SEXUALITY EDUCATION IN SOUTH AFRICAN SCHOOLS

Lynette Collair 35th ISPA ConferencePORTO, PORTUGAL

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Introduction

This paper reports on sexuality education in South African schools. It examines the rationale for a sexuality programme that is embedded in the Department of Education’s National Life Skills curriculum from grade 1 to grade 12, reports on aspects of the curriculum and concludes with some of strengths and challenges faced in the delivery of the curriculum.

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About South Africa

• South Africa has a growing population of 52 982 000 people• 10% are HIV positive• Over 50% of South Africans live in poverty• 15 330 997 children between 5 and 19 (29%)• Multi-cultural • Secular • Strong human rights culture • Teenage pregnancy problematic • Prevalence of family violence

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Human beings are sexual beings

The basic assumption that underlies the prime of place that sexuality

education occupies in the national school curriculum, is that

sexuality is a fundamental aspect of being human and that it has

far reaching effects on the physical, social, emotional and spiritual

aspects of both an individual as well as that of the community

(Unesco, 2009).

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What is sexuality

Sexuality is a lifelong process that begins at birth and ends at death. Sexuality is more than about genitals and what we do with our genitals. Sexuality also describes how we think, act and feel about being male or female. It has to do with how we act in relationships, how we show love and affection. How we feel about or bodies, and who we are attracted to.

(ReCapp. www.etr.org/recapp/practice/edskillsindex.htm in Vergnani and Frank 2005)

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Rationale for sexuality education

• The threat of HIV and Aids • Unsatisfactory incidence of teenage pregnancy • Family violence

It is considered important that all South African school children should develop a positive view of their sexuality and sexual relationships and that through acquiring the necessary information and developing the accompanying skills and values, they would be able to make informed, healthy decisions about their sexuality.

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• Best place for this is through the national education curriculum – compulsory until age 15.

• In S.A. sexuality education forms part of the Life Skills curriculum from Grade R – 3 (5-8yrs)and Grade 4 – 6(9-11yrs) respectively) and part of the Life Orientation curriculum from Grades 7 to 12

( 12 -18yrs)• Evident in several themes within Life Skills or Life

Orientation

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Sexuality education in the curriculum

Life Skills - Grades R-3 (5-8years)• Beginning Knowledge• Creative Arts• Physical Education• Personal and Social Well-BeingPersonal and Social Well-Being

Life Skills Grades 4-6.• Creative arts• Physical Education• Personal and Social Well-beingPersonal and Social Well-being

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Personal and Social Well-being

Study area includes social healthy, emotional health, relationships with others and the environment. Values and attitudes are also important.

Some aims: • To teach learners how look after themselves• Helps learners to make informed decisions , morally responsible and accountable decisions

about their health and environment. • Addresses issues relating to nutrition, diseases including HIV, safety, violence, abuse and

environmental health.• Learners to develop skills to relate positively and make a contribution to family, community

and society while practising the values embedded in the Constitution. Taught to exercise their human rights, to respect the rights of others and to show tolerance towards diversity.

Some content Gr R-3• Me – who am I , what makes me special, unique – same different to friends, timeline• My family – care , different family compositions• Healthy living – eating, cleaning, sleep, exercise • Feelings• Keeping my body safe • Rights and responsibilities – at home, school, community, in the environment

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Some content Grade 4-6

1. Development of Self – personal strengths, strengths of others2.

Respect for own and others bodies, privacy, bodily integrity – not subjecting to destructive practices such as substance abuse

Positive self esteem Abilities interests and potential Self management Peer pressure Dealing with conflict Problem solving Emotions – coping with Working in groups at home, school Bullying how to protect against

2. Social Responsibility

• Rights and responsibilities• Relationships with others • Social responsibility – discrimination, stereotype and bias

• Gender stereotyping• Effects of gender-based abuse

• Child abuse prevention• Social responsibility – violence prevention • Issues of age and gender in different cultural contexts• Caring for people -

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Some content Gr 4-6 continued.

3. Health and environmental responsibility• Personal and household hygiene• Food and water hygiene• communicable diseases• HIV basic explanation , transmission through blood and body fluids, how HIV is not

transmitted, how to protect oneself against protection through blood; stigma, dealing with stigma, how to change attitudes to

• substance abuse•

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Life Orientation

5 topics Grades 7-9 ( ages 12-14)• 1. development of the self in society• 2. health, social and environmental responsibility• 3. constitutional rights and responsibilities. • 4. physical education• 5. world of work

6 topics Grades 10-12 ( ages 15-18)• 1. development of the self in society• 2. social and environmental responsibility• 3. democracy and human rights • 4. careers and career choices• 5. study skills• 6. Physical education

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Some content Gr 7-9 (age 12-14)

Development of self in societySelf-concept

relationship with self, family, friends, role of media, culture, religion, community

Personal interestsRespect for self and others

Changes in boys and girls: puberty , gender constructs, physical and emotional changes

Respect for self and others’ body changes

Peer pressure Dealing with peer pressure Assertiveness, negotiation skillsHow peer pressure may influence an individual - substance abuse, unhealthy sexual behaviour

where to find help

Human rights

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Sexuality• Understanding one’s own sexuality• Influence of friends and peers• Family and community norms• Social pressures including media• Problem-solving skills• Sexual behaviour and sexual health – risk factors leading to

unhealthy sexual behaviour• Unwanted results• Strategies to deal with unhealthy sexual behaviour• Protective factors

Some content Gr 10 -12 (15-18yrs)

• Changes towards adulthood• Male and female reproductive roles• Contraception, SSTI’s • Gender differences• Sexual decision making• Relationships• Gender roles and their effects on health and well-being• Effect of gender inequality on relationships: Sexual abuse, teenage pregnancy,

violence ,STIs, HIV • Healthy lifestyle choices• Values, respect for others ………………………………………………….

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HIV prevalence 15-24 year

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Some challenges

The human factor• Teachers come with their own attitudes, values and feelings about sexuality and who cannot

separate this from their work. • “ I feel uncomfortable speaking about these things”

• Cultural differences • Gender roles • Polygamy

• Teacher training• More than 50% of the teaching corps is over 40. Many have not received adequate training in sexuality

training.

Poverty • complexity of the effects of poverty on school attendance, teenage pregnancy, acceptance of

gender roles, abusive relationships ………………………………………

The drop out factor• Learners most at risk leave the schooling system early

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References

• Department of Basic Education. Republic of South Africa. 2011. National Curriculum

Statement. Curriculum and Assessment Policy Statement. Pretoria.Government

Printer.

• Statistics South Africa, 2013. Midyear population estimates. Pretoria.

• UNESCO. 2009. International Technical Guidance on Sexuality Education. Paris.Unesco.

• Vergnani T. and Frank E. 2002. Sexuality Education for Intermediate Phase (Grades 4-

6) Teachers. Sandton. Heineman Publishers.

• Vergnani T.,Frank E. and Johns R. 2006. Sexuality Education for Senior Phase (Grades

7-9) Teachers. Sandton. Heineman Publishers.

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Contact details for further correspondence

Lynette CollairDepartment of Educational PsychologyStellenbosch UniversityPrivate BagX1 Matieland lyncol@sun.ac.za• Contact information:

• Lynette Collair • Email: lyncol@sun.ac.za• +27 21 8082304• +27 835562011