CHAPTER ONE

INTRODUCTION.

1.0  Introduction

This chapter will constitute of problem statement, objectives, research questions, justification, scope of study, operational definitions of term.   

1.1       Background to the study

Sexuality is part of human life and development, it develops during childhood and accelerate through adolescence. Internationally, young people are a key vulnerable group for sexually transmitted infection (STIs) and are more likely than any other age group to be diagnosed with STI (CDC, 2016). During adolescence, young people strengthen their gender identities and begin clarifying their sexual orientations and identities as they experiment further with sexual development. When sexuality is discussed with adolescents, it is observed that they have countless ideas, troubles, expectations and doubts which they manifest in this stage of life. However, it is exactly at this moment in life that sex education should take place, not superficially and full of confusion, but rather in a harmonic and healthy way (Tupper, Kenneth, 2013). In the adolescent stage, there is a search to set values, ideologies and life style and vulnerability towards certain illness related to drugs and alcohol abuse and having unsafe sex. Parents become unable both instinctually and emotionally, to counsel, encourage, inform and guide them about sexuality in its many dimension. It is necessary for parent and their children to understand and experience this stage in life, valuing their knowledge, their history and beliefs, so they can become aware of the family being an essential place for their development, (Sari Locker, 2001).  This closeness will avoid the adolescents feeling lonely or lost and this will help them to understand and live this stage, valuing their knowledge and history, because it is within the family that they will find the support and safety they need to deal with the conflicts common to their age. Hence it is important to talk about sexuality as early as possible since it is a subject that usually causes much controversy and conflicting ideas (Oringanje, chioma; et al, 2016).

      According to Arnett, (2003) adolescence is a period of healthy life including sexual life, but many adolescence are less informed about their sexual and reproductive health by their parents. These concept will the understanding of the topic knowledge attitude and practice of parents towards sex education of adolescent children in the Ndongo community. Costrol et al 2018. This aspect explores the level of factual knowledge parents possess regarding sexual health, reproductive anatomy, contraceptive, sexual transmitted infections ( STIs). It examines whether parents are adequately informed and up-to-date on these matters, as well as any misconception or gaps in their knowledge.

      It focuses on the attitude and beliefs parents hold towards sex education. It explore their personal values, cultural or religious influences, and the extent to which they perceive sex education as necessary or beneficial for their adolescent children. This aspect investigates the actual behaviours and practices of parents when it comes to providing sex education to their adolescent children. It explore the challenges faced by parents in initiating and maintaining conversations in sexuality. This also consist of cultural and societal factors on parental knowledge attitude and practices related to sex education. It explore how cultural norms, social stigma and prevailing discourses around sexuality shape parental perspective and impact their approach to sex education.  In Cameroon like other African countries sex education is restricted only to HIV/AIDs sensitization and family planning, expect in Muslim communities which teaches some of it ideas strongly linked to religious values (centre for reproductive health, 2013).

       These center will frame all knowledge on how cultural and religious believe and practices shape parents attitude  toward sex education ,it examine the influence of cultural norms, values and taboos surrounding sexuality ,as well as religious  teaching and the impacts of religious institution on parental perspectives. Parent relies on school for sex education and their level of satisfaction with the information provided.

Cameroon with the population of about 21,700,000 rank fifteen worldwide in terms of HIV/AIDS (UNESCO 2001) with adult parentage of 53%,  while that for those age 15-34 stands 33% (TARKANG 2013). This country is known to face problems of adolescent pregnancy,( centre for reproductive right 2013).This component focuses on the studies that examine the communication practice of parents when it comes to providing sex education to their adolescent children, it also accesses sex challenges face by parents in initiating and maintaining  conversation on sexuality. It also focuses on studies that investigate parent knowledge and believed toward sex education as important or necessary for their adolescent children.it explore factors such as comfort level openness and concerns or barriers that parents may have

1.2. Problem Statement

Sex education is a very important aspect of sexual health in a child’s life which is supposed to be taught in schools, churches, hospitals and most especially at home by their parents.(ARNETTE JJ, 2003) But it has been noticed that parents attitude towards sex education can significantly impact their willingness to engage in open and honest discussion about sexuality with their adolescent children.(CDC,2016) Cultural norms, religious beliefs, personal values and societal taboos can act as barriers.(Baker, 2006) The practice of parents communicating about sex education with their adolescent children vary widely. Some parents may struggle to initiate maintain conversation on sexuality while others will avoid discussing the subject altogether.(Geary 2007) Insufficient or inadequate sex education from parent can have adverse consequences on the sexual health outcomes of adolescents.(Smith 2015)  It contributes to increased risk-taking behaviours, poor understanding of consent, higher rates of STI, unintended pregnancies or unhealthy relationships.(Beyers, 2011). The level of knowledge among parents regarding sexual health, reproductive anatomy, contraception, STIs, consent is often insufficient. (Olowu 2015). This knowledge gap may hinder parent’s ability to provide accurate sex education to their adolescent children. Cameroon indicate that 5% of girls in buea terminates schooling every academic year because of pregnancy. (Fomenky, 2008).

1.3. Objectives

1.3.1. Main Objective

To assess the knowledge, attitude and practice of parents towards sex education of adolescent children in the Ndongo community

1.3.2. Specific objectives

• To assess parents knowledge on sex education in the Ndongo community.
• To evaluate the attitude of parents in the Ndongo community towards sex education.
• To identify the practice of parents in Ndongo community towards sex education of their children.

1.4. Research Questions

• What knowledge do parents have on sex education in the Ndongo community?
• What are the attitudes of parents towards sex education of their adolescent children in the Ndongo community?
• What are the practices of parents in Ndongo community towards sex education of their adolescent children?