‘Virginity is a virtue: prevent early sex’: teacher perceptions of sex education in a Ugandan secondary school

Sex education is a politically contentious issue in many countries, and there are numerous, competing ideologies relating to the most appropriate methods to teach young people about sexual and reproductive health. This paper examines policy and practice in Uganda in light of two contrasting ideologies, namely morally conservative and comprehensive rights-based approaches to sex education. After a brief description of these approaches, findings from a preliminary qualitative study among teachers working in a non-governmental organisation-run secondary school in Uganda are discussed. Teachers’ responses are analysed against the background of current Ugandan sex education policies. The paper considers the implications of the conservative morality informing both Ugandan government policy and teachers’ implementation of sex education at the focus school. It is argued that, in the light of young Ugandans’ attitudes towards and often varied experiences of sexuality, a comprehensive rights-based approach to sex education may be more appropriate in the described setting

‘Sex education should be taught, fine…but we make sure they control themselves’: teachers' beliefs and attitudes towards young people's sexual and reproductive health in a Ugandan secondary school

Although schools have been identified as important settings in which young people's sexual and reproductive health (SRH) can be promoted, there has been limited research into the role of teachers in delivering sex education programmes. This paper describes findings from a qualitative study of teachers' beliefs and attitudes towards young people's SRH in a Ugandan secondary school, and discusses the ways in which conservative attitudes to young people's sexual activity and an adherence to gender stereotypes can limit students' access to SRH information and services. Teachers' attitudes, beliefs and often superstitions relating to young people's sexual activity inevitably affect the content and nature of school-based sex education. Findings from this preliminary study suggest that, rather than assuming teachers act as neutral delivery mechanisms in schools, these attitudes and beliefs must be taken into consideration and addressed in the development of school-based sex education programmes

The reproduction of privilege: Young women, the family and private education

The paper examines processes of cultural production and reproduction among members of the elite and upper middle classes. Drawing on findings from a study of private education in England, it explores the utility of a conceptual framework to examine how practices in and across different sites may be reproductive of various forms of ‘privilege’. Three domains in particular – family, the school, and individual young women’s projects of the self – together shape key meanings and orientations informing young women’s lives. These meanings and orientations in turn connect to ‘privileging practices’, both within each domain and beyond. The paper analyses data from three young women in one of the schools studied to illustrate how the framework may be used to examine privately educated young women’s different orientations to the present and the future. Findings point to some of the processes through which class and gender privilege may be variably reproduced

Healthy and health promoting colleges - an evidence base

A report from a study which aimed to identify sources of evidence about existing initiatives which aim to promote physical and emotional health and well-being of young people (aged 14-19) within further education settings in England (or comparable college settings in other countries). Specifically, the study addressed the following questions, 1. What is known about the health-related needs, interests and concerns of young people attending colleges of further education in England? 2. What is known about current ‘healthy college’ provision to promote the health and well-being of students attending colleges of further education? 3. What are seen to be successful and promising approaches to health promotion among younger students attending colleges of further education (or comparable types of educational settings in other countries – such as community colleges)? What approaches show little or no promise? 4. What is known about whether certain types of approaches are more useful for particular groups of students (such as young men, young women or students with disabilities or learning difficulties), or for particular health issues (such as sexual health, smoking cessation or emotional well-being)? 5. Given what is known, what does this suggest for the development of programmes to promote health and well-being in further education (FE) college settings in England

'If I cannot access services then there is no reason for me to test': the impact of health service charges on HIV testing and treatment amongst migrants in England

Policy governing entitlement to access government health care for foreign nationals in England is a subject of debate, controversy and confusion. Of particular concern to health providers has been the impact of National Health Service charges on delaying HIV testing and anti-retroviral treatment uptake and adherence amongst certain migrant groups. Data obtained through focus groups with 70 migrants from southern Africa, suggest that confusion over health care entitlements exists amongst those seeking health care and is reported amongst health service providers. This confusion, as well as financial difficulties and fears over deportation facing some migrants, can in turn be a factor influencing their decisions to avoid formal health services, resort to alternative and often ineffective or potentially adverse forms of therapy, and delay HIV testing and treatment uptake