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

Abstract

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.

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