A formative evaluation of a sexuality education programme using the Masizixhobise toolkit

Abstract

The research undertook a formative evaluation of course materials of a course run by a South African (SA) non-governmental organisation (NGO), Partners in Sexual Health (PSH). This course is titled “Intergenerational Communication on Adolescent Sexual and Reproductive Health Rights.” The evaluation is situated within the South African context and draws on the Sexual and Reproductive Citizenship (SRC) framework, which emphasises sexual agency, rights, and empowerment within broader social, cultural, and structural conditions. The evaluation employed template analysis, guided by the draft Masizixhobise Toolkit: a theoretically grounded instrument designed to support the development and evaluation of sexuality education (SE) programmes aligned with the SRC framework developed by Macleod and Vincent (2014). This Toolkit offers a rights-based, justice-oriented lens through which SE can be assessed for inclusivity, empowerment, and critical engagement. The original plan was to evaluate the PSH SE programme; however, this was adjusted due to the COVID pandemic. The adjustment was to conduct a textual analysis of the programme manuals. Findings suggest that, while the PSH programme adopts an empowerment-oriented approach and demonstrates contextual sensitivity - addressing familial, community, educational, and geographical influences - it also relies heavily on public health discourses, often foregrounding danger, disease, and risk. Although the programme includes references to sexual diversity, discussions of sexual pleasure, anatomy, and sexual activity remain predominantly heteronormative and cisgender-focused. Representations of queer, transgender, intersex, non-binary, and differently-abled individuals are inconsistently integrated across the materials. It is recommended that the programme expand content related to body and gender dysmorphia, incorporate inclusive examples in discussions of menstruation, termination of pregnancy, and sexually transmitted infections, and adopt a more affirming, rights-based approach to sexual pleasure and agency for all individuals. Future research should explore translation of the materials into South African languages, particularly isiXhosa, to improve accessibility; investigate pedagogical delivery methods and facilitator impact; and evaluate how the Masizixhobise Toolkit might inform the development or revision of SE curricula across both formal and non-formal educational settings.