Professional Education in Sexology in Sub-Saharan Africa: A Continental Survey

Abstract

Background: Sexology as a clinical and professional discipline remains underdeveloped in Sub-Saharan Africa, where formal education is limited and fragmented. Existing training typically focuses on HIV/AIDS and reproductive health, with little attention to broader sexual health issues such as dysfunction, diversity, and psychosexual wellbeing. This neglect is likely to contribute to persistent unmet needs and stigma surrounding sexual health care across the region. This paper examines Sub-Saharan Africa as part of a wider study on professional education and training in sexology.

Methods: This mixed-methods study combined quantitative and qualitative approaches to examine current education in sexology. The Global Survey on Professional Education in Clinical Sexology (GLOPES) was distributed via professional networks in 11 Sub-Saharan African countries, yielding 28 responses. Additionally, seven semi-structured interviews were conducted with clinicians and educators in Clinical Sexology, to provide exploratory insights into training gaps, barriers and opportunities. Quantitative data described existing curricula, accreditation processes, and institutional structures, while qualitative analysis identified thematic challenges and innovations.

Results: A total of 28 responses were received from 11 Sub-Saharan African countries. The majority of responses were from South Africa, contributing nearly half of all responses, 14 (48%). Botswana, Kenya, Nigeria, and the DRC each contributed two responses, while Gabon, Guinea, Liberia, Malawi, Mozambique, and Zimbabwe each contributed one. Findings revealed deficits in curriculum standardization, accreditation pathways, and postgraduate opportunities. Educational content is often dispersed across gynecology, psychiatry, and urology, lacking a cohesive framework. Interviews highlighted stigma, political and religious sensitivities, limited institutional ownership, and resource constraints alongside examples of emerging regional initiatives.

Discussion: Participants emphasized the need for expanded, standardized, and culturally appropriate sexology education in Sub-Saharan Africa. Priorities include curriculum development, accreditation mechanisms, faculty training, and policy engagement to strengthen professional recognition. Regional collaboration and innovative delivery models may help address current gaps and resource limitations. Sustainable education frameworks are essential to improving sexual health in Sub-Saharan Africa.