Abstract
M.A. (Social Impact Assessment)
Life Orientation (LO) was introduced and became one of four fundamental subjects central to the seven subjects required for the National Senior Certificate (NSC) in South Africa. The origin of the subject can be traced to its predecessor known as ‘Guidance’ which was not compulsory nor was it an examination subject. Life Orientation includes several topics and amongst them is sex education. Sex education equips learners with knowledge about sexuality, self-worth, a sense of responsibility, sexual health, lifestyle and diversity. While the state has made efforts to encourage the promotion of sex education in schools, there has been much concern about whether schools have been effective in promoting such learning.
This study sought to examine learners’ perceptions of sex education, in particular the usefulness, quality, and impact of the lessons, in a larger societal context of poverty, gender inequality, and high levels of teenage pregnancy. The main focus of the study has been on grade 11 female learners registered at Seme Secondary school (along the Mpumalanga-KwaZulu-Natal border in Gert Sibande district). A pilot study preceded the main study and was conducted at Winterveldt High School. The pilot was conducted with the use of 25 participants. Both studies adopted quantitative research methods.
In general the findings show that learners displayed positive sentiments about their sex education programme, and viewed it as important and instructive. It offered them important skills and insights, enabling them to exhibit self-confidence and general competencies. In most instances, learners obtained their knowledge on sex from teachers. Developing knowledge represents one sphere, but ‘implementation’, that is, being sufficiently empowered to guide one’s behaviour and practices seems to be the continuing challenge. Thus, while sex education has been of benefit, there is continuing work to be done for educators to maximise progressive outcomes.