Browsing by Author "Mudhumo, Eustina."

Now showing 1 - 1 of 1

Comprehensive sexuality education for sustainable learning in rural ecologies.
(2021) Mudhumo, Eustina.; Hlalele, Dipane Joseph.; Mthiyane, Ncamisile Parscaline.
This study explored how Comprehensive Sexuality Education could be utilised to enhance sustainable learning in rural ecologies. The literature on Comprehensive Sexuality Education state that schools in Zimbabwe responded positively to the institutionalisation of Guidance and Counselling as a subject but continue to teach abstinence only. The adolescent learners were still engaging in various risky sexual behaviours and relying on unreliable sources of information, compromising their sexual well-being. This study was framed by the Ubuntu theory and the Asset-Based Approach. The Ubuntu theory emphasises togetherness and interwoveness; it is thus in line with the values of the Asset-Based Approach that posits that individuals in their own settings value their strengths and work collaboratively as a community. Drawing on the interpretivist paradigm, this qualitative case study engaged participants in Zimbabwean rural ecologies to unveil their experiences of Comprehensive Sexuality Education. Purposive selection was employed to select 12 learners, head of the school and two teachers, three parents, a schools inspector, social worker and a pastor as participants. Data were generated using one-on-one semi-structured interviews, focus group discussions, reflective narratives and document analysis. Thematic analysis was employed to analyse the data. The findings revealed that schools lack effective strategies to teach Guidance and Counselling. Furthermore, whereas teachers resort to teaching abstinence rather than Comprehensive Sexuality Education, learners continue to access and explore unreliable sources of various sexuality issues, which exposes them to risky practices and negatively impacts their sexual well-being. It was found that teachers lack the capacity to properly implement the curriculum. The different stakeholders played a significant role in inadequate implementation of Comprehensive Sexuality Education. The study concluded that sexuality education should be promoted to reduce antisocial behaviours. This calls for collaboration between schools and other stakeholders within the community. It is recommended that monitoring and evaluation mechanisms within the Ministry of Primary and Secondary Education should be strengthened and should not be solely based on evaluations made by Guidance and Counselling officials and schools inspectors.