Ecosystemic factors affecting comprehensive sexuality education in junior grades in Zimbabwe
| dc.contributor.advisor | Nichols, H. J. | en_ZA |
| dc.contributor.author | Mukau, Kenneth | en_ZA |
| dc.date.accessioned | 2024-06-14T11:14:43Z | |
| dc.date.available | 2024-06-14T11:14:43Z | |
| dc.date.issued | 2023 | en_ZA |
| dc.description | Thesis (Ph.D.(Psychology of Education))--University of the Free State, 2023 | en_ZA |
| dc.description.abstract | This study explores the ecosystemic factors affecting Comprehensive Sexuality Education (CSE) in junior grades in Zimbabwe. Particular interest has been placed on a variety of factors affecting CSE including the attitudes and perceptions of school administrators, teachers, and parents, and strategies to help promote successful CSE implementation. At this time, child marriages, sexual abuse, and early pregnancy cases are on the rise in the country. This can be attributed to the ineffective implementation of CSE. This study adopted a qualitative approach and was guided by the interpretive paradigm underpinned by the assumption that reality is socially constructed. What is more, it allowed for the capturing and interpretation of unique attitudes and feelings of school administrators, teachers, and parents towards the implementation of CSE. Since the topic has no pre-determined outcomes, an exploratory case study design was apt to use. Two data collection tools were triangulated and these are semi-structured interviews and documents, and the collected data was analysed using the thematic analysis method. Urie Bronfenbrenner’s socio-ecological theory and the transformative education theory by Paulo Freire were the two theoretical frameworks informing the study. Fifteen participants made up the sample and these were three schooladminstrators, six junior-grade teachers, and six parents with junior-grade children. Even with the positive attitudes and perceptions from these participants, the study revealed that CSE was not being effectively taught to junior-grade learners principally owing to several ecosystemic factors. These included but were not limited to the absence of clear-cut policies on the CSE curriculum for junior-grade learners, the existence of diverse cultural and religious beliefs, the lack of resources and proper training in CSE, and so on. The study recommended an active all-stakeholder involvement in the formulation of the junior grades CSE curriculum. This will help create a sense of ownership of the CSE program amongst parents, school administrators, teachers, learners, and the community at large. Additionally, in-service training of both school administrators and the teaching personnel coupled with the provision of teaching and learning resources on CSE for teachers was also recommended. | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11660/12605 | |
| dc.language.iso | en | |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | Comprehensive Sexuality Education | en_ZA |
| dc.subject | sexuality | en_ZA |
| dc.subject | ecosystemic factors | en_ZA |
| dc.subject | junior grades | en_ZA |
| dc.title | Ecosystemic factors affecting comprehensive sexuality education in junior grades in Zimbabwe | en_ZA |
| dc.type | Thesis |