ABSTRACT

INTRODUCTION: Comprehensive Sexuality Education is defined as a structured, curriculum based education which was implemented as part of university curriculum for first year undergraduate students designed to equip students’ in knowledge, skills, and attitudes needed to prevent sexual reproductive health problems and bring positive behavioral changes on sexual and reproductive issues. However, providing this education for youth in higher institution requires exploration from the perspective of youths, providers, and key individuals which will help improving and continuation of this education.

OBJECTIVE: The aim of this study is to evaluate a process of comprehensive sexuality education among first year students in Arba Minch University, Ethiopia.

METHODS: Qualitative study was conducted among the first year Arba Minch University students. Focus group discussions were conducted with selected students’ representatives. In depth interviews were conducted with instructors who teach this course and key informant interviews were conducted with different stakeholders who participated during course curriculum developments. Interview guide was used to collect data. The data was analyzed through thematic content analysis method.

RESULTS: In this study, we identified five main themes. The main themes are contents of the course which have four subthemes, mode of delivery of the course which have two subthemes, barrier for implementation with four subthemes, acceptability of the course that have two sub themes and perception on course nomenclature with two sub themes.

CONCLUSION: Finding of this study revealed that this course was an important and essential course for youth. However, mode of delivery of the course, lack of coordination and lack of comprehensiveness of contents may affect effectiveness. Therefore, for better effectiveness of this course, it requires strong coordination with different stakeholder.

KEYWORDS: Comprehensive sexuality education, qualitative study, Arba Minch, Ethiopia