DOI: 10.5061/dryad.7sqv9s50f
title: Data from: Exploring the multi-level impacts of a youth-led comprehensive sexuality education model in Madagascar using human-centered design methods

description: Comprehensive sexuality education (CSE) is recognized as a critical tool
 for addressing sexuality and reproductive health challenges among
 adolescents. However, little is known about the broader impacts
 of CSE on populations beyond adolescents, such as schools, families,
 and communities. This study explores multi-level impacts of an
 innovative CSE program in Madagascar, which employs young adult
 CSE educators to teach a three-year curriculum in government
 middle schools across the country. The two-phased study embraced a
 participatory approach and qualitative Human-centered Design
 (HCD) methods. In phase 1, 90 school principals and
 administrators representing 45 schools participated in HCD workshops,
 which were held in six regional cities. Phase 2 took place one
 year later, which included 50 principals from partner schools,
 and focused on expanding and validating findings from phase 1. From
 the perspective of school principals and administrators, the
 results indicate several areas in which CSE programming is having
 spill-over effects, beyond direct adolescent student
 sexuality knowledge and behaviors. In the case of this youth-led
 model in Madagascar, the program has impacted the lives of students (e.g.,
 increased academic motivation and confidence), their
 parents (e.g., strengthened family relationships and increased
 parental involvement in schools), theirschools (e.g., increased perceived
 value of schools and teacher effectiveness), their
 communities (e.g., increased community connections), and impacted
 broader structural issues (e.g., improved equity and access to
 resources such as menstrual pads). While not all impacts of the
 CSE program were perceived as positive (e.g., students start
 experimenting with sex and love), the findings uncovered
 opportunities for targeting investments and refining CSE programming
 to maximize positive impacts at family, school, and community
 levels.
description: Data were collected in June 2021 during seven workshops held in
 six regional cities in Madagascar. Principals and one other member of the
 school were invited from each of of the youth-led, non-governmental
 organization's 45 partner schools during the 2020-2021 school year.
 Principals had the discretion to invite second representatives, which was
 often the person who worked most closely with or alongside the CSE
 Educator. If the principal could not attend, then they assigned someone to
 attend in their place. In total, 90 school administrators participated,
 which included principals, vice principals, and school monitors
 representing 45 schools, both urban and rural.
 Workshops were facilitated by the organization's Monitoring
 and Evaluation Manager and lasted 3-4 hours. Workshops were held in the
 organization's regional offices or rented working space (i.e., not in
 schools), and discussions were facilitated in the local language,
 Malagasy. Additional organization staff members in attendance took
 detailed notes which they then cross-referenced with the audio recordings
 of the discussions as needed to accurately fill a standardized data entry
 sheet in Microsoft Excel file. The final data entry sheet was translated
 into English for qualitative analysis. At the
 workshops, participants responded to two research prompts:
 1) What are the different effects CSE programming has on
 students’ lives? 2) What other effects does the CSE
 programming have in the school or in the community? In
 brief, participants brainstormed responses to the prompts individually on
 post-it notes, then participated in an affinity clustering exercise in
 which they grouped their ideas based on perceived similarities and
 differences. In phase 2, data were collected in May
 2022 during the non-governmental organization's end of the school
 year symposium for principals of partner schools to gather feedback on the
 cluster analysis conducted in phase 1, validate findings, and vote on
 priority areas. Fifty-one principals from the partner schools from the
 2021-2022 school year were invited to participate, and a total of 50
 representatives from the schools attended the workshops, representing
 three regions of Madagascar. Two members of the
 research team consolidated key findings across the seven workshops
 conducted in phase 1, paying particular attention to key themes that were
 raised in multiple different workshops using qualitative content analysis.
 The team used grounded theory to analyze the data using an inductive
 approach, in which initial cluster themes were compared across all
 workshops to draw broader comparisons, and the relationships between
 clusters were studied to propose a final conceptual model of the CSE
 program impacts. The final cluster labels were created by the team based
 on a review of the items within the clusters. The
 tallied votes from the phase 2 “Visualize the Vote” exercise were collated
 in a standardized Microsoft excel spreadsheet. Basic counts were
 calculated for each cluster to reflect the principal’s observations of
 areas impacted by the CSE programming and the principal’s vote for the
 areas of impact most important to them.  Translations of the Phase 2
 principal feedback were reviewed by the coding team and select quotes were
 used as illustrative examples to contextualize the key clusters.
description: # Data from the PLOS ONE Article "Exploring the Multi-Level Impacts
 of a Youth-led Comprehensive Sexuality Education Model in Madagascar Using
 Human-Centered Design Methods"
 This study explores
 multi-level impacts of an innovative CSE program in Madagascar, which
 employs young adult CSE educators to teach a three-year curriculum in
 government middle schools across the country. We employed a two-phased
 participatory approach and qualitative human-centered design (HCD)
 methods. In phase 1, 90 school principals and administrators representing
 45 schools participated in HCD workshops held in six regional cities.
 Phase 2 took place one year later, included 50 principals from partner
 schools, and focused on expanding and validating findings from phase 1.
 Data was collected using two consecutive methods from the Luma Institute
 system, specifically “affinity clustering” and “visualize the vote”. ##
 Description of the data and file structure **Data are in a standardized
 data entry sheet in Microsoft Excel file in both the local language
 (Malagasy) and English.** Data were collected in June 2021 during seven
 workshops held in six regional cities in Madagascar. In total, 90 school
 administrators participated, which included principals, vice principals,
 and school monitors representing 45 schools, both urban and rural. **The
 first tab in the Excel file summarizes basic information about the
 participants and their schools.** Workshops were facilitated by the
 non-governmental organization's Monitoring and Evaluation Manager and
 lasted 3-4 hours. Workshops were held in the organization's regional
 offices or rented working space (i.e., not in schools), and discussions
 were facilitated in the local language, Malagasy. Additional organization
 staff members in attendance took detailed notes which they then
 cross-referenced with the audio recordings of the discussions as needed to
 accurately fill a standardized data entry sheet in Microsoft Excel file.
 The final data entry sheet was translated into English for qualitative
 analysis. At the workshops, participants responded to two research
 prompts: 1\) What are the different effects CSE programming has on
 students’ lives? 2\) What other effects does the CSE programming have in
 the school or in the community? **Each workshop's data is included as
 a separate tab (7 total tabs) in the Excel file.** In phase 2, data were
 collected in May 2022 during the organization's end of the school
 year symposium for principals of partner schools to gather feedback on the
 cluster analysis conducted in phase 1, validate findings, and vote on
 priority areas. The tallied votes from the phase 2 “Visualize the Vote”
 exercise were collated in a standardized Microsoft excel spreadsheet.
 Basic counts were calculated for each cluster to reflect the principal’s
 observations of areas impacted by the CSE programming and the principal’s
 vote for the areas of impact most important to them. Translations of the
 Phase 2 principal feedback were reviewed by the coding team and select
 quotes were used as illustrative examples to contextualize the key
 clusters. **The results from the Voting exercise are in the final tab of
 the Excel File.**