Teen sex education: Why a comprehensive approach is the answer

The youth receive an array of contradictory and confusing messages about sexuality often. But there is renewed optimism that the introduction of a curriculum that includes sexuality education programme, can help in proper nurturing of children into full responsible citizens. The young generation needs to navigate information on sex as they grow so that they make informed decisions about themselves, their relationships and their health, as well as becoming responsible citizen. But under a comprehensive sexuality education programme, launched recently, learners will be taught through a participatory approach where students will be engaged in quite a number of areas related to human development. Deputy heads of schools from across the country have already been trained on how the programme will be implemented as well as the areas of importance to concentrate on. But special focus will be on the promotion of well being, prevention of health problems. The training will also concentrate on physical education, gender and gender based violence, sexual and reproductive health, as well as HIV, AIDS and other sexually transmitted diseases. John Ndabarasa Karangwa, the head teacher of G.S Kabeza in Nyagatare District, says this programme is very important considering the content it will pass on to the students. “It’s in high school when most students enter adolescence and it’s the best time for them to learn sexual health. Based on the realities in the world, the comprehensive sexuality education will be a great step towards individual nurturing,” he says. Humura Doreen, a lawyer interning with Rwanda Utilities Regulatory Authority in Kigali, says comprehensive sexuality education will equip students and the youth with the knowledge and the responsibility for lifelong sexual health through the provision of accurate information regarding their health status. This will enhance their decision-making skills at a crucial developmental stage. “Comprehensive sexuality education programmes entail sensitising the youth to handle their sexual development and empowers them to overcome the daunting guilt feelings about natural processes,” she says. Katabarwa Lamech, a parent, says sexuality education if well consolidated and implemented in schools will be very crucial for it will enable the youth to explore their personal values and future relationships. United Nations Population Fund (UNFPA) representative Jozef Maerien says the programme is very important in combating cases of unwanted pregnancies and the spread of sexually transmitted diseases. He says it will ensure that all young people are equipped with competencies and the knowledge they need to make safe and responsible choices about their sexual and reproductive health. Janvier Gasana, the director-general of Rwanda Education Board, earlier noted during the launch of the programme that potential partners should embrace the approach of a comprehensive sexuality education and sensitise all stakeholders for successful implementation. “We need to do everything we can so that young people get the right guidance. With this era of technology they are so exposed and that’s why a sensitive approach is needed to put them on the right track. However this needs to be approached well so that the beneficiaries are not pushed in the opposite direction,” he said. Comprehensive sexuality education programme coordinator Hope Ikiriza says they have so far trained over 1,508 head teachers in charge of academics throughout the 30 districts in the country, and plans are underway to train teachers next for better and effective implementation of the programme. Past recommendations A UNESCO 2009 report on ‘International Technical Guidance on Sexuality Education Comprehensive Sexuality Education’ emphasises a holistic approach to human development and sexuality. UNESCO identifies the primary goal of sexuality education as that as equipping children and young people with the knowledge, skills and values to make responsible choices about their sexual and social relationships.” UNESCO also notes that sexuality education can be delivered through a range of programming modalities, including family life education, population education, sex and relationships education, reproductive health education and life skills education, or through dedicated sexuality education programmes. In this regards, the programme on sexuality education, among others, will enhance social equity by paying special attention to vulnerable groups which include protecting the rights of young people, particularly to health, education and civic participation. editoria@newtimes.co.rw Sex education: What role should parents play? How did you learn about relationships and sex? Was it good, bad or indifferent? Was it through friends, films and TV, older brothers or sisters, personal experience, or did you get sex education at school? Perhaps it was from your mum or dad? And if it was from your mother or father does the recollection of ‘that conversation’ elicit some uncomfortable memories of a stuttered and mortified parent desperately trying to explain the facts of life to you? Many parents – because their own parents struggled to talk to them – can’t approach the subject with their children. “How do I start to talk about this with my child?” is a frequent response from parents, along with: “I don’t feel confident answering that kind of question”, or, disconcertingly, “what if they know more than I do?”” Then there’s the fear that talking about sex will encourage a child to experiment with sex too early or before they’re mature enough to deal with it. (It won’t: for the record the evidence shows that the opposite is true.) No wonder so many parents would rather leave it to schools. Yet many parents are ambiguous about the role of schools, with views ranging from: “Let them deal with it” through to a fear that “they’re taking our children’s innocence”. And when schools do make an effort to engage parents – such as arranging video evenings where the teaching resources are explained – many are too embarrassed or don’t think it’s important enough to turn up. Conversely schools that take sex and relationships education very seriously can be heavily criticised by professional lobby groups who believe that sex education should only be done by parents. However, leaving it to parents assumes that all parents will talk in an open and honest fashion so that their children will become young adults who can make choices for themselves. For many reasons this often doesn’t happen or happens too late. Similarly, just leaving it to the schools takes away the challenge and responsibility of parents to engage with this aspect of their children’s lives, and their physical and emotional development. After all, the school won’t field the questions about where babies come from while you’re trawling the vegetable aisle. Children can catch you off-guard with questions. And maybe it’s better that way. Tackling a sexuality conversation face to face as a serious sit down lecture can be fraught for all concerned. But talking about sex and relationships when you’re driving, washing-up walking or shopping can relieve some of the eye-to-eye intensity of the situation. The main thing is to make sure that the ‘facts of life’ talk isn’t a one-off lecture but an ongoing conversation that your children feel they can come back to. Also, getting to know the topics a school will be covering over the coming term means you can anticipate questions and tackle them ‘casually’ through everyday conversations and support it in the home. Agencies