Comprehensive Sexuality Education (CSE) was formally introduced in the curriculum in 2000 within the subjects Life Orientation and Life Skills, yet to this day it remains on the periphery to the detriment of the South African youth.
The concept refers to instruction on issues relating to human sexuality and aims to give pupils the knowledge, attitudes, skills and values to enable them to make appropriate and healthy choices in their sexual lives. This is opposed to abstinence-only sex education which seeks to teach not having sex outside of marriage.
Other types of sexual and reproductive health education, such as birth control and safe sex are excluded. The discussion of sex has been considered a taboo subject across various cultures wherein parents are wary of broaching it in the presence of their children.
The knowledge gaps and intolerant attitudes created by such avoidance have to a large extent led to high rates of unplanned pregnancy and incidents of gender-based violence. The HIV/Aids prevalence also adds to the urgency of teaching pupils about the importance of responsible sexual behaviour.
The teaching of sexuality education should be done in a sensitive manner that is age-appropriate to the pupils. While proponents of abstinence-only sex education argue that teaching pupils about sex will lead to sexual experimentation and a rise in teenage pregnancy, evidence points to the contrary.
CSE, taught properly, can actually delay sexual experimentation by pupils owing to knowledge about the risks involved. It can also reduce HIV and sexually transmitted infections (STIs) among them and thus minimise the dropout rates, especially among schoolgirls. It is important that parents, just like teachers at school, communicate with their children about matters relating to their sexuality. This will ensure that they are not misled by their peers at a later stage, especially owing to exposure to multimedia, technology and books.
Some parents are opposed to CSE, citing a belief that it should be taught within the home setting where morality can be instilled with the objective to encourage abstinence. Other critics of CSE point to it as depriving children of their innocence. Reality, however, shows that children benefit from receiving age-appropriate and accurate information.
Some opponents argue that CSE goes against our culture and religion. The retort would be that engaging with sexuality matters will assist pupils to make informed choices and also reduce their vulnerability and risk. The other areas that receive scant attention relates to LGBTQI sexuality education. Advocates of LGBTQI sexuality education motivate for its inclusion within the broader CSE.
They argue that it would reduce incidents of homophobic bullying. On the other hand, those vehemently opposed to such views argue that this would be a sign of disrespecting religious values. They believe that the issue of homosexuality is too contentious.
Parents and guardians from such families believe and argue that lesbian, gay, bisexual, queer, questioning and intersex activity is immoral, abnormal and unnatural. They cite doctrinal and moralistic Bible texts that condemn homosexuality such as Leviticus 18:22 which states: “You should not lie with a man as one lies with a woman; that is detestable.”
Non-acceptance and even intolerance of LGBTQI issue is the dominant perspective. At the level of the home, there is very little if any engagement on homosexuality and even when it is present, it is often from a heteronormative perspective.
To assist pupils to navigate through the sexuality maze, it is imperative that school-based programmes for sexuality education aim to provide accurate information about human sexuality. These must also help them to develop and understand their own values, attitudes and beliefs about sexuality. The other goal would be to help them to develop fulfilling relationships and interpersonal skills.
Most importantly, sexuality education programmes must help pupils to exercise responsibility in sexual relationships. This includes abstinence, resisting sexual pressures, contraceptive use and maintaining sexual health.
For CSE to be successful, teachers must be open and honest about sexual matters. They should show empathy and accepting of others with alternative views. Sensitive questions must be answered and teachers should refrain from preaching. They should be tactful in the use of biological terminology and to react calmly to pupils using street language and coarse remarks.
For their part, parents must model sexually healthy attitudes in their relationships. They must be knowledgeable about sexuality to enable them to discuss it with their children. It is important that they stay involved in the life of their children and to assist them in accessing health services.
To counteract the high incidents of teenage pregnancy, learner drop-out and gender-based violence, it is important that CSE is plucked out from the periphery to the mainstream of teaching and learning activities. This would save our teenagers from making wrong choices that may adversely affect their futures.
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