SEXUALITY EDUCATION IN SOUTH AFRICAN SCHOOLS
Lynette Collair
35th ISPA Conference
PORTO, PORTUGAL
Introduction
This paper reports on sexuality education in South African
schools. It examines the rationale for a sexuality programme
that is embedded in the Department of Education’s National
Life Skills curriculum from grade 1 to grade 12, reports on
aspects of the curriculum and concludes with some of strengths
and challenges faced in the delivery of the curriculum.
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About South Africa
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South Africa has a growing population of 52 982 000 people
10% are HIV positive
Over 50% of South Africans live in poverty
15 330 997 children between 5 and 19 (29%)
Multi-cultural
Secular
Strong human rights culture
Teenage pregnancy problematic
Prevalence of family violence
Human beings are sexual beings
The basic assumption that underlies the prime of place that sexuality
education occupies in the national school curriculum, is that sexuality is
a fundamental aspect of being human and that it has far reaching
effects on the physical, social, emotional and spiritual aspects of both
an individual as well as that of the community (Unesco, 2009).
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What is sexuality
Sexuality is a lifelong process that begins at birth and ends at death.
Sexuality is more than about genitals and what we do with our
genitals. Sexuality also describes how we think, act and feel about
being male or female. It has to do with how we act in relationships,
how we show love and affection. How we feel about or bodies, and
who we are attracted to.
(ReCapp. www.etr.org/recapp/practice/edskillsindex.htm in Vergnani and Frank 2005)
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Rationale for sexuality education
• The threat of HIV and Aids
• Unsatisfactory incidence of teenage pregnancy
• Family violence
It is considered important that all South African school
children should develop a positive view of their sexuality and
sexual relationships and that through acquiring the
necessary information and developing the accompanying
skills and values, they would be able to make informed,
healthy decisions about their sexuality.
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• Best place for this is through the national
education curriculum – compulsory until age 15.
• In S.A. sexuality education forms part of the Life
Skills curriculum from Grade R – 3 (5-8yrs)and
Grade 4 – 6(9-11yrs) respectively) and part of the
Life Orientation curriculum from Grades 7 to 12
( 12 -18yrs)
• Evident in several themes within Life Skills or Life
Orientation
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Sexuality education in the curriculum
Life Skills - Grades R-3 (5-8years)
• Beginning Knowledge
• Creative Arts
• Physical Education
• Personal and Social Well-Being
Life Skills Grades 4-6.
• Creative arts
• Physical Education
• Personal and Social Well-being
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Personal and Social Well-being
Study area includes social healthy, emotional health, relationships with others and
the environment. Values and attitudes are also important.
Some aims:
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To teach learners how look after themselves
Helps learners to make informed decisions , morally responsible and accountable decisions
about their health and environment.
Addresses issues relating to nutrition, diseases including HIV, safety, violence, abuse and
environmental health.
Learners to develop skills to relate positively and make a contribution to family, community
and society while practising the values embedded in the Constitution. Taught to exercise their
human rights, to respect the rights of others and to show tolerance towards diversity.
Some content Gr R-3
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Me – who am I , what makes me special, unique – same different to friends, timeline
My family – care , different family compositions
Healthy living – eating, cleaning, sleep, exercise
Feelings
Keeping my body safe
Rights and responsibilities – at home, school, community, in the environment
Some content Grade 4-6
1. Development of Self – personal strengths, strengths of others
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Social Responsibility
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Respect for own and others bodies, privacy, bodily integrity – not subjecting to destructive practices such as
substance abuse
Positive self esteem
Abilities interests and potential
Self management
Peer pressure
Dealing with conflict
Problem solving
Emotions – coping with
Working in groups at home, school
Bullying how to protect against
Rights and responsibilities
Relationships with others
Social responsibility – discrimination, stereotype and bias
• Gender stereotyping
• Effects of gender-based abuse
Child abuse prevention
Social responsibility – violence prevention
Issues of age and gender in different cultural contexts
Caring for people -
Some content Gr 4-6 continued.
3. Health and environmental responsibility
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Personal and household hygiene
Food and water hygiene
communicable diseases
HIV basic explanation , transmission through blood and body fluids, how HIV is not
transmitted, how to protect oneself against protection through blood; stigma, dealing
with stigma, how to change attitudes to
substance abuse
Life Orientation
5 topics Grades 7-9 ( ages 12-14)
• 1. development of the self in society
• 2. health, social and environmental responsibility
• 3. constitutional rights and responsibilities.
• 4. physical education
• 5. world of work
6 topics Grades 10-12 ( ages 15-18)
• 1. development of the self in society
• 2. social and environmental responsibility
• 3. democracy and human rights
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4. careers and career choices
5. study skills
6. Physical education
Some content Gr 7-9 (age 12-14)
Development of self in society
Self-concept
relationship with self, family, friends, role of media, culture, religion,
community
Personal interests
Respect for self and others
Changes in boys and girls: puberty , gender constructs, physical and emotional
changes
Respect for self and others’ body changes
Peer pressure
Dealing with peer pressure
Assertiveness, negotiation skills
How peer pressure may influence an individual - substance abuse, unhealthy sexual
behaviour
where to find help
Human rights
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Sexuality
• Understanding one’s own sexuality
• Influence of friends and peers
• Family and community norms
• Social pressures including media
• Problem-solving skills
• Sexual behaviour and sexual health – risk factors leading to
unhealthy sexual behaviour
• Unwanted results
• Strategies to deal with unhealthy sexual behaviour
• Protective factors
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Some content Gr 10 -12 (15-18yrs)
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Changes towards adulthood
Male and female reproductive roles
Contraception, SSTI’s
Gender differences
Sexual decision making
Relationships
Gender roles and their effects on health and well-being
Effect of gender inequality on relationships: Sexual abuse, teenage pregnancy,
violence ,STIs, HIV
Healthy lifestyle choices
Values, respect for others ………………………………………………….
HIV prevalence 15-24 year
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Some challenges
The human factor
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Teachers come with their own attitudes, values and feelings about sexuality and who cannot
separate this from their work.
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Cultural differences
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“ I feel uncomfortable speaking about these things”
Gender roles
Polygamy
Teacher training
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More than 50% of the teaching corps is over 40. Many have not received adequate training in sexuality
training.
Poverty
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complexity of the effects of poverty on school attendance, teenage pregnancy, acceptance of
gender roles, abusive relationships ………………………………………
The drop out factor
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Learners most at risk leave the schooling system early
References
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Department of Basic Education. Republic of South Africa. 2011. National Curriculum
Statement. Curriculum and Assessment Policy Statement. Pretoria.Government
Printer.
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Statistics South Africa, 2013. Midyear population estimates. Pretoria.
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UNESCO. 2009. International Technical Guidance on Sexuality Education. Paris.Unesco.
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Vergnani T. and Frank E. 2002. Sexuality Education for Intermediate Phase (Grades 46) Teachers. Sandton. Heineman Publishers.
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Vergnani T.,Frank E. and Johns R. 2006. Sexuality Education for Senior Phase (Grades
7-9) Teachers. Sandton. Heineman Publishers.
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Contact details for further correspondence
Lynette Collair
Department of Educational Psychology
Stellenbosch University
Private Bag
X1 Matieland
lyncol@sun.ac.za
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Contact information:
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Lynette Collair
Email: lyncol@sun.ac.za
+27 21 8082304
+27 835562011