Integration of Sexual and Reproductive Health and HIV Prevention into the Curriculum: Case Study of the Catholic University of Mozambique

Abstract

Acknowledging the importance of a holistic model of education centered on the needs of its students and recognizing its Christian obligation to foster social justice, health and gender equality, the Catholic University of Mozambique (UCM) approved three policies, namely the HIV&AIDS policy (2008), the Sexual Harassment policy (2008) and the Gender Policy (2014). In 2012, the Catholic University of Mozambique introduced a discipline with 3 academic credits on HIV, sexual and reproductive health, gender and life skills which is part of the curriculum of every course. The Catholic University currently has 20.000 students, all of whom attend this discipline during their first year of study. It is the only tertiary education institution in the country that has developed a curriculum for comprehensive sexuality education. This paper characterizes the curriculum development and implementation process of the discipline. It is based on the study of documents like workshop reports, didactic material and monitoring reports and on two surveys conducted in 2014 to collect opinions of lecturers and students on the methodology and content of the discipline. Lecturers were also consulted in a focus group discussion. Results: The process of developing the curriculum was facilitated by experts and involved university chaplains, lecturers and students. The curriculum itself has clearly defined goals and objectives, activities and a clear methodological approach. The implementation process was characterized by initial capacity building workshops of 30 lecturers and monitored through semestral monitoring visits. Lecturers and students who responded to the survey recognized the importance of the comprehensive sexual education discipline. Students emphasized the relevance of the issues addressed in the lessons for their future lives, health, mutual respect of partners and responsible sexual behavior. They stated that the discipline prepared them for responsible and equitable relationships and provoked attitude and behavior changes. The teaching methods that privileged participatory methods like the discussion of stories, case studies, role plays and self-assessment exercises were highly appreciated by students and lecturers alike. Given the importance of the subject, lecturers proposed an increase of lesson time from two to four hours per week.characteristics of effective programmes of comprehensive sexuality education: the participatory process of curriculum development, a well-designed curriculum and capacity building and monitoring during implementation. Acceptance and outcome of the discipline show that the Catholic University distinguishes itself as a tertiary education institution that contributes to improving health and social wellbeing of its students.