An exploration of the psychosocial factors affecting the development and delivery of school-based sex and relationships education in Tanzania

Employing a mixed methods research design, in which both quantitative and qualitative research approaches were used, the research in this thesis has explored the feasibility for the development and implementation of school-based sex and relationships education (SRE) in Tanzania by (a) assessing the attitudes of parents, teachers and students towards the provision of SRE in schools and (b) analysing national school policy and curriculum frameworks with a view to identifying the status and place of SRE in the national school curriculum.The results show that a majority of parents (more than 70%), teachers (more than 90%) and students (more than 80%) supported the provision of SRE in schools and, despite resistance to a few controversial topics, the inclusion of a wide range of SRE topics in a school-based SRE curriculum. These results suggest that, contrary to popular belief that, particularly among policy makers, parents and other stakeholders are opposed to the provision of SRE in schools, it is not the opposition itself, but the unfounded fear of opposition that has thwarted the provision of school-based SRE in Tanzania.The results of the content analysis of the national school curriculum revealed a limited and somewhat disorganised representation of SRE, with more focus on the biological facts and information about HIV transmission and prevention than other aspects of sexual health, such as attitudes, skills and relationships. It has been argued, however, that putting HIV/AIDS in the national school curriculum provides the possibility of opening the way for a wider provision of SRE in schools in future (Harrison, 2000). In light of the results of this research, the author has recommended several steps to be considered in introducing SRE in schools, as well as future research directions in the field of sexual health, and SRE in particular, in Tanzania

What Tanzanian parents want (and do not want) covered in school-based sex and relationships education

Despite evidence that demonstrates the benefits of school-based sex and relationships education (SRE) in promoting and protecting young people’s sexual health, there are still controversies regarding what should be covered in the SRE curriculum among different stakeholders, including parents. This study assessed Tanzanian parents’ attitudes towards the provision of SRE in schools in order to ascertain their level of support and what they wanted covered in school-based SRE. Two hundred and eighty seven parents, recruited from one urban district and one rural district, completed a questionnaire assessing their attitudes towards school-based SRE. Results show that, in both districts, more than 75% supported the provision of SRE in schools as well as the inclusion of a wide range of topics in school-based SRE curriculum. However, the results also show that parents do not equally welcome the inclusion of some topics – especially those in the domain of attitudes and values, such as homosexuality and masturbation. The study concludes that, although parents may object to the inclusion of some topics, they generally support the provision of SRE in schools. It is hoped that the results of this study will help to overcome some of the resistance to a more widespread introduction of SRE in Tanzanian schools that rests on fears of parental reaction

Drawing AIDS: Tanzanian teachers picture the pandemic. Implications for re-curriculation of teacher education programmes

In this article, we explain how we engaged teachers in creating their own representations of HIV and AIDS in Tanzania as a starting point for re-curriculation of the undergraduate teacher education programme. We employed a qualitative design, using visual methodologies, to encourage 29 in-service teachers to draw their perceptions about HIV and AIDS in Tanzania, and to explain their drawing in a short narrative. Thematic analysis of the drawings revealed that, while teachers are aware of the social injustices that fuel the pandemic, they do not envision themselves as having much influence for social change of learner attitudes and behaviour. The discussion of the findings, compared to and recontexualised by relevant literature, leads us to argue for the need to engage teachers in participatory research to find contextually appropriate ways to conceptualise and practise HIV and AIDS education. The recommendations we offer have relevance not only for Tanzania, but for the entire sub-Saharan African region

Drawing AIDS: Tanzanian teachers picture the pandemic. Implications for re-curriculation of teacher education programmes

In this article, we explain how we engaged teachers in creating their own representations of HIV and AIDS in Tanzania as a starting point for re-curriculation of the undergraduate teacher education programme. We employed a qualitative design, using visual methodologies, to encourage 29 in-service teachers to draw their perceptions about HIV and AIDS in Tanzania, and to explain their drawing in a short narrative. Thematic analysis of the drawings revealed that, while teachers are aware of the social injustices that fuel the pandemic, they do not envision themselves as having much influence for social change of learner attitudes and behaviour. The discussion of the findings, compared to and recontexualised by relevant literature, leads us to argue for the need to engage teachers in participatory research to find contextually appropriate ways to conceptualise and practise HIV and AIDS education. The recommendations we offer have relevance not only for Tanzania, but for the entire sub-Saharan African region

Kimasomaso : a weekly radio programme about sexual health

Contents: Transcript in English; audio in mp3 format and in Swahili languageKimasomaso is co-produced and broadcast by the BBC Swahili Service. The programme is recorded, mixed and edited in Nairobi weekly.As Tanzania witnesses frenzied political campaigns in readiness for general elections slated for 31st October, Kimasomaso's Tom Japanni puts representatives of the country's 3 main political parties to task on Sexual & Reproductive Health policies as outlined in their respective party manifestos. The youth also talk candidly about their awareness levels of these policies and their expectations