Abstract
The controversy on the usefulness of Comprehensive Sexuality Education (CSE) in reducing teen pregnancy in Zambian schools raises concern among educationists and stakeholders. This study sought to investigate the implementation of CSE in selected public schools in Samfya District of Luapula province, Zambia. The study employed a qualitative case study research design involving 27 participants who were purposively selected from three schools in the district. Data were collected using lesson observations, document analysis, semi-structured interviews and Focus Group Discussions). Data analysis was carried out using thematic analysis. The results showed that CSE is implemented in public schools through sensitization of teachers about CSE; integration of CSE into existing subjects; and the use of extra-curricular activities. However, the integration of CSE was not as comprehensive as it should be because teachers tended to focus mainly on topics bordering on human development and sexual and reproductive health, with more emphasis on abstinence, which were already part of the curriculum of the existing subjects. Other important components of CSE such as values, attitudes and skills; culture, society and human rights; sexual behaviour and relationships, were not emphasized upon because teachers, when integrating, did not use the actual CSE framework. In addition, findings suggested that teachers were not adequately trained in CSE delivery as they were just sensitized by others who attended a workshop on CSE. Furthermore, CSE was not fully integrated in extra-curricular activities. There was also no involvement of key stakeholders such as the local community in the implementation of CSE.This led to the conclusion that the implementation of CSE has not been comprehensive because of inadequate training of teachers, failure by teachers to properly integrate CSE using a CSE framework and inadequate extracurricular activities, and less community involvement. Therefore, the study recommends that guidance and counselling teachers should coordinate CSE implementation in schools. Secondly, while CSE themes are covered in other subjects as cross cutting issues, it should also be a standalone subject taught by guidance and counselling teachers. Thirdly, teachers should be adequately trained on how to integrate CSE using a CSE framework. Keywords: Comprehensive Sexuality Education, Extra-curricular activities, implementation, Integration, sensitization, public schools, Sexuality, Sexual and Reproductive Health, Teenage pregnancy DOI: 10.7176/JEP/11-32-10 Publication date: November 30 th 2020
Highlights
Adolescents lack necessary information to help them make proper decisions concerning their sexual lives
United Nations Educational, Scientific and Cultural Organization (UNESCO) (2009, p. 2) postulates, “Few young people receive adequate preparation for their sexual lives; this leaves them potentially vulnerable to coercion, abuse and exploitation, unintended pregnancy and Sexually Transmitted Infections (STIs) including HIV.”. This status quo entails that most young people approach adulthood with no clear and correct information about their sexuality
The study has revealed that the implementation of CSE is not being comprehensively implemented in some Zambian public schools in Samfya district
Summary
Adolescents lack necessary information to help them make proper decisions concerning their sexual lives. 2) postulates, “Few young people receive adequate preparation for their sexual lives; this leaves them potentially vulnerable to coercion, abuse and exploitation, unintended pregnancy and Sexually Transmitted Infections (STIs) including HIV.” This status quo entails that most young people approach adulthood with no clear and correct information about their sexuality. Lack of information and exposure to illicit materials, such as pornography has partly contributed to the rising numbers of teenage pregnancies among school going girls This is because despite these adolescents not having adequate correct information on how to deal with their sexuality, they are exposed to sexual materials that leave them vulnerable to illicit sexual intercourse (Onyeonoro, Oshi, Ndimele, Chuku, Onyemuchara, Ezekwere, Oshi, & Emelumadu, 2011; UNESCO, 2016)
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