Parents and Teachers' Perception of Sex Education in Secondary Schools in Tororo District
Kasajja, Higenyi Musa
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This study seeks to assess parents and teachers' perception of the idea of introducing formal sex education in secondary schools. The study's objectives are; to assess the parents and teachers' attitudes towards introduction of sex education in secondary schools. To find out the parents and teachers' preferred content of sex education to be taught in schools. To establish parents and teachers' views regarding the appropriate age of children who should receive sex education. The study was carried out using cross-sectional design, it comprised of 100 participants of parents and teachers from four selected secondary schools in Tororo district. The participants were selected using both purposeful and proportionate random sampling techniques. The study employed both questionnaire and interview instruments to collect data on the three objectives. The findings of the study revealed that, both parents and teachers support sex education and its inclusion on the school’s curriculum with a few exceptions. They also revealed that the contents of sex education have to be very comprehensive, covering issues like: sexuality, health education, and skills for general life among others. 12 years and above was suggested as the right age for imparting sex education into young ones. The study makes a number of conclusions and recommendations, these include; parents and teachers recognize the role of sex education to children. The only controversy between them is who should provide sex education? it is in this vein that the researcher calls upon both parents and teachers to reconcile their attitudes and roles in imparting sex education and the best approach here is suggested to be a combined effort. Although the formal aspect lies in the hands of teachers, the parents can supplement in the upbringing of children and general home care and guidance. Secondly, it is revealed in the sex education that content should be comprehensive covering various aspects on sexual issues, which is okay, however, the curriculum developers need to sit down in consultation with parents/teachers and other stakeholders to come up with the most comprehensive and appropriate content of sex education. Finally, the study reveals that twelve years and above is the right age for pupils to receive sex education, but the only problem is that there are various sources and agencies concerned with sex education. Therefore, leaving pupils exposed to these many sources may turn out to be detrimental than developmental especially in this era of HIV/AIDS pandemic. Therefore, there is need to scrutinize these various sources such that those believed right can be co-opted in to help in inseminating sex education to pupils.