Stakeholder’s Perceptions on the Implementation of Comprehensive Sexuality Education in Secondary Schools of Muchinga Province of Zambia

Mulenga Memory Chibalange; Penda Annie

doi:doi:10.11648/j.ijecs.20240903.17

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Stakeholder’s Perceptions on the Implementation of Comprehensive Sexuality Education in Secondary Schools of Muchinga Province of Zambia

Mulenga Memory Chibalange^*

, Penda Annie

Published in International Journal of Education, Culture and Society (Volume 9, Issue 3)

Received: 21 May 2024 Accepted: 11 June 2024 Published: 25 June 2024

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Abstract

The study was focused on exploring stakeholder’s perceptions on the implemention Comprehensive Sexuality Education secondary schools of Muchinga Province of Zambia. The main objectives was to determine the perception of stakeholders concerning Comprehensive Sexuality Education implementation. The research employed Qualitative method and interpretivism paradigm. It used descriptive design which described the state of affairs of Comprehensive Sexuality Education as it existed at the time when the research was conducted. The study sample comprised of headteachers, teachers, parents and learners with the total number of 384. It employed three instruments namely; semi structured interviews for headteachers, teachers, parents and learners, the close ended questionnaires administered on teachers, parents and learners whereas observation checklist was on used to teachers and learners. The research determined the perception of stakeholders and the responses were as follows; headteachers stated that, Comprehensive Sexuality Education should be implemented in all schools, while teachers echoed that it should be taught as a standalone subject but some felt that, the curriculum raised some sensitive issues that were previously taboo in African society. Most parents supported the implementation because learners were guided and regulated properly and their character and academic performance have improved while others’ opinion was that it should be taught by ifimbusa. Learners felt that they were being equipped with healthy sexuality lifestyle and decision making skills. The recommendation for this research are that; Comprehensive Sexuality Education should be implemented in all schools, school leadership in association with parents should champion the implementation of it, Parents should take responsibility of their children sexual life and behaviour, learners should take responsibility of acquiring sexuality skills, knowledge, values, right altitude and of making informed decisions appropriately. It is highly recommended that, the government should develop a deliberate policy of engaging parents while implementing Comprehensive Sexuality Education and closely supervise its implementation in school should be devised and be reinforced in schools. The future recommendation from this study was that, A research on exploring the potential reasons for implementing Comprehensive Sexuality Education in selected rural public secondary schools from stakeholder’s perceptions would be worthwise in order to establish the expected outcomes on learners. The same research should be conducted in other rural settings in Muchinga Province other than Nakonde District.

Published in	International Journal of Education, Culture and Society (Volume 9, Issue 3)
DOI	10.11648/j.ijecs.20240903.17
Page(s)	162-173
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Stakeholders, Perceptions, Comprehensive Sexuality Education

References

[1]	Angélica, M., Sara, C, Keogh, Mellisa, S., Kofi, A. S., Ana, S. M., Ellie, L. (2018). (2017). Study on From Paper to Practice: Sexuality Education Policies and Their Implementation. Peru. South America. https://doi.org/10. 1371/journal.pone.0200513
[2]	Bass, M. (1985). The Transformational Model of Leadership. New Era, Sage. https://doi.org/10.4324/9781410617095
[3]	Chavula et al (2022). Factors influencing the integration of Comprehensive Sexuality Education into education systems in low and middle- income countries: systematic review in Lusaka, Zambia. https://doi.org/10.1186/s12978-022-01504-9
[4]	Fredrick, M. W., Vivian N., Joan N., & Martin B., (2019). Implementation of Comprehensive Sexuality Education in Zambia: Comprehensive Sexuality Education in Sub- Sahara Africa. Lusaka: Zambia. https://aphrc.org/wp-content/uploads/2019/12/
[5]	Friday, N., Mainza, R. Mumba, L. L., (2019) Teacher parental involvement in providing Comprehensive sexuality education in selected primary schools of Kalomo district of Zambia. Lusaka: Zambia. https://www.researchgate.net/profile
[6]	Kaduyu, R., & Musagazi (2022). Sex Education in Primary Schools; An Evaluation of parent’s perception in Kampala. Uganda. https://doi.org/10.6007/IJARPED/v11-i3/14520
[7]	Mumba, J. Z., Blystad, A., Haaland, M. E. S., Michelo, C., Haukanes, H. & Moland, K. M., (2019), 'Why teach sexuality education in school? Teacher discretion in implementing comprehensive sexuality education in rural Zambia', International Journal of Equity Health. Zambia. https://doi.org/10.1186/s12939-019-1023-1
[8]	Munsaka Ecloss & Mwape Joseph, (2020). Investigating the implementation of Comprehensive Sexuality Education in selected public schools in Samfya district. Lusaka, Zambia. https://www.researchgate.net/profile/Ecloss-Munsaka
[9]	Rosenstoch (1960). Historical Origins of the Health Belief Model. Public Health. New York. https://journal.sage.com/doi/abs/10.1177/109019817400200403
[10]	Sharan (2018). Perceptions of students regarding the delivery of Sexual and Reproductive Health Education in schools in Fiji of South Pacific. https://doi.org.10.21203/3rs.3.rs-42255/v1
[11]	UNESCO (2018) Review of the Evidence on Sexuality Education. Report to inform the update of the UNESCO International Technical Guidance on Sexuality Education; prepared by Paul Montgomery and Wendy Knerr, University of Oxford Centre for Evidence-Based Intervention. Paris, UNESCO”. Review of the Evidence on Sexuality Education. https://unesdoc.unesco.org/ark:/48223/pf0000264649
[12]	UNESCO (2009). International technical guidance on sexuality education - An evidence-Informed Approach for schools, teachers and health educators. UNESCO, Paris, France. https://doi.org/10.54675/UQRM6395
[13]	UNESCO & UNFPA (2012). 2011–2012 Education Sector HIV and AIDS Global Progress Survey: Progression, Regression or Stagnation? Paris: UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000220367
[14]	UNESCO (2012). Review of Policies and Strategies to Implement and Scale up Sexuality Education in Asia and the Pacific, Bangkok, Thailand: UNESCO Bangkok. https://healtheducationresources.unesco.org/sites/
[15]	UNFPA (2010) Comprehensive Sexuality Education: Advancing Human Rights, Gender Equality and Improved Sexual and Reproductive Health, Report on an International Consultation to Review Current Evidence and Experience Bogotá, Columbia. https://unfpa.org/sites/default/files/resource-pdf
[16]	UNFPA (2012). Sexuality Education: A Ten-Country Review of School Curricula in East and Southern Africa, New York: UNESCO and UNFPA. https://unesdoc.unesco.org/ark:/48223/pf000022112

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APA Style

Chibalange, M. M., Annie, P. (2024). Stakeholder’s Perceptions on the Implementation of Comprehensive Sexuality Education in Secondary Schools of Muchinga Province of Zambia. International Journal of Education, Culture and Society, 9(3), 162-173. https://doi.org/10.11648/j.ijecs.20240903.17

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ACS Style

Chibalange, M. M.; Annie, P. Stakeholder’s Perceptions on the Implementation of Comprehensive Sexuality Education in Secondary Schools of Muchinga Province of Zambia. Int. J. Educ. Cult. Soc. 2024, 9(3), 162-173. doi: 10.11648/j.ijecs.20240903.17

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AMA Style

Chibalange MM, Annie P. Stakeholder’s Perceptions on the Implementation of Comprehensive Sexuality Education in Secondary Schools of Muchinga Province of Zambia. Int J Educ Cult Soc. 2024;9(3):162-173. doi: 10.11648/j.ijecs.20240903.17

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@article{10.11648/j.ijecs.20240903.17,
  author = {Mulenga Memory Chibalange and Penda Annie},
  title = {Stakeholder’s Perceptions on the Implementation of Comprehensive Sexuality Education in Secondary Schools of Muchinga Province of Zambia
},
  journal = {International Journal of Education, Culture and Society},
  volume = {9},
  number = {3},
  pages = {162-173},
  doi = {10.11648/j.ijecs.20240903.17},
  url = {https://doi.org/10.11648/j.ijecs.20240903.17},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijecs.20240903.17},
  abstract = {The study was focused on exploring stakeholder’s perceptions on the implemention Comprehensive Sexuality Education secondary schools of Muchinga Province of Zambia. The main objectives was to determine the perception of stakeholders concerning Comprehensive Sexuality Education implementation. The research employed Qualitative method and interpretivism paradigm. It used descriptive design which described the state of affairs of Comprehensive Sexuality Education as it existed at the time when the research was conducted. The study sample comprised of headteachers, teachers, parents and learners with the total number of 384. It employed three instruments namely; semi structured interviews for headteachers, teachers, parents and learners, the close ended questionnaires administered on teachers, parents and learners whereas observation checklist was on used to teachers and learners. The research determined the perception of stakeholders and the responses were as follows; headteachers stated that, Comprehensive Sexuality Education should be implemented in all schools, while teachers echoed that it should be taught as a standalone subject but some felt that, the curriculum raised some sensitive issues that were previously taboo in African society. Most parents supported the implementation because learners were guided and regulated properly and their character and academic performance have improved while others’ opinion was that it should be taught by ifimbusa. Learners felt that they were being equipped with healthy sexuality lifestyle and decision making skills. The recommendation for this research are that; Comprehensive Sexuality Education should be implemented in all schools, school leadership in association with parents should champion the implementation of it, Parents should take responsibility of their children sexual life and behaviour, learners should take responsibility of acquiring sexuality skills, knowledge, values, right altitude and of making informed decisions appropriately. It is highly recommended that, the government should develop a deliberate policy of engaging parents while implementing Comprehensive Sexuality Education and closely supervise its implementation in school should be devised and be reinforced in schools. The future recommendation from this study was that, A research on exploring the potential reasons for implementing Comprehensive Sexuality Education in selected rural public secondary schools from stakeholder’s perceptions would be worthwise in order to establish the expected outcomes on learners. The same research should be conducted in other rural settings in Muchinga Province other than Nakonde District.
},
 year = {2024}
}

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TY  - JOUR
T1  - Stakeholder’s Perceptions on the Implementation of Comprehensive Sexuality Education in Secondary Schools of Muchinga Province of Zambia

AU  - Mulenga Memory Chibalange
AU  - Penda Annie
Y1  - 2024/06/25
PY  - 2024
N1  - https://doi.org/10.11648/j.ijecs.20240903.17
DO  - 10.11648/j.ijecs.20240903.17
T2  - International Journal of Education, Culture and Society
JF  - International Journal of Education, Culture and Society
JO  - International Journal of Education, Culture and Society
SP  - 162
EP  - 173
PB  - Science Publishing Group
SN  - 2575-3363
UR  - https://doi.org/10.11648/j.ijecs.20240903.17
AB  - The study was focused on exploring stakeholder’s perceptions on the implemention Comprehensive Sexuality Education secondary schools of Muchinga Province of Zambia. The main objectives was to determine the perception of stakeholders concerning Comprehensive Sexuality Education implementation. The research employed Qualitative method and interpretivism paradigm. It used descriptive design which described the state of affairs of Comprehensive Sexuality Education as it existed at the time when the research was conducted. The study sample comprised of headteachers, teachers, parents and learners with the total number of 384. It employed three instruments namely; semi structured interviews for headteachers, teachers, parents and learners, the close ended questionnaires administered on teachers, parents and learners whereas observation checklist was on used to teachers and learners. The research determined the perception of stakeholders and the responses were as follows; headteachers stated that, Comprehensive Sexuality Education should be implemented in all schools, while teachers echoed that it should be taught as a standalone subject but some felt that, the curriculum raised some sensitive issues that were previously taboo in African society. Most parents supported the implementation because learners were guided and regulated properly and their character and academic performance have improved while others’ opinion was that it should be taught by ifimbusa. Learners felt that they were being equipped with healthy sexuality lifestyle and decision making skills. The recommendation for this research are that; Comprehensive Sexuality Education should be implemented in all schools, school leadership in association with parents should champion the implementation of it, Parents should take responsibility of their children sexual life and behaviour, learners should take responsibility of acquiring sexuality skills, knowledge, values, right altitude and of making informed decisions appropriately. It is highly recommended that, the government should develop a deliberate policy of engaging parents while implementing Comprehensive Sexuality Education and closely supervise its implementation in school should be devised and be reinforced in schools. The future recommendation from this study was that, A research on exploring the potential reasons for implementing Comprehensive Sexuality Education in selected rural public secondary schools from stakeholder’s perceptions would be worthwise in order to establish the expected outcomes on learners. The same research should be conducted in other rural settings in Muchinga Province other than Nakonde District.

VL  - 9
IS  - 3
ER  -

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Author Information

Mulenga Memory Chibalange

Department of Education, Mulungushi University, Kabwe, Zambia

Contact Email

http://orcid.org/0009-0002-7257-2975
Penda Annie

Department of Education, Kwame Nkrumah University, Kabwe, Zambia

Contact Email

http://orcid.org/0009-0009-9332-8120

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Plain Text BibTeX RIS

APA Style

Chibalange, M. M., Annie, P. (2024). Stakeholder’s Perceptions on the Implementation of Comprehensive Sexuality Education in Secondary Schools of Muchinga Province of Zambia. International Journal of Education, Culture and Society, 9(3), 162-173. https://doi.org/10.11648/j.ijecs.20240903.17

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ACS Style

Chibalange, M. M.; Annie, P. Stakeholder’s Perceptions on the Implementation of Comprehensive Sexuality Education in Secondary Schools of Muchinga Province of Zambia. Int. J. Educ. Cult. Soc. 2024, 9(3), 162-173. doi: 10.11648/j.ijecs.20240903.17

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AMA Style

Chibalange MM, Annie P. Stakeholder’s Perceptions on the Implementation of Comprehensive Sexuality Education in Secondary Schools of Muchinga Province of Zambia. Int J Educ Cult Soc. 2024;9(3):162-173. doi: 10.11648/j.ijecs.20240903.17

Copy | Download

@article{10.11648/j.ijecs.20240903.17,
  author = {Mulenga Memory Chibalange and Penda Annie},
  title = {Stakeholder’s Perceptions on the Implementation of Comprehensive Sexuality Education in Secondary Schools of Muchinga Province of Zambia
},
  journal = {International Journal of Education, Culture and Society},
  volume = {9},
  number = {3},
  pages = {162-173},
  doi = {10.11648/j.ijecs.20240903.17},
  url = {https://doi.org/10.11648/j.ijecs.20240903.17},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijecs.20240903.17},
  abstract = {The study was focused on exploring stakeholder’s perceptions on the implemention Comprehensive Sexuality Education secondary schools of Muchinga Province of Zambia. The main objectives was to determine the perception of stakeholders concerning Comprehensive Sexuality Education implementation. The research employed Qualitative method and interpretivism paradigm. It used descriptive design which described the state of affairs of Comprehensive Sexuality Education as it existed at the time when the research was conducted. The study sample comprised of headteachers, teachers, parents and learners with the total number of 384. It employed three instruments namely; semi structured interviews for headteachers, teachers, parents and learners, the close ended questionnaires administered on teachers, parents and learners whereas observation checklist was on used to teachers and learners. The research determined the perception of stakeholders and the responses were as follows; headteachers stated that, Comprehensive Sexuality Education should be implemented in all schools, while teachers echoed that it should be taught as a standalone subject but some felt that, the curriculum raised some sensitive issues that were previously taboo in African society. Most parents supported the implementation because learners were guided and regulated properly and their character and academic performance have improved while others’ opinion was that it should be taught by ifimbusa. Learners felt that they were being equipped with healthy sexuality lifestyle and decision making skills. The recommendation for this research are that; Comprehensive Sexuality Education should be implemented in all schools, school leadership in association with parents should champion the implementation of it, Parents should take responsibility of their children sexual life and behaviour, learners should take responsibility of acquiring sexuality skills, knowledge, values, right altitude and of making informed decisions appropriately. It is highly recommended that, the government should develop a deliberate policy of engaging parents while implementing Comprehensive Sexuality Education and closely supervise its implementation in school should be devised and be reinforced in schools. The future recommendation from this study was that, A research on exploring the potential reasons for implementing Comprehensive Sexuality Education in selected rural public secondary schools from stakeholder’s perceptions would be worthwise in order to establish the expected outcomes on learners. The same research should be conducted in other rural settings in Muchinga Province other than Nakonde District.
},
 year = {2024}
}

Copy | Download

TY  - JOUR
T1  - Stakeholder’s Perceptions on the Implementation of Comprehensive Sexuality Education in Secondary Schools of Muchinga Province of Zambia

AU  - Mulenga Memory Chibalange
AU  - Penda Annie
Y1  - 2024/06/25
PY  - 2024
N1  - https://doi.org/10.11648/j.ijecs.20240903.17
DO  - 10.11648/j.ijecs.20240903.17
T2  - International Journal of Education, Culture and Society
JF  - International Journal of Education, Culture and Society
JO  - International Journal of Education, Culture and Society
SP  - 162
EP  - 173
PB  - Science Publishing Group
SN  - 2575-3363
UR  - https://doi.org/10.11648/j.ijecs.20240903.17
AB  - The study was focused on exploring stakeholder’s perceptions on the implemention Comprehensive Sexuality Education secondary schools of Muchinga Province of Zambia. The main objectives was to determine the perception of stakeholders concerning Comprehensive Sexuality Education implementation. The research employed Qualitative method and interpretivism paradigm. It used descriptive design which described the state of affairs of Comprehensive Sexuality Education as it existed at the time when the research was conducted. The study sample comprised of headteachers, teachers, parents and learners with the total number of 384. It employed three instruments namely; semi structured interviews for headteachers, teachers, parents and learners, the close ended questionnaires administered on teachers, parents and learners whereas observation checklist was on used to teachers and learners. The research determined the perception of stakeholders and the responses were as follows; headteachers stated that, Comprehensive Sexuality Education should be implemented in all schools, while teachers echoed that it should be taught as a standalone subject but some felt that, the curriculum raised some sensitive issues that were previously taboo in African society. Most parents supported the implementation because learners were guided and regulated properly and their character and academic performance have improved while others’ opinion was that it should be taught by ifimbusa. Learners felt that they were being equipped with healthy sexuality lifestyle and decision making skills. The recommendation for this research are that; Comprehensive Sexuality Education should be implemented in all schools, school leadership in association with parents should champion the implementation of it, Parents should take responsibility of their children sexual life and behaviour, learners should take responsibility of acquiring sexuality skills, knowledge, values, right altitude and of making informed decisions appropriately. It is highly recommended that, the government should develop a deliberate policy of engaging parents while implementing Comprehensive Sexuality Education and closely supervise its implementation in school should be devised and be reinforced in schools. The future recommendation from this study was that, A research on exploring the potential reasons for implementing Comprehensive Sexuality Education in selected rural public secondary schools from stakeholder’s perceptions would be worthwise in order to establish the expected outcomes on learners. The same research should be conducted in other rural settings in Muchinga Province other than Nakonde District.

VL  - 9
IS  - 3
ER  -

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