Implementation Of Sex Education Research Articles

Is India ready to incorporate Sex education in Academic curricula

Indian society is changing very rapidly. A fearsome scene is being created with the spread of STD/AIDS/HIV. As current data is also speaking that20% population of the world is adolescent and out of which 88% are from developing countries. India has about 243 million adolescent and more than 50% lying in urban area. What so ever be the reason, for those STD/HIV/AIDS are becoming like a death. Religious declaration about sex discussion is a non-righteous matter or simple talk. Our future generation is gradually falling in trap of this S.T.D. Our Rajya Sabha committee on petition-2009 in his 157 th report has recommended that youth should be made a wave of marriageable age which is 21 years in case of boys whereas 18 years in case of girls and any indulgence in sex outside the institution of marriage was against the social ethics. It also recommended for evolving consensus on the implementation of sex education in school.Once it is introduced our teachersas well as educators must remain ready to get it implemented. Hence our educators must be trained properly to meet the challenge of sex education. HIV/AIDS/STD have spread like epidemic in North East of India and moving fastly in rest part also. Hence through well trained and responsible educatorsthe knowledge or training regarding values, attitudes can be impart on which successful family life and social order depends.

‘Virginity is a Virtue: Prevent Early Sex’ – Teacher perceptions of sex education in a Ugandan secondary school

Sex education is a politically contentious issue in many countries, and there are numerous, competing ideologies relating to the most appropriate methods to teach young people about sexual and reproductive health. This paper examines policy and practice in Uganda in light of two contrasting ideologies, namely morally conservative and comprehensive rights-based approaches to sex education. After a brief description of these approaches, findings from a preliminary qualitative study among teachers working in a non-governmental organisation-run secondary school in Uganda are discussed. Teachers’ responses are analysed against the background of current Ugandan sex education policies. The paper considers the implications of the conservative morality informing both Ugandan government policy and teachers’ implementation of sex education at the focus school. It is argued that, in the light of young Ugandans’ attitudes towards and often varied experiences of sexuality, a comprehensive rights-based approach to sex education may be more appropriate in the described setting.

Human papillomavirus genotypes in asymptomatic young women from public schools in Rio de Janeiro, Brazil

The aim of this work was to survey HPV information from a random population of young women from Rio de Janeiro, Brazil. This cross-sectional study included cervical samples from 241 female students. To determine human papillomavirus status, polymerase chain reaction amplification was performed. HPV typing was determined by restriction fragment length polymorphism analysis. Demographic data, life style, sexual and gynecological history were obtained through use of a structured questionnaire. The average age of the women was 19.6 years-old (SD=3.4 years). HPV prevalence was 27.4%. Nineteen different HPV genotypes were detected, including 13 high risk types. HPV 16 was the most prevalent type (6.2%), followed by 31 (4.1 %) and 66 (3.7%). Most of the oncogenic types belonged to the A9 species (28/48). The frequency of women infected by at least one oncogenic type was significantly higher than those only infected by low risk types (18.7% versus 7.5%). Cervical changes were detected in 12.5% of the sample and were significantly linked to infection with HPV types of the A9 species. Demographic variables, sexual initiation, or number of sexual partners were not associated with HPV prevalence, variety of HPV genotypes or oncogenic types. The relative frequency of HPV genotypes other than vaccine types in young females should be taken into account when evaluating vaccination strategies. Due to the high prevalence of HPV infection among the population studied, implementation of sex education in schools, promotion of condom use and an organized screening program to prevent cervical cancer must be encouraged for this age group.

Outcomes of a systematically designed strategy for the implementation of sex education in Dutch secondary schools.

This study examines the effects of a systematically designed innovation strategy on teachers' implementation of a sex education curriculum and its related determinants. A quasi-experimental group design was used to assess the effectiveness of the innovation strategy. Teachers filled in questionnaires on the determinants of curriculum implementation and kept a record of their actual use of the curriculum. We measured several determinants, including teachers' curriculum-related beliefs, characteristics of the interactive context and characteristics of the innovation strategy. Participating teachers (n=109) carried out most of the activities they were supposed to (81%). Multiple linear regression indicated that their outcome beliefs and perceived instrumentality of the curriculum best predicted extent of use of the curriculum (R2=0.23). The innovation strategy had a positive impact not only on extent of use (18.4 activities versus 15.8 activities; t=2.3, P<0.05), but also on teachers' curriculum-related beliefs. It can be concluded that a systematically designed innovation strategy has the potential to produce significant changes in classroom-based sex-education practices. Not only did teachers exposed to the innovation strategy implement more of the curriculum than teachers in the control group, also teachers' beliefs and expectations about student learning constituting their classroom behavior changed accordingly.

A study of sexuality education performance and associated factors among elementary school nurses in Taipei.

The purpose of this study was to investigate the performance and associated factors of sexuality education by elementary school nurses in Taipei. A structured questionnaire was utilized to collect data from a convenience sample of 145 elementary school nurses. The Kuder-Richarson reliability for sex knowledge scale was.73, and Cronbach's agr; for sex attitude scale was.93. The findings of the study were as followed: (1) Sex knowledge was high among study samples. The average scores for sex knowledge regarding " masturbation ", " sexual harassment and sexual abuse " were among the highest; those regarding " secondary sexual characteristics ", " ovulation ", " menstruation health care ", and " sexually transmitted diseases " were among the lowest. (2) Sex attitude was positive. Eighty percent of the study subjects agreed that school nurses were responsible for the promotion of sexual health in schools. More than 90% of the study subjects were willing to participate actively in sexuality education program in school, providing health consultation and guidance. (3) Twenty percent of the study subjects were not involved in sex education because they were not invited or due to busy working schedule.(4) Marital status, highest level of education, job title, job seniority, continuing education or training experience were the factors associated with the implementation of sexuality education among school nurses.

School-based Sex Education in Russia: The current reality and prospects

The last decade has been characterised in Russia by a sharp increase in the number of cases of sexually transmitted diseases (STDs), especially in teenagers, as well as by a high level of unwanted pregnancies, sexual violence and other phenomena relevant to the issues of reproductive and sexual health and behaviour. Though the overwhelming majority of Russian teenagers, their parents and teachers favour the introduction of sex education in schools, there is no national programme of school-based sex education in Russia at the moment. Currently, some conservative forces and the Russian Orthodox Church are actively opposing school sex education and family planning. Opponents of sex education have mounted an aggressive campaign against the implementation of sex education in schools. The attempt of the Russian Ministry of Education, in cooperation with the United Nations Population Fund (UNFPA) and UNESCO, to implement in-school sex education has practically failed. At present, direct instruction of schoolchildren in these matters is in fact forbidden. So in the near future, it is only really feasible to promote direct educational work with youngsters on a local basis and in cooperation with some foreign experts within the framework of separate, fairly small-scale projects.

The Politics of Sexuality Education

A statewide survey of health education supervisors sought to ascertain the prevalence of sexuality education topics taught within their school districts and the types of methods utilized to implement such instruction. The results reveal that although some, mostly not required, instruction takes place in the majority, districts did not fully utilize the strategies suggested in major professional documents for establishing sexuality education programs. Two tactics emerged, however, as most important in relation to the strongest programs: the involvement of parents and the publicly active support of a community network. These two factors explained almost 40% of the variance among districts' programs when statistically controlling for major demographic variables. These findings reinforce the need to solicit the active involvement of program supporters, especially parents, to optimize chances of successful implementation of sexuality education in schools.