Quality Provision of Comprehensive Sexuality Education and Sexual and Reproductive Health in Resource Constrained Higher Education Institutions: A Case of Mukuba University

In an effort to ensure that Institutions of Higher Learning provide quality Comprehensive Sexuality Education (CSE) and Sexual and Reproductive Health (SRH) at the level of Universities and Colleges, indeveloping countries such as Zambia, some universities have engaged in offering programmes and services in CSE and SRH. However, the provision of such programmes has had some limitations in terms of resources to ensure quality delivery. As a result, there was a need to examine the provision of CSE and SRH in a resource constrained Mukuba University. The study has three research objectives: 1) to examine the CSE and SRH programmes and services that are available at Mukuba University;2) to determine the actual resources available for the University to ensure quality provision of CSE and SRH to students;3) to use views and opinions of students and academics to examine the extent to which the CSE and SRH are reflected as standards by UNESCO and universities and colleges. The study took a pragmatic philosophy stance and convergent parallel research design of mixed methods;the primary approach is qualitative which will be analysed using thematic analysis, while the quantitative approach was secondary and the data was analysed using descriptive statistics. The study envisaged some implications that include the rise in communicable diseases such as Human Immunodeficiency Virus (HIV) and Acquired Immunodeficiency Syndrome (AIDS), gender based violence, general lack of information on matters relating to CSE and SRH among students at Mukuba University. The policy implication is that policy makers will be able to formulate policies that address the needs and challenges of students in providing quality CSE and SRH programmes and services for a university that is constrained with resources. The study found that there was a need to contextualize the quality provision of CSE and SRH at an institutional level, for instance, Mukuba University has created an enabling environment for quality provision of CSE and SRH activities and programmes through training of the stakeholders. Further, it was found that in any successful programme, it is expected to meet certain challenges that might in some cases make it difficult to implement the programme as envisaged. In other words, this study has revealed that there are some drawbacks as well as lessons that Mukuba University could learn from other universities that offer CSE and SRH. The study provides a synergistic conceptual model that could be used in the implementation of CSE and SRH in colleges and universities for sustainability. It is hoped that this study has proved that even with limited resources a university can provide CSE and SHR programmes and services without depending on support from other external funders and cooperating partners.

Exploring the Ideological and Political Education Reformation of Architecture Professional Courses in Higher Education Institutions

"Ideological and political education"is an essential implementation for moral cultivation,which promotes the basic principles of"three comprehensive education".Its teaching effectiveness is related to the overall improvement of the quality of talent cultivation;hence it widely attracts the attention of the academic community.In order to combine professional architectural courses with ideological and political education,and at the same time to realize the innovative teaching concept of collaborative education,teachers in higher education institutions continue to explore and practice their ways,constantly innovate and optimize their knowledge and education systems.

Education for Sexualities in the Voices of Its Protagonists： An Experience in Context

Introduction： this work narrates the experience of the implementation of CSE （Comprehensive Sexual Education） in Argentina, at the Faculty of Humanities, Arts and Social Sciences of the Autonomous University of Entre Ríos, within the “School Program of Comprehensive Sexual Education” （SPCSE） developed at compulsory schooling in the voices of teachers and the school management team. Aims： The aims of this paper are to share some of the issues that characterize the SPCSE modality, some progress and obstacles of its implementation, as well as to value the experiences of those who carry out the CSE, in order to know what happens when it comes to the classroom. Methods： it was qualitative, through the use of questionnaires to 13 elementary teachers and in-depth interviews with 5 key informants for the role they played in the management. They were analyzed and relevant data were selected, central ideas were elaborated and relationships and reflections derived from this process. Results： As obstacles or initial resistances, training, relationship with families, school practices, among others, predominated. As potentialities, those who embraced the CSE see it as enriching on a personal and professional level, not only in relation to the contents and the predisposition for learning, but also in the construction of more affective relationships. Conclusions： We recognize the great transformation potential of the CSE. Its implementation requires a systemic and sustainable change. In this sense, those of us who are part of this program are highly committed to developing strategies to face the difficulties and weaknesses in order to meet the needs of each school community. In order that the respect for human rights is visible and real, they are principles and convictions that are supported by the policies of the faculty.