Leadership (Abuja)
Reuben S. Kovangiya
10 November 2008
opinion
Sex education has always been an issue that has generated a lot of arguments, controversy and misunderstanding among many cultures, societies, states, countries and the entire globe.
Some years back in the United States of America for example, surveys carried out showed that many parents approved sex education in public schools, but in practice, there has been opposition to such programmes. Questions about state usurpation of parental rights, the adequacy or otherwise of ethical instructions, the wisdom of imparting sexual information to immature minds have been raised by concerned parties.
While some people view sex education as a means of encouraging young people to be aware of sex issues, others see it as a way of exposing them to immoral issues.
However, sex education, broadly speaking, is any instruction in the processes and consequences of sexual activity, ordinarily given to children and adolescents. It is today, usually referred to as classroom instruction about sex. This could be taught at different levels of schooling, but has its prominence in primary and secondary schools.
Flashing back in history, the task of educating adolescents, or giving instructions about sex was seen as the responsibility of the parents. But parent - child communication in social matters may be hindered by parental inhibitions, or by way of inter-generational tensions; and studies have shown that children seldom receive the first part of information about sex issues from their parents.
Furthermore, in the 19th century for instance, attempts by social workers and educators to supplement parental sex instruction concentrated on what was then known as "social hygiene". This was based on biological and medical information about human reproduction and veneral diseases. After the Second World War, however, the relaxation of traditional social norms governing sexual activity, as well as the flow of sexual information available to children through the mass media, made a more elaborate and comprehensive programme of sex education seem desirable to many.
Sex education in any given entity takes different forms. Among these forms are the "comprehensive" and the "abstinence-only". Comprehensive sex education promotes abstinence as a positive choice, but also teaches about contraception and avoidance of STIs when active. Abstinence-only sex education tells teenagers that they should abstain from sex until marriage and does not provide information about contraception.
In Africa, particularly Nigeria today, sex education has focused on stemming the growing Acquired Immune Deficiency Syndrome (AIDS) epidemic. Government, at the state and national levels, have established AIDS education programmes in partnership with the World Health Organisation. One of such could be seen in Borno State, which is the Borno State Action Committee on AIDS (BOSACA). At the national level is the National Action Committee on AIDS (NACA). These programmes commonly teach the ABC of HIV prevention. A, stands for abstinence, B, for be careful, C, for use a condom. These efforts are at present yielding fruits.
In different approaches, sex education is seen in one aspect as a necessity to reducing risky behaviour such as unprotected sex, and equip individuals to make informed decisions about their personal sexual activity. In another view, sex historically inspired by sexologists such as Wilhelm Reich, holds that what is at stake in sex education is control over the body and liberation from social control. Supporters of this view ask whether the society or the individual should teach sexual mores. Sexual education may thus be seen as providing individuals with the knowledge necessary to liberate themselves from socially organised sexual oppression, and to make up their own minds.
In handling sex education issues, young people should be encouraged to get information about sex and their sexuality from a wide range of sources, including the media - advertising, television and magazines, as well as leaflets and books. It is important to provide information which corrects mistaken beliefs. Such topics on which information can be given to young people include sexual development, contraceptives and relationships.
There is also the need to have information about the physical and emotional changes associated with puberty and sexual reproduction, especially fertilisation, conception and birth control, including types of contraceptives, how they work, how people use them, how they decide what to use or what not to use, and how they can be obtained.
In terms of relationships, they need to know about love and commitment, marriage and partnership and the laws relating to sexual behaviour, as well as religious and cultural views on sex and sexuality. Young people should also be provided with information about abortion, sexuality and confidentiality, as well as the advice and support available.
Sex education programmes can also be created in form of lectures given to secondary school students, through integrated and comprehensive lessons that would begin in kindergartens and extending through junior colleges. Subjects that can be taught may include processes of human reproduction, the workings of male and female organs, the dissemination and effects of veneral diseases; family roles and structure; then the emotional and physical cause and consequences of sex. At all levels of education or institutions, teaching methods should be carried out via visual aids, lectures and moderated discussions.
For sex education to be achieved, it is important to know when it should be started. In their views, many sex educationists have expressed that sex education that works starts early, before young people reach puberty and before they have developed established patterns of behaviour; that the prize age at which instruction should be provided depends on the physical, emotional and intellectual development of the young people, as well as their level of understanding. Early sex education provides the foundation on which more complex knowledge is built up over time.
Though it is difficult for young people to know when to raise issues, the important thing is to maintain a good relationship with young people which provides them with opportunities to ask questions when they have them. Parents and guardian can be proactive and engage young people in discussions about sex, sexuality and relationships.
In dealing with sex education issues also, it is pertinent to answer the question of who should provide sex education, or instruction. Different settings provide contexts and opportunities for sex education. At home, young people can have one-on-one discussions with parents or guardians, which focus on specific issues, questions or concerns. They can have dialogue about their attitudes and views. Sex education at home also tends to take place over a long time and involves lots of interaction between parents and young people. There may also be times when young people seem reluctant to talk, but it is important not to interpret any differences as meaning that there is nothing left to talk about.
Opportunities can also be provided, especially through television. Here, as young people get older, what they watch on television can generate or initiate conversation.
Parents and schools both need to engage young people on the messages that they get from the media and give them opportunities for discussions.
Meanwhile, providing effective sex education can seem intimidating, because it means handling potentially sensitive and difficult issues. It may also involve dealing with ignorant people, illiterate and religiously inclined people; cultural influences such as beliefs, norms and values of certain societies could also make this difficult. Sex education also comprises many individual activities which take place across a wide range of settings and periods of time.
It is also natural, that many parents and their children feel embarrassed about taking on some aspects of sex and sexuality. While most educationists consider 'inclusive education' to be ethically and morally sound, a number of stumbling blocks have interfered with its widespread implementation. For example, teachers have often found it difficult to adopt traditional methods of educational assessment to meet the needs and concerns of individual students with disabilities.
Be the first to Write a Comment!
AllAfrica aggregates and indexes content from over 125 African news organizations, plus more than 200 other sources, who are responsible for their own reporting and views. Articles and commentaries that identify allAfrica.com as the publisher are produced or commissioned by AllAfrica.
