Implementation of the teachers guide for life skills education based on reproductive health, HIV and Aids, and gender in secondary schools in Dodoma city council, Tanzania

Abstract

ABSTRACT Introduction: Comprehensive Sexuality Education (CSE) is globally acknowledged as a pivotal measure for mitigating HIV infection transmission, other sexually transmitted infections (STIs), and teenage pregnancies among adolescents and youth. In Tanzania, CSE is embedded within the educational curriculum, with government-issued guidelines to assist teachers in delivering life skills education comprehensively. Despite these efforts, the actual implementation of the guidelines remains underexplored. Objective: This study explored the implementation of a teacher's guide for teaching life skills education by secondary school teachers in Dodoma City Council. Material and Methods: This study employed a qualitative case study to explore and evaluate the guide's implementation. Twenty-four respondents were interviewed, of which twenty were secondary school teachers, and four were education officers in Dodoma City Council. Twenty IDI and four KII were conducted using a semi-structured interview guide. Data was audio recorded, transcribed verbatim, translated, and stored in Google Drive. With the help of Dedoose software, thematic analysis was used to analyze the data Results: The study revealed that secondary school teachers in Dodoma City Council use the life skills guidelines by integrating them into classroom lessons and during extracurricular activities, such as club time and school gatherings. While teachers generally adhere to the teaching methods outlined in the guide, they occasionally modify them to fit their specific contexts. They also reported that they sometimes encounter challenges following the steps stipulated in the guide. Additionally, several factors influencing implementation were identified, including administrative support, availability of resources, compatibility of the guide with existing teaching practices, and the presence of incentives and reward mechanisms. Conclusion: The teacher’s guide is being implemented in Dodoma City, although it is inconsistent among schools. Few trained teachers, financial constraints, and a lack of incentives and resources hinder effective implementation. Improved support and structured integration strategies are essential to maximize the effectiveness of implementation. Recommendations: The Dodoma City Council, in collaboration with other stakeholders, should enhance teacher training, resource allocation, and supervision to improve adherence and effective implementation.