DOCSLIB.ORG

COMPREHENSIVE SEXUALITY EDUCATION in TEACHER TRAINING in EASTERN and SOUTHERN AFRICA United Nations Educational, Scientific and Cultural Organization MAY 2015

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
COMPREHENSIVE SEXUALITY EDUCATION in TEACHER TRAINING in EASTERN and SOUTHERN AFRICA United Nations Educational, Scientific and Cultural Organization MAY 2015 COMPREHENSIVE SEXUALITY EDUCATION IN TEACHER TRAINING IN EASTERN AND SOUTHERN AFRICA United Nations Educational, Scientific and Cultural Organization MAY 2015 Comprehensive Sexuality Education in Teacher Training in Eastern and Southern Africa Table of Contents ACRONYMS ...........................................................................................................3 VOLUME 1 .............................................................................................................6 Preface .....................................................................................................................................................7 Figures and Tables ..................................................................................................................................8 Acknowledgements ................................................................................................................................9 Executive Summary ................................................................................................................................10 Chapter 1: Introduction and Background .............................................................................................15 Introduction ..................................................................................................................................................................................15 Background ...................................................................................................................................................................................15 Understanding Sexuality Education and its Benefits ....................................................................................................16 Defining Comprehensive Sexuality and its Benefits ..............................................................................................16 Misperceptions about Sexuality Education ..............................................................................................................16 From HIV and Life Skills Education to Comprehensive Sexuality Education .........................................................17 The ESA Ministerial Commitment ..................................................................................................................................18 Incorporating Sexuality Education in the School Curriculum .....................................................................................19 The Situational Analysis on the Status of Comprehensive Sexuality Education in Teacher Education.........20 Rationale for the Situational Analysis ..........................................................................................................................20 Objectives for the Situational Analysis .......................................................................................................................21 Methodology for the Situational Analysis .........................................................................................................................21 Report Structure ..........................................................................................................................................................................22 Chapter 2: Delivering Comprehensive Sexuality Education in Schools .............................................23 Introduction ...................................................................................................................................................................................23 Positioning of Sexuality Education in the Curriculum ...................................................................................................23 The Role of Teachers ...................................................................................................................................................................25 Teacher Preparation for Comprehensive Sexuality Education ...................................................................................25 Teacher Training and the Delivery of Comprehensive Sexuality Education ..................................................25 Standards for Teacher Preparation for Sexuality Education Delivery ..............................................................27 Suggested Frameworks for Comprehensive Sexuality Education in Teacher Education .................................27 Conclusion .....................................................................................................................................................................................28 Chapter 3: Research Findings .................................................................................................................29 Introduction ..................................................................................................................................................................................29 Policy, Guidelines and Strategic Frameworks for Comprehensive Sexuality Education ....................................29 Country Structure on Policy and Strategic Frameworks for Comprehensive Sexuality Education.........29 Status of Comprehensive Sexuality Education in the School Curriculum ..............................................................32 Integration of Comprehensive Sexuality Education into Teacher Training ............................................................34 Policies and the Delivery of Comprehensive Sexuality Education in Teacher Training...............................34 Status of Comprehensive Sexuality Education Integration into Teacher Training........................................34 A Summary of Country Efforts to Integrate CSE in Pre- and In-service Teaching..........................................36 Course Content Coverage for Comprehensive Sexuality Education in Pre-service Teacher Training ...........40 The Importance of In-service Teacher Training on Comprehensive Sexuality Education .................................41 In-service Teacher Attitudes and Practises .................................................................................................................41 The Status of Comprehensive Sexuality Education in In-service Teacher Training ......................................41 Teaching Materials ......................................................................................................................................................................42 Availability of Comprehensive Sexuality Education Materials for Teacher Training ....................................42 Training of Trainers, Managers and Curriculum Developers ........................................................................................44 Number of Teacher Training Institutions .............................................................................................................................45 Conclusion .....................................................................................................................................................................................46 1 Chapter 4: Regional Lessons and Good Practises in CSE Teacher Training .........................................48 Introduction ...................................................................................................................................................................................48 Policy Frameworks and Interventions ..................................................................................................................................48 Curriculum Development for Comprehensive Sexuality Education in Teacher Training ...................................48 Development of Technical Guidance and National Frameworks for Comprehensive Sexuality Education Delivery in Teacher Education ............................................................................................................49 Promising Approaches for In-service Teacher Training ..................................................................................................49 Community-Based Approach to Sexuality Education ....................................................................................................50 Assessment of Comprehensive Sexuality Education in Teacher Training ...............................................................51 Chapter 5: Challenges in Comprehensive Sexuality Education Teacher Training ..............................52 Introduction ...................................................................................................................................................................................52 Education Sector Policy Frameworks ....................................................................................................................................52 Teacher’s View of Comprehensive Sexuality Education .................................................................................................52 Assessment of Comprehensive Sexuality Education in Teacher Education ............................................................52 Allocation of Time toward the Delivery of Comprehensive Sexuality Education .................................................52 Linkage between School-based Programmes and Health Services ..........................................................................53 Chapter 6: Recommendations ................................................................................................................54
Load more

Recommended publications
  • Teaching with and Learning Through Icts in Zimbabwe's Teacher
    US-China Education Review A 7 (2011) 952-959 D Earlier title: US-China Education Review, ISSN 1548-6613 DAVID PUBLISHING Teaching With and Learning Through ICTs in Zimbabwe’s Teacher Education Colleges Charles Musarurwa University of Botswana, Gaborone, Botswana The use of ICTs (information and communication technologies) in Zimbabwe’s teacher education colleges is of paramount importance. The teacher trainees have a dual role to play: learning through ICTs and also learning how to teach through them. Interestingly, the rate at which schools have embraced the use of ICTs is unprecedented, but this has not been matched with an equal effort by teacher education colleges and hence teacher trainees have been less exposed and trained in using such technologies. Evidently, this has created a mismatch between the need for teachers who are conversant with ICTs and e-learning and their availability. This paper stems from a pilot programme in which the author was an active participant. It reflects on efforts made to integrate ICTs into the teacher education curriculum and evaluates the impact that this programme will have on teacher education in Zimbabwe. Keywords: ICTs (information and communication technologies), teacher education, Zimbabwe, curriculum An Overview of Zimbabwe’s Education System Zimbabwe is in Southern Africa, sharing its borders with Mozambique to the East and Northeast, South Africa to the South, Zambia to the North, Botswana to the West and Southwest as well as Namibia to the West at the Caprivi Strip. The 2002 census puts Zimbabwe’s population at 11 million, though four to five millions more are thought to be living in Diaspora.
    [Show full text]
  • Early Childhood Education in Africa
    ISSN 2039-2117 (online) Mediterranean Journal of Social Sciences Vol 5 No 20 ISSN 2039-9340 (print) MCSER Publishing, Rome-Italy September 2014 Early Childhood Education in Africa Professor Tuntufye Selemani Mwamwenda Nelson Mandela Metropolitan University Doi:10.5901/mjss.2014.v5n20p1403 Abstract In brief we examined Early Childhood Education in the participating African Union countries on the basis of expansion, enrolment, teachers, rural, and gender distribution. In the last three decades, Early Childhood Education has undergone tremendous changes in terms of growth and development. More schools for Early Childhood Education have been constructed in villages, rural and urban areas. Such construction has been in response to the demand of the people for such provision. The sample consisted of 15 African Union countries linguistically using Arabic, English and French. The data collected was based on a questionnaire administered to senior officials in the Department/Ministry of Education in each one of the participating countries. In addition, documents were solicited from the Departments for statistical purposes. Keywords: history of early childhood education, teacher for kindergartens, urban and rural children, growth and development, government involvement, role of private sector, centres attached to primary schools. 1. Introduction African countries realize and embrace the fundamental importance of education, for without education, there can be no meaningful development (African Union, 2008) Through education, there is interrelated
    [Show full text]
  • Curriculum Reform in Lesotho: Teachers' Conceptions And
    Curriculum Reform in Lesotho: Teachers’ conceptions and challenges NAME: CECILIA SELEPE SUPERVISOR: MS BRONWEN WILSON-THOMPSON A RESEARCH REPORT SUBMITTED IN PARTIAL FULFILLMENT OF THE MASTERS DEGREE IN EDUCATIONAT THE UNIVERSITY OF THE WITWATERSRAND, JOHANNESBURG, 15TH MARCH 2016 CHAPTER ONE INTRODUCTION AND BACKGROUND TO THE STUDY 1.1 INTRODUCTION This study explored the teachers’ understanding and challenges in implementing integrated curriculum in Lesotho. Integrated curriculum was first implemented in 2013, the inception was introduced in foundation phase (grade one to three) and progressively moved to grade four and five in 2014 and 2015 respectively. The progression will happen until integrated curriculum reaches Matric as the new curriculum is being implemented in phases starting from primary school. Given this the research sites were primary schools in Maseru, the capital of Lesotho. This chapter outlines and gives the research context and what motivated the study. 1.2 BACKGROUND The value of Education in Lesotho can be traced back to the period before the country was colonized by Britain. The education of boys and girls was done separately instilling traditional values in them. The rationale of this indigenous education was to produce initiates who would pride themselves with their traditional values. The formal training lasted less than a year where boys were trained to fight with sticks and to protect their country from attacks, for girls the focus was more around respect and taking care of the family (Motaba, 1998). The change in education system then came during colonial rule which can be dated as far back as 1830s with the arrival of missionaries of different denominations.
    [Show full text]
  • Teacher Education and Sustainable Development Goals: a Case Study with Future Biology Teachers in an Angolan Higher Education Institution
    sustainability Article Teacher Education and Sustainable Development Goals: A Case Study with Future Biology Teachers in an Angolan Higher Education Institution António Valter Chisingui 1 and Nilza Costa 2,* 1 Department of Natural Sciences, Higher Institute of Education Sciences (ISCED-HUÍLA), Sarmento Rodrigues St., 230 Lubango, Angola; [email protected] 2 Research Centre on Didactics and Technology in the Education of Trainers (CIDTFF), University of Aveiro, 3810-193 Aveiro, Portugal * Correspondence: [email protected] Received: 2 April 2020; Accepted: 13 April 2020; Published: 20 April 2020 Abstract: National education policies are increasingly regulated by international agendas, for example the Agenda 2030 for Sustainable Development (SD). However, in order to put such policies into practice, social actors like teachers and teacher educators must include them in their practices. In this context, this study stems from the following research question: how does initial teacher education (ITE) promote the SD Agendas (2030 and 2063 for Africa)? The approach to this question is carried out through a case study focused on an Angolan teacher education higher education institution, in its graduate course for future secondary school biology teachers. The main aims of this study are (i) to characterize how ITE includes SD and (ii) to suggest ways to improve SD, particularly focusing on students’ future professional needs. Data were gathered from document analysis (the pedagogical curriculum plan of the course; titles and abstracts of final-year future biology teachers’ essays) and an interview with the course director of the biology teaching program of the Angolan institution. Content analysis of the gathered evidence was based on a three-dimensional framework: (a) SD goals (SDG) and the curriculum; (b) teacher education principles; and (c) current Angolan curricular perspectives.
    [Show full text]
  • Financing Higher Education in Lesotho and a Selection of Other Sadc Countries
    FINANCING HIGHER EDUCATION IN LESOTHO AND A SELECTION OF OTHER SADC COUNTRIES Spirit B. Tlali and Innocent Hapazari Faculty of Science and Technology, National University of Lesotho, P.O. Roma 180, Lesotho, Southern Africa. Email: [email protected] Abstract In practice, Lesotho’s Higher Education funding model is similar to most of her SADC counterparts, especially the few that have been elucidated upon in this document – namely Botswana, Namibia and Swaziland. The national governments are the major sponsors for their respective education systems and for higher education in particular. The sponsorship is generally in the form of direct government subvention to institutions and student support grants and/or loans, usually administered by some government body, such as the National Manpower Development Secretariat (NMDS) in the case of Lesotho. The government subvention is negotiated according to the institutional budgetary needs vis-viz the national government’s budgetary priorities and constraints for the given year. Comparatively, Lesotho has been observed to offer the lowest per capita support to its learners and, particularly to her Higher Education (HE) learners. Introduction The fact that HE plays a central role in driving socio-economic development and competitiveness of a country can never be over emphasized. The Organisation for Economic Co-operation and Development (OECD) categorized the contributions of HE to socio-economic development into four major domains, namely: the formation of human capital (primarily through teaching and learning), the building of knowledge bases (primarily through research and knowledge development), the dissemination and use of knowledge (primarily through interactions with knowledge users) and the maintenance of knowledge (through inter- generational storage and transmission of knowledge).
    [Show full text]
  • Angola Social Protection Public Expenditure Review (PER)
    Angola Social Protection Public Expenditure Public Disclosure Authorized Review (PER) Public Disclosure Authorized Main Report June 21, 2018 Public Disclosure Authorized Vice President: Makhtar Diop Country Director: Elisabeth Huybens Practice Manager: Jehan Arulpragasam Task Team Leaders: Andrea Vermehren/Emma Monsalve Montiel Public Disclosure Authorized 0 CONTENTS Acknowledgments .......................................................................................................................................... i Acronyms ...................................................................................................................................................... ii Executive Summary ...................................................................................................................................... v Chapter 1 Country Context ..................................................................................................................... vii Chapter 2: Social protection spending trends and composition ............................................................. xiv Chapter 3: Pensions ................................................................................................................................. xx Chapter 4: Social safety net programs .................................................................................................. xxv Conclusion ...........................................................................................................................................
    [Show full text]
  • Education in Angola
    The Educational System of Angola Liliane Bauduy,Senior Evaluator Educational Credential Evaluators, Inc [email protected] International Education Association of South Africa – IEASA 12th Annual Conference 27th – 30th August, 2008 Angola Country Profile • Formerly known as Portuguese West Africa • Received its independence from Portugal in 1975 • Went from a one-party socialist state to a multiparty democracy in 1992 • Languages: Portuguese and various African languages • After independence education at all level became free and underwent great expansion with the opening and recognition of some private institutions following shortly thereafter The Education Structure Grading Scale For Secondary and Postsecondary Education • 15-20 • 12-14 • 10-11(10 lowest passing-postsecondary • 8-9 (8 lowest passing-secondary) • 0-7 Fail Elementary and Secondary Education Until the late 1990’s: • Ensino Primário (Primary Education) – Iniciação (Initiation [Pre-school]) – Ensino Basico Regular (Regular Basic Education: Iº Nivel (1st Level) Grades 1-4 IIº Nivel (2nd Level) Grades 5-6 IIIº Nivel (3rd Level) Grades 7-8 • Ensino Médio (Middle Education) – Geral (General) or Pré-universitario (pre- university): Grades 9-11 – Técnico-vocacional (Technical and Vocational): Grades 9-12 Elementary and Secondary Education Currently, compulsory education is from ages 7 to 15 • Ensino Primário (Primary Education) Grades 1-6 • Ensino Secundario (Secondary Education) – 1º ciclo (1st cycle): Grades 7, 8 and 9 – 2º ciclo (2nd cycle) Grades 10, 11 and 12 Ensino Médio Técnico/Pedagógico
    [Show full text]
  • Education in South Sudan: Focusing on Inequality of Provision and Implications for National Cohesion
    South Sudan Studies Association Education in South Sudan: Focusing on Inequality of Provision and Implications for National Cohesion Dr. Leben Nelson Moro and Dr. Nitika Tolani CONFLICT RESEARCH PROGRAMME Research at LSE About the Authors Dr. Leben Moro is Director of the Institute of Peace, Development and Security Studies at the University of Juba, and teaches graduate courses in the areas of development, conflict, forced migration, and humanitarian affairs. He primarily conducts research on development-induced displacement and resettlement, focusing on oil-induced displacement in South Sudan. Dr. Nitika Tolani is a Senior Education Advisor with USAID’s Asia Bureau, Washington, D.C. She previously served as Technical Manager within the Education Practice Area at Management Systems International. She has expertise in strategic planning, project management, and monitoring and evaluation with interests in delivery of high-quality programming and evidence-based decision-making in the education sector. She holds a Ph.D., Development Psychology and M.A., Psychology in Education from Columbia University, Teachers College. About the South Sudan Studies Association The SSSA is a professional association of academics, students, activists and practitioners dedicated to the production, development, and promotion of knowledge on South Sudan. The SSSA has met on an annual basis since its founding in 2018 to consider various aspects of the research agenda for South Sudan, including the politics of humanitarianism, education and civicness, the political and social implications of the Covid-19 pandemic, regional dimensions of the conflict in South Sudan, and priorities for the newly established unity government. About the Conflict Research Programme The Conflict Research Programme is a four-year research programme hosted by LSE IDEAS and funded by the UK Foreign, Commonwealth and Development Office.
    [Show full text]
  • Higher Education in Portuguese Speaking African Countries a FIVE COUNTRY BASELINE STUDY
    Higher Education in Portuguese Speaking African Countries A FIVE COUNTRY BASELINE STUDY Patrício Vitorino Langa CapE Verde Guinea Bissau Sao Tome & Principe Angola Mozambique Higher Education in Portuguese Speaking African Countries A FIVE COUNTRY BASELINE STUDY Patrício Vitorino Langa Published in 2013 by African Minds 4 Eccleston Place, Somerset West, 7130, South Africa [email protected] www.africanminds.org.za ISBN: 978-1-920677-03-9 2013 Patrício Langa For orders from within South Africa: Blue Weaver PO Box 30370, Tokai 7966, Cape Town, South Africa Email: [email protected] For orders from outside South Africa: African Books Collective PO Box 721, Oxford OX1 9EN, UK [email protected] www.africanbookscollective.com Design and lay-out by COMPRESS.dsl | www.compressdsl.com Published in collaboration with the Association for the Development of Education in Africa (ADEA). The author of the study is responsible for the choice and presentation of the data and facts contained in this document and for the opinions expressed therein, and which are not necessarily those of ADEA nor the various individuals who were interviewed or provided data. Contents Tables vi Figures vii Acknowledgements viii Acronyms and abbreviations ix Preface xi Executive summary and structure xiii Chapter one: Introduction and background 1 1.1 Introduction 1 1.2 Objectives of the study 2 1.3 Methodology of the study 2 Chapter two: Angola 5 2.1 Country profile 5 2.2 Background and historical context of higher education 6 2.3 Trends of expansion,
    [Show full text]
  • Review of Education Sector Analysis in Lesotho 1978-1999
    Review of Education Sector Analysis in Lesotho 1978-1999 E. M. Sebatane, D. P. Ambrose, M. K. Molise, A. Mothibeli, S. T. Motlomelo, H. J. Nenty, E. M. Nthunya and V. M. Ntoi Working Group on Education Sector Analysis UNESCO The opinions and conclusions presented in this volume are those of the authors and should not be attributed to UNESCO, the Association for the Development of Education in Africa, the Working Group on Education Sector Analysis or authors and agencies responsible for the individual studies reviewed. The review and this publication have been sponsored by the Working Group on Education Sector Analysis based on funding received from UNICEF-Lesotho, UNESCO/Danida Funds-in-Trust and funding for the general activities of Working Group received from contributing members of the Association for the Development of Education in Africa. Table of Contents © 2000 Working Group on Education Sector Analysis UNESCO Division for the Reconstruction and Development of Education Systems 7 Place de Fontenoy, 75352 Paris 07 SP, France Tel.: (33 1) 45 68 08 26 Fax: (33 1) 45 68 56 31 E-mail: [email protected] ISBN 92-9178-022-7 lesothoindex Content List of summaries, List of tables, Acknowledgements xi List of abbreviations and acronyms xvii Executive summary 1 Chapter 1 Introduction 5 Chapter 2 The review process 9 Chapter 3 Findings at sub-sector level 21 Chapter 4 Synthesis of major findings across sub-sectors 49 Chapter 5 Education sector analysis process 53 Chapter 6 Follow-up activities 61 References 64 Appendices 65 1. Population and sample of documents for the Review of Education Sector Analysis in Lesotho 67 2.
    [Show full text]
  • DOCUMENT RESUME the Development of Technical And
    DOCUMENT RESUME ED 411 471 CE 074 838 TITLE The Development of Technical and Vocational Education in Africa. INSTITUTION United Nations Educational, Scientific, and Cultural Organization, Dakar (Senegal). Regional Office for Education in Africa. ISBN ISBN-92-9091-054-2 PUB DATE 1996-00-00 NOTE 411p.; Product of the International Project on Technical and Vocational Education (UNEVOC). PUB TYPE Reports Research (143) EDRS PRICE MF01/PC17 Plus Postage. DESCRIPTORS Case Studies; *Developing Nations; Economic Development; Education Work Relationship; Educational Cooperation; *Educational Development; Educational Legislation; *Educational Policy; Foreign Countries; Industry; *Role of Education; *School Business Relationship; *Vocational Education IDENTIFIERS *Africa ABSTRACT The 13 chapters in this book depict the challenges facing African nations in their efforts to develop their technical and vocational education (TVE) systems. Chapter 1,"TVE in Africa: A Synthesis of Case Studies" (B. Wanjala Kerre), presents a synthesis of the case studies in which the following major trends taking place within the existing socioeconomic context are discussed: TVE within existing educational structures; cooperation between TVE institutions and enterprises; major challenges facing the nations in their efforts to develop TVE; and the innovative measures undertaken in response to the problems and constraints experienced. The remaining 12 chapters are individual case studies giving a more detailed picture of natural efforts and challenges encountered in the development of TVE. Chapters 2-8 focus on the role of TVE in educational systems: "TVE in Cameroon" (Lucy Mbangwana); "TVE in Congo" (Gilbert Ndimina); "TVE in Ghana"(F. A. Baiden); "TVE in Kenya"(P. 0. Okaka); "TVE in Madagascar" (Victor Monantsoa); "TVE in Nigeria" (Egbe T.
    [Show full text]
  • Challenges of Learners with Special Educational Needs in Lesotho Mainstream Classrooms 1,MC Morena, 2,MM Nkoane 1,2,University of Lesotho, Faculty of Education
    International Journal of Multidisciplinary and Current Educational Research (IJMCER) ISSN: 2581-7027 ||Volume|| 3 ||Issue|| 2 ||Pages 01-09 ||2021|| Challenges of Learners with Special Educational Needs In Lesotho Mainstream Classrooms 1,MC Morena, 2,MM Nkoane 1,2,University of Lesotho, Faculty of Education I. INTRODUCTION This intellectual piece is outlining an analysis of a line of discourse on how best the Mountain Kingdom of Lesotho Ministry of Education with a specific focus on the basic education department could achieve education for all. The discourse was triggered by an introduction of policy imperatives within the Mountain Kingdom of Lesotho Ministry of Education coined as Free and Compulsory Primary Education Policy in the year 2000. This policy is informed by the following objectives “… to make basic education accessible to all learners; to make education equitable in order to eliminate inequalities; to guarantee that every Mosotho child completes the primary education and ensure that education is affordable to Basotho (McConkey & Mariga, 2011:18). This intellectual piece is couched within a Critical Pedagogy as a conceptual framework of choice. This conceptual framing amplifies the significant narratives of relations of learning and pedagogic praxis, whereby learners gain critical consciousness and social awareness. The methodological approach of choice for this intellectual piece was participatory action research (PAR), for data generation and data collated was analyzed using critical discourse analysis (CDA). This intellectual piece concludes by emphasizing that for Lesotho Ministry of Education to realize education for all significant intellectual spaces within the Ministry of Education should be revisited, areas such as pedagogic praxis and creation of sustainable learning environment to enable an accessible intellectual spaces for all learners especially those with special educational needs.
    [Show full text]