AN INVESTIGATION ON THE EFFECTIVENESS OF SEX EDUCATION IN THE

SCHOOL CURRICULLUM. A CASE STUDY OF SOME SELECTED PRIMARY

SCHOOLS IN KALOMO DISTRICT, SOUTHERN PROVINCE.

AMAZING, SIMWEEMBA.

TT/2020/2870

A REPORT SUBMITTED TO GEORGE BENSON CHRISTIAN COLLEGE OF

EDUCATION IN PARTIAL FULFILLMENT OF SECONDARY TEACHER
DIPLOMA.

SUPERVISOR: MR. SINYAMA, M.

1
 COPYRIGHT

All rights reserved. No part of this dissertation may be reproduced, stored in any retrieval
system, transmitted in any form or by any means, electronics, recording, mechanical,
photocopying or otherwise without prior permission in writing from the author or the George
Benson Christian College of Education in Association with the University of Zambia.

2
 DECLARATION

I Amazing Simweemba declare that this dissertation is my original work and has not been
published with any other university. Works drawn from other sources have been cited.

Signature of author…………………………………………..
Date……………………………………………………….

Name:
…………………………………………………………………………………………………
…………………

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 DEDICATION

I dedicate this research paper to my parents Mom and Daddy, brothers and sisters for your
endless support throughout my stay at George Benson College of Education in association
with the University of Zambia. I am who I am today because of their continued motivation
and encouragement. May God bless you all. I salute you my super heroes.

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 ACKNOWLEDGEMENTS

Firstly, I would like to thank God for giving strength to my able supervisor Mr Sinyama who
never got tired of giving proper guidance and support even when I felt I did not know what I
was going to do. If there was another word apart from saying thank you, I would have used it
simply to show how grateful I am to my able supervisor for his moral support, advice, ideas
and patience in guiding me throughout my dissertation. May the almighty God continue
giving you strength and bless you throughout the journey of your life.

To my editor Arnold Namasanka I have no words to express my gratitude towards his

marvellous works of reading and editing my work. Live long Mr and May God bless you. To
my friends thank you for reading through my work and helping me in data collection and
academic feedback I say thank you once more.

Lastly I would love to thank my Mom and Daddy, brothers and sisters for their endless
support that is financially, morally and spiritual support. I salute you all. God bless.

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 LIST OF ACRONYMS

AIDS Acquired immune deficiency syndrome

CSE Comprehensive Sexuality Education

CDC Curriculum Development Centre

MOE Ministry of Education

STI Sexually Transmitted Infections

STD Sexually Transmitted Disease

UNESCO United Nations Education and Cultural Organisation

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 CONTENTS

CHAPTER ONE....................................................................................................................................9
1.0 Background..................................................................................................................................9
1.1 Statement of the Problem.........................................................................................................11
1.2 Purpose of the study..................................................................................................................11
1.3 Aim............................................................................................................................................11
1.4 Research Topic...........................................................................................................................12
1.5 Research Question.....................................................................................................................12
1.6 Research Objectives...................................................................................................................12
1.7 Limitation of the study...............................................................................................................12
CHAPTER TWO.................................................................................................................................13
2.0 Literature Review.......................................................................................................................13
2.1 Sex Education............................................................................................................................13
2.1 Parent’s and Teacher’s Perception on Inclusion of Sex Education in School Curriculum...........14
2.3 The Effects of Inclusion of Sex Education in School Curriculum.................................................16
2.4 The Effectiveness of Sex Education in School Curriculum.......................................................16
2.5 Conclusion.................................................................................................................................17
CHAPTER THREE...............................................................................................................................18
METHODOLOGY...............................................................................................................................18
3.0 Overview....................................................................................................................................18
3.1 Research Design.........................................................................................................................18
3.2 Study Area.................................................................................................................................18
3.4 Target Population......................................................................................................................18
3.5 Sample Size................................................................................................................................18
3.6 Sampling Procedure...................................................................................................................19
3.7 Research Instruments................................................................................................................19
3.8 Data Collection..........................................................................................................................19
3.9 Data Analysis.............................................................................................................................19
3.9.1 Ethical Consideration..............................................................................................................20
CHAPTER FOUR................................................................................................................................21
PRESENTATION OF RESEARCH FINDINGS.........................................................................................21
CHAPTER FIVE..................................................................................................................................29
DISCUSSION OF THE FINDINGS........................................................................................................29
Reference........................................................................................................................................36

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Table of Figures
Figure 1.0: Teacher’s response to the appropriateness of inclusion of comprehensive sexuality in the
school curriculum................................................................................................................................19
Figure 2.0: Teachers perception on the inclusion of sex Education in School Curriculum..................20
Figure 3.0: Reasons for teaching comprehensive sexuality to learners................................................21
Figure 4.0: Does sex education promote promiscuity among young learners......................................22
Figure 5.0: How teachers found the teaching of sexual pleasure, emotions, feelings, desires and
enjoyment to learners...........................................................................................................................23
Figure 6.0 : Is comprehensive sexuality education a western culture?.................................................24
Figure 7.0: Reasons for not viewing comprehensive sexuality education as a western culture............25
Figure 8.0: How teachers found teaching about abortion to learners...................................................26

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 CHAPTER ONE

1.0 Background
Sexuality education draws its long history from the Western European countries, US and the
global South. The aspect of sexuality being implemented in the education sector was aimed at
helping develop responses to emerging issues in the society and is constantly influenced by
societal norms as well as values on sexuality. In the 20 th century, it started as Education,
information and communication with names such as “Family Life Education” and after being
stimulated by institutions such as UNFPA; interventions were developed on specific topics
especially regarding behavioural change in terms of reproduction, (Cheyeka et al, 2014).

Zambia just like many other developing countries in Africa has been experiencing challenges
in the area of passing accurate information to the youths regarding sexuality education. CSE
programmes have been implemented in Zambia as a signatory to the 2013 Ministerial
Commitment on Comprehensive sexuality education and sexual and reproductive health
services for adolescents and young people, (Zulu et al, 2018).

In the early 90’s, efforts were made by partnering with UNESCO and UNFPA to include
Reproductive Health in the school curriculum, (UNESCO, 2016). The national policy on
education ‘Educating Our Future’ states that ‘While striving for the comprehensive
development of learner knowledge, understanding and skills, the curriculum should not be
unduly fragmented or overloaded. Hence, several areas and issues, instead of being offered as
independent subjects, will be integrated across the curriculum; others will be structured as
modules that can be offered within the framework of an appropriate discipline’ (MoE, 2014).

The Curriculum Development Centre was mandated to integrate Reproductive Health in the
school curriculum; however, the content was more inclined to contraception, (Population
council et al, 2017). Topics covered included the types of contraceptives available in
Zambia, sexually transmitted diseases (STD’s), sex and marriage as well as puberty and
growing up. The topics, as can be seen did not inculcate knowledge on self-realisation or life
skills to help young people make good and positive decision to lead better lives (Cheyeka et
al, 2014).

These have since been found to have a lack in terms of helping learners to understand
themselves sexually. The young people still remain in a dilemma of life and sex and early
pregnancies, abortion and STI’s still rocked their lives. ‘The school has an obligation to

9
compensate for the losses they may have experienced elsewhere by helping them to form an
enlightened outlook on sexuality It is therefore, gratifying that once more UNESCO came on
board to revisit this area of information sharing (Ibid, 2014).

Emanating from the very inadequacies noted in the school curriculum, the Ministry of
Education took advantage of the 2013 Curriculum Review to develop the comprehensive
sexuality education framework, (MoE, 2014). Some of the common themes integrated in the
sexuality education framework included: Relationships, Values, Attitudes and Skills, Culture,
Society and Human rights, Human Development, Sexual Behaviour and Sexual and
Reproductive Health.

These primary health goals include the reduction of unintended pregnancies, STI’s and HIV.
This can be achieved by young people delaying sex debut, reducing frequency of sex,
increasing the consistent and correct use of effective contraceptives among out of school
youths, going for Voluntary Counselling and Testing (VCT) of HIV, and being vaccinated
against Human Papilloma Virus (HPV) and hepatitis B, (CSO, 2014).

The Comprehensive Sexuality Education was therefore, designed to expose these risks to the
young people so that youths can make informed decisions, (Naezer et al, 2017). Risks and
protective factors presented in the CSE do not necessary stop or encourage youths to get
interested in sex, rather they are aimed at helping young people make their own decisions
concerning sexual behaviour.

It is clear that school curricula worldwide is concerned and has an impact on young peoples’
sexuality and sex education. These great concerns from the curricula about adolescent
reproductive health and sexuality have resulted in a great rise in programmes that try to
reduce sexual risks and these concerns have further been implemented by many other social
services. However, the school curriculum tops the list because it is at school that many
youths access information on sexuality and reproductive health as they are in school most of
their time.

They get to hospitals and clinics to access the actual bits and pieces involved in sexual
education and reproductive health after learning about these risks at school. Zambia cannot
afford to stand aloof when this life threatening phenomenon is being dealt with; hence,
Comprehensive Sexuality Education opens doors to knowledge about other health services,
(MoE, 2014). The written curriculum therefore helps teachers to implement these strategies

10
among young people. Even non- governmental organisations may find the need to move
from one – to – one peer programs which are expensive and uneasy to coordinate and develop
common and user-friendly reading materials, (Population council, 2017).

1.1 Statement of the Problem

In many Zambian cultures, sexuality and reproduction are areas of knowledge that are not
really told to young people as it is believed to consume the norms and values of the society
concerning sexuality. In the past, education curriculum had values and norms learnt but there
was no information on sexuality as it was believed to be a secret in the Zambian cultures and
only to be delivered to the matured people who are ready to marry or get married. The
inclusion of Comprehensive Sexuality Education in the school curriculum has not only
devalued the cultures of the indigenous people but has also brought about the injection of
positive knowledge that benefits young people as they learn to take care of themselves
sexually and also reproductive wise. Though this is considered to have brought more good
than harm to the lives of learners sexually, no much attention has been given to the public to
get their view or say on the appropriate of comprehensive sexuality education (CSE)
curriculum in primary schools in Zambia. This has therefore prompted the researcher to
investigate the teacher’s perception on the inclusion of Comprehensive Sexuality Education
in the school curriculum.

1.2 Purpose of the study

A lot of challenges concerning the appropriateness of Comprehensive Sexuality Education in
primary schools have been documented by so many writers but little has been done to see the
public’s view or say on the appropriateness of Comprehensive Sexuality Education in
primary schools. For this reason, the purpose of this study was to investigate the teacher’s
perception on the appropriateness of Comprehensive Sexuality Education (CSE) in the school
curriculum.

1.3 Aim
The aim of the study was to find out teacher’s perception on the appropriateness of the
inclusion of Comprehensive Sexuality Education in the school curriculum.

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1.4 Research Topic
The appropriateness of Comprehensive Sexuality Education (CSE) curriculum in primary
schools in Zambia

1.5 Research Question

How appropriate is comprehensive Sexuality Education (CSE) in school curriculum in
primary schools?

1.6 Research Objectives

 To determine the effectiveness of CSE in school curriculum in primary schools.
 To establish teachers’ perception on the inclusion of CSE in the school curriculum.
 To determine if CSE is a Western Culture.
 To determine the effects of CSE inclusion in the school curriculum.
 To determine the barriers of CSE inclusion in the school curriculum.

1.7 Limitation of the study

Every research undertaken has its own limitation and for this research, money was needed for
movement from one community and school to another in order to distribute questionnaires
and also enable the collection of rich quality data and for this reason, study results were
limited to a selected geographical area due to lack of funds.

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 CHAPTER TWO

2.0 Literature Review

Studies have shown that sex education can help overcome social issues such as unintended
pregnancies, prevention of STIs through education on contraceptive use and this is simply
because sex education aims at reducing risks of potentially negative outcomes from sexual
behavior as well as equips learners with life skills. It also provides knowledge on how to
prevent transmission of diseases such as HIV/ AIDS and other health problems Kaiser
(2012).
According to Naezer (2017), sexual education is a means by which children are being helped
to protect themselves against abuse, exploitation, unintended pregnancies and sexually
transmitted diseases. Adolescents have the right to access adequate information essential for
their health, development and for their ability to participate meaningfully in society.
Therefore, sex education has to be provided to the young people. As Wong (2008) states that
educational authorities that didn’t provide sex education, such as New York, had the highest
rates of teenage pregnancy.

2.1 Sex Education

Sex education is understood as a process that begins at birth and continues until the day that
one dies. It is a process that builds a strong foundation for sexual health. There are many
understandings and opinions that go along with this topic and these include; sexual
development, reproduction, intimacy, gender roles and relationships. Sexual education should
begin at home. Parents and guardians ought to be the primary instructors of sex education for
their children. Parents should take advantage of every opportunity to teach this subject to
their children. From the beginning of a child’s life, they learn how to respond to affection,
show love, and how to react in different types of relationships. Children even learn about
their sexuality when their parents speak to them, change their clothes, play with them. Even
when they progress from children to teenagers or adolescents they continue to learn about
their sexualities consistently.Nyarko, Adentwi, Asumeng&Ahulu studied on the parental
attitude on sex education in Ghana and found out that more than half of the respondents are in
favor of sex educationNyarko (2014).
According to Cheyeka et al (2014), sex education is required to provide adolescents with
positive direction, right information, which would avoid unnecessary worries and tensions.
Their study about the attitude towards sex education found out that people with higher

13
educational qualification favours such programs and the income of the household has less or
no effect on the preferences over sex education. Similarly, Orji and Esimai (2003) mention
that a majority of parents, teachers and students supported that sex education should be
introduced in school curriculum and it will help prevent unwanted pregnancies, parental
transmission of HIV/AIDS infections and enhance healthy relationship between opposite sex.
It will also provide the knowledge of sex interactions, consequences and responsibilities. In
addition, it was also found that School and College children are positively inclined to accept
formal AIDS education as a part of classroom teaching (Kalama, 2013).

However, some parents and guardians are very uncomfortable talking about or providing
information about sex or sexual education. They are either too embarrassed talking about the
extreme topic of sex, afraid of providing too much information to push their children to act
on what they have told them or shy of not knowing the answers to the questions that their
children might ask. Research has shown that parents and children have a range of discomfort
levels when it comes to discussing sexuality (Zulu, 2018).

The primary goal of sex education in the schools is to help young people to build a
foundation as they mature into sexually healthy adults. These programs should assist young
people in understanding a positive view of sexuality, provide them with information and
skills about taking care of their sexual health and help them make decisions about solving
problems now and in the future to come (Kalama, 2013).

2.1 Parent’s and Teacher’s Perception on Inclusion of Sex Education in

School Curriculum
The idea of sex education in school curriculum and to teachers has been received with mixed
feelings where others look to be for the idea and others are totally against the idea. Other
research conducted reflects that, Teacher’s Perception on Inclusion of Sex Education in
School Curriculum has never been neutral; teachers are divided by the sex education notion.
Those for the idea points out that lack of sex education has resulted in Teenage Pregnancy
which is very rampant in today’s society. The cause of pregnancies among these teenagers is
incorrect education about sex from peers or neighbors or no sex education at all (Wong,
2009).

Teachers in support of sex education advocate that, Sex education needs to be implemented
in the high school coursework to make teenagers or pre-teens aware of the consequences of

14
unprotected sex. Each of these teens or preteens will or have gone through puberty, therefore
they need to be very well educated as to what can occur if they are sexually active, even for
just one time. They further add on to say that Sexual education would not completely stop
teenage pregnancies but it indeed reduces those pregnancies (Zulu, 2018).

Supporting the idea of sex education, other teachers in the research conducted in American
were for the view that sex education is necessary as Homosexuality is another topic that
sexuality education focuses on, (UNESCO, 2016). Teenagers come into contact with
homosexuals on a day to day basis. They are forced to deal with homosexuality in their
homes, their neighborhoods, their churches and even in their schools. These students are in
their teen or adolescent years where they are learning about whom they are and what their
feelings mean. According to Maynard (1996) homosexuality is a misunderstanding one that
can be easily adopted by teenagers who are easily misunderstood. If they are not taught about
both heterosexuality and homosexuality, they can easily fall prey to the homosexuals who are
lurking in the society’s shadows.

On the same hand, teacher’s perceptions on Inclusion of Sex Education in School Curriculum
are diverse. Others argue that sex education is necessary for child development and refute
that if teenagers are taught about sex and sexuality that their interest in it will intensify thus,
resulting in experimentation. Although this might indeed be a true statement that teenagers
are very curious, “curious minds will experiment”, (Cheyeka et al, 2014). Sexuality education
is not an either or proposition. The reality is that young people need and deserve information
about abstinence and contraception. Sex education would teach that sexuality is a natural,
normal part of life. Abstinence from sexual intercourse is the most effective method of
preventing unintended pregnancies and sexually transmitted diseases, including HIV/AIDS.

In the year 2014, Zambia rolled out a new and ambitious framework for comprehensive
Sexuality Education (CSE) targeting children and adolescents enrolled in grades 5-12 in
schools across the country. This move was set seeing to it that sexual and reproductive health
(SRH) knowledge is inadequate and also unevenly distributed, leading to SRH-related
problems among Zambian adolescents. A lot of things trying affecting the inclusion of CSE
in the school curriculum have been put to light such as religious beliefs as well as cultural
values but what is lacking the most is the public’s as well as teacher’s perception on the
inclusion of CSE in the school curriculum. Little in literature has been put to light concerning

15
the perception of the public as well as teachers on the inclusion of CSE in the school
curriculum in Zambia (Michelo, 2019).
Nyarko et al (2014) explains that, the sex education curriculum when implemented into the
school system will be designed to promote knowledge about human development and
reproduction, to make students aware of the consequences of all types of sexual activity, and
to promote young people’s respect for and appreciation of themselves, their families and
others. This implementation would in fact help to reduce teenage pregnancy, for the reason
that important topics such as puberty, sexual health and hygiene, reproductive systems,
pregnancy and contraception will have to be taught by teachers.

2.3 The Effects of Inclusion of Sex Education in School Curriculum

Sex education has both demerits and merits as reflected in the research conducted in Kenya.
This accounts for both positive and negative effects. Maynard (1996) Gives details that, the
primary goal of the school-based sexuality education program is to build on knowledge,
skills, and behaviors, thus enabling young people to make responsible and safe choices.
School Policy and Advisory Guide Health Education Approaches Sexuality education aims to
prepare students for a sexually healthy adulthood.

Those who hold this point of view believe that sex education is exposing children and
adolescents to the world of sex, and infecting their minds with bad influences. On the other
hand, there is an opposite point of view that believes it is “irresponsible that without the
appropriate education regarding sex and sexuality, children and adolescents will be ignorant
of the risks and implications that go along with becoming sexually active. The people who
hold this point of view believe that it is the responsibility of society, which can most easily
access children through the public schooling system, to educate children so that they are
aware of the risks and can help them make smart decisions pertaining to sexMaynard (1996).

2.4 The Effectiveness of Sex Education in School Curriculum

In many researches, it seems there is a balance between sex educations implications and
debates have continued to erupt. In some countries where sex education has been
implemented, this shows that for younger students an Abstinence-Only approach to sex
education is successful and can deter students from engaging in unsafe sex practices, as well
as supply a knowledge base that remains with the student in the long run. At the middle
school level it was not found that there were any real short-term gains, but there were long-

16
term gains in “knowledge and reduced likelihood of participation in sexual intercourse ever
and sexual intercourse in the last month” (Maynard, 1996).
In many developed countries, sex education at the middle school level although there did not
seem to be any difference made in the short-term, there were some significant changes in the
long-term which could be attributed to ideas and opinions passing from student to student and
a culture change taking place in the school. At the high school level there were “short-term
gains in attitudes supportive of abstinence, intent to remain abstinent, and reduced likelihood
of sexual intercourse ever and in the last month and long-term gains in knowledge and intent
to remain abstinent” (Kohler, Manhart, & Lafferty, 2008).

2.5 Conclusion
Similar studies conducted in other countries indicated that many societies had experienced
social issues related to sexual disorder and misinformation. The researchers have also
recommended that introduction of sex education in the school curriculum has a best solution
to such social problems. However, it is important to know that acceptance and willingness of
the students, public (parents, people) and teachers about inclusion of sex education in schools
has potential to reduce risks of children pertaining to sexual related issues.

17
 CHAPTER THREE

METHODOLOGY

3.0 Overview
Chapter three addressed how data was collected, procedures which were used, and methods
that were applied in conducting the research. The methodology therefore included the
following sections: research design, target population, sample size, sampling procedure,
research instruments, data collection, data presentation/analysis, ethical considerations and
summary of the chapter.

3.1 Research Design

A research design is simply understood as a set of logical steps taken by the researcher to
answer the research questions (Creswell, 2014). Research design is a guideline upon which
the researcher draws his/ her road map to conduct a particular research project. As such, for
this research a questionnaire was employed as part of the larger tools to collect data to reflect
teachers’ perceptions on the inclusion of sex education in the school curriculum. Descriptive
survey methods were also used to collect information by administering questionnaires.

3.2 Study Area

The study area included all communities near the Nkandanzovu, Omba and Nahila primary
schools and teacher’s compounds from the named schools

3.4 Target Population

In this study the target population comprised of all teachers of schools found in selected
Primary Schools of Nkandanzovu, Omba and Nahila primary school Area (Zone) from which
samples will be taken for measurement.

3.5 Sample Size

The sample size was taken from teachers of selected Nkandanzovu, Omba and Nahila
primary school Area (Zone). The sample population comprised of 30 teachers drawn from the
selected primary schools within Nkandanzovu, Nahila and Omba primary school Area
(Zone).

3.6 Sampling Procedure

Random sampling procedure was used to select the actual number of respondents that were
used for the study. The 10 teachers from each school were randomly selected by using lottery

18
random sampling procedure so as to make it to a total number of 30. The researcher then
examined the teacher’s perceptions on the inclusion of sex education in the school
curriculum.

3.7 Research Instruments

The researcher in this study used questionnaires to collect both qualitative and quantitative
data. The researcher thereafter administered the questionnaires to sampled individual teachers
so as to collect the required information for the study.

3.8 Data Collection

Data collection explains how the researcher will gather information to answer the research
topic. Data collection procedures are aimed at piecing a research design and also answer the
following questions: who, when, and how the research proposal or research project is
conducted, so that the data collected will gather specified information targeted at providing
some facts in the study (Kasonde, 2013).

For this reason, Questionnaires were coded or numbered for easy identification. Similar
questions were administered to each teacher as per random selection. The researcher then
presented the questionnaires to the respondents and asked them to independently complete
answering the questionnaire.

3.9 Data Analysis

Data analysis for this study was done using both qualitative and quantitative methods. The
responses that were gotten from the open ended questions were recorded and grouped into
themes that emerged and description of each was then done. Thematic analysis was used to
analyse qualitative data while quantitative data was analysed using SPSS and frequencies,
percentages, charts and graphs were obtained in the most accurate and fast way. The analysis
of data was based on the study objectives.

3.9.1 Ethical Consideration

Considering ethical issues, the researcher paid extra attention to the rules and regulation of
research in relation to the respondents by not exploiting the research during and after the
study in whatsoever means. Information which was obtained from the study was highly
respected and strictly used for academic purposes only. Confidentiality was held by not

19
disclosing respondents’ details and this was explained to the respondents during data
collection as they choose to participate.

CHAPTER FOUR

4.1 PRESENTATION OF RESEARCH FINDINGS

Is CSE in appropriate school curriculum?

Figure 1.0: Teacher’s response to the appropriateness of inclusion of comprehensive sexuality in the school curriculum.

Yes
No
100%

From the data collected, it shows clearly that 100 per cent of the teachers supported the
inclusion of comprehensive sexuality in primary schools.

20
Figure 2.0: Teachers perception on the inclusion of sex Education in School Curriculum.

Percent

36.7%

Difficult
Simple

63.3%

From the data that was collected, it indicates that 63 per cent of the teachers viewed the
inclusion of sex education in school curriculum as difficult while 37% viewed it as not
difficult representing the lowest.

21
 Effectiveness of Comprehensive Sex Education in School Curriculum

Figure 3.0: Reasons for teaching comprehensive sexuality to learners

60
48.4%
50
40
29%
30 19.4%
20 15
6 9
10
0

Frequency
Percent

In responding to the questioning on the reasons to why teachers were willing to

teach comprehensive sexuality to learners, equipping learners with knowledge and
hygiene information to fight diseases was highest representing 48% followed by
helping teachers as well as students achieve goals with 29%.helping learners to
know the dangers of the act followed as the least of representing 19%.

22
 Effects of Inclusion of Sex Education in School Curriculum

Figure 4.0: Does sex education promote promiscuity among young learners

80

70 66.7%

60

50
It helps to be aware of
40 sexual activities
33.3 Exposes them to dangers
30 of sexual related issues
20%
20
10
10

0
Frequency Percent

67 per cent of the respondents who said sex education promotes promiscuity
among young learners gave a reason of it exposing pupils to the dangers of sexual
related issues while 33% of those who said that no, gave a reason of it helping
pupils to be aware of sexual activities.

Figure 5: Shows reasons to why sex education promotes promiscuity among young learners

Learners would want to experiment

what they have learnt
30

Frequency
Percent

100%

23
 Hundred per cent of the responded who said sex education would promote
promiscuity among young learners gave a reason of learners wanting to that
experimenting what they had learnt.

Figure 6.0: How teachers found the teaching of sexual pleasure, emotions, feelings, desires and enjoyment to learners

70
63.3%
60

50

40 36.7%
Hard
30 Not hard

19
20
11
10

0
Frequency Percent

63 percent of the teachers found the teaching about sexual pleasure, emotions, feelings, desires and
enjoyment to learners as hard representing the hihest and 37% of the teachers found it not to be
hard.

24
25
Figure 7.0: Is comprehensive sexuality education a western culture?

60 56.7%

50
43.3%
40

30 Yes
No
20 17
13
10

0
Frequency percent

Responding to the question of comprehensive sexuality education being a

western culture, 57% of the respondents said no it wasn’t ,while 43% of
the respondents said yes it was

Why view comprehensive sexuality education as a western culture.

Debate on whether comprehensive sexuality education was and is still there even today.
Looking at the results from the data that was obtain from the study, respondents said that
comprehensive education sexuality was viewed as a western culture because of the genitalia
names named and taught in English and that in our African tradition such things rarely exist.

26
Figure 8.0: Reasons for not viewing comprehensive sexuality education as a western culture.

50
45 43.3% 43.3%
40
35
Because africans also teach
30 leaners about sexuality
25 Because we are in a global
world
20 Because it’s the same as
the initiation ceremony for
15 13 13 13.3% boys and girls
10
5 4

0
Frequency Percent

Of all those who did not view comprehensive sexuality education as a

western culture, 43% said it was because Africans also taught learners
about sexuality and that because we are living in a global world. 13% said
it was because it was the same as the initiation ceremony for boys and
girls.

27
Figure 9.0: How teachers found teaching about abortion to learners

100
90 86.7%

80
70
60
50 Difficult
Simple
40
30 26
20 13.3%
10 4
0
Frequency Percent

From the data that was collected, it shows that, of all the teachers who
were asked how they found teaching about abortion to learners, 87% said
it was simple while 13% said it was difficult representing the minority.

Why teaching about abortion to learners was regarded as simple.

Results from the data that was collected from the study showed that, those who found
teaching about abortion to learners as simple, 83% said it was because it educates learners on
the dangers of abortion because learners have heard already about abortion and were curious
to know more. The 13 percent of respondent who said the teaching of abortion was difficult
representing the minority gave reasons of learners starting indulging themselves in sexual
activities as they were now aware that even though they get pregnant they could easily abort
thereby exposing them to death as abortion at times may be dangerous, more especially if not
done by the medical personnel.

28
 CHAPTER FIVE

DISCUSSION OF THE FINDINGS

5.0 Introduction

This chapter discusses the findings of the teachers’ perceptions on the inclusion of sex
education in the school curriculum. This discussion was based on the data that was collected
from the respondents.

In order to assess teacher’s perception on sex education, discussions were done by collecting
data from teachers from the selected secondary schools of Nkandanzovu, Omba and Nahila.
The discussions were based on the following variables; teachers’ self-confidence and comfort
in teaching various sex education topics and appropriateness of sex education in the school
curriculum.

5.1 DISCUSSION

5.2 How appropriate is CSE in school curriculum in primary schools?

Comprehensive sexuality education was found to be appropriate in the school curriculum as
100% out of the 30 participants supported the inclusion of CSE in primary schools. These
findings were consistent with the 2010 population bureau that reviewed that boys and girls of
less than 15 years of age experienced sex which exposed them to the dangers of STIs as well
HIV/AIDS (CDC, 2013). The supporting of CSE in schools was appropriate because it did
support young people’s empowerment by improving their analytical, communication and
other life skills for health and well-being in relation to sexuality respondents said.

Sex education was regarded as important in schools because it helped students to be aware of
sex related issues as well as taking good care of them even as it minimized early pregnancies
to young learners. Too many young people today are receiving confusing and conflicting
information about relationships and sex, as they make the transition from childhood to
adulthood. Hence this led to an increase demand from young people for reliable information
which will later prepare the young learners for a safe, productive and fulfilling life
respondents said. These results are consistent with Maynard who gave details that, the
primary goal of the school-based program sexuality education program was to build on
knowledge and behaviour thereby enabling young people to make responsible and safe
choices (Maynard, 1996).

29
Sex education was viewed important by respondents because it played a crucial role in
addressing the health and well-being of children and young people. CSE does not only
provide children and young people with age appropriate and phased education human rights,
gender equality, relationships, reproduction, sexual behaviours risks and prevention of ill
health, but also provides the opportunity to young learners and people to present sexuality
with a positive approach, emphasizing values such as respect, inclusion, non-discrimination
as well as equality. To a larger extent sex education is said to be of importance as it increases
knowledge as well as improving the attitudes of learners in issues relating to sexual and
reproductive health and behaviours (UNESCO, 2019).

Even though CSE was viewed as appropriate in the inclusion of school curriculum, 43% of
the respondents said that CSE promoted promiscuity among young learners. The practice of
wanting to have more sex with multiple partners and this was seen as a bad part of it.
Respondents strongly said that sex education would promote promiscuity among young
learners as they would want to start experimenting what they learn. CSE was viewed as
highly explicit by the respondents and that it promoted promiscuity and high risk sexual
behaviours to children. This was so because CSE programs mainly focus on teaching children
how to obtain sexual pleasure in various ways (FWI, 2019). These results are in conformity
with Wilson (2003) who put it that sex education exposes children to the world of sex and
infecting their minds with bad influences. For those who strongly said CSE did not promote
promiscuity among young learners gave reasons that CSE programs were aimed at reducing
teen pregnancy and STD infections and that they do not sexualize children.

30
5.3 Why viewing the teaching of sexual pleasure, emotions, feelings, desires
and enjoyment to learners to be hard.

Results obtained from the data that was collected from respondent’s show that, the teaching
of sexual pleasure, emotions and feelings, desires and enjoyment to learners was regarded to
be hard because learners would develop the curiosity of trying to experience sexual activities
as the weak learners emotions would arise. This was to put the learners at risk as they would
get HIV/AIDS, no STIs and others like young ladies getting unwanted pregnancies. Culture
was another reason that arose and it applied both to teachers and learners. Some teach would
find teaching sexual pleasure because their culture doesn’t allow so and learners also because
of their cultural values would shun way from such lessons. Because of the reasons given
above, the teaching of sexual pleasure, emotions and feelings, desires and enjoyment to
learners was regarded as hard by the respondents.

Despite other respondents viewing the teaching of sexual pleasure, emotions, desires and
enjoyment to learners as difficult, others saw it as not hard as learners did learn what they
experienced in their daily lives and the teaching was a reality and for better understanding of
themselves. They further gave reasons that the teaching of sexual pleasure, emotions,
feelings, desires and enjoyment to learners was as good as it would help pupils in their way of
behaviour and discipline. This was so because pupils were taught real things concerning
sexuality and warned against the dangers of engaging themselves in sexual activities and this
would also lead to the reduction in HIV/AIDS as well as STLs and early pregnancies.

The teaching of puberty to learners was also another challenge that respondents gave
concerning the comfort-ability in teaching comprehensive sexuality to learners. It was
observed that pupils failed shy to participate in lessons fully as they couldn’t manage to
mention some body parts names in their local languages. Teachers too found it difficult
teaching about puberty because of mentioning some body parts in local languages which
sounded insulting. However, other respondents found the teaching of puberty to learners as
simple because it was part of the syllabus and that learners learnt what they experience and
see.

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CHAPTER SIX

RECOMMENDATIONS AND CONCLUSIONS FROM THE FINDINGS

6.0. Introduction

This chapter presents a summary, conclusion and recommendation of the study. The first part
is the introduction, later conclusion and recommendation

6.1. Conclusion

The main purpose of the study was to assess teacher’s perception on the inclusion of sex
education in the school curriculum. This was done by getting views from teachers and
administrators from selected primary schools. This was done through two variables which
were the appropriateness of sex education in the school curriculum and teachers self
confidence in teaching various sex education topics.

The results of this study generally indicate teachers’ perceptions being in support of the
inclusion of sex education in the school curriculum. These results could be attributed to a
number of sexual problems that pupils are faced with. The problems include HIV/AIDS,
early marriage, teenage pregnancy, pre-marital sex and many others. Despite teachers’
willingness to teach sex education in schools, there are a number of challenges that they face
in schools such as, some aspect of culture background and lack of relevant materials to
enhance effective learning and teaching.

6.2 Findings

Through the assessment of the responses from the sampled population of teachers what
comes of the study is that:

• Teachers feel that sex education is appropriate to be included in the school

curriculum.

32
• Teachers feel that sex education equips the learners with the necessary knowledge and
information that would help the pupils to protect them from a number of problems associated
with sexual aspect like early marriage, teenage pregnancy, HIV/AIDS and other sexually
transmitted disease, sexual abuses and assault.

• Teachers are willing to teach but it was discovered that the biggest barriers are lack of
relevant materials like text books that are in line with the content of the learners. Culture was
also another barrier in that some teachers felt it was not easy to teach certain topics.

• Teachers stated that children were already exposed to sex material outside school. As
such, there was need to reinforce sex orientation so that they could be guided and make good
decisions.

6.3 Recommendations

Generally, teachers should be encouraged to continue teaching sex education in schools

because it is the only way they can help the pupils to avoid pre – marital sexual activities that
would put their lives in danger. The School curriculum should include topics such as morals
and fashion because they lead to most sexual activities. However, the findings from this study
brought out a number of factors that would help teach sex education in school effectively, and
these are as follows:

 Schools should be equipped with relevant teaching

materials for easy delivery of sex education content.
 Curriculum designers to be reviewing the sex education
curriculum from time to time due to the changing world
we are living in.
 Teachers should work hand in hand with parents in
breaking the barrier that is caused by culture. This can
be done by having orientation meetings at school and
this may be once in a term.
 Sex education should start from as early as in pre-
school because these pupils are also exposed to some
cases of sexual defilement.

33
APPENDIX 1: PROPOSED BUDGET
QUANTITY DESCRIPTION @ AMOUNT (K)

1 Ream of paper 35 35

50 Typing 2.5 125

51 Printing 1 100

1×50 Photocopying 0.20 100

Talk time 100 100

Transport 100 100

3 Pens 3 9

TOTAL 520

34
APPENDIX 2: QUESTIONAIRE
INSTRUCTIONS

1. Please do not put the name of the interviewee since all responses are confidential.

2. This interview guide should be answered by in-service teachers teaching pupils in a

selected school.

3. Follow the instructions for each question and complete all the questions by filling in all the
blank spaces.

EFFECTIVENESS OF CSE

1. Is CSE appropriate in the school curriculum in primary schools?

Yes----------------------------------------- No-------------------------------------------------

2. Are you supporting the teaching of comprehensive sexuality education in the school
curriculum? Yes ---------------------------- No --------------------------
3. Give reasons for your answer in question two (2)
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------
EFFECTIVENESS OF CSE IN SCHOOL CURRICULUM
1. Does sex education promote promiscuity among learners?
Yes---------------------- No----------------------------
2. Give a reason for your answer in question one.
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------
3. How do you find the teaching of sexual pleasure, emotions, feelings, desires and
enjoyment to learners?
Hard--------------------------------------- Not Hard--------------------------------------

4. Give a reason for your answer in question three (3).

35
 -------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------
5. How do you find teaching about abortion to learners?
Difficult-------------------------------- Simple------------------------------
6. Give a reason for your answer in question five (5)
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------
7. Is comprehensive Sexuality Education a Western Culture?
Yes---------------------------------- No----------------------------------
8. Give a reason for your answer in question seven (7)
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------

BARRIERS TO TEACHING CSE

9. What are the Barriers of Teaching Comprehensive Sexuality in Primary Schools?
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------

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of Health (MOH).

36
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Kalama, E.G. (2013). Parental Perception of the Teaching of Sex Education to Adolescent in
Secondary School in Cross River State, Nigeria IOSR . Journal of Research & Method in
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Kohler, P.K., Manhart, L.E., & Lafferty, W.E. (2008). Abstinence-only and comprehensive
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Health.

Maynard, R.A. (1996). Kids having kids: A Robin Hood Foundation special report on the
cost of adolescent childbearing. .

MoE. ((2014)). Comprehensive Sexuality Education Framework (Grade 5-12). Lusaka:

Curriculum Development Centre; 2014.

Nyarko et al. (2014). Parental attitude towards sex education at the lower primary in Ghana.
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Population council. ( (2017)). Government of Zambia Human Rights Commission, WLSA

UN.The status of sexual and Reproduction Health. Lusaka, Zambia.

UNESCO. ((2016)). International technical guidance on sex education:an evidence-informed

approach for schools, teacher and health educators: the rationale for sex education.

Zulu et al. (2018). Ethic Challenges and Guidance Related to Research involving Adolescent
Post-Abortion Care: A Scoping Review. Vol 15, Reproduction Health.

37