PERCEPTION OF TEACHERS AND STUDENTS TOWARDS SEX EDUCATION IN SECONDARY SCHOOLS
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- Recommended for : Student Researchers
- NGN 3000
BACKGROUND OF THE STUDY
The importance of sexuality education in schools has grown in today's modern culture. While many societies and cultures around the world have yet to agree to the introduction of sex education in schools, belief systems, political systems, religion, and so on, some countries see sex education as a gateway to dealing with reproductive health and sexual preference issues among teenagers. Sexual health is one of the five main components of the World Health Organization's global reproductive health plan, which was endorsed by the World Health Assembly in 2010.
As opined by Reddy, & Babaiah (2015), sexuality is a vital component of being human throughout life, according to WHO, and includes sex, gender identities and roles, sexual orientation, eroticism, pleasure, intimacy, and reproduction. Sexuality manifests itself through thoughts, imaginations, desires, beliefs, values, attitudes, behaviours, practises, and relationships. While sexuality can encompass all of these qualities, they are not necessarily experienced or expressed. The combination of biological, psychological, social, economic, political, ethical, legal, historical, religious, and spiritual variables influences sexuality (WHO, 2010).
According to Vashistha & Rajshree (2018), sexuality education includes knowledge about family planning, reproduction, body image, sexual orientation, values, sexual pleasure, decision making, communication, dating, relationships, sexually transmitted infections and how to avoid them, and birth control techniques. It is also a method of sheltering or protecting youngsters from the repercussions of sexual ignorance, as well as preparing them for responsible adulthood. The ability to see, hear, or interpret things is referred to as perception (Nwagugu, 2011).
Perception, according to Nsengiyumva (2020), is the process through which organisms interpret and organize sensations in order to form a meaningful experience of their surroundings. Perception, according to Morgan, King, and Schopher (2010), is the way one observes things, particularly using senses such as the ear, eye, nose, and tongue, or the capacity to perceive the real nature of anything. They went on to say that it is a process by which an individual analyses or views a situation. Perception, in the context of this study, is the process of being aware of, analysing, or viewing a situation with a clear comprehension of occurrences in relation to sexuality education. Sexuality is a basic component of human nature, although it is still considered a taboo subject.
This is especially true for teenagers, despite the fact that they account for almost 20% of the world's population, or 1.4 billion people (WHO, 2013), and research has repeatedly demonstrated that, despite such taboos, a significant percentage are sexually active. Because of the guilt and anxiety associated with addressing sexuality with teenagers, there is misinformation, a lack of understanding and skills, and negative attitudes about sex. As a result, dangerous behaviours have emerged. According to the WHO (2014), more than one million people worldwide get a STI every day, with over 60% of these instances occurring in those under the age of 24. Furthermore, these risky practises have contributed to a global HIV epidemic, with Sub-Saharan Africa (SSA) bearing the brunt of the burden.
According to a 2012 UNAIDS report, SSA accounts for 69% of all infected persons globally (UNAIDS, 2012), with young women being particularly vulnerable. Unsafe adolescent sex can result in unplanned pregnancies, problems such as a greater rate of stillbirths, unsafe abortion, and the danger of expulsion from school and social marginalisation. According to WHO (20120), 16 million young females give birth each year worldwide, with an additional three million undergoing unsafe abortions. Unsafe abortions are estimated to occur at a rate of 21/22 per 1000 women worldwide. East Africa has the greatest rate of unsafe abortions, with 36 unsafe abortions per 1000 women. The fundamental purpose of sexuality education is to promote sexual and reproductive health, particularly in Nigeria, where sex education is considered taboo to discuss. Adolescents are generally denied access to sexual health information because society believes that such exposure may corrupt the kid and cause him or her to become a victim of early sexual intercourse.
When the Nigerian Educational Research and Development Council (NERDC), in collaboration with the Federal Ministry of Education, civil societies, and many other International Development partners, drafted and proposed a curriculum on sexuality education for primary and secondary schools in 2002, it was met with mixed reactions and sparked heated debate, particularly in Northern Nigeria. Within a short period of time, the debate about its acceptability or otherwise was hijacked by religious leaders and other gatekeepers, who gave it new implications and colour. A recent study in Kano state, Northern Nigeria, found that parents had a negative impression of sexuality education in schools due to religious beliefs and socio-cultural norms and values. Teachers, on the other hand, were enthusiastic about teaching sexuality education in schools (Ayyuba, 2011).
Several studies in Nigeria, however, have supported the implementation of sex education in schools. According to a cross-sectional survey conducted in Kwara state, Nigeria, 78% of respondents believe that sex education should be made mandatory in schools (Akande, 2010). School is a privileged place for formal, articulate sex education since children and adolescents spend a significant portion of their time at school, and alternative sex education media agents such as the internet and other media may frequently give non structured teaching. The first love experience comes throughout the school years, and schools have both people and material resources to provide education. Sex education in schools helps to promote it in the family environment. Sex education has been demonstrated to either delay or boost condom use among people who are currently sexually active. According to a recent Portuguese research, over 90% of those polled thought sex education in schools was very essential, and 87% said it should be mandated.
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