Universidad Peruana Cayetano Heredia

Challenges to implementing national comprehensive sexuality education curricula in low- and middle-income countries: Case studies of Ghana, Kenya, Peru and Guatemala

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dc.contributor.author Keogh, Sarah C.
dc.contributor.author Stillman, Melissa
dc.contributor.author Awusabo-Asare, Kofi
dc.contributor.author Sidze, Estelle
dc.contributor.author Monzón, Ana Silvia
dc.contributor.author Motta, Angélica
dc.contributor.author Leong, Ellie
dc.date.accessioned 2018-11-30T02:09:31Z
dc.date.available 2018-11-30T02:09:31Z
dc.date.issued 2018
dc.identifier.uri https://hdl.handle.net/20.500.12866/4021
dc.description.abstract School-based comprehensive sexuality education (CSE) can help adolescents achieve their full potential and realize their sexual and reproductive health and rights. This is particularly pressing in low- and middle-income countries (LMICs), where high rates of unintended pregnancy and STIs among adolescents can limit countries' ability to capitalize on the demographic dividend. While many LMICs have developed CSE curricula, their full implementation is often hindered by challenges around program planning and roll-out at the national and local level. A better understanding of these barriers, and similarities and differences across countries, can help devise strategies to improve implementation; yet few studies have examined these barriers. This paper analyzes the challenges to the implementation of national CSE curricula in four LMICs: Ghana, Kenya, Peru and Guatemala. It presents qualitative findings from in-depth interviews with central and local government officials, civil society representatives, and community level stakeholders ranging from religious leaders to youth representatives. Qualitative findings are complemented by quantitative results from surveys of principals, teachers who teach CSE topics, and students aged 15-17 in a representative sample of 60-80 secondary schools distributed across three regions in each country, for a total of around 3000 students per country. Challenges encountered were strikingly similar across countries. Program planning-related challenges included insufficient and piecemeal funding for CSE; lack of coordination of the various efforts by central and local government, NGOs and development partners; and inadequate systems for monitoring and evaluating teachers and students on CSE. Curriculum implementation-related challenges included inadequate weight given to CSE when integrated into other subjects, insufficient adaptation of the curriculum to local contexts, and limited stakeholder participation in curriculum development. While challenges were similar across countries, the strategies used to overcome them were different, and offer useful lessons to improve implementation for these and other low- and middle-income countries facing similar challenges. en_US
dc.language.iso eng
dc.publisher Public Library of Science
dc.relation.ispartofseries PLoS ONE
dc.rights info:eu-repo/semantics/restrictedAccess
dc.rights.uri https://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
dc.subject Schools en_US
dc.subject Teachers en_US
dc.subject Ghana en_US
dc.subject Peru en_US
dc.subject Guatemala en_US
dc.subject Kenya en_US
dc.subject Adolescents en_US
dc.subject Low and middle income countries en_US
dc.title Challenges to implementing national comprehensive sexuality education curricula in low- and middle-income countries: Case studies of Ghana, Kenya, Peru and Guatemala en_US
dc.type info:eu-repo/semantics/article
dc.identifier.doi https://doi.org/10.1371/journal.pone.0200513
dc.subject.ocde https://purl.org/pe-repo/ocde/ford#3.03.12
dc.subject.ocde https://purl.org/pe-repo/ocde/ford#5.03.01
dc.relation.issn 1932-6203


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