CHAPTER ONE

GENERAL INTRODUCTION

  1.1 Background

Sex education involves a comprehensive course of action by the school, calculated to bring about the social desirable attitudes, practice and personal conducts on the parts of children that will best protect these individuals as humans and the family as a society institution. (Jeanette De La Mare, 2011). According to (UNESCO, 2014) Sex education is a right based and gender – focused approach to sex education, whether in school or out of school. Globally, a conference of cultural, religious and geographical factors creates a sensitive environment where issues of sexual and reproductive health have remained highly a taboo for decades (Mack, 2011). Sexual health is an important determinant of productivity and national development everywhere. Yet, the mere mention of “Sex” seems to evoke itchy feelings among both the young and old. Adults in the most societies have usually refrained from discussing sexual matters with the young. Traditionally, children are brought up with strict discipline and fear and are punished for questioning their parents, especially the girls (Brocato et al., 2007). Consequently, young people are afraid to ask questions relating to sexual issues as they would be seen as “disrespectful” and “disobedient-” sexual issues are seen as topics for adult discussions only (Klemp et al., 2003). Adults today may rightfully describe the youth as morally wayward. The truth of the matter, however, is that due to the emergence of globalization and torrent of sex-related information available to children via media, foreign influence and technology (Lim &  Kui , 2006), the culture of silence is impossible to sustain. Parents and teachers involved in sex education have divergent views and this poses a lot of problems. To some, sex education is a strong incest taboo (Macleod, 2013) and should be discouraged. It is perceived by others as one of those social forces that come with modernization to break down the moral fabric of the entire society (Marion and McCabe, 2000). Some also strongly believe that children are too young and not sexually active (O’Regan, 2001). However, children of today constantly surprise their parents with their questions (Hyder & DeLamater, 2007) and gestures. Why won’t they, when sexual images confront them every day? Nowadays, it is easy to identify sexual images everywhere: in computer games, on billboards, newspapers, and television. Music videos are so sexually explicit, female dancers are almost naked and with mobile phones and computers everywhere, pornography can be accessed with a click. Again, young people are having sexual intercourse at much younger ages i.e. between 8 and 17 years (Ansah-Addo, 2005); sometimes even younger (Naidoo, 2001).

In the United States, a study conducted by Sanders et al., (2006) revealed that boys as young as nine     years old said they have had sexual experiences. Sex education aims to reduce risks of potentially negative outcomes from sexual behavior, equips learners with life skills, and reduces the high level of drop out and unwanted pregnancies. Historically, the task of instructing about sex has been seen as the responsibility of parents. Today, the term usually refers to classroom lessons about sex taught in schools. Sex education also aims at contributing to young people’s positive experience of their sexuality by enhancing the quality of their relationships. It offers sexuality program aimed at providing accurate information about human sexuality for young people to develop and understand their values, attitudes and beliefs about sexuality.  In Cameroon, critics have posed some questions about the state’s usurpation of parental rights and responsibilities, the adequacy of ethical instruction and the wisdom of imparting sexual information to immature minds (Kim & Kui, 2008). But, the intriguing question is this: do parents find it necessary to introduce their children, especially those at the lower levels of education to sex education? Attitude towards sex education differs from one group to another depending on many factors like dominant perceptions, social belief systems, religious factors, family socialization and cultural set up within which learners grow up (Gallagher & Gallagher, 1996). It also depends on the attitude of teachers who will be responsible for the formal aspects (Nokwe, 1991) and principally parents who are a child’s first point of contact and play a vital part in the informal education of the learner. This is why parental attitude on the topic of sex education is very important. There are many studies that have examined different factors related to early sexual activity (Luster and Stack, 2004), community and peer group characteristics on sexual behavior (Bill et al., 1994) and secondary school learners’ attitude towards sex education (Majova, 2002). Also studies on Sex education have usually concentrated on adolescents, basic School learners and senior secondary school learners. From the numerous literatures reviewed for this study, it is evident that no studies have been conducted in the field of parental knowledge and attitude towards sex education with lower primary school children as the main focus in the Ndongo community. This study is therefore the first of its kind to fill the gap in studies on sex education that have neglected lower primary schools where the solid foundation for formal education is built.

1.2 Problem Statement

Sexual health is an important determinant of productivity and national development everywhere. Yet, the mere mention of “Sex” seems to evoke itchy feelings among both the young and old. Adults in the most societies have usually refrained from discussing sexual matters with the young. Traditionally, children are brought up with strict discipline and fear and are punished for questioning their parents, especially the girls (Brocato et al., 2007). Consequently, young people are afraid to ask questions relating to sexual issues as they would be seen as “disrespectful” and “disobedient-” To some, sex education is a strong incest taboo (Macleod, 2013) and should be discouraged. . With the high rates of teens pregnancy, sexually transmitted diseases, school dropout, this is as a result of lock of the knowledge of sex education. lt is therefore necessary to carry out  a research on parent’s knowledge and attitude toward sex education in Ndongo community

1.3 Rationale

With the high rates of teens pregnancy, sexually transmitted diseases, school dropout, this is as a result of lack of the knowledge of sex education. lt is therefore necessary to carry out  a research on parent’s knowledge and attitude toward sex education in Ndongo community

1.4 Research Questions

1.4.1 Specific Research questions

1) What knowledge do parents have towards sex education among lower primary school children aged 8-13 years in the Ndongo community?

2) What is the attitude of parents towards sex education among lower primary school children aged 8-13 years in the Ndongo community?

3) What challenges do parents face towards sex education among lower primary school children   aged 8-13 years in the Ndongo community?

1.5 Research Objectives

1.5.1 General Objective

To assess parent’s knowledge and attitude towards sex education among children in the lower primary school children aged 8-13 years in the Ndongo community.

1.5.2 Specific Objectives

1) To assess parental knowledge towards sex education among lower primary school children aged 8-13years in the Ndongo community.

2) To find out the attitude of parents towards sex education among lower primary school children aged 8-13 years in the Ndongo community.

3) To identify the challenges parents face towards sex education among lower primary school children age 8- 13 years in the Ndongo community .?