探索尼泊尔学生,教师和校长之间的全面性教育经验和障碍:一个定性研究
Sara Rivenes Lafontan1, Felicia Jones2, Niru Lama3
1Institute of Nursing and Health Promotion, Faculty of Health Sciences, OsloMet-Oslo Metropolitan University, Oslo, Norway. sararive@oslomet.no.
社会文化禁忌,性别动态和资源限制严重阻碍了尼泊尔的全面性教育 (CSE). 通过教师培训和课程改革解决这些障碍对于有效的CSE交付至关重要.
科学领域:
- 公共卫生 公共卫生
- 教育教育教育教育教育教育.
- 社会学 社会学 社会学
背景情况:
- 综合性教育 (CSE) 对青少年的性和生殖健康至关重要.
- 在低收入国家,由于社会规范和结构性障碍,获得高质量的CSE是有限的.
- 这项研究探讨了尼泊尔学生,教师和主要对CSE的看法.
研究的目的:
- 调查学生,教师和校长关于尼泊尔全面性教育的经验和看法.
- 确定在尼泊尔语境中有效提供CSE的障碍和促进者.
主要方法:
- 定性研究设计. 定性研究设计.
- 与教师和校长进行了13次半结构面试.
- 3个焦点小组讨论与13名青少年和15名教师/校长.
- 对收集的数据进行主题分析.
主要成果:
- 出现了四个主要主题:对教学/学习的抵抗,参与策略,禁忌/沉默以及结构性障碍.
- 报告了讨论敏感话题的不适,受性别动态的影响.
- 社会文化规范,家庭态度,缺乏教师培训和不足的材料阻碍了CSE.
- 热身和家长互动等策略旨在改善学习环境.
结论:
- 在尼泊尔,CSE的重大障碍包括文化禁忌,性别动态和资源稀缺.
- 教师培训,课程改革和社会参与对于克服这些挑战至关重要.
- 确保获得有效的CSE需要采取多方面的方法来解决系统和文化问题.
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