Ecosystemic factors affecting comprehensive sexuality education in junior grades in Zimbabwe

Abstract

Hierdie studie ondersoek die ekosistemiese faktore wat Omvattende Seksualiteitsopvoeding (OSO) in junior grade in Zimbabwe beïnvloed. Spesiale aandag is gegee aan ʼn verskeidenheid faktore wat OSO beïnvloed, insluitend die houdings en persepsies van skooladministrateurs, onderwysers en ouers, en strategieë om die suksesvolle implementering van OSO te bevorder. Tans is daar ʼn toename in kinderhuwelike, seksuele misbruik en vroeë swangerskapgevalle in die land. Dit kan toegeskryf word aan die oneffektiewe implementering van OSO. Hierdie studie het ʼn kwalitatiewe benadering gevolg en is gelei deur die interpretatiewe paradigma wat gebaseer is op die aanname dat die werklikheid sosiaal gekonstrueer is. Verder het dit voorsiening gemaak vir die vaslegging en interpretasie van unieke houdings en gevoelens van skooladministrateurs, onderwysers en ouers ten opsigte van die implementering van OSO. Aangesien die onderwerp geen voorafbepaalde uitkomste het nie, was ʼn verkennende gevallestudie-ontwerp geskik om te gebruik. Twee data-insamelingsinstrumente is getrianguleer, naamlik semi-gestruktureerde onderhoude en dokumente, en die versamelde data is met behulp van die tematiese analise ontleed. Urie Bronfenbrenner se sosio-ekologiese teorie en die transformatiewe onderwysteorie deur Paulo Freire is die twee teoretiese raamwerke wat die studie ondersteun het. Vyftien deelnemers het die steekproef uitgemaak waaronder daar drie skooladministrateurs, ses juniorgraad-onderwysers en ses ouers met juniorgraad-kinders was. Selfs met die positiewe houdings en persepsies van hierdie deelnemers, het die studie aan die lig gebring dat OSO nie doeltreffend aan juniorgraad-leerders onderrig word nie, hoofsaaklik as gevolg van verskeie ekosistemiese faktore. Hierdie faktore het onder meer die afwesigheid van duidelike beleidstellings oor die OSO-kurrikulum vir juniorgraad-leerders, die bestaan ​​van diverse kulturele en godsdienstige oortuigings, die gebrek aan hulpbronne en behoorlike opleiding in OSO, ensovoorts, ingesluit, maar was nie tot dit beperk nie. Die studie het ʼn aktiewe betrokkenheid van alle belanghebbendes by die formulering van die junior grade se OSO-kurrikulum aanbeveel. Dit sal help om ʼn gevoel van eienaarskap van die OSO-program onder ouers, skooladministrateurs, onderwysers, leerders en die gemeenskap in die breë te skep. Daarbenewens is indiensopleiding van beide skooladministrateurs en die onderwyspersoneel tesame met die verskaffing van onderrig- ​​en leerhulpbronne vir OSO aan onderwysers ook aanbeveel.

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.

Lolu cwaningo luphenya izimo zenhlalompiliswano ezinomthelela eMfundweni ngoBulili ePhelele, i-Comprehensive Sexuality Education (CSE) emabangeni aphansi eZimbabwe. Ukulangazelela okuthile sekubekwe ezimweni ezithile ezinomthelela we-CSE okubalwa kuzo izimomqondo kanye nokuqonda kwabasebenzi basebahhovisi bezikole, othisha, abazali, kanye namasu okusiza ukuthuthukisa ukusetshenziswa okunempumelelo kwe-CSE. Ngalesi sikhathi, ukushada kwezingane, ukuhlukunyezwa kwezingane, kanye nokushesha ukukhulelwa kwezingane kuyenyuka ezweni. Lokhu kuhambisana nokungasetshenziswa kahle kwe-CSE. Lolu cwaningo lusebenzise indlela yekhwalithethivu futhi lwesekelwe ipharadaymu yomhumusho ngokwesekwa ngokuqonda ukuthi ubunjalo bakhiwa umphakathi. Okukhulu futhi, kuvumela ukuqopheka kanye nokuhumusheka kwezimomiqondo ezahlukile kanye nemizwa yabasebenzi basemahhovisi asezikoleni, othisha, kanye nabazali ekusetshenzisweni kwe-CSE. Selokhu isihloko singenayo imiphumela evele seyihlongoziwe, uhlaka locwaningonto oluchazayo lufanelekile ukusetshenziswa. Amathuluzi okuqoqa iminingo amabili asetshenziswa ngokunikezelana futhi lezi zingxoxo ezisakuhleleka kanye namadokhumenti, kanye neminingo eqoqiwe kwahlaziywa kusetshenziswa indlela yokuhlaziya ngezindikimba. Injulalwazi enhlalompiliswano ka-Urie Bronfenbrenner kanye nenjulalwazi yemfundo eguqulayo kaPaulo Freire yizona izinhlaka zezinjulalwazi ezesekele ucwaningo. Ababambiqhaza abayishumi nesihlanu benza isampula futhi laba kwaba abasebenzi basemahhovisi bezikole, othisha bamabanga aphansi abayisithupha, abazali abayisithupha, kanye nabantwana bamabanga aphansi. Noma kunezimomiqondo ezinhle kanye nokuqonda kwalaba bambiqhaza, ucwaningo luveze ukuthi i-CSE yayingafundiswa kahle kubafundi bamabanga aphansi okuyibona abakweleta izimo eziningi zenhlaliswano. Lokhu kubalwa kukho kodwa akupheleli ngokungabibikho kwemigomo ehlukanisa ngokucacile yekharikhumalu ye-CSE yabafundi bamabanga aphansi, ubukhona bezinkolelo ezahlukene zamaziko kanye nezenkolo, ukungabibikho kwezinsizakusebenza kanye nokuqeqeshwa okufanele kwi-CSE, njalo njalo. Ucwaningo luphakamisa ukuzibandakanya okuzinzile kwabo bonke ababambiqhaza ekukhandeni ikharikhulami ye-CSE yamabanga aphansi. Lokhu kuzosiza ukwakha umqondo nobunikazi bohlelo lwe-CSE phakathi kwabazali, abasebenzi basemahhovisi, othisha, abafundi, umphakathi wonkana. Okunye futhi, ukuqeqeshwa kwangaphakathi kwabo bobabili abasebenzi basemahhovisi kanye nabangothisha okuhambisana nokunikezelwa kwezinsiza zokufundisa nokufunda ze-CSE kothisha kwaphakanyiswa.

Diphuputso tsena di hlahloba mabaka a tikoloho a amang thuto e akaretsang ya Thuto ya tsa thobalano dihlopheng tse tlase Zimbabwe. Se shebilweng haholo ke mabaka a fapaneng a amang thuto ena, ho kenyeletsa tsela le kamoo batsamaisi ba dikolo, matitjhere, hammoho le batswadi le tsela tsa ho kgothaletsa katleho ya thuto ena. Nakong yona ena, diketsahalo tsa manyalo a bana, tlhekefetso ka motabo, le bana ba imang ba sa le banyenyane di atile naheng. Sena se ka utlwisiswa e le ho hlokeha ha thuto ena. Diphuputso tsena di nkile tsela ya “mokgwa wa tshekatsheko ya boleng”, e itshetlehileng tumelong ya hore nnete e hlaha tlhahong kapa setjhabeng. Ho feta moo, diphuputso di fumane dintlha tsa pokello le ho hlakisa hore seo e leng nnete se hlaha hona ho baahi. Diphuputso di boetse di fumane le ho toloka mehopolo ya batho ba kang batsamaisi ba dikolo, matitjhere, mmoho le batswadi bakeng sa ho kenya tshebetsong thuto ena. Erekaha taba ena e se na ditlamorao tse itseng, tse lebelletsweng, ho sebedisitswe mokgwa wa diphuputso. Mekgwa e mmedi ya ho bokella deitha e ile ya behwa ka dikoto tse tharo, e leng; dipuisano tse se nang sebopeho, ditokomane mme deitha ya hlahlojwa ho sebediswa mokgwa wa ho fumana ditaba. Diphuputso ka kgopolo ya Urie Bronfenbrenner ya botho le phedisanommoho le diphedi, mmoho le ka kgopolo ya Paulo Freire ya thuto ya tse phelang, le phetoho ya tsona, ke tsona tseo diphuputso tsena di itshetlehileng ho sona. Ba bileng le seabo diphuputsong tsena e bile ba leshome le metso e mehlano. Batho bana e bile batsamaisi ba dikolo ba bararo, matitjhere a tsheletseng a mophato o tlase, batswadi ba tsheletseng, le bana ba mophato o tlase. Hodima maikutlo a matle a neng a le moo, diphuputso di bontshitse hore Thuto ya tsa thobalano e ne e sa rutwe hantle ka matla mephatong e tlase, ka lebaka la maikutlo a mangata. Hara tseo ho boletswe tsena; tlhokeho ya leano le hlakileng bakeng sa thtuto ena, phapano ya meetlo le bodumedi, tlhokeho ya disebediswa le thupello e ntle ya ho ruta seo. Diphuputso di kgothalleditse bohle ba amanywang ke sena ho kopana mme ba dumellane ka se tla rutwa dikereiting tse tlase. Sena se ama batswadi, baetapele ba dikolo, bana, mmoho le baahisani kaofela. Sena se tla etsa hore taba ena ba e bone e le ya bona. Ho feta moo, ho be le thupello ya baetapele ba dikolo, matitjhere, le moo matitjhere a ka ntshetsang pele tsebo ya bona ya thuto ena teng.