An Investigation into the Effectiveness of Comprehensive Sexuality Education in Curbing Teenage Pregnancies among Secondary School Girls: a Case of Five Selected Secondary Schools in Samfya District of Luapula Province

Lufeyo Chitondo and Hosea Lupambo Chishala
Rockview University, Zambia
DOI – http://doi.org/10.37502/IJSMR.2022.5702

Abstract

Comprehensive sexuality education (CSE) is a rights-based approach to comprehensive sexuality education which seeks to equip young people with the knowledge, skills, attitudes, and values which they need to determine and enjoy their sexuality physically and emotionally while the primary goal of the school-based sexuality education programme is to build on the knowledge, skills and behaviours thus enabling young people to make responsible and safe choices as well as prepare them for sexually healthy adulthood. Learners need to be aware of the different kinds of development and the impact they have on their lives such as globalization, the arrival of new population groups with different cultural and religious backgrounds, the rapid spread of new media, particularly the internet, internet pornography, and mobile phone technology, the emergence of HIV and AIDS and increasing concerns about STIs. Thus, the purpose of the study was to investigate the effectiveness of comprehensive sexuality education on curbing teenage pregnancies among secondary school girls in the Samfya district of Luapula Province. The study employed a mixed-method paradigm of an embedded method and descriptive survey design that used purposive and simple random sampling to select 5 Headteachers, 5 Guidance and counseling teachers, 20 teachers, 10 parents, and 60 learners. Data was obtained from respondents by means of interviews, questionnaires, and classroom observation schedules. Frequency, percentages, tables, graphs, and pie charts were used to analyze the quantitative and qualitative data obtained. Data was then analyzed by use of the Statistical Package for Social Science (SPSS) computer package. The findings revealed poor implementation and teaching of comprehensive sexuality education and lack of qualified guidance and counselling teachers in schools.

Keywords: Body image, comprehensive sexuality education, puberty, teenage pregnancy, transition.

References

  • Adetunde, I.A., and Akensina, A.P. (2008)  ‘Factors affecting the standard of female education: A case study of senior secondary schools in the Kassena-Nankana  Journal of Social Sciences.
  • Allen,L. (2005). “Say everything”: Exploring young people’s suggestions for improving sexuality education. Sex education: Sexuality, Society and Learning, 5(4), 389-404, DOI: 10.1080/14681810500278493.
  • Allen, L. (2011). Young people and sexuality education: Rethinking key debates. Basingstoke Palgrave: Macmillan.
  • Bearinger, L.H., Sieving, R.E., Ferguson, J. and Sharma, V. (2007). Global Perspectives on the Sexual and Reproductive health of adolescents: Patterns, prevention, and potential, Lanut, 369, 1220-31
  • Booth, T., and Ainscon, M. (2011). Index for inclusion: Developing learning and participation i Bristol: CSIE.
  • Caney, S. (2005). Justice Beyond Borders. Oxford: Oxford University Press.
  • Carmody, B, (2004).The evolution of Education in Zambia. Lusaka: Book World Publishers.
  • Curriculum Development Centre, (2000). Views of Stakeholders Outside the Education Sector the Basic Education Curriculum. Lusaka: MOE
  • Curriculum Development Centre, (2000). A study on Basic school curriculum development in an International Perspective. Lusaka: MOE
  • Down, J. (2012). The Sexuality road- discovering me, Wellington: Family Planning
  • Durie, M. (1994). Whaiora: Maori health development, Auckland: Oxford University Press.
  • Education Review Office. Promoting Wellbeing through sexuality education (PAF, 836 KB).
  • Education Review Office (2015). Wellbeing for Children; success at primary school. Wellington: Education Review Office.
  • FAWEZA, (2010), National Score Card on Zambia’s  Progress  Towards  Gender  Equality in Lusaka:  FAWEZA.
  • FAWEZA, (1996) Beyond Beijing: A summary of the global and Africa region platforms i. for action with a focus on education. 4th World Conference on Education.
  • Gaisie, K., Cross, A.R. & Nsemukila, G.  (1993)  Zambia Demographic and Health   Survey1992.  Lusaka:  University of Zambia and CSO.
  • Gay, L. R; (1992).  Educational research:  Competences for analysis and application.  Ohio: Charles E Merrill Publishing Company.
  • Gosh, B. N, (2008).  Scientific Method and Social Research.  New Delhi: Sterling Publishers Ltd.
  • Hattie, J. (2012). Visible learning for teachers. New York: Routledge.
  • Hutchison, P. (2013). Inquiry into improving child health outcomes and preventing child abuse with a focus from perception until three years of age. Volume 1: Report of the Health Committee, November 2013. Wellington: New Zealand House of Representatives.
  • Kelly, M. J, (1999) Girls’  Education,  A  situation Analysis at the provincial Centre of Girl Child Education in Lusaka: Ministry of Education.
  • Mankowski, S. (2000).  Narrative concepts and analysis in spiritually-based communities. Journal of Community Psychology, 28(5), 479-493.
  • Ministry of Education (1996): Educating Our Future. Lusaka: Government Printers.
  • Ministry of Education. (2007). Review of the Ministry of education Sector Plan: Independent Review 2006: Final Report-May 2007. Lusaka: MOE
  • Ministry of Education. (2011). the Education Act, 2011, NO. 23 of 2011, 419, Lusaka: Government Printers.
  • Ministry of Education (1996) Educating Our Future: National Policy on Education, Preliminary Education Statistics Bulletin. Lusaka: Government Printers
  • Muzumara, P. (1999) A study of adolescent decision making and pregnancy in Zambia: The case of Lusaka urban district 1991-1998. M.A. Dissertation, UNZA,
  • Pope C. et al. Analysing Qualitative Data British Medical Journal.  2001; 320:114-116.
  • Robson, C. (2002) Real World Research. A Resource for Social Scientists and practitioner. Oxford: Blackwell
  • Selltiz C. et al. Research Methods in Social Sciences. New York: Holt, Rinhehart and Winston, Inc., 1962.
  • Sifuniso M. Keeping  the  Girls  in  School:  FAWE Zambia’s  Campaign for enabling  re-admission Policy for Adolescent Mothers,  Lusaka:  FAWEZA,
  • Sitali MN. Thesis on  The effectiveness of the re-entry policy in selected high schools in University of Zambia, 2009.
  • Snelson PD. (1974).Educational Development in Northern Rhodesia from 1883-1945. Lusaka:
  • Thobejane, T.D. (2015)  Factors Contributing to Teenage Pregnancy in South Africa: The Case of Matjitjileng Village, Institute of Gender and Youth Studies, University of Venda, South Africa.
  • UNESCO (2014) Developing an Education Sector Response to Early and Unintended Pregnancy, Discussion for a Global Consultation. UNESCO, Paris.
  • Yin, R. (2003).  Case study research design and methods (3rd ed., Vol.  5). San Francisco: Sage Publications.