Staff Publications

Staff Publications

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    'Staff publications' is the digital repository of Wageningen University & Research

    'Staff publications' contains references to publications authored by Wageningen University staff from 1976 onward.

    Publications authored by the staff of the Research Institutes are available from 1995 onwards.

    Full text documents are added when available. The database is updated daily and currently holds about 240,000 items, of which 72,000 in open access.

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Record number 456881
Title Implementation of The World Starts With Me, a comprehensive rights-based sex education programme in Uganda
Author(s) Rijsdijk, L.E.; Bos, A.E.R.; Lie, R.; Leerlooijer, J.N.; Eiling, E.; Atema, V.; Gebhardt, W.A.; Ruiter, R.A.C.
Source Health Education Research 29 (2014)2. - ISSN 0268-1153 - p. 340 - 353.
DOI https://doi.org/10.1093/her/cyt108
Department(s) Communication Science
Knowledge Technology and Innovation
Nutrition and Disease
WASS
Publication type Refereed Article in a scientific journal
Publication year 2014
Keyword(s) south-african schools - sub-saharan africa - secondary-schools - aids education - health-promotion - hiv prevention - hiv/aids - interventions - outcomes - fidelity
Abstract This article presents a process evaluation of the implementation of the sex education programme the World Starts With Me (WSWM) for secondary school students in Uganda. The purpose of this mixed-methods study was to examine factors associated with dose delivered (number of lessons implemented) and fidelity of implementation (implementation according to the manual), as well as to identify the main barriers and facilitators of implementation. Teachers’ confidence in teaching WSWM was negatively associated with dose delivered. Confidence in educating and discussing sexuality issues in class was positively associated with fidelity of implementation, whereas the importance teachers attached to open sex education showed a negative association with fidelity. Main barriers for implementing WSWM were lack of time, unavailability of computers, lack of student manuals and lack of financial support and rewards. Other barriers for successful implementation were related to high turnover of staff and insufficient training and guidance of teachers. Teachers’ beliefs/attitudes towards sexuality of adolescents, condom use and sex education were found to be important socio-cognitive factors intervening with full fidelity of implementation. These findings can be used to improve the intervention implementation and to better plan for large-scale dissemination of school-based sex education programmes in sub-Saharan Africa.
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