Abstract
In a bid to reduce rates of HIV and AIDS, teenage pregnancy and STIs in this high-risk age group, sexuality education, as provided via the Life Orientation (LO) curriculum, is aimed at providing standardised prevention of risky sexual behaviour to all school-going youth in South Africa. The programme is facilitated by the LO educators who strive to develop learners’ abilities to make healthy choices for their own lives. Qualitative semi-structured in-depth interviews with six educators from four different socio-economic status schools in KwaZulu-Natal, South Africa, were conducted and analysed using Thematic Content Analysis. Educators were selected via random sampling which is representative of poverty quintiles 2–5 in the Umlazi district of KwaZulu-Natal. The findings of the study demonstrate that while educators were personally aware of and were practicing suitable pedagogy adapted to the needs of their learners, their school environments presented challenges which were perceived as barriers to their intentions to implement these best suited practices. LO educators, however, demonstrated the ability and skill to overcome these barriers by creating relationship-centred learning. The provision of resources by the government, curricular changes of repetitive subject content and participatory learner-educator–centred learning is required to overcome the challenges in low-resourced schools.
Similar content being viewed by others
References
Ahmed, N., Flisher, A. J., Mathews, C., Mukoma, W., & Jansen, S. (2009). HIV education in South African schools: The dilemma and conflicts of educators. Scandinavian Journal of Public Health, 37(2), 48–54. https://doi.org/10.1177/1403494808097190.
Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Learner engagement with the school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45(5), 369–386. https://doi.org/10.1002/pits.20303.
Austin, S. B. (2016). Flipping the classroom and the pedagogy: Using active learning principles to bring leadership training in affirmative sexuality to public health education. Public Health Reports, 131(1), 203–207. https://doi.org/10.1177/003335491613100129.
Bagnol, B., Matebeni, Z., Simon, A., Blaser, T. M., Manuel, S., & Moutinho, L. (2010). Transforming youth identities: Interactions across “races/colors/ethnicities,” gender, class, and sexualities in Johannesburg, South Africa. Sexuality Research & Social Policy, 7(4), 283–297. https://doi.org/10.1007/s13178-010-0027-9.
Ballonoff, S. A., & Brindis, C. D. (2014). Adolescent school-based sex education: Using developmental neuroscience to guide new directions for policy and practice. Sexuality Research & Social Policy, 11(2), 137–152. https://doi.org/10.1007/s13178-014-0147-8.
Barr, E. M., Goldfarb, E. S., Russell, S., Seabert, D., Wallen, M., & Wilson, K. L. (2014). Improving sexuality education: The development of teacher-preparation standards. Journal of School Health, 84(6), 396–415. https://doi.org/10.1111/josh.12156.
Bell, C. C., Bhana, A., Petersen, I., McKay, M. M., Gibbons, R., Bannon, W., & Amatya, A. (2008). Building protective factors to offset sexually risky behaviours among black youths: A randomized control trial. Journal of the National Medical Association, 100(8), 936–944.
Bhana, A., Brookes, H., Makiwane, M., & Naidoo, K. (2005). Evaluation of the impact of the Life Orientation programme on HIV/AIDS in Gauteng schools—Pilot study. Pretoria: Human Sciences Research Council (Child, Youth & Family Development).
Bleakley, A., Hennessy, M., & Fishbein, M. (2010). Predicting preferences for types of sex education in US schools. Sexuality Research & Social Policy, 7(1), 50–57. https://doi.org/10.1007/s13178-010-0008-z.
Bolland, A. C., Schlichting, E., Mitchell, Q., Ward, J., & Bolland, J. M. (2018). Let’s talk about sexual immaturity in adolescence: Implications for school-based sex education. Sexuality Research & Social Policy, 23(1), 1–16. https://doi.org/10.1007/s13178-018-0348-7.
Bond, L., Butler, H., Thomas, L., Carlin, J., Glover, S., Bowes, G., & Patton, G. (2007). Social and school connectedness in early secondary school as predictors of late teenage substance use, mental health, and academic outcomes. Journal of Adolescent Health, 40(9), 357. https://doi.org/10.1108/09654281011052628.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Journal of Qualitative Research in Psychology, 3(1), 77–101. https://doi.org/10.1191/1478088706qp063oa.
Carman, M., Mitchell, A., Schlichthorst, M., & Smith, A. (2011). Teacher training in sexuality education in Australia: How well are teachers prepared for the job? Journal of Sexual Health, 8(3), 269–271. https://doi.org/10.1071/SH10126.
Department of Education. (1999). Call to action: Tirisano. Pretoria: Department of Education.
Department of Education. (2011a). Curriculum and assessment policy statement (CAPS) Life Orientation, grades 7–9 final draft. Pretoria: Department of Education.
Department of Education. (2011b). Curriculum and assessment policy statement (CAPS) Life Orientation FET (10–12), final draft. Pretoria: Department of Education.
Department of Education. (2011c). Integrated strategy on HIV, STIs and TB 2012–2016. Pretoria: Department of Basic Education.
Department of Education. (2015). 2015 National senior certificate examination report. Pretoria: Department of Basic Education.
Department of Education. (2016). Minister Angie Motshekga: Announcement of the 2015 NSC examinations results, 5 January 2016. Pretoria: Department of Education Retrieved from: http://www.gov.za/speeches/minister-angie-motshekga-announcement-2015-nsc-examinations-results-5-jan-2016-0000. Accessed 30 June 2017.
Eisenberg, M. E., Madsen, N., Oliphant, J. A., & Sieving, R. E. (2013). Barriers to providing the sexuality education that teachers believe students need. Journal of School Health, 83(5), 335–342. https://doi.org/10.1111/josh.12036.
Francis, D. A., & DePalma, R. (2015). ‘You need to have some guts to teach’: Teacher preparation and characteristics for the teaching of sexuality and HIV/AIDS education in South African schools. Sahara Journal, 12(3), 30–38. https://doi.org/10.1080/17290376.2015.1085892.
Gaurdino, C. A., & Fullerton, E. (2010). Changing behaviors by changing the classroom environment. Journal of Teaching Exceptional Children, 42(6), 8–13. https://doi.org/10.1093/deafed/ens026.
Hanson, W. E., Creswell, J. W., Plano Clark, V. L., Petska, K. S., & Creswell, J. D. (2005). Mixed methods research designs in counselling psychology. Journal of Counseling Psychology, 52(2), 224–235. https://doi.org/10.1037/0022-0167.52.2.224.
Helleve, A., Flisher, A. J., Onya, H., Kaaya, S., Mukoma, W., Swai, C., & Klepp, K. I. (2009). Teachers’ confidence in teaching HIV/AIDS and sexuality in South African and Tanzanian schools. Scandinavian Journal of Public Health, 37(2), 55–64. https://doi.org/10.1177/1403494808095085.
Helleve, A., Flisher, A. J., Onya, H., Mathews, C., Aaro, L. E., & Klepp, K. I. (2011). The association between students’ perceptions of a caring teacher and sexual initiation. A study among South African high school students. Health Education Research, 26(5), 847–858. https://doi.org/10.1093/her/cyr031.
Human Sciences Research Council (HSCR). (2014). National HIV Survey South African National HIV, Behaviour and Health Survey 2012. Durban: Human Science Research Council Retrieved from: http://www.hsrc.ac.za/en/research_areas/Research_Areas_HAST/HAST_National_HIV_Survey. Accessed 23 June 2017.
iKamvayouth. (2016). iKamvayouth: Information for parents, Durban: iKamvayouth. Retrieved from: http://ikamvayouth.org/. Accessed 24 Jul 2017.
Keogh, S. C., Stillman, M., Awusabo-Asare, K., Sidze, E., Monzon, A. S., Motta, A., & Leong, E. (2018). Challenges to implementing national comprehensive sexuality education curricula in low- and middle-income countries: Case studies of Ghana, Kenya, Peru and Guatemala. PLoS One, 13(7), e0200513. https://doi.org/10.1371/journal.pone.0200513.
Khumalo, G. (2012). South Africa’s HIV rate stabilising: South African information. Pretoria: AVERT Retrieved from: http://www.southafrica.info/about/health/hiv-111212.htm#.UZ-AYbX-GSp.
Kirby, D. B. (2008). The impact of abstinence and comprehensive sex and STD/HIV education programs on adolescent sexual behaviour. Sexuality Research & Social Policy, 5(3), 18–27. https://doi.org/10.1525/srsp.2008.5.3.18.
Kirby, D. B., Coyle, K., Alton, F., Rolleri, L., & Robin, L. (2011). Reducing adolescent sexual risk – A theoretical guide for developing and adapting curriculum based programs. California: ETR Associates.
Koen, V. (2011). African female adolescents’ experience of parenting and their sense of well-being. Journal of Psychology in Africa, 21(2), 197–209. https://doi.org/10.5901/mjss.2014.v5n10p563.
Louw, J. S. (2017). A qualitative exploration of teacher and school staff experiences when teaching sexuality education programmes at special needs schools in South Africa. Sexuality Research & Social Policy, 14(4), 425–433. https://doi.org/10.1007/s13178-016-0271-8.
Madiba, S., & Mokgatle, M. (2015). “Students want HIV testing in schools” a formative evaluation of the acceptability of HIV testing and counselling at schools in Gauteng and North West provinces in South Africa. BMC Public Health, 15(2), 388–395. https://doi.org/10.1186/s12889-015-1746-x.
Matshoba, H., & Rooth, E. (2014). A comparative investigation of Life Orientation in the National Senior Certificate and the National Certificate (Vocational). Pretoria: Umalusi, Council for Quality Assurance in General and Further Education and Training. Retrieved from: http://www.umalusi.org.za/docs/assurance/2014/lifeorientation.pdf. Accessed 20 June 2017.
Mukoma, W., Flisher, A. J., Helleve, A., Aaro, L. E., Mathews, C., Kaaya, S., & Klepp, K. I. (2009). Development and test-retest reliability of a research instrument designed to evaluate school-based HIV/AIDS interventions in South Africa and Tanzania. Scandinavian Journal of Public Health, 37(2), 7–15. https://doi.org/10.1177/1403494809103995.
Namisi, F. S., Flisher, A. J., Overland, S., Bastien, S., Onya, H., Kaaya, S., & Aaro, L. E. (2009). Sociodemographic variations in communication on sexuality and HIV/AIDS with parents, family members and teachers among in-school adolescents: A multi-site study in Tanzania and South Africa. Scandinavian Journal of Public Health, 37(2), 65–74. https://doi.org/10.1177/1403494808086986.
Neuman, W. L. (2011). Social research methods: Qualitative and quantitative approaches (7th ed.). USA: Pearson.
Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). London: Sage Publications.
Pillay, J. (2012). Keystone Life Orientation (LO) teachers: Implications for educational, social, and cultural contexts. South African Journal of Education, 32(2), 167–177. https://doi.org/10.4314/saje.v32i2.
Shisana, O., Rehle, T., Simbayi, L. C., Zuma, K., Jooste, S., Zungu, N., et al. (2014). South African National HIV Prevalence, Incidence and Behaviour Survey, 2012. Cape Town: HSRC Press.
Smith, K. A., & Harrison, A. (2013). Teachers’ attitudes towards adolescent sexuality and life skills education in rural South Africa. Sex Education, 13(1), 68–81. https://doi.org/10.1080/14681811.2012.677206.
Statistics South Africa. (2016). Mid-year estimates 2016: Statistical release P0303. Durban: Statistics South Africa Retrieved from https://www.statssa.gov.za/publications/P0303/P03022016.pdf.
Tenkorang, E. Y., Maticka-Tyndale, E., & Rajulton, F. (2011). A multi-level analysis of risk perception, poverty and sexual risk-taking among young people in Cape Town, South Africa. Health & Place, 17(2), 525–535. https://doi.org/10.1016/j.healthplace.2010.12.009.
Tibesigwa, B., & Visser, M. (2015). Multiple and concurrent sex partnerships and social norms: Young adults’ sexual relationships in the metropolitan communities of Cape Town, South Africa. Sexuality Research & Social Policy, 12(4), 301–316. https://doi.org/10.1007/s13178-015-0200-2.
United States Agency for International Development (USAID). (2015). Adolescent sexual and reproductive health programming priorities. Washington: USAID.
Visser, M. (2017). Rethinking HIV-prevention for school-going young people based on current behaviour patterns. Sahara Journal, 14(1), 64–76. https://doi.org/10.1080/17290376.2017.1376704.
Waters, S. K., Cross, D. S., & Runions, K. (2009). Social and ecological structures supporting adolescent connectedness to school: A theoretical model. Journal of School Health, 79(11), 516–524. https://doi.org/10.1111/j.1746-1561.2009.00443.
Funding
The work was supported by the National Research Foundation in South Africa under Grant SFH1208168456.
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Conflict of Interest
The authors declare that they have no conflict of interest.
Ethical Approval
All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.
Informed Consent
Informed consent was obtained from all individual participants included in the study.
Geological Information
The researchers and the participants are from the city of Durban, situated in the province of KwaZulu-Natal in the country of South Africa.
Additional information
Publisher’s Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Electronic Supplementary Material
ESM 1
(DOCX 21 kb)
Rights and permissions
About this article
Cite this article
Jimmyns, C.A., Meyer-Weitz, A. Factors That Have an Impact on Educator Pedagogues in Teaching Sexuality Education to Secondary School Learners in KwaZulu-Natal, South Africa. Sex Res Soc Policy 17, 364–377 (2020). https://doi.org/10.1007/s13178-019-00400-5
Published:
Issue Date:
DOI: https://doi.org/10.1007/s13178-019-00400-5