Culturally congruent sexuality education for Namibia
OUTPUT TYPE: Policy briefs
PUBLICATION YEAR: 2017
TITLE AUTHOR(S): O.Bialostocka
KEYWORDS: NAMIBIA, SEXUAL EDUCATION
DEPARTMENT: African Institute of South Africa (AISA)
Print: HSRC Library: shelf number 9709
HANDLE: 20.500.11910/10851
URI: http://hdl.handle.net/20.500.11910/10851
PUBLICATION YEAR: 2017
TITLE AUTHOR(S): O.Bialostocka
KEYWORDS: NAMIBIA, SEXUAL EDUCATION
DEPARTMENT: African Institute of South Africa (AISA)
Print: HSRC Library: shelf number 9709
HANDLE: 20.500.11910/10851
URI: http://hdl.handle.net/20.500.11910/10851
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
Sexuality education (SE) at schools has been designed to equip young people with information on values and norms that will enable them to resist becoming sexually active before they are physically and emotionally ready, and to teach them relationship communication and decisionmaking skills so they can become responsible, sexually healthy adults. With the spread of HIV and AIDS, however, the purpose of SE has increasingly become preoccupied with ways in which young people can get infected with the virus and the methods of preventing it. And while the HIV and AIDS epidemic does not choose its ???victims??? based on their cultural background, it should be understood that sexuality and health education cannot be delivered in a vacuum if it is to be effective. It needs to be located within the broader sociocultural context of the population that it addresses. Taking into account culturally constructed behaviours and values that guide people???s lives while designing responses to HIV infection and AIDS will make these initiatives more attuned to the needs of and challenges faced by the individuals in risk groups. This policy brief looks at SE at schools in Namibia through the lens of the country???s multicultural context. Using secondary data and published literature on the topic, it examines the degree to which the SE programme and its implementation have been culturally relevant in order to recommend ways to adapt them to the local realities experienced by the youth in the country-
Related Research Outputs:
- Southern Africa: a review of the region
- Demarcating the new provinces: a critical reflection of the process
- Globalization and emerging trends in African states' foreign policy-making process
- Research visit to Namibia, Zambia and Botswana
- The use of ICTs in the curriculum in Botswana, Namibia and Seychelles
- The use of ICTs in curricula in Botswana, Namibia and Seychelles
- Violence against women and its mental health consequences in Namibia
- Namibia: repositioning vocational education and training
- Q-squared approaches to pro-poor policy formulation in Namibia
- A q-squared approach to pro-poor policy formulation in Namibia
- Costs of information and communication technology in developing country school systems: the experience of Botswana, Namibia and Seychelles
- Dynamics of income inequality and poverty in post-independence Namibia
- Combined methods in poverty analysis: experiences from Namibia
- A review of poverty and inequality in Namibia
- Evaluation of My Future is My Choice (MFMC): peer education life skills programme in Namibia: identifying strengths, weaknesses and areas for improvement
- The development of harmonized minimum standards for guidance on HIV testing and counselling and Prevention of Mother-to-Child Transmission of HIV in the SADC region: PMTCT country report: Namibia
- The development of harmonized minimum standards for guidance on HIV testing and counselling and Prevention of Mother-to-Child Transmission of HIV in the SADC region: HTC country report: Namibia
- Water bill estimation when price is cryptic: experience from Windhoek, Namibia
- Robust estimates of changes in poverty and inequality in post-independence Namibia
- Power-sector reform and regulation in Africa: lessons from Kenya, Tanzania, Uganda, Zambia, Namibia and Ghana