Are schools a good setting for adolescent sexual health promotion in rural Africa? A qualitative assessment from Tanzania
Are schools a good setting for adolescent sexual health promotion in rural Africa? A qualitative assessment from Tanzania
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DOI：
10.1093/her/cyl099
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发表时间：
2007-08-01
影响因子：
2.4
通讯作者：
Ross, D. A.
中科院分区：
文献类型：
--
作者：
Plummer, Mary L.;Wight, D.;Ross, D. A.
非洲青少年性健康状况不佳的风险很高。如果入学率、资金和基础设施充足，以学校为基础的干预措施可以以可持续和可推广的方式惠及许多青少年。这项研究调查了坦桑尼亚农村小学的学生、刚毕业的学生、家长和教师的看法和经验，重点是对潜在的性健康方案的影响。从1999年到2002年，在9个村庄进行了158人周的参与观察。七年级学生中有一半是15至17岁，很少有人继续上中学，这表明小学可能是实施这类方案的好场所。然而，严重的挑战包括入学率和出勤率低，教师培训有限，获得教学资源的机会很少，以及可能疏远学生及其家长的官方和非官方做法，例如体罚，学生被迫做无薪工作，强迫怀孕检查，以及一些教师酗酒或性虐待。在国家一级，改善教师培训和监督至关重要，制定政策更好地防止、查明和纠正不良做法也至关重要。在方案一级，干预措施制定者需要简化主题，采用替代教学方法，帮助改善教师与学生和教师与社区的关系，密切监督和适当应对不受欢迎的做法。
African adolescents are at high risk of poor sexual health. School-based interventions could reach many adolescents in a sustainable and replicable way, if enrolment, funding and infrastructure are adequate. This study examined pupils', recent school leavers', parents' and teachers' views and experiences of rural Tanzanian primary schools, focusing on the implications for potential sexual health programmes. From 1999 to 2002, participant observation was conducted in nine villages for 158 person-weeks. Half of Year 7 pupils were 15-17 years old, and few went on to secondary school, suggesting that primary schools may be a good venue for such programmes. However, serious challenges include low enrolment and attendance rates, limited teacher training, little access to teaching resources and official and unofficial practices that may alienate pupils and their parents, e.g. corporal punishment, pupils being made to do unpaid work, forced pregnancy examinations, and some teachers' alcohol or sexual abuse. At a national level, improved teacher training and supervision are critical, as well as policies that better prevent, identify and correct undesired practices. At a programme level, intervention developers need to simplify the subject matter, introduce alternative teaching methods, help improve teacher-pupil and teacher-community relationships, and closely supervise and appropriately respond to undesired practices.