Abstract
The Life Orientation (LO) learning area provides the primary vehicle for the delivery of sexual and reproductive health (SRH) information in South African schools. The efficacy and uptake of the LO agenda is understood to rest with the individual educator facilitating this learning area, as located within a particular schooling environment and broader socio-cultural systems. This paper examines the perspectives of education staff responsible for LO lesson delivery, their competencies in understanding the varied challenges and contextual realities of this position as well as their abilities to impact learner engagement. Data was collected from secondary school contexts across three different provinces in South Africa, including high performing and low performing districts and across different economic profiles. Thematic content from educator interviews were enriched with classroom observations and structured questions on educator qualifications, training experiences, and personal orientations. The success of LO lessons and self-efficacy of learners are sourced in a combination of certain cognitive, behavioural and environmental factors. Didactic teaching methodologies and prescriptive approaches to potentially sensitive LO content are potential barriers to learner development as self- efficacious beings. Our findings suggest that LO educators would benefit from further professional and personal development to ensure the realisation of the sexuality education objectives.
Highlights
Sexuality education programmes are widely recognised as key in challenging negative assumptions in respect of HIV and AIDS, gender-based violence and unwanted pregnancy, and in promoting safer, equitable and non-violent sexual practices (Shefer & Macleod, 2015)
Sexuality education delivered in schools aims to reduce risky sexual practices, thereby contributing to the reduction of HIV incidence among youth and adolescents (Mavedzenge et al, 2011); which is an outcome of the Sustainable Development Goals (SDGs) (UN General Assembly, 2014) and South Africa’s National Strategic Plan for HIV, STIs and TB 2017-2022 (South African National AIDS Council, 2017)
Focus-group sessions were held with grade 9 and 11 learners, typically representing our 14-18 year old adolescent group, while in-depth interviews were conducted with Life Orientation (LO) educators, LO Heads of Department (HODs), departmental LO subject advisors and coordinators for non-governmental organisations involved in school-based life skills education (Tucker et al, 2016, 2017)
Summary
Sexuality education programmes are widely recognised as key in challenging negative assumptions in respect of HIV and AIDS, gender-based violence and unwanted pregnancy, and in promoting safer, equitable and non-violent sexual practices (Shefer & Macleod, 2015). Sexuality education delivered in schools aims to reduce risky sexual practices, thereby contributing to the reduction of HIV incidence among youth and adolescents (Mavedzenge et al, 2011); which is an outcome of the Sustainable Development Goals (SDGs) (UN General Assembly, 2014) and South Africa’s National Strategic Plan for HIV, STIs and TB 2017-2022 (South African National AIDS Council, 2017). The HIV and AIDS Life Skills education programme has been implemented in all schools via the Life Orientation (LO) learning area from 2000/2001. Even though a theoretical understanding exists of the goals and objectives of the LO programme, there are knowledge gaps regarding the extent to, and conditions under which the programme is delivered (Tucker et al, 2016)
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