Teaching Sexuality Education in Secondary Schools of Uganda and its Implications: A Qualitative Assessment of the Curriculum

Abstract

This study assesses the performance of the sexuality Education (SE) curriculum used by secondary schools to understand why sexual challenges have persisted amongst adolescents undergoing this curriculum. A qualitative study was carried out within 6 schools purposively selected from Mbarara Municipality on a sample of 164 participants. The sample was composed of students aged 12-17 years, their teachers, head teachers and municipal education officers. We conducted two focus group discussions with students while a one-to-one in-depth interview was held with each of the other participants. We transcribed and analysed data through thematic coding and major themes evolved as: -. 1. Schools have insisted on using the abstinence approach. 2. The curriculum aims at instilling fear, shame, and guilt in relation to sexuality. 3. There is lack of stakeholders’ input. 4. School based SE expectations don’t align with cultural beliefs. 5. Curriculum is highly influenced by informal curriculum. We thus, concluded that implementers and policy makers can use bottom-up approaches to include all stakeholders’ needs. The study recommends that a comprehensive curriculum should be adapted to help better address students’ needs. Schools can incorporate peer education.