There are misconceptions and controversies as to the meaning of sex education. As a matter of fact, confusion and misinformation set in as to the scope and content to be covered. These controversies are more when considering the reasons for sex education, what to teach, who should teach it and whom to teach it to. In this regard, the concept of sex education has been seen in different ways by different scholars. Nawajei (1995) reported that sex education is a term frequently used by many persons but scarcely understood by many. According to him, sex education is a procedure to meet the challenges of life that have their centre in sex instincts and inevitably came in some form into experience of every normal human being.
From the above definition, sex education is a mechanism or procedure which stands for the protection improvement and development of the family based on acceptable ethical ideas.
Oblech (1981), defined sex education as the educational measures which help young people to prepare adequately for the challenge of life in the future that have their content in sex instincts and inevitably come, in some form into experience of every normal human being.
The term “sex education” according to Okoro (1998) is a misnomer. A better alternative would be “education for human sexuality” or sexuality education that is meant to develop responsible human beings sexually.
Ewuzie (1995), views sex education as a process of having sex knowledge in a positive way or attitude towards sexual acts, male and female relationships and the role of parents. One this basis, the concept of sex education can be outlined as follows:
i. Knowledge of human reproduction
ii. Misuse and abuse of sex
iii. The spread and prevention of Sexually Transmitted Diseases (STDS)
iv. Danger of teenage pregnancy and importance of inter personal relationship
v. Choosing a partner
vi. Family planning, importance of family planning and methods of family planning
vii. Dangers of divorce and broken homes
viii. Deviant sexual behaviour
ix. Agencies for sex education
x. Sex education versus moral education
A critical analysis of the above concept of sex education indicates that sex education is a wide discipline covering the broad field of psychology and anthropology. Therefore, to be able to teach sex education, the individual should be versatile and knowledgeable in the above field.
Writing on who should teach sex education, Obele Uffor et al (1972) agreed that all tiers are however identified. Biology and Home Economics teachers are the most competent persons to teach sex education to pupils and students. From the above discussion, it is clear that not all teachers and parents are qualified to teach sex education. Ideally, sex education according to Nwajei (1993) should be taught by agencies of authority and such agencies include human and family life organization, religious organizations and churches, schools and professional bodies.
The World Health Organization (WHO) (1974), defined sex education as a process of which information is given or imparted to a group of young adults which takes into account the development, growth and changes that occur from youth through the stages of adulthood.
Oniyama (2002), defined sex education as education for effective living with an understanding of human sexually as an integral, inseparable part of it”. The concept is about provision of information on sex activities, understanding oneself and the environment so as to make adequate adjustment thereby making the individual enjoy life, develop positive self view point, and to function effectively as a competent member of the society. The development of the society since the adolescent at young stages is already aware of rules and regulations that bring order to the society.
Sex education further stands for protection, preservation, improvement and development of the family life based on acceptable ethical ideas. However, the development of moral norms helps the adolescents to develop intellectual ability and social standard that makes him or her fight against sexual abuse, aids and other norms of sexual absurdities (rape, early pregnancy etc). The adolescent self-accepted principles or the universal principal integrated in the youth/adolescent is of paramount advantage because, first it gives raise to the individual to be focused in life. Secondly, it brings about concentration in the individuals academic pursuit.
From the above definition, sex education is a mechanism or procedure which stands for the protection improvement and development of the family based on acceptable ethical ideas.
Oblech (1981), defined sex education as the educational measures which help young people to prepare adequately for the challenge of life in the future that have their content in sex instincts and inevitably come, in some form into experience of every normal human being.
The term “sex education” according to Okoro (1998) is a misnomer. A better alternative would be “education for human sexuality” or sexuality education that is meant to develop responsible human beings sexually.
Ewuzie (1995), views sex education as a process of having sex knowledge in a positive way or attitude towards sexual acts, male and female relationships and the role of parents. One this basis, the concept of sex education can be outlined as follows:
i. Knowledge of human reproduction
ii. Misuse and abuse of sex
iii. The spread and prevention of Sexually Transmitted Diseases (STDS)
iv. Danger of teenage pregnancy and importance of inter personal relationship
v. Choosing a partner
vi. Family planning, importance of family planning and methods of family planning
vii. Dangers of divorce and broken homes
viii. Deviant sexual behaviour
ix. Agencies for sex education
x. Sex education versus moral education
A critical analysis of the above concept of sex education indicates that sex education is a wide discipline covering the broad field of psychology and anthropology. Therefore, to be able to teach sex education, the individual should be versatile and knowledgeable in the above field.
Writing on who should teach sex education, Obele Uffor et al (1972) agreed that all tiers are however identified. Biology and Home Economics teachers are the most competent persons to teach sex education to pupils and students. From the above discussion, it is clear that not all teachers and parents are qualified to teach sex education. Ideally, sex education according to Nwajei (1993) should be taught by agencies of authority and such agencies include human and family life organization, religious organizations and churches, schools and professional bodies.
The World Health Organization (WHO) (1974), defined sex education as a process of which information is given or imparted to a group of young adults which takes into account the development, growth and changes that occur from youth through the stages of adulthood.
Oniyama (2002), defined sex education as education for effective living with an understanding of human sexually as an integral, inseparable part of it”. The concept is about provision of information on sex activities, understanding oneself and the environment so as to make adequate adjustment thereby making the individual enjoy life, develop positive self view point, and to function effectively as a competent member of the society. The development of the society since the adolescent at young stages is already aware of rules and regulations that bring order to the society.
Sex education further stands for protection, preservation, improvement and development of the family life based on acceptable ethical ideas. However, the development of moral norms helps the adolescents to develop intellectual ability and social standard that makes him or her fight against sexual abuse, aids and other norms of sexual absurdities (rape, early pregnancy etc). The adolescent self-accepted principles or the universal principal integrated in the youth/adolescent is of paramount advantage because, first it gives raise to the individual to be focused in life. Secondly, it brings about concentration in the individuals academic pursuit.
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