Sex education encompasses various issues that may include sexual and reproductive health; puberty and sexuality; human reproduction: adolescent fertility; maternal morbidity and mortality; HIV/Aids and other sexually transmitted diseases; family planning as well as abortion and miscarriages.
In many parts of Africa matters related to sex are deemed to be private.
In addition, the mention of words, such as sexual intercourse or private parts, is frowned upon and regarded as vulgar. Sex education in most of Africa is usually given when adolescents undergo puberty rites. Most of the sex education that exists is covered in myths – and these are often made available when it is too late for the girl to escape the traumas associated with wrong decisions and choices.
One of the major problems affecting the youth is that they have very limited access to sex education. Many times, the limited available information is full of the wrong type of literature, most of which can be misleading. In a number of other situations, information is passed on from the media and peers, most of which may not be accurate (Kaiser Family Foundation et al., 2003)
Often, teachers are called upon to pass on information on sexuality to their students. The educationist’s job, however, is much more difficult than this – for in addition to factual knowledge, the teacher must communicate the need for some structure and also some sense of values to the child.
Sexual education, primarily the task of parents but also the responsibility of all persons, who have contact with children, is only part of the total integrated education for living. Sexual attitudes and behaviours are continuously being formed – from cradle to grave – together with all other forms of learning, and not in isolation.
The moment a child is exposed to other children and adults, to television, films, magazines and the like, verbal and non-verbal sexuality education, other than that received from parents, is taking place. It is futile and may even be harmful; therefore, for an adult to withhold, in an attempt to preserve “innocence” factual information from a child when the child is ready for it and needs to know.
Denial of communication or inadequate communication will result only in children seeking answers elsewhere, usually from peers, or from people and places ill-equipped to provide a foundation for healthy sexuality.
Sexuality education is more than just anatomical and physiological facts. It must, among other things, deal with feelings and behaviour, and teach skills in decision-making and problem-solving regarding relationship issues. Educators should help eliminate some misconceptions and myths regarding sexuality and to replace them with factual, easily-understood information.
Often only a re-education process is involved, which can sometimes be quite simple – needing only correction or clarification of a statement or question. On the other hand, however, the re-education process can be extremely difficult because of deeply ingrained traditions and attitudes.
Whatever our positions, resolving personal ignorance, anxieties and guilt feelings about sex will go a long way towards a healthy acceptance of sex and sexuality on the part of professionals, parents and children alike. Human sexuality, expressed from birth to death, is recognised as a psychophysiological system that is district from, yet related to, the reproductive and urinary systems.
Sexuality is part of all the activities in which a person takes part daily throughout their life span. It is an expression of personality.
In other words, sexuality is an integration of the physical, emotional, social and intellectual aspects of an individual’s personality, which expresses maleness or femaleness.
Biologically, the sex of a child is determined at the moment of conception. Psychologically and socially, one’s sexuality reflects the cultural and ethical values and social morals of the society in which one lives.
Adults are continuously teaching children about sexuality – both consciously through formal instruction and unconsciously through their attitudes and feelings. Anticipatory guidance of children and families in the area of sexuality requires that by the onset of puberty, children should know at least the normal events and sequence of puberty as well as common normal variation; the details and meaning of menstruation and ejaculation; correct terminally for all sex-related anatomy and physiology, symptoms, complications, treatment and prevention of sexually transmitted diseases; avoidance of pre- and extramarital sexual relationships varieties of sexual behaviour and sources of sex information, as well as sex counselling.
Sexuality education and counselling require a thorough knowledge of sexual anatomy, physiology and behaviour, as well as awareness of ethno-cultural influences and a level of comfort with one’s own sexuality and sexual values.
Seeing oneself as a sexual being, recognising one’s sexual orientation, coming to terms with sexual stirrings, and forming romantic or sexual attachments all are part of achieving sexual identity. Awareness of sexuality is an important aspect of identity formation, profoundly affecting self-image and relationships. Although this process is biologically driven, its expression is in part culturally defined.
*Reverend Jan A Scholtz is the former chairperson of the //Kharas Regional Council and former !Nami#nus constituency councillor. He holds a Diploma in Theology, B-Theo (SA), a Diploma in Youth Work and Development from the University of Zambia (UNZA) and a Diploma in Education III (KOK) BA (HED) from UNISA.