Hearing Voices Inside Schools: Issues of Sexuality in Upper Classes in Primary Schools in Botswana

Abstract

The absence and or presence of sexuality education in our curriculum have provoked several debates within the Botswana society. Some people feel that issues of sexuality should be incorporated in our school curriculum while others believe that they should not. Therefore, the purpose of this study was to explore the teachers' and students' perceptions on issues of sexuality in primary schools in Botswana. The study focused on teachers and students in selected primary schools in Northern and Central regions of the country. The study was qualitative in nature and employed the naturalistic inquiry paradigm. This study used transformative academic knowledge for its conceptual framework. Snowball or chain sampling was used for the selection of the participants. Data were collected using qualitative methods which included interviews, participants' observation, focus groups and a grounded survey. Data were analyzed inductively using grounded theory through the constant comparative technique. The major finding of the study revealed that there is an intergenerational conflict of ideas and views between teachers' and students' pertaining to issues of sexuality in primary schools in Botswana. The conclusion drawn from this study is that the discussion on issues of sexuality remains a topical and deeply controversial issue among teachers and students in primary schools. The study, therefore, recommends that the Ministry of Education and Skills Development (MoE&SD) should consider formalizing and infusing sexuality education within the primary school curriculum.

Why teach sexuality education in school? Teacher discretion in implementing comprehensive sexuality education in rural Zambia

“…Studies in Botswana, Nigeria and South Africa have shown that sexuality education may contribute to overcoming the adolescents SRH challenges that Zambia and other countries face [15–17]. At the core of the Zambian sexuality education policy is the idea that there is a substantial need to support adolescents in delaying their sexual debut, to reduce the number of sexual partners and to increase safer sexual practices [15–17].…”

“…Studies in Botswana, Nigeria and South Africa have shown that sexuality education may contribute to overcoming the adolescents SRH challenges that Zambia and other countries face [15–17]. At the core of the Zambian sexuality education policy is the idea that there is a substantial need to support adolescents in delaying their sexual debut, to reduce the number of sexual partners and to increase safer sexual practices [15–17]. Backed by evidence on its positive effects on adolescents’ level of knowledge, skills, attitudes and values related to sex and sexuality, CSE has been promoted in a series of global policy guidelines and recommended to be integrated into ordinary school curricula [3, 15–17].…”

“…At the core of the Zambian sexuality education policy is the idea that there is a substantial need to support adolescents in delaying their sexual debut, to reduce the number of sexual partners and to increase safer sexual practices [15–17]. Backed by evidence on its positive effects on adolescents’ level of knowledge, skills, attitudes and values related to sex and sexuality, CSE has been promoted in a series of global policy guidelines and recommended to be integrated into ordinary school curricula [3, 15–17]. It is anticipated that the positive effects on knowledge, skills, attitudes and values will empower adolescents to realize their health, well-being and dignity; to develop respectful and pleasurable social and sexual relationships; and to understand and ensure the protection of their rights throughout their lives [18].…”

“…It is anticipated that the positive effects on knowledge, skills, attitudes and values will empower adolescents to realize their health, well-being and dignity; to develop respectful and pleasurable social and sexual relationships; and to understand and ensure the protection of their rights throughout their lives [18]. Many low income countries have committed to international policies to roll out CSE in their schools [3, 15–17]. Together with 21 other countries, Zambia has signed ‘The Eastern and Southern African Ministerial Commitment on CSE and SRH services for adolescents and young people’ which has shaped expansion and implementation of CSE across the region [1].…”

Factors influencing the integration of comprehensive sexuality education into educational systems in low- and middle-income countries: a systematic review

“…In Ethiopia, Ghana, Kenya, Peru and Guatemala, teachers and students of the same gender had a positive effect [15]. Studies conducted in Southern and West Africa (namely, Botswana, Zimbabwe, and Nigeria) concluded that teachers with negative attitudes and perceptions regarding CSE hindered progress [33,36,48]. Similarly, the reaction of community and religious leaders and parents had a significant impact on the acceptance of CSE.…”