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CHAPTER ONE

INTRODUCTION

1.1       Background of the Study

Sex education is the provision of knowledge about body development, sex, sexuality, and relationships, as well as skill development, to assist young people in communicating about sex and making educated decisions about their sexual health (Bridges, 2014). Sex education should take place across a student’s grade levels, with material tailored to the student’s developmental stage and cultural context. It should include puberty and reproduction, abstinence, contraception and condoms, relationships, sexual assault prevention, body image, gender identity, and sexual orientation, among other topics (Bridges, 2014).

Comprehensive sexuality education (CSE) is critical in preparing young people for a safe, successful, and satisfying life in a world where HIV/AIDS, sexually transmitted infections (STIs), unwanted pregnancies, gender-based violence (GBV), and gender inequality continue to pose significant threats to their well-being (UNFPA, 2018). Sex education also provides people with the knowledge, skills, and motivation they need to make informed decisions about their sex and sexuality. Many young people enter adulthood with contradicting, negative, and confusing messages about sexuality, which are sometimes worsened by adults’ embarrassment and silence, including parents and instructors (UNFPA, 2018).The World Health Organization (WHO) describes an adolescent as any individual between ages 10 and 19, and youth as the 15-24 age group. This article focuses on young people ages 10 – 24 years.

A substantial body of evidence indicates that CSE helps children and adolescents develop: accurate and age-appropriate knowledge, attitudes, and skills; positive values, such as respect for human rights, equality of the sexes, and diversity; and knowledge and values that make a significant contribution to safe, healthy, positive relationships. CSE is particularly essential because it may assist young people in reflecting on social norms, cultural values, and traditional beliefs in order to better understand and manage their interactions with peers, parents, teachers, other adults, and communities. (UNFPA, 2018).

Akerele (2006) noted that “sex is something you do, and sexuality is who you are”. This way of understanding sex highlights the differences between the act of sex and the individual experience of sexuality, which is an intrinsic part of who we are, one that can’t be separated out of ourselves any more than our ethnicity or religious/ spiritual beliefs, sexuality is a natural and precious aspect of life, and essential and fundamental part of humanity.

In most countries of the world, young people today spend more year in school than ever in the history of humanity. Evidences also indicate that children are entering puberty earlier than decades ago, probably because of improved nutrition although other factors may also be at play. Thus, girl today have an average, their menstrual period (menarche) earlier than their mothers did and the onset of sperm development in boys is also occurring earlier than in the lives of their fathers. All those changes imply that the period from puberty to entry into marriage or the formation of a stable union has been increasing in many countries. (Kirby 2011: 1)

As the world becomes more interconnected than ever before, young people all over the world are requesting credible and accessible information on sexuality and reproduction health. They want to have their many questions and concerns about sexuality addressed. They need information not only about physiology and a better understanding of the norms that society has set for sexual behavior, but also need to acquire the skills necessary to develop health relationships and engage in responsible decision – making about sex, especially during adolescence when their emotional development accelerate. (Kirby 2011: 1) Action Health Incorporated (AHI, 2008) observed that as children enter puberty their interest in sex increases, most of them are unprepared for the situation they face and the society , parents and school do little to clarify the situation, current norms in the society, glamorize negative sexual behaviors in the mass media and the interne but rejects young peoples natural interest in sexuality, however when the society, parents, and school does not provide the transition to adulthood with the fundamental facts of sexuality , the consequences could be disastrous for young people. However, the study examines the importance of sex education among students of Ekwusigo local government area. Using reflective thinking.

1.2       Statement of the Problem

This missing link (reasoning) should be introduce in our school curriculum so that every schools in the society will teach students how to reason and solve their problems without helping hand from another individuals. Busari A.O (2006) states that physical, psychological and social attribute of adolescence make young people particularly vulnerable to HIV and other sexually transmitted Diseases (STDs). Adolescents often are not able to comprehend fully the exposure to risk of getting pregnant, abortion or even contracting a sexually transmitted disease. Societies often compound young people’s risk by making it difficult for them to learn about sex education and reproductive health. Moreover, many youths are socially inexperienced and dependent on others. When adolescents are not given or provided the necessary information about sex, they tend to get wrong information from others or wrongly timed information which places them at risk of teenage pregnancies, illegal abortions and STDs. Based on the above the researcher was motivated to conduct the research.

1.3       Objectives of the Study

The main objective of this study is to examine the importance of sex education among students of Ekwusigo local government area using reflective thinking.

Specific objectives include;

i.                    To examine what problems, do students encounter about sexuality in secondary schools

ii.                  To investigate effects of these problems on students

iii.                To find out the measures has the government taken to prevent the global problem of youth and sexuality in secondary schools

iv.                To suggest possible solutions to sexual issues among students in secondary schools

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