Mention any out of class activities that talk about the topic (probes- drama, guidance and counselling, debate assemblies,
peer to peer education, taking compounds)
4. Violence and staying safe
Tell us about some your experiences in learning topics on violence and reporting violence? What forms of violence do you know of?
(Probes: respecting privacy, bad touches, bullying, sexual assault/violence, reporting)? In what subjects is the topic covered and how?
i. Mention any out of class activities that talk about the topic (probes- drama, guidance and counselling, debate
assemblies, peer to peer education, taking compounds)
5. Relationships
Tell us about some your experiences about learning about relationships (e.g families, friendship, love and romantic relationships, long
term relationships such as marriage)
i. In what subjects is the topic covered and how?
ii. Mention any out of class activities that talk about the topic (probes- drama, guidance and counselling, debate
assemblies, peer to peer education, taking compounds)
6. Skills for health and wellbeing
Tell us about some your experiences where you felt confident that your skills have been developed with regard to handling relationships
(e, g being assertive, saying no firmly, communicating with your friend and partner, negotiation skills.)
i. In what subjects is the topic covered and how?
ii. Mention any out of class activities that talk about the topic (probes- drama, guidance and counselling, debate
assemblies, peer to peer education, taking compounds)
7. Sexual behaviour
Tell us about some your experiences in learning topics related to sexual behaviour (how people show love to one another, non-risky
practices, ensuring consensual pleasurable experience, sexual decision making to delay sex, avoid unwanted pregnancies)
i. In what subjects is the topic covered and how?
ii. mention any out of class activities that talk about the topic (probes- drama, guidance and counselling, debate
assemblies, peer to peer education, taking compounds)
126
8. Finally, sexual and reproductive health:
Tell us about some your experiences in learning about sexual and reproductive health (e.g pregnancy, HIV, STIs other than HIV, methods to
avoid pregnancy or STIs, learners to mention some?)
i. In what subjects is the topic covered and how?
ii. mention any out of class activities that talk about the topic (probes- drama, guidance and counselling, debate assemblies,
peer to peer education, taking compounds)
Attitudes to CSE
1. What is your opinion about learning the different topics we have discussed above?
2. In your opinion what more be discussed about CSE that you find relevant to your life?
3. What do you think are some of the benefits of learning CSE at school? Can you share examples Where you have applied the
acquired knowledge and skills?
4. Are there some topics that make you feel uncomfortable? Explain your answer
5. What kind of skills have you developed in handling sexuality-related problems?
Barriers in learning CSE
6. What are some of the challenges in learning CSE?
7. Are there topics in CSE that you feel are not well understood?
8. How does CSE teaching identify with cultural or religious values? Is there a similarity or difference, explain?
9. How well do your teachers deliver CSE topics? Is it satisfactory (probe illustrations, ability to answer the learners questions etc)?
Linkages to services
10. What services are available within your community to support you to avoid challenges such as bullying, sexual violence, HIV or
teenage pregnancy?
11. Where can you find help if you have challenges as mentioned above? Specify the different sources of help while at school or
home or within the community (e.g teachers, parents, local leaders, police, health workers?)
12. In your opinion have these sources of help been useful to you or your peers?
13. What more can be done to improve services to support services to address sexual and reproductive health challenges for
young people?
14. Do you think pregnant students should continue attending classes? Why? Please explain.
15. What more can be done to improve services for young people with disabilities to address these challenges?
11. Focus group discussion guide – learners with disability
Instructions
· To be interviewed by the Research Assistants (RA).
· To be administered to learners with disabilities in primary school or secondary level (including learners with disabilities).
· Explain the purpose of the study and politely request respondent for permission to proceed as detailed in the Informed
Consent Statement.
· Audio record the interview and take notes of any visual and non-verbal communication.
Greetings. My name is …………………………………………... from JIMAT Development Consultants. We are carrying out a study on
Comprehensive Sexuality Education on behalf of UNESC0. The study is focusing on the attitudes, perceptions and experiences of learners
and teachers on Comprehensive Sexuality Education in Zambia. You are asked for this interview to give your opinion because of your
experience. There are no right or wrong answers, I just would like to hear your opinion.” All of the answers you give will be CONFIDENTIAL
127
DATE:
TIME:
PROVINCE:
DISTRICT:
LOCATION (RURAL/URBAN/ PERI-URBAN):
NO. OF PARTICIPANTS:
CHARACTERISTICS OF PARTICIPANTS:
NAME:
SEX:
RELIGION:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Instruction to group facilitator
· Greet the participants
· Introduce yourself and the note taker to the group
· Introduce the topic and the purpose of the study
· Facilitate the discussion without being involved in it
· Keep all information confidential
128
Access to CSE
1. When you hear the term CSE what comes into your mind?
2. Is CSE taught in your class?
3. Do teachers consider your needs as they teach CSE? Give examples from your experience
4. From your own observations Do you think learners with disability have similar or different CSE needs with learners without
disability?
5. Do you think the CSE teaching and learning materials meet your needs? Explain your answer
6. What do you think should be included in a sex education curriculum for individuals with physical disability?
7. Does your school provide adequate support to help you benefit from CSE? If yes, explain how; if no, why not?
8. What should the school do to improve the teaching of CSE to learners with disability?
9. How conducive is the school environment for learners with disability?
Barriers to accessing CSE
10. Do you face challenges in accessing CSE?
11. To what extent do young people with disabilities receive support to handle these challenges (at home, at school, within the
community?
12. What more can be done, if any, to improve services for young people with disabilities to address these challenges
Cultural beliefs on CSE
13. What are some of the cultural beliefs that do not support Learners with disability to learn CSE in your area?
14. What do you think is the best way of addressing the cultural beliefs that negatively affect the learning and the teaching of
CSE?
15. Can you share any experiences with teachers who avoided teaching certain CSE topics due to their cultural beliefs?
Learners’ access to SRH services
16. Do you have access to SRH services? Explain your answer indicating the accessed services and any obstacles
17. What do you think can be done to address these challenges?
18. How comfortable were you in using this service?
19. How supportive are the health workers to you when you go to access SRH services?
20. What form of assistance /support would make you feel more in charge of your sex life / reproductive health?
21. How can the school and health facilities work together to ensure learners with disabilities SRH services?
Attitudes
22. Do you think CSE should be taught in a mixed class of boys and girls or girls and boys separately?
23. Are there some topics that make you feel uncomfortable? Explain your answer
24. What kind of skills have you developed in handling sexuality-related problems?
25. How has the sex education you received influence your participation in sexual activities?
26. What skills do you still need to develop?
27. How do learners behave during an CSE lesson and what is the best way to handle such learners?
28. Thinking back how would you have liked to learn about sex?
Perception
29. What are the gaps in your sexual and reproductive knowledge that you would most like to fill?
30. What do you think is the appropriate age for students to receive sex education? Explain your answer
31. In your view what does the term gender equality mean?
32. What are your thoughts on teenage pregnancy and how can they be assisted by the school/community?
33. How best should CSE be provided to learners with disability?
129
12. Focus group discussion guide with parents/guardians
Instructions
· To be held by two Research Assistants (RA). One as moderator another as note taker/recorder
· To be administered to parents/ guardians with children currently attending primary and secondary school level
· Explain the purpose of the study and politely request respondent for permission to proceed as detailed in the Informed
Consent Statement.
· Audio record the interview and take notes of any visual and non-verbal communication.
Introduction
Good morning/afternoon everyone. My name is _______________________________________. Thank you for sparing your
time to us. Jimat Development Consultants on behalf of UNESCO is conducting a study on Comprehensive Sexuality Education.
The study is focusing on the attitudes, perceptions and experiences of learners and teachers on Comprehensive Sexuality
Education.
I would like to request for your honest views of how you perceive, feel about and understand the issues that we will be
discussing. It is also imperative that you give honest responses of your experiences even if you feel that some people in this
group may not agree with them. I ask you to feel free to say whatever you think about the issues under discussions. I also want
to assure you that whatever you say here will be kept confidential.
I will be guiding the conversation and my colleague here will be writing down what is said but will not write your names down.
Everything you say will be anonymous. As it may not be possible to write everything down on paper, my colleague would like to
tape record this discussion. No one except me and the research team will listen to the tape. Our discussions are expected to last
one and a half hours.
Let me stop for a moment to respond to any question you may have.
[Pause – Answer Any Questions].
May I turn on the recorder? [Turn on Tape Recorder)
Let us begin by getting to know a little about each other. Please introduce yourself (first names only and age)
[Please take down the names, age and sex of the FGD participants and report in a Table. The table should also include name of
village/town, name of nearby school, District and Region]
General Discussions Questions
· What are the HIV and AIDS issues that affect the youth in this community/district?
· What are the sexual and reproductive health (SRH) issues that the youth grapple within this community/district?
· How easy or difficulty is it to access SRH, HIV and HIV information and services in this community/district?
· When faced with SRH or HIV related issues, do the children in this household come to you for information or assistance?
What kind of support do you give to your children when faced with SRH and HIV problems (Probe for sons/ daughters)?
As a parent do you think you have adequate knowledge about these issues? (Probe for gaps and how to fill in the gaps).
130
Attitudes, perceptions, and barriers
· Do the school going youth engage in sex in this community? If yes what do you think of school-age youth having sex?
· Do the school going youth become pregnant and dropout of school in this area? If yes what are your thoughts on teenage/
pregnancies?
· From your own opinion, what do you think about the teaching of CSE in schools as is being done currently? (Probe for both
the advantages and disadvantages).
· What do you think is appropriate age for students to receive sexuality education? (Probe for reasons).
· Do you think sex education is appropriate for your children /wards in this household? Explain your answer?
· What issues pertaining to sex education would you feel uncomfortable for your children/wards to be taught at school?
[Probe for reasons].
· Are there any social, cultural or and religious prohibitions about sex education to children in school?
· From your own opinion do you think sex education should include condoms and other contraceptives? [Probe for reasons].
· What are your opinions about condoms and other contraceptives being made available to students in primary and
secondary schools? [Probe for reasons].
This marks the end of our conversation. Do you have any comments on what we have discussed? Thank you very much
for sparing your time.
13. Comprehensive sexuality education observation and monitoring tool
PURPOSE: This form is aimed to support quality teaching and learning in CSE whether in or out of schools. It focuses on
assessing the teaching and facilitating skills of a classroom-based teacher, teacher in an extracurricular CSE session, or any
community based CSE facilitator/peer educator.
The form may be filled out by an observer of the CSE session or may be used by the teacher/facilitator as a self-assessment tool
for planning or personal reflection. It is also a useful reporting and monitoring tool, particularly when collected by all facilitators
for all the topics covered over time.
Time and date: Length of session:
Name of teacher/facilitator:
Name of school, site or lesson location
If school, type of school: Primary Junior secondary Senior secondary Tertiary
Rural Remote
Location (town and/or district):
Type of location Urban Semi-urban
Description of participants/learners (age range, gender, # of participants):
Topic of the lesson:
ASSESSMENT OF LESSON DELIVERED. Make comments on the following aspects of the lesson.
1. Lesson Plan (introduction of topic and learning objectives, activities & conclusion; flow of activities (organized and logical),
activities used to teach key points, appropriate use of warm up/ice breaker exercises and energizers, key messages reinforced
clearly at end of lesson/assessment of learning at conclusion of lesson):
131
2. Content (includes the 3 main learning domains as relevant: cognitive/knowledge, affective/values and attitudes, skills
building: life skills, condom demonstration skills, etc. ) age and developmentally appropriate, scientifically accurate,
complete, clear, focused, important/grounded in reality, defines new terms, emphasizes key content & concepts, allows for
diversity of participants and their experiences, does not impose personal values and attitudes, follows policy & curriculum,
gender and rights focused, provides information and options for informed decision making):
3. Methodologies (learner centred, interactive methods that engage the participation of majority of learners/participants,
appropriate to topic, variety of methods, use of questions, encourages critical thinking and expression, interesting and based
in the realities of the participants, processing of learning activities/methods):
4. Teacher talking time (Lecturing and teacher talking is kept to a minimum, learners/participants are actively participating
rather than only listening to the teacher/facilitator):
5. Feedback to learners/participants (appropriate, useful, accurate, effective, provided when needed):
6. Interactions with learners/participants (created safe, respectful learning environment, appropriate to content, neutral
and fair, non-discriminatory, acknowledge the diversity of participants and their personal experiences, level of enthusiasm &
energy, allowed laughter when appropriate, gave clear instructions for activities, rephrased or paraphrased information and
questions when necessary):
7. Reactions of learners/participants (interest level, responsiveness, active participation, asking questions):
8. Teacher confidence and comfort with topic: (willing and motivated to teach CSE, handles difficult questions, comments,
or reactions from participants well, can challenge harmful gender & SRHR norms and practices constructively, has command
of basic information, teaches topic comfortably and effectively, is culturally sensitive, aware of separating personal values
and attitudes from professional roles and responsibilities and does not impose personal values and attitudes, upholds
professional codes of conduct, demonstrates zero tolerance for SGBV and discrimination and willing to protect participants
from it/able to create and maintain a safe, inclusive enabling learning environment for all participants):
9. Use of resources (where any resources used like posters, condom demonstration models, pamphlets? Were they
appropriate, relevant, clear, useful, organized, readable):
10. Time Management: (ample or too much time for activities, processing questions, etc. were main objectives of lesson met in
the time allotted, lesson plan followed as planned or adjusted as needed):
132
11. Referrals to relevant SRHR or other services: (was there mention as to where or from whom learners/participants may
seek more information or specific health services? Were any formal referrals made and how? Were condoms or anything else
distributed?)
IMPORTANT: Take detailed notes of what the teacher/facilitator is doing, saying, asking and writing on the board/
flipchart and of learner/participant responses and questions. Collect any handouts or materials.
12. Detailed notes of observation: Take note on who dominates discussion in the classroom when the topic of decisions
regarding sexuality is discussed between female and male pupils.
Criteria for excellence in sexuality
To be considered when preparing, observing and monitoring CSE sessions
1. SETTING THE STAGE
· Assesses group and individual needs verbally and/or in writing
· Establishes credibility with the group
· Describes intentions or objectives for a particular session, relating them to the group’s perceived needs
· Outlines agenda for the sessions (verbally or in writing)
· Establishes ground rules or reiterates them as needed, modelling and promoting protection of confidentiality,
demonstrating consideration for others’ feelings, and acknowledging occasions when s/he may have unintentionally broken
a ground rule or offended someone.
· Acknowledged in advance possible feeling or differences of opinion that a session may generate.
· Arranges the physical environment in a way that meets the needs of the audience.
2. METHODOLOGY
· Uses teaching methods appropriate to the objectives of the session.
· Uses a variety of methods to address the needs of visual, auditory and kinesthetic learners (e.g. props, colours, music,
storytelling, movement).
· Uses lecture only when an increase in knowledge is the primary purpose of a segment and even then, judiciously.
· Uses interactive methods.
· Uses audio-visual equipment skilfully and judiciously
· Uses the resources of the group, allowing and encouraging group members the opportunity to influence each other.
· Enriches his or her teaching by judiciously drawing appropriate relevant examples, from personal experience (as a parent,
teacher, consumer, nurse, therapist, partner, adoptee, administrator, diabetic, etc.)
· Adapts pre-packaged curricula to his or her own teaching style and the needs of a particular group of learners.
· Incorporates new knowledge and evolving perspectives into his or her interpretation of a curriculum
· Encourages the group to analyse his or her word choices.
· Encourages the group to analyse his or her teaching methods.
3. DELIVERY
· Is clear and unambiguous when explaining complex ideas.
· Is concise, repeating him or herself only when audience cues indicate a need; avoids tangents.
· Is straightforward and matter-of-face when necessary.
· Is serious, empathetic, and even sobering, when appropriate.
· Smiles and uses enhancing and tasteful humour when appropriate, but never at anyone’s expense.
· States instruction slowly, clearly and one at a time.
· Demonstrates verbal skills, speaking loudly enough, with varied tones and without verbal tics (“um, ah”)
133
· Moves around, uses hands, and otherwise provides visual variety.
· Maintains a balance of control and spontaneity. Makes appropriate interventions and /or revises plans as necessary (e.g., asking
for feedback, suggesting and unscheduled stretch).
· Begins and ends on time.
· Paces the session comfortably and avoids communicating his/her anxiety about the time.
· Presents in an organized, logical fashion, making the organization and logic clear to the group.
· Refers to previous relevant messages and to issues that will be addressed in greater detail later.
· Provides rational transitions between parts of the session and meaningful closure at the end.
· Demonstrates reasonable comfort with the subject and with his or her role as educator or trainer
· Communicates the expectation that learners are capable of performing a new skill.
· Provides useful feedback to learners.
4. CONTENT
· Provides complete, accurate information.
· Makes handouts organized, readable, useful, relevant and reproducible.
· Makes visuals (transparencies, flipcharts) organized, readable, and visually appealing.
· Provides content culturally appropriate for both female and male audience.
· Defines new, vague or technical terminology and avoids acronyms and jargon.
· Identifies slang as such (without judgment, except when a term is derogatory) and translates to standard or medical terminology.
· Distinguishes between crucial points to remember and background information, emphasizing and prioritizing key concepts.
5. PHILOSOPHY AND ATTITUDE
· Communicates respect for and enjoyment of children and adolescents
· Communicates respect for and enjoyment of both female and male learners
· Encourages positive working relationships and open communication among teachers, family, religious leaders, health care
providers and school administrators.
· Communicates respect through language and tone, for diverse individuals and avoids generalizations about them (people of
both genders and of various ages, races, ethnicities, family constellations, religious and political persuasions, sexual orientations,
socioeconomic classes, and physical and mental abilities – for example, avoiding anti-religious or conservative comments).
· Uses examples from groups (listed in previous point) so that no learners are consistently rendered invisible by omission.
· Makes very clear that s/he is not making assumptions about learners’ sexual history or their current behaviour, values,
orientations, and so on, and in fact, welcomes the probably presence of diversity within the group.
· Speaks for her or himself, from his or her own life experience (Not for all members of an identity group, e.g., women, Catholics,
whites, people with disabilities) and never expects others to represent a whole group either.
· Dresses in a professional, credible, appropriate manner.
· Communicates genuine support for informed choice in all health behaviour and health care decisions, including genuine
support for abstinence from oral, anal and vaginal intercourse.
· Communicates reverence and appreciation of the human body and its capacities.
· Communicates reasoned confidence in the efficacy of sexuality education, without defensiveness.
· Takes obvious pleasure in teaching and facilitating.
6. ETHICS
· Provides an emotionally safe learning environment for every learner.
· Ensures that learners are exposed to a broad range of beliefs, in a fair and respectful way
· Accurately represents his or her capabilities, education, training, and experience and the limits thereof, apologizing for mistakes
and faux pas, and modelling that it is okay to say, “I don’t know”.
· Expresses research findings honestly and without distortion.
· Makes every effort to acknowledge the author/originator of activities, songs, materials and studies.
· Opposes the use of deception, intimidation, fear, shame, guilt or censorship in the name of “education.”
· Addresses controversial issues but distinguishes unambiguously among personal opinions and values, opinions and values of an
organization or government agency, and those that are generally accepted as universal as enshrined in human rights.
· Attempts to recognize and acknowledge his or her own cultural assumptions.
· Acknowledges and follows pertinent sexuality education laws and policies.
134
14. Criteria for selection of case studies
The Challenge: <problem (s) that were faced by the individual/community before the intervention /programme >
1. What was the situation like before intervention?
2. What is the specific/core problem being faced and what has been the effects?
3. Link the problem to the issues being addressed by the programme/project?
4. Set the scene and grab the attention of the reader.
5. Should be between 100 to 150 words.
The Intervention / Response: <brief description of what we did to address the challenge mention above. Here consider
including a photo from your programme>
6. Remember the ‘five Ws and one H’.
7. What happened?
8. Where did it take place?
9. When did it take place?
10. Who was involved?
11. Why did it happen?
12. How did it happen?
13. Why is this intervention impressive? How is it different from others?
14. Place the story in the context of the programme
15. Use numbers and figures to reinforce the story
16. Show link between CSE and the case.
17. Should be 100 to 150 words
The Results: <what were the result (s) of the intervention to the individual or community>
18. What was the outcome?
19. What are the lasting changes generated by the programme - the changes in attitude, behaviour, capacity, policy and
practice?
20. What were the changes in the health, education and livelihood situation of beneficiaries?
21. What further action was taken by beneficiaries/target groups after the support?
22. How did this make a difference?
23. What evidence of impact can we provide?
24. How does this case study fit into our wider work and the national situation?
25. Insert good, quality picture (s) for the case study.
135
Annex 5: Consent forms
1. Zambia consent form
TITLE OF STUDY:
Attitudes, Perceptions and Experiences of learners And Teachers on Comprehensive Sexuality Education (CSE)
PRINCIPAL RESEARCHER:
Name:
Address:
Phone:
Email:
PURPOSE OF STUDY
You are being asked to take part in this study. Before you decide to participate in this study, it is important that you understand
why the research is being done and what it will involve. Please read the following information carefully. Please ask the researcher
if there is anything that is not clear or if you need more information. The purpose of this study is to assess the attitudes,
perceptions and experiences of learners and teachers on comprehensive sexuality education with a view to improving the
quality of CSE delivery in schools.
STUDY PROCEDURES
(Explain all procedures using language that is appropriate for the expected reading level of participants)
There are four main issues of concern we would like to get your views on them:
1. The first one is related to the comprehensiveness of the CSE strategies
2. The second one is related to barriers of teaching CSE
3. The third one is related to the cultural beliefs and CSE teaching
4. The fourth one is related to learners’ access to SRH Services
The conversation may be recorded for data analysis purposes only. The Interviews may take approximately 45 minutes. You may
decline to answer any or all questions and you may terminate your involvement at any time if you choose.
BENEFITS
There will be no direct benefit to you for your participation in this study. However, we hope that the information obtained from
this study will help to improve CSE interventions in Zambia.
CONFIDENTIALITY
Your responses will be anonymous. You will not be required to provide any identifying information. Every effort will be made by
the researcher to preserve your confidentiality including the following:
136
· Assigning code names/numbers for participants that will be used on all research notes and documents
· Keeping notes, interview transcriptions, and any other identifying participant information in the personal possession of the
researcher.
Participant data will be kept confidential except in cases where the researcher is legally obligated to report specific incidents.
CONTACT INFORMATION
If you have questions at any time about this study, or you experience adverse effects as the result of participating in this study,
you may contact the Team Leader Dr. Nyasha Madzingira on cell phone #+ 263-712-203745/+263-773-061807 or Dr. Stellah
Mungaila on +260978929864.
VOLUNTARY PARTICIPATION
Your participation in this study is voluntary. It is up to you to decide whether or not to take part in this study. If you decide to
take part in this study, you will be asked to sign a consent form. After you sign the consent form, you are still free to withdraw
at any time and without giving a reason. If you withdraw from the study before data collection is completed, your data will be
returned to you or destroyed.
CONSENT FORM
I ………………………………………. agree to participate in this research project. The research has been explained to me and I
understand what my participation will involve.
(please circle whichever is applicable)
I agree that my participation will remain anonymous YES NO
I agree that the researcher may use anonymous quotes in his/ her research report YES NO
I agree that the interview may be audio recorded YES NO
I agree that the researcher may take photos of me (but not my face) YES NO
I agree that the information I provide may be used anonymously by other researchers following this study YES NO
Signature…………………………………… Date……………………………………….
137
2. Uganda consent forms
MBARARA UNIVERSITY OF SCIENCE AND TECHNOLOGY RESEARCH ETHICS COMMITTEE
P.O. Box 1410, Mbarara, Uganda
Tel. 256-4854-33795
Fax: 256 4854 20782
Email: [email protected]
Web: www.must.ac.ug
STUDY TITLE:
Attitudes, Perceptions and Experiences of learners And Teachers on Comprehensive Sexuality Education (CSE)
INTRODUCTION:
What you should know about this study:
· You are being asked to join a research study.
· This assent form explains the research study and your part in the study
· You are a volunteer. You can choose not to take part and if you join, you may quit at any time. There will be no penalty if you
decide to quit the study
Why you are being asked to participate:
You have been selected to participate in this study because you are a student in primary or secondary school in one of the
selected countries for this research study which is Uganda.
Procedures:
If you accept to participate in this study, you will be asked a few questions related to your studies by one of our research
assistants and if you have any questions for us we shall answer them.
Risks / discomforts (the bad):
There will be minimal risks associated with your participation in this research. These may include discomfort in answering
personal questions or experiences you have had in the past. You are free to leave the questions you do not want to answer.
Benefits (the good):
You will not be paid to participate in this study. The information we shall obtain from you will be used to help us inform
education leaders, health workers and caretakers of children and adolescents to address their issues regarding sexual and
reproductive health. Therefore the results of this study will be of benefit the community.
Compensation for time and transport
We will provide drinks and snacks during interview with you. Also you will receive a hygienic package from us which includes
menstrual pads, soap etc. If you or your parents spend any money to come for this interview, we shall refund your transport of
10,000 Ugandan shillings
138
Protecting data confidentiality:
All the information you will give us and all the data collected for this study will be kept confidential. Your name will not appear in
the documents used for the study or in any communication related to the results of this study
Right to refuse / withdraw:
Your participation in the study is completely voluntary. If you decide that you do not want to participate in the study or if you
would like to withdraw your participation at any time, and for any reason, this will not affect you in any way.
What happens if you leave the study?
You can choose to discontinue your participation at any time and there will be no punishment to you.
Who do I ask if I have questions or a problem?
If you have any questions, you may ask them now or if you have questions later, please ask the study research assistants who will
perform an interview with you.
What does your signature (or thumbprint/mark) on this assent form mean?
Your signature on this form means
· You have been informed about the study
· You have been given the chance to ask questions before you sign
· You have voluntarily agreed to be in this study
If you give your assent to participate in this study, you should sign or place your thumbprint in the ascent form. Your signature or
thumbprint below means that you understand the information given to you about your participation in the study in the ascent
form. You will be asked to sign two copies of this assent form, one for our filing and the other that you should keep.
I agree to participate
I do not agree to participate
(Tick one option)
Print name of participant:
Signature of participant:
Date:
Print name of witness:
Signature:
Date:
Name of person obtaining consent:
Signature:
Date:
139
MBARARA UNIVERSITY OF SCIENCE AND TECHNOLOGY RESEARCH ETHICS COMMITTEE
P.O. Box 1410, Mbarara, Uganda
Tel. 256-4854-33795
Fax: 256 4854 20782
Email: [email protected]
Web: www.must.ac.ug
INFORMED CONSENT DOCUMENT FOR AN ADULT PARTICIPANT
This document outlines the research study and expectations for potential participants. It should be written in layman terms and typed
on MUST-REC letterhead. The wording should be directed to the potential participant NOT to REC. If a technical term must be used,
define it the first time it is used. Also, any abbreviation should be spelled out the first time it is used.
NB: All the sections of this document must be completed without any editing or deletions
Please use a typing font that is easily distinguishable from the questions of the form
STUDY TITLE:
Attitudes, Perceptions and Experiences of learners And Teachers on Comprehensive Sexuality Education (CSE)
Principal Investigator(s): Dr Elizabeth Kemigisha and Dr. Nyasha Madzingira
INTRODUCTION
What you should know about this study:
· You are being asked to join a research study.
· This consent form explains the research study and your part in the study
· Please read it carefully and take as much time as you need
· You are a volunteer. You can choose not to take part and if you join, you may quit at any time. There will be no penalty if you
decide to quit the study
Background to the study
We are conducting a series of Focus Group Discussions (FGDs) with learners from some selected schools and service providers
in this community to assess their perception of availability, quality and accessibility of Comprehensive Sexuality Education
information young people in this community. Comprehensive sexuality education refers to a curriculum based teaching on
several topics including relationships, values, rights and culture related to sexuality, understanding gender, violence and staying
safe, skills for sexual health and wellbeing, the human body and development, sexual behaviour and sexual and reproductive health.
The participating schools will be ordinary primary and secondary schools including special needs schools for children with
disabilities. The information you share with us will be used to guide future strategies for effectively meeting the CSE needs of
children, adolescents, and young people in this country.
140
Purpose of the research project:
The research will involve individual interviews with policy leaders at national level, focus group discussions with learners,
teachers, health providers, parents and community leaders (8-10 in the group). The aim of the research is to assess their
perception of availability, quality and accessibility of Comprehensive Sexuality Education information young people in this
community. The research duration will be 2-3 months, however the participant interviews will last only 1 - 2 hours.
Why you are being asked to participate:
You have been selected to participate because you are a policy leader, health worker, teacher, parent or community leader or
other service provider for students in Uganda. You are requested to give consent to participate in this study.
Procedures:
We shall ask you a few questions regarding your their perception of availability, quality and accessibility of Comprehensive
Sexuality Education information young people in this community. The questions will be asked in your preferred language, we
shall use a translator where possible. More questions may arise during the interview depending on the response you provides.
You will be notified right away if you have to respond to additional questions. There will be no follow-up contact with you after
the interview.
· Audio Recording
One aspect of this study involves making audio recordings of the interview. Recordings are being made in order to capture all
the information you provide during the interview. This is necessary in order to obtain information that is accurate. Only people
who are directly involved in the study will have access to them. The recording will be destroyed upon completion of the study.
Risks / discomforts:
There are minimal risks or discomfort regarding your participation in this study. These may include discomfort sharing personal
experiences and confidential information. We shall endeavour to maintain confidentiality of the information obtained.
Benefits:
There are no direct benefits regarding your participation in this study. The information we shall obtain from you will be used to
guide future strategies for effectively meeting the CSE needs of children, adolescents, and young people in this country
Incentives / rewards for participating:
You will not be paid to participate in this study.
Time compensation and transport refund
For time compensation, we shall provide you a snack and drink during the interview or focus group discussion. We shall
endeavour to conduct the interviews within the area where you live or work. However, whenever there is need for travel to get
an interview, a transport refund of 10,000 Uganda shillings will be provided.
Protecting data confidentiality:
All the information you will give us and all the data collected for this study will be kept confidential. The audiotape recording will
be destroyed within two years of the study period after the data is analysed and reported.
Protecting subject privacy during data collection:
Your name or personal identifiers will not appear in the documents used for the study or in any communication related to the
results of this study.
141
Right to refuse / withdraw:
Your participation in the study is completely voluntary. If you decide that you do not want to participate in the study or if you
would like to withdraw your participation at any time, and for any reason, this will not affect you in any way.
What happens if you leave the study?
You may choose discontinue your participation in this study at any time. This will not affect you in any way.
Who do I ask/call if I have questions or a problem?
In case you have questions regarding participation in this study, please contact the researcher:
Dr Elizabeth Kemigisha, Lecturer Mbarara University Faculty of Interdisciplinary Studies
Telephone: 0700720508 | Email: [email protected]
Contact for REC office
Dr. Francis Bajunirwe, Chairman MUST-REC
P.O Box 1410, Mbarara | Tel: 0485433795
What does your signature (or thumbprint/mark) on this consent form mean?
Your signature on this form means
· You have been informed about this study’s purpose, procedures, possible benefits and risks
· You have been given the chance to ask questions before you sign
· You have voluntarily agreed to be in this study
Print name of participant:
Signature of participant:
Date:
Print name of witness:
Signature:
Date:
Name of person obtaining consent:
Signature:
Date:
142
MBARARA UNIVERSITY OF SCIENCE AND TECHNOLOGY RESEARCH ETHICS COMMITTEE
P.O. Box 1410, Mbarara, Uganda
Tel. 256-4854-33795
Fax: 256 4854 20782
Email: [email protected]
Web: www.must.ac.ug
INFORMED CONSENT DOCUMENT FOR ADULT CARETAKER/PARENT
This document outlines the research study and expectations for potential participants. It should be written in layman terms and typed
on MUST-REC letterhead. The wording should be directed to the potential participant NOT to REC. If a technical term must be used,
define it the first time it is used. Also, any abbreviation should be spelled out the first time it is used.
NB: All the sections of this document must be completed without any editing or deletions
Please use a typing font that is easily distinguishable from the questions of the form
STUDY TITLE:
Attitudes, Perceptions and Experiences of learners And Teachers on Comprehensive Sexuality Education (CSE)
Principal Investigator(s): Dr Elizabeth Kemigisha and Dr. Nyasha Madzingira
INTRODUCTION:
What you should know about this study:
· You are being asked to join a research study.
· This consent form explains the research study and your part in the study
· Please read it carefully and take as much time as you need
· You are a volunteer. You can choose not to take part and if you join, you may quit at any time. There will be no penalty if you
decide to quit the study
Background to the study
We are conducting a series of Focus Group Discussions (FGDs) with learners from some selected schools and service providers
in this community to assess their perception of availability, quality and accessibility of Comprehensive Sexuality Education
information young people in this community. Comprehensive sexuality education refers to a curriculum based teaching on
several topics including relationships, values, rights, culture and sexuality, understanding gender, violence and staying safe, skills for
sexual health and wellbeing, the human body and development, sexuality and sexual behaviour and sexual and reproductive health.
The participating schools include ordinary schools and special needs schools for children with disabilities. The information you
share with us will be used to guide future strategies for effectively meeting the CSE needs of children, adolescents, and young
people in this country.
143
Purpose of the research project:
The research will involve individual interviews with policy leaders at national level, focus group discussions with learners,
teachers, health providers, parents and community leaders (8-10 in the group). The aim of the research is to assess their
perception of availability, quality and accessibility of Comprehensive Sexuality Education information young people in this
community. The research duration will be 2-3 months, however the participant interviews will last only 1 - 2 hours.
Why you are being asked to participate:
Your child has been selected to participate because she is a student attending a primary or secondary school in one of the
selected countries for this study which is Uganda. You are requested to give consent for your child to participate in this study
Procedures:
We shall ask your child a few questions regarding their perception of availability, quality and accessibility of Comprehensive
Sexuality Education information for young people in this school and community. The questions will be asked in a language
they understand, we shall use a translator or a sign language interpreter where necessary. More questions may arise during the
interview depending on the responses the student provides. There will be no follow-up contact with you after the interview
· Audio Recording
One aspect of this study involves making audio recordings of your child during the interview in case they have been selected for
a focus group discussion or interview. Recordings are being made in order to capture all the information you provide during the
interview. This is necessary in order to obtain information that is accurate. Only people who are directly involved in the study will
have access to them. The recording will be destroyed upon completion of the study.
Risks / discomforts:
There are minimal risks or discomfort regarding your participation in this study. These may include discomfort sharing personal
experiences and confidential information. We shall endeavour to maintain confidentiality of the information obtained.
Benefits:
There are no direct benefits regarding your child’s participation in this study. The information we shall obtain from you will be
used to guide future strategies for effectively meeting the CSE needs of children, adolescents, and young people in this country.
Incentives / rewards for participating:
Your child will not be paid to participate in this study.
Time compensation and transport refund
For time compensation, we shall provide a snack and drink during the interview or focus group discussion. Your child will also
receive a small package with hygienic products such as menstrual pads or soap or scholastic materials. We shall endeavour
to conduct the interviews within the school environment. However, whenever there is need for travel to get an interview, a
transport refund of 10,000 Uganda shillings will be arranged for the parent separately.
Protecting data confidentiality:
All the information your child will give us and all the data collected for this study will be kept confidential. The audiotape
recording will be destroyed within two years of the study period after the data is analysed and reported.
Protecting subject privacy during data collection:
Your child’s personal identifiers will not appear in the documents used for the study or in any communication related to the
results of this study.
144
Right to refuse / withdraw:
Your child’s participation in the study is completely voluntary. If you decide that your child should do not want to participate in
the study or if you chooses to withdraw their participation at any time, and for any reason, this will not affect you or your child in
any way.
What happens if you leave the study?
You may choose discontinue your child’s participation at any time. This will not affect you and her in any way.
Who do I ask/call if I have questions or a problem?
In case you have questions regarding participation in this study, please contact the researcher:
Dr Elizabeth Kemigisha, Lecturer Mbarara University Faculty of Interdisciplinary Studies
Telephone: 0700720508 | Email: [email protected]
Contact for REC office
Dr. Francis Bajunirwe, Chairman MUST-REC
P.O Box 1410, Mbarara | Tel: 0485433795
What does your signature (or thumbprint/mark) on this consent form mean?
Your signature on this form means
· You have been informed about this study’s purpose, procedures, possible benefits and risks
You have been given the chance to ask questions before you sign
· You have voluntarily agreed to be in this study
Your child’s name:
Print name of parent or caretaker:
Signature of parent or caretaker
Date:
Print name of witness:
Signature:
Date:
Name of person obtaining consent:
Signature:
Date:
145
INFORMATION LETTER FOR THE RESPONDENT
UGANDA
My name is .......................................................................................... and I am working on behalf of JIMAT, a research agency that has been
commissioned by UNESCO in collaboration with the xx(country) Ministry of Education and Sports and to undertake a study on
attitudes, perceptions and experiences of learners and teachers to comprehensive, life skills-based HIV and sexuality education
in schools.
This study considers issues related to your sexual health and wellbeing during the time you study/work here at the school,
more specifically on your experiences concerning with regard to learning or teaching topics related to handling relationships,
recognizing values, rights and one’s culture, skills for health and wellbeing such as communication or decision making,
gender and sexuality, understanding the human body and development, sexual behavior, sexual and reproductive health
such as methods used to avoid pregnancy or sexually transmitted diseases safety. Thus, these topics comprise of what we call
comprehensive sexuality education.
Findings from this study will be used to formulate guidelines and undertake interventions to enhance teaching and learning
schools in xx country on topics related to sexual and reproductive health of young people. Therefore, your participation in this
study is very important for us.
You are invited to participate in this study having been selected randomly selected out of all students or staff from the
participating schools. If you agree to participate, a trained interviewer will ask you questions about what you feel and experience
about these topics. The questions include some sensitive personal questions. The interviewer is used to working and talking
about this topic and the information you provide will be kept entirely confidential. The information you provided will be added
to information provided by other students or staff and will be used to enhance education and learning. It will not in any way
personally harm you. Please be truthful in your responses to help us plan appropriate interventions to improve access to sexual
and reproductive health information and skills for young people in schools in xx country.
You are free to participate in this study or not. You may refuse to answer certain questions or stop the interview at any time. The
information you give will be treated confidentially and personal data will not be disclosed to anyone. If you feel uncomfortable
during this interview, and you feel the need for assistance, we will refer you to an appropriate service.
The study has been approved by the Ministry of Education and Sports. In addition, ethical approvals have been obtained from
xx (if applicable).
If you have any further questions regarding the study after the interview, please contact Dr xx, institution, email, telephone for
national consultant.
146
Statement of Consent/Assent
I was invited to participate in a study commissioned by t JMAT, a research agency that has been commissioned by UNESCO in
collaboration with the xx(country) Ministry of Education and Sports – attitudes, perceptions and experiences of learners and
teachers on comprehensive, life skills-based HIV and sexuality education in xx country.
I was given the opportunity to ask questions and these were answered in a satisfactory manner.
I understand that I voluntarily decide to participate in this study and that I can withdraw my participation any time.
I accept to participate in this study.
Date:
Name of the respondent:
Signature of respondent:
Name of parent/guardian/ teacher:
Signature of the parent/guardian/teacher:
Name of the interviewer:
Signature of the interviewer:
147
UNESCO Regional Office for Southern Africa
8 Kenilworth Road, Newlands
PO Box HG 435 Highlands, Harare, Zimbabwe
+263 (0)776775 - 9
[email protected]
#O3Campaign
#ESACommitment
Young People Today. Time to Act Now.
@UNESCO
@yptcampaign
@UNESCO
youngpeopletoday.org
148 en.unesco/themes/health-education
The words you are searching are inside this book. To get more targeted content, please make full-text search by clicking here.
Qualitative study on the attitudes, perceptions and experiences of learners and teachers on Comprehensive Sexuality Education (CSE)
Discover the best professional documents and content resources in AnyFlip Document Base.
Search