Dissertations / Theses: 'Sex instruction – South Africa – Mpumalanga'

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Kooverjee, Ishwar. "An exploratory field study into schoolgirl pregnancies, with emphasis on the role the school can play in their prevention." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003419.

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This piece of research explores the problem of schoolgirl pregnancies and suggests a role which the school might play in their prevention. Concern over the growing number of unplanned pregnancies under the age of eighteen years at the author's school, culminated in the .present study. Experts on the subject often perceive the problem to be self-defeating to the young girls, medically contra-indicated and socially disruptive. The purpose of this investigation was to determine attitudes towards the description of the problem, to identify causative factors predisposing to pregnancy, and to obtain views on how the school can reconcile efforts to address the problem. The relevant research data was obtained through a comprehensive 64 item attitudinal and knowledge-base questionnaire which was administered to a sample of 187 subjects. The sample comprised seven different occupational groups namely, senior schoolgirls, parents of senior schoolgirls, ex-schoolgirl primigravidae, parents of ex-schoolgirl primigravidae, school teachers, members of the clergy and various health care professionals. The appendices contain full statistical tables as well as full responses to the open-ended essay based on the research questionnaire so that the reader is free to check the reasonableness of the conclusions drawn. In the final chapter the author provides a brief summary of findings, offers justification why the teaching of sex education should be a priority in public schools, and makes recommendations, in the main, for the inclusion of school-based sex education as a component of Guidance in terms of rationale and implementation. In addition, suggestions are made with regard to school policy formulation and networking with parents and other community resources. Finally, a choice of four current model programmes for sex education are proposed in an effort to improve and build upon existing programmes in the present South African curriculum. It is the author's belief that this investigation may contribute to course design and perhaps provide hypotheses for more specific studies in the future.

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Sethosa, Grace Sibongile. "Teenage pregnancies as a management issue in township schools in George." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/678.

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This study investigates the causes, consequences and possible solutions of teenage pregnancy. It indicates that socio-economic factors play an important role in the occurrence of teenage pregnancies. In addition the study suggests that a range of factors, including, cultural norms and individual needs, impact on the childbearing decisions of teenage females. The study demonstrates that the most important negative consequences of teenage pregnancy include dropping out of school, unemployment, single parenthood and higher levels of poverty. An important finding of the study is that policies and programmes aimed at reducing teen pregnancy rates, and eliminating the negative consequences experienced by teen mothers and their children, are unlikely to be fully effective unless they realistically address socio-economic imbalances faced by many young women in South Africa.

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McMillan, Lauren. "Accessibility and uptake of reproductive health education during earlier youth according to 18 and 19 year old college students in the Cape Town metropolitan area." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5168.

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Thesis (MCur (Interdisciplinary Health Sciences. Nursing Science))--University of Stellenbosch, 2010.
ENGLISH ABSTRACT: Reproductive health is the right of every person. The new Children’s Act (Act 38 of 2005) gives to children 12 years and older rights to reproductive health, which includes contraceptive access as well as information on sexuality and reproduction. They have the right to HIV/AIDS testing and treatment with only their own consent. The aim of the study was to investigate the personal and contextual factors which influence the accessibility and uptake of reproductive health education during early youth (13 to 18 years). The study also aimed to identify contextually appropriate recommendations toward improved reproductive health provision for these youths. A descriptive, non-experimental, research design was employed with a primarily quantitative approach. A sample of 270 participants, constituting 20% of the study population (N=1373) was randomly selected from Northlink FET Colleges, Cape Town. A self-completion structured questionnaire was used to collect the data. Ethical approval was obtained from the Health Research Ethics Committee of the Faculty of Health Sciences, Stellenbosch University. Permission to conduct the research was obtained from the management of Northlink FET College. A group of 30 participants, who met the inclusion criteria, constituting 11% of the sample, participated in a pilot study. Reliability and validity were assured by means of a pilot study and the use of experts in the field, nursing research and statistics. Data was collected personally by the Principal Investigator. The data analysis was primarily descriptive in nature and presented in frequency tables, proportions and measures of relationships, using where indicated Chi-square (x2) and Mann-Whitney U tests. A thematic approach was used to analyze the qualitative data yielded from the open-ended question. Subsequently, in order to strengthen the investigation, the qualitative data, within the identified themes, was quantified based on a validated analytical approach. The results show that 74.1% (n=195) of participants were sexually experienced by the time of the study. Of the participants who reported having already had sexual intercourse, 60.5% (n=115) indicated having made their sexual début by the age of 16. A third of participants (33.2%,n=77) received their first reproductive health education by age 13. Only half of the participants (50.4%,n=116) indicated that the reproductive health education they received always influenced them to make safer sex choices. Of the participants, 21.9% (n=59) stated that they felt that they were in some way hindered in accessing contraceptives during age 13 to 18 years. The vast majority of the participants (94.4%, n=255) indicated that they would prefer reproductive health education to be provided by a professional healthcare provider at a clinic (61.5%, n=166) or by a nurse at school (33%; n=89). Increased reproductive health education within the schooling systems was requested by 52 (19.3%) participants, with more than 30% (n=84) indicating their home as the preferred source of such education. Several recommendations, grounded in the study findings, were identified, including the provision of reproductive health care and accessibility to contraceptives for youths as young as 12 years within a school setting. This care should be provided by healthcare professionals, such as nurses, on a similar operating basis as that which is provided in primary health clinics. The findings reveal to the pressing need for the development, implementation and evaluation of an alternative model for reproductive health care provision in order to assure the complete deliverance of the rights and care to youths as stipulated in the new Child Act (Act 38 of 2005).
AFRIKAANSE OPSOMMING: Voortplantings gesondheid is die reg van elke persoon. Die nuwe Kinderwet (Wet 38 van 2005) gee aan elke kind 12 jaar en ouer die reg tot voortplantings gesondheid, wat insluit toegang tot swangerskap voorbehoeding en informasie aangaande seksualiteit en voortplanting. Die jeug het ook die reg tot HIV/AIDS toetsing en behandeling met net hulle eie toestemming. Die doelwitte daargestel is om te bepaal watter persoonlike en kontekstuele faktore die toegang en gebruik van voortplantings gesondheidsonderrig bevorder en/of benadeel by jonger tieners (13 tot 18 jaar). Die studie sou ook vasstel wat die voorwaardes is vir n toeganklike voortplantings gesondheidsorg diens vir hierdie tieners. !n Beskrywende, nie-eksperimentele navorsingsontwerp was gebruik met n primer kwantitatiewe benadering. !n Steekproef van 270 deelnemers, insluitende 20% van die studie populasie (N=1373) was vanuit die Northlink Verdere Onderrig en Opleidings Kolleges (Kaapstad) by die studie betrek. Die vraelys gebruik was gestruktueerd en is self deur deelnemers voltooi. Etiese Komitee van die Mediese Fakulteit te Universiteit Stellenbosch verkry asook die Bestuur van Northlink Kollege. ’n Loodstudie was gebruik, waarby 30 deelnemers wat inpas by die insluitings kriteria (11% van die studie populasie) betrek is. Die betroubaarheid en geldigheid van die studie is deur die loodstudie, die gebruik van ‘n statistikus, verpleegdeskundiges en die navorser-metodoloog versterk. Die finale data is persoonlik deur die navorser ingevorder. Data was geannaliseer met die bystand van ’n statistikus en is as frekwensie tabelle uitgebeeld met die gebruik van Chi-hoek (x2) en Mann-Whitney U toetse. ’n Tema benadering is geneem om die kwalitatiewe data te annaliseer. Gevolgens is die data van die kwalitatiewe studie gekwantifiseer. Die bevindings van die studie het getoon dat 74.1% (n=195) van deelnemers seksuele ondervinding voor die studie gehad het. Van die deelnemers het 60.5% (n=115) hulle eerste seksuele ondervinding gehad voor die ouderdom van 16 jaar. Van die deelnemers het 33.2% (n=77) hulle voortplantings onderrig teen 13 jarige ouderdom ontvang. Net 50.4% (n=116) van deelnemers het bekend gemaak dat die onderrig wat hulle ontvang het, hulle altyd gelei het tot veiliger seksuele keuses. Van die deelnemers het 21.9% (n=59) het gevoel dat hulle op een of ander manier verhoed was om voorbehoeding te bekom. Van die deelnemers, sou 94.4% (n=255) verkies het om alternatiewe voortplantings gesondheidsonderrig van ’n professionele gesondheidsorg voorsiener te ontvang, 61.5% (n=166) in klinieke en 33% (n=89) deur ’n verpleegster by ’n skool. ’n Toename in voortplantings onderrig binne die skoolsisteem is versoek deur 52 (19.3%) van die deelnemers, met 30% (n=84) van die deelnemers wat voortplantings onderrig van die huis af sou verkies het. Die hoop word dus uitgespreek dat die voorsiening van voortplantings gesondheidsorg aan kinders so jonk as 12 jaar binne die skool sisteem voorsien kan word, deur ’n professionele gesondheidsorg verpleegster op ’n soortgelyke basis as in publieke gesondheids klinieke. Die studie se bevindinge lei die navorser tot die voorstel om n alternatiewe model te ontwikkel en beplan. Hierdeur moet die voorsiening van voortplantings gesondheidsorg geskied wat sou verseker dat die volledige regte en sorgvoorwaardes aan die heug toegestaan deur die nuwe Kinder Wet (Wet 38 van 2005), aan voldoen word.

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Jefthas, Wilna Desiree. "Youth understandings of a sex education programme." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85571.

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Thesis (MEd)--Stellenbosch University, 2013.
The problem of youth has been a key issue in South Africa since 1994, with youth seen as needing extra guidance and leadership if they are to bring about the country that many hope for. The interest in youth is also spurred on by recent studies that claim that once adolescents establish certain behavioural patterns that it becomes difficult to modify these patterns. Little research exists that describes the ordinary sociological experiences of youth, especially on sensitive issues that attract a lot of public attention- such as teenage sex and pregnancies, and what is perceived as the ‘slipping of youth morals’. There is great concern that youth are experimenting with sex at too early an age in their social and political development (Frimpong 2010: 27). In my thesis I focus on the thinking, choices and decisions that learners at one high school in Cape Town seem to make with regard to sex and sexuality, and how their choices seem to be influenced by a variety of discourses attached to the provision of a sex education programme at the school; discourses that organise their everyday thinking and actions in very concrete ways. A key goal of the study was to disarticulate and re-articulate the deficit mentality that shapes discourses of sexuality in South Africa, and to develop ‘sexual’ stories and strategies of story-telling that allow the voices of learners to be heard (Pillow 2004). My focus in this study is mainly to explore how the sex education programme reconstitutes youth’s sexual identity. In my qualitative study I challenge the tendency to view youth participation in teen sex using mainly an abstinence-only discourse, and suggest that sex education programmes ‘contaminate’ and ‘mutilate’ youth understandings of sex and sexuality in quite complex ways.

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Njambatwa, Mluleki. "Teenage fathers as learners in a Butterworth Secondary School: implications for sex education." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1006294.

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Teenage pregnancy is one of the social and health problems in many communities of South Africa and is escalating (Richter, 2005). Teenage pregnancy is also a global health problem as it affects the whole world and has been a concern to health workers like medical doctors, nurses, community developers, educators and parents (Maholo, 2009). In addition, the risk of dropping out of school due to pregnancy is considerable to teenagers as it results in a lack of qualifications and future unemployment.The purpose of this study was to determine the perceptions and experience of teenage fathers who are both learners and fathers and their views on the effects of teenage pregnancy. Furthermore, this investigation was undertaken to investigate the implications of teenage fathers‘ experiences on sex education. This study followed qualitative research approach as it is based on male teenage pregnancy which is a real consequence of teenagers engaging in sexual activities (Silverman, 2006). In this study the data collected through in depth interviews and personal journals were analyzed.This study revealed that all the teenage fathers interviewed were not happy that they were teenage fathers instead they were disappointed, shocked, and regretful and did not believe that they could become fathers at their respective ages. They also regretted themselves for becoming teenage fathers as it delays them in their studies. They have been taught about sex education at school in a learning area called life orientation so they do not blame school but themselves for their actions.

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Hendricks, Farah. "A participatory action research approach to engaging peer educators in the prevention of teenage pregnancy." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/16011.

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The phenomenon of teenage pregnancy among school-going youth is on the increase in South Africa, despite the existence of a number of intervention programmes. Although both curricular and co-curricular awareness programmes targeting this phenomenon are currently employed within South African schools, these programmes have patently not met with much success, since the problem remains acute. It was the question why these programmes are not succeeding in alleviating the problem that prompted my interest in undertaking this study. Based on literature that suggests that those programmes that are successful in reaching the youth are designed through participatory processes, rather than being designed by outside experts, my thesis proposes that prevention programmes that are designed and implemented by the youth for the youth may be more successful in helping them to make healthy decisions in terms of their sexual behaviour. This study attempted to engage youth in a participatory way in identifying and exploring their perceptions of teenage pregnancy and using the knowledge thus gained to design, implement and evaluate prevention strategies in their school. The study is informed by social learning theory and adopted a participatory action research (PAR) design, which is located in a critical paradigm. I purposefully recruited twenty-four youths (14 females and 10 males) to participate. The primary research question that guided this study was: “How can peer educators be engaged to create prevention strategies to reduce teenage pregnancy and its impacts?” The following sub-questions were identified from the primary research question: What do learners themselves know feel and experience with regard to the causes and effects of teenage pregnancy How might a participatory methodology help learners to create relevant and contextualised strategies for addressing teenage pregnancy? How can such strategies be implemented in a school system? What recommendations could be made for addressing teenage pregnancy in a contextualised way? The research was conducted in two cycles. In Cycle One, data was generated through two focus group discussions, led by a young researcher from the community to encourage openness and honesty. In addition through snowball sampling, six teenage mothers and two teenage fathers agreed to be interviewed individually. The same questions were asked in the two discussions and the individual interviews, namely: “What do you know, feel and think about teenage pregnancy?” In the first cycle, I responded to my first sub-research question. Interviews, drawings and focus group discussions were used to generate data. Three themes emerged from the data to provide insight into how the youth at the school perceived the phenomenon of teenage pregnancy. The findings from this cycle revealed certain tensions between what youth said they needed and what adults, such as teachers and parents, thought they needed to know. The participating teenagers regarded themselves as sexual beings, while the adults in their sphere of influence preached abstinence, moralised or merely cited the facts, without entering into any discussion of how young people could deal with social pressures and better protect themselves against unplanned pregnancy. The participating youth were clearly aware of how to prevent pregnancy, but the social barriers to using condoms or contraceptive pills were a stumbling block. They possessed knowledge of the potential consequences of risky behaviour, but this did not stop them from engaging in such behaviour. In the second cycle of the research, the participants used the findings of the first cycle to develop prevention messages and strategies to convey these messages to their peers. They used participatory visual methods to accomplish this. The findings from this cycle revealed that a peer education approach helped participants to increase maturity in sexual decision-making, had a positive effect on the learning and acquisition of new skills, and improved critical thinking relating to sexuality. The study also had a positive impact on other learners’ knowledge and the attitudes displayed by both learners and teachers, and also led to improvements in school policies related to sexuality education. It is contended that the study contributed important theoretical and methodological insights. Knowledge generated from the study could make a contribution to the field of sexuality education and how it should be approached in schools, particularly in communities facing social and economic adversity. The methodological contribution of this study provided guidelines and theory on how participatory action research and participatory methods can be implemented in schools to enable youth to influence change in their schools, not only regarding teenage pregnancy, but also other social issues.

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Mthatyana, Andisiwe Tutula Zinzi. "How are the messages of the official grade ten sexuality education curriculum at a former model C girls' high school in South Africa mediated by student sexual cultures?" Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013262.

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The increase in teenage pregnancy among school going learners is reported in the media as a crisis. Politicians and other stakeholders have also raised their views and concerns about pregnancy. In particular, these views and concerns perceive teenage pregnancy among school going learners as a cancer that needs a remedy because it has negative consequences for the learners, in particular the girl child. However, for all the sense of public crisis concerning sexuality and schooling, the voices of young people themselves regarding their own sexual subjectivity are seldom heard. This study focused on how girls in a former model C all girls high school negotiate and make sense of the meaning of the messages that they receive from the formal curriculum. The concept of student sexual cultures was employed in this study. Student sexual cultures are the informal groups that exist in the school and the girls take part in it. It is in these groups that the girls learn about sexuality and also make sense of their own gendered identities. This study employed ethnographic techniques of classroom observation coupled with in-depth interviews, focus groups and solicited narratives in order to understand how the participants experience and "take up" the messages they receive in the formal sexuality education component of the Life Orientation (LO) curriculum. The data was collected over a period of three months and was analysed using a directed content analysis. Four dominant themes emerged from the study. Firstly, the data reveals the school is a space of competing and conflicting discourses of sexuality and the learners are involved in a constant negotiation of the meanings of the messages. Secondly, the data shows the contested and confirmations of learners subjectivity. It shows that learners are regarded as sexual beings both in the formal and informal school cultures but there are limitations around one's sexual subjectivities. Thirdly, the data reveals that the school is a site in which a variety of femininities are reproduced, contested and struggled over. Femininities are constructed in the complex context of the school thus the school emerges as a site in which multiple femininities intersect with class, race and sexuality. Lastly, this study argues for the incorporation of the discourse of erotics in the formal curriculum which allows young people's voices to be heard. This approach (discourse of erotics) can be seen as a process of becoming, which focuses on possibilities of improving sexuality education as opposed to an imposed sexual model that is applied to young people and assumed to be the solution to young people's sexuality.

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Bailie, Ross Stewart. ""We have it, we sit on it" : a formative evaluation of a high school sexuality education programme." Master's thesis, University of Cape Town, 1991. http://hdl.handle.net/11427/27053.

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This dissertation reports on a formative evaluation of a high school sexuality education programme. The evaluation aimed to generate a greater understanding of pupils' attitudes to sexuality and insight into pupils' responses to a sexuality education programme. A qualitative method using focus groups was used. The groups comprised pupils, with programme staff acting as facilitators and observers. The foremost findings were that pupils had considerable understanding of many of the issues which the programme aims to teach them about. Pupils requested that the programme address issues of their concern, including lifeskills development. They expressed dislike of lectures, and requested the use of small group discussions. They also expressed the need for individual counselling under circumstances where the pupils could develop a trusting relationship with the counsellor. Pupils expressed difficulty communicating with their parents about sexuality, and distrust for their teachers in the role of counsellors or educators in this field. In conclusion, the evaluation yielded much information of potential use in development of the sexuality education programme, and recommendations are put forward. By basing a Family Planning Advisor at each school the pupils needs could be better addressed. Such an arrangement would allow the advisor to encourage parents and the wider community to participate in the programme. This type of broad approach appears to be a prerequisite for success in this field.

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Campbell, Joan. "Parent orientated sex education for pre-school children." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52393.

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Thesis (M Social Work)--Stellenbosch University, 2001.
ENGLISH ABSTRACT: The aim of the study was to present guidelines for the composition of a parent orientated sex education programme for pre-school children. An exploratory study was undertaken to describe and investigate the nature and extent of parental sex education to pre-school children. The investigation was done by first exploring existing research literature and describing it. The empirical study was based upon both the literature study and mothers' opinions on sex education. Pre-school children are disproportionately !ll0re likely to be sexually abused with devastating consequences which result in behavioural and emotional problems throughout their lives. The ultimate responsibility of prevention of child sexual abuse should be with the parent. However, two problems persist. Firstly, parents are often the perpetrators and therefore it is not justified to leave the responsibility solely to the parents. Secondly, parents who want to teach their children prevention strategies often lack the skills and knowledge. Therefore, the concept of a prevention structure in which the child can live and find support should be put into practice by the school. Prevention strategies should include sex education, a neutral home environment and a safe environment for disclosure of sexual abuse. This prevention structure should include the teacher, the social worker and the parent. These three components should support each other to implement an atmosphere of prevention and healthy sexual development. Linking and inter-dependence are important because there is always a possibility that one of the participants may be corrupt. Social workers should provide an effective basis for a personal safety programme to parents which should be supported and facilitated by schools. Training parents to become sex educators encourages better parent-child communication, builds the family support network, and has an impact on the ability of the family to deal more positively with sexual concerns. This does not only result in the prevention of sexual abuse but also contributes to the healthy sexual functioning, development and understanding of the sexuality of pre-school children. Through parent orientated sex education, parents can also dispel sexual myths and misinformation that their preschool children gain from peers and other sources. Despite the increasing public awareness devoted to sexual abuse and the advantage of sex education, a formal prevention education structure has not yet been implemented for pre-school children in South Africa. The first objective of this study was to describe and investigate the extent of parental sex education presented to pre-school children. The second objective was to investigate the acceptability of a sex education programme for pre-school children. The third objective was to describe the physical and sexual boundaries existing in the home environments of parents of pre-school children and finally to determine the sexual behaviours of pre-school children, which parents regard as acceptable. The main conclusions, based on the findings of the study, indicated that parents were in favour of sex education for pre-school children and that they require more information which would empower them to sex educate their pre-school children at home. They were also in favour of a classroom-based sex education programme. In conclusion it is recommended that a sex education programme is to be implemented at pre-schools for parents of pre-school children, as well as a classroom based sex education and a personal safety programme for pre-school children.
AFRIKAANSE OPSOMMING: Die doel van die navorsing is om moontlike riglyne vir 'n ouer-georiënteerde seksopvoedingsprogram vir pre-primêre kinders saam te stel. 'n Verkennende studie is onderneem om die omvang en aard van ouer-georiënteerde seksopvoeding vir pre-primêre kinders te ondersoek. Verder is bestaande navorsingsliteratuur bestudeer en beskryf. Die empiriese ondersoek wat daarop volg, is gebaseer op sowel die literatuurstudie as moeders se menings oor seksvoorligting. Pre-primêre kinders het 'n groter kans om seksueel gemolesteer te word wat kan lei tot die ervaring van emosionele- en gedragsprobleme, met vernietigende gevolge vir die res van hul lewens. Die uiteindelike verantwoordelikheid om die kind teen molestering te beskerm, berus by die ouers. Dit skep egter twee probleme. Ten eerste is die ouer dikwels self die oortreder en daarom kan die verantwoordelikheid nie uitsluitlik by die ouer berus nie. Tweedens, is die ouers wat wel seksopvoeding aan hul kinders wil bied, dikwels weens 'n gebrek aan kennis en vaardighede, onbevoeg om dit te doen. Dit is daarom die skool se verantwoordelikheid om 'n voorkomende struktuur te skep waarin die kind kan leef en ondersteuning kan vind. 'n Voorkomende strategie moet seksvoorligting, 'n neutrale leefruimte sowel as 'n veilige omgewing vir die bekendmaking van seksuele molestering insluit. Hierdie voorkomende struktuur moet die onderwyser, die maatskaplike werker en die ouer betrek. Hierdie drie komponente moet mekaar ondersteun om "n atmosfeer van voorkoming en gesonde seksuele ontwikkeling te implimenteer. Aangesien die integriteit van die partye nie gewaarborg kan word nie, is noue skakeling en interafhanklikheid van die drie komponente belangrik. Maatskaplike werkers behoort "n effektiewe persoonlike veiligheidsprogram, wat deur die skool ondersteun en gefasiliteer word, aan die ouers te voorsien. Ouers as seksvoorligters bevorder die kommunikasie tussen ouer en kind, verstewig die ondersteuningsnetwerk van die gesin en ontwikkel die vermoë om seksuele aangeleenthede openlik te hanteer. Gevolglik word seksuele molestering voorkom en gesonde seksuele funksionering bevorder. Die ouer verkry ook insig in die seksuele ontwikkeling van die pre-primêre kind. Deur middel van ouer-georiënteerde seksvoorliging, kan ouers mites en verkeerde inligting, wat dikwels deur die portuurgroep oorgedra word, regstel. Ten spyte van die toenemende mediadekking en bewuswording van die voordeel van seksopvoeding, is daar nog geen formele opvoedkundige voorkomende veiligheidsprogram in Suid-Afrika geïmplementeer nie. Die eerste doelwit van die studie was om die omvang en aard van pre-primêre kinders se seksuele opvoeding te ondersoek. Die tweede doelwit was om ouers se aanvaarding van seksvoorligting van pre-primêre kinders te ondersoek; die derde doelwit was om die fisiese en seksuele grense in die huislike omgewing te ondersoek en laastens, om aanvaarbare seksuele gedrag van pre-primêre kinders te ondersoek. Daar word tot die gevolgtrekking gekom dat ouers wel ten gunste is van ouergeoriënteerde seksvoorligting vir pre-primêre kinders en dat hulle die behoefte het aan leiding om dit te doen. Die ouers is ook ten gunste van die aanbieding van seksvoorligting in die klaskamer. Daar word aanbeveel dat 'n veiligheidsprogram, wat 'n ouer-georiënteerde seksvoorligtingsprogram vir ouers van pre-primêre kinders, sowel as seksvoorligting in die klas behels, in skole geïmplimenteer moet word.

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Graham, Nicola Susan Jearey. "Resisting responsibilisation : a narrative-discursive analysis of young peoples' talk about high school sexualities and school sexuality education." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013078.

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The most widespread intervention in South Africa into the sexualities of young people is school based sexuality education. However there is a dearth of research in this area, and studies that have been conducted highlight major weaknesses with implementation. Research from Western countries indicates that the messages conveyed in sexuality education are resisted if they conflict with the desired sexual subjectivities of young people. This indicates a need for further research into desired youth sexualities, and school based sexuality education. While South African studies of young people‘s talk about sexualities have been conducted, there is a paucity of literature in this area from a discursive perspective. This study is situated within a feminist post-structuralist paradigm, utilising a performative-performance analytical approach which synthesises Butlerian theory with a narrative-discursive methodology. This approach enables an analysis of both the macro-discursive power webs within which sexualities are situated, and the micro-discursive activity through which sexual subject positions are constructed. I used this approach to analyse the talk of groups of students from a Further Education and Training College about the sexualities of High School learners and their own past sexuality education. Findings showed that that the most dominant discursive resources which were utilised to construct sexualities were societal sexual norms discourses. These foundational discourses constructed gendered sexualities of compulsory hyper-heterosex for men, and compulsory compliant girlfriendhood for women. Such gendered sexualities reinforced patriarchal and abusive gendered and sexual practices. Ways in which participants troubled the dominant gendered sexualities through the performance of alternative sexual positions were analysed, as these 'troubling' performances indicate mutable aspects of the normative gendered field. Participants drew on a discourse of disconnect when talking about their school sexuality education, and their parents‘ (lack of) communication with them about sex. This suggests that adultist attempts to construct a 'responsible' sexual subject position for young people are resisted when such a position is constructed in a non-relational manner. Collusion between the constructed gendered sexualities and the discourse of disconnect results in the un-performability of a 'responsible' sexual subject position. These findings were used to provide suggestions for enhancing school based sexuality interventions.

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Mankayi, Andiswa. "A situation analysis of sex education and communication and the implications thereof for HIV/AIDS prevention work." Thesis, Rhodes University, 2003. http://hdl.handle.net/10962/d1007447.

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This study explores the history of sex communication and education over a period of fifty years (1950 to the present), in a deep rural area of the Eastern Cape. It describes patterns of sex communication between peers, between siblings, between children and parents and between young people and other non-familial agencies within communities. Communication trends are traced from the period before contraception was introduced, through to the introduction of female birth control methods into the HIV/AIDS era where the focus has been on attempting to introduce condoms. Twelve semi-structured interviews and two four-person focus groups were conducted to gather information on how the participants acquired information about sexuality and their responses to the same. The findings of the present study suggest that the widespread use of injectable contraceptives has had a marked effect on the sexual culture of the community under investigation. It has led to the collapse of the regulatory practices which were previously in place. This in turn has significantly affected the sexual communication and negotiation context. Furthermore, it has had a determining influence on male involvement in sexual reproductive health matters and has created a poor context for the adoption of condoms as a prophylactic. There were no major changes in the sexual communication context within families and within communities in that education has always been limited to instructions to avoid pregnancy. Of note was a culture of collusion between adults and children surrounding sexuality, which absolved the parties involved in addressing sexuality. These factors are understood have mediated response to HIV/AIDS prevention efforts, and need to be taken into consideration in the development of sex communication and education programmes.

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Cupido, Xena. "A study investigating the contraceptive knowledge, attitudes, beliefs and practices of coloured unmarried pregnant teenagers." Thesis, University of the Western Cape, 1998. http://etd.uwc.ac.za/index.php?module=etd&amp.

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Kolawole, Ibidayo Ebun. "High school learners' perception of HIV/AIDS preventive strategies." Thesis, University of Zululand, 2003. http://hdl.handle.net/10530/1029.

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Submitted in fuIfilment ofthe requirement for the degree Master of EDUCATION in the Department of Educational Psychology of the Faculty of Education at the University of Zululand, South Africa, 2003.
This study investigated the perceptions of high school learners about HTV7AIDS preventive strategies. The study reveals that the age of the learner, their gender, grade level, and the school they attend influences their perceptions. The study also reveals that the learners hold positive perceptions about abstaining from sex, delaying sex until marriage as well as knowing the HIV/AIDS status of potential partners as of paramount importance while those who do not hold positive perceptions about abstinence hold positive perception about practicing safe sex. The study reveals that there was no relationship between religion and the acceptance of circumcision as a cultural practice through which infection could be avoided; but racial grouping and age greatly influence the acceptance of this alternative strategy.

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Greeff, Lise-Marie. "The design, implementation and evaluation of a peer group sexuality psycho-education programme for university students." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/49792.

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Thesis (MA) -- Stellenbosch University, 2003.
ENGLISH ABSTRACT: Health and social problems associated with the high-risk sexual behaviour of young people worldwide gave rise to the priority status accorded to sex education in the past decade. Despite the attention focused on and the goals set for sexual health education, surveys indicate that the AIDS epidemic is still spreading, STD infections are increasing and a growing number of unwanted pregnancies are reported every year. It seems therefore that many young people are not yet able to manage their sexual health effectively and sex educators are confronted with the challenge to provide more effective sexl education interventions. This study attempted to address the need for effective sexuality education for young people by designing, implementing and evaluating a peer group sexuality psycho-education programme targeted at university students. The process of programme development was guided by the phases proposed by the Psycho-education model: Phase 1: Problem-identification. This phase entailed becoming aware of the problem through media attention, social awareness, discussions with members of the community and exploring problems around young people's sexual health through an extensive literature review. Phase 2: Situation Analysis. During this phase the researcher clarified the identified problem by conceptualizing and defining relevant concepts and identifying theoretical frameworks and principles that could be used to address the problem. as well as the Action Research model were identified as useful theories. Phase 3: Development of the programme. The Information-Motivation-Behavioural skills (1MB) model and the Guerney model were used to guide the design of the programme. Phases 4, 5 and 6: Implementation, evaluation and re-evaluation. These interdependent phases entailed three consecutive implementations of the sexuality psycho-education programme. The principles of Action Research were used to guide the implementation and evaluation processes. Evaluation of qualitative data obtained through participatory research after each implementation allowed for continuous adaptation and improvement of the programme. At the end of the third implementation quantitative data was supplemented by quantitative data obtained with a pen-and-paper test-retest method. Quantitative results indicated that the sexuality education programme significantly increased subjects' knowledge regarding sex en sexuality, but did not have a significant impact on attitudes and perceived behavioural skills. There was an indication that clarification of attitudes had been promoted, and that attitudes relating to the use of contraception had positively changed. Furthermore, a significant change in perceived behavioural skills regarding communication about and behaviour for the prevention of HIV/STDs had been achieved. Qualitative evaluation indicated that subjects felt more positive about using condoms and about communicating with their partners about the use of contraceptives. Step 6 and full circle back to step 1: Final Re-evaluation and problem-identification. During this phase the researcher reviewed the outcomes of the intervention. New problems were identified and recommendations made for future continuation. The researcher concluded that the deficits in research methodology, such as a lack of structured qualitative evaluation, hampered effective evaluation of the programme. Further research needs to be conducted to develop appropriate theoretical frameworks and measuringinstruments with which to inform and evaluate the effectiveness of sex education programmes.
AFRIKAANSE OPSOMMING: Die gesondheids- en maatskaplike probleme wat verband hou met die hoë-risiko seksuele gedrag van jongmense wêreldwyd het daartoe gelei dat seksonderrig gedurende die afgelope dekade voorrang geniet het. Ondanks die toespitsing op seksuele gesondheid, en die doelwitte daarvoor gestel, toon peilings dat die VIGS-epidemie steeds versprei, seksueel-oordraagbare siektes (STDs) toeneem, en 'n groeiende aantalongewenste swangerskappe jaarliks aangemeld word. Dit blyk dus dat 'n groot aantal jongmense nie in staat is om hulle seksuele gesondheid effektief te bestuur nie en seksopvoeders word gekonfronteer met die uitdaging om meer effektiewe seksopvoedingsintervensies te verskaf. Met hierdie studie is onderneem om die behoefte aan doeltreffende seksualiteitsopvoeding vir jongmense aan te spreek, deur die samestelling, toepassing en evaluering van 'n portuurgroep seksualiteit psigo-opleidingsprogram gemik op universiteitstudente. Die proses van programontwikkeling is gelei deur die fases wat voorgestel is deur die Psigo-onderrigmodel: Fase 1: Probleemidentifikasie: Dié fase het kennisname van die probleem behels as gevolg van die aandag daaraan gewy in die media en as gevolg van maatskaplike bewustheid, asook deur bespreking met lede van die gemeenskap en deur ondersoek van probleme in verband met die seksuele welstand van jongmense deur middel van 'n uitgebreide literatuurstudie. Fase 2: Situasieanalise: Gedurende hierdie fase het die navorser die geïdentifiseerde probleem duideliker omskryf deur die relevante konsepte te konseptualiseer en omskryf, en teoretiese raamwerke en beginsels te identifiseer wat gebruik kon word om die probleem aan te pak. Fase 3: Ontwikkeling van die program: Die Informasie-Motivering-Gedragsvaardigheidsmodel (IMG) en die Guernymodel is gebruik as raamwerke vir die ontwerp van die program. Fases 4, 5 en 6: Implementering, evaluasie en her-evaluasie. Hierdie interafhanklike fases het drie opeenvolgende implementerings van die seksualiteit-psigo-opleidingsprogram behels. Die beginsels van Aksienavorsing is toegepas in die implementering- en evaluasieprosesse. Evaluasie van kwalitatiewe data, verkry deur deelnemende navorsing na elke implementering, het deurlopende aanpassing en verbetering van die program moontlik gemaak. Aan die einde van die derde implementering is kwantitatiewe data aangevul deur data wat verkry is deur 'n pen-en-papier toets-hertoets-metode. Stap 6 en terug tot by stap 1: Finale re-evaluasie en probleemidentifikasie. Gedurende hierdie fase het die navorser die resultate van die intervensie ontleed. Nuwe probleme is geïdentifiseer en aanbeveliings vir toekomstige voortsetting is gemaak. Die navorser het tot die gevolgtrekking gekom dat die tekortkominge in die navorsingsmetodologie - byvoorbeeld, 'n gebrek aan gestruktureerde kwalitatiewe evaluering - verhinder het dat effektiewe evaluering van die program kon plaasvind. Verdere navorsing word benodig om toepaslike teoretiese raamwerke en meetinstrumente te ontwikkel wat aangewend kan word om die ontwerp van seksopvoedingsprogramme te rig en die effektief van programme te evalueer.

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Adams, Luvo. "A discourse analysis of the construction of gendered relationships in grade 10-12 Life Orientation textbooks in the Eastern Cape." Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/5532.

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School-based sexuality education has been the subject of research in the social sciences and pedagogical spheres globally. In South Africa, growing interest among social scientists in the topic, were ignited by the introduction of sexuality education as a compulsory part of Life Orientation (LO) by the late 1990s. However, the implementation of LO has been problematic. Reviewed literature in the current study, reveals how the dominance of the heterosex discourse is foregrounded in LO content on gender and sexuality. The current study was aimed at examining the construction of gendered relationships in LO textbooks. The study sampled LO textbooks for Grades 10-12, learners in these grades are between the mean ages 16-18 years. This group is the target group, because they are legally afforded the right to consent to sexual activity with peers, within the same age bracket. Conducted from a social constructionist perspective, the current study employed qualitative methods of inquiry (textual analysis). Against the backdrop of heterosexuality as norm, it was the aim of the current study to understand the subject positions made available for female learners to construct themselves, within the discursive spaces in LO content. Findings suggest that two discourses namely: the heterosex discourse and the discourse of danger and disease, dominate in LO content on gender and sexuality. This leads to the construction of gendered relationships a s inherently heterosexual, leading to the marginalisation of relationships that fall outside of the norm. The female learner is positioned as a passive-victim, incapable of exercising sexual agency, while young men are positioned as inherently more powerful members of the intimate relationships or dangerous sexual predators. In the discourse of danger and disease, she is also positioned as a potential victim but the focus is on equipping her with skills, in a way which positioned her as an active-resistor in refusing sexual activity; and being in control of decision-making on issues of safety in relationships. The implications of these contradictions, is that they focus on the individual and disallow her taking up of sexual agency, and disregard the context in which she has to do so.

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Ndlebe, Siphokazi. "An assessment of the quality of family planning services rendered to adolescents by health workers at Mdantsane clinics, Mdantsane, Eastern Cape Province, S.A." Thesis, University of Fort Hare, 2011. http://hdl.handle.net/10353/407.

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Family planning services are rendered at no cost in all clinics in Mdantsane. Mdantsane is situated in the Eastern Cape and falls under Amathole District Municipality. The high rate of adolescent pregnancy in the area raises a question as to whether the family planning services are adequate. This issue reflects on the quality of family planning service delivery. According to Roux (1995:94), a quality service is a safe, easily available and readily acceptable service, delivered by well trained family planning personnel through well planned programmes. Aims and Objectives: To assess the quality of family planning service delivery by health providers to adolescents; determine the opinions of adolescents regarding accessibility, friendliness of staff, privacy, confidentiality, reproductive health information and resources at Mdantsane clinics from June to July 2009. Method: A questionnaire was designed to collect data. The questionnaire was administered on the adolescents utilizing the reproductive health services at eleven primary health clinics in Mdantsane. A sample consisting of 110 adolescent youth between 19 and 24 years was selected by using random sampling. A response of “yes” will indicate that the participant is satisfied with the specific item, while a response of “no” will indicate dissatisfaction with that item. A specially designed spreadsheet was developed to analyze the data. Data was analyzed by using the Microsoft Excel 2007 Version 6. Results: The results from this research study suggest that there is a definite need for improvement of adolescent reproductive health services at Mdantsane clinics. It is clear that the current available maternal and child health programmes, school health services and reproductive health services are not able to meet the adolescent sexual and reproductive needs. Conclusion: The research findings from this study indicated the constraints to good quality family planning health care service delivery. Satisfaction responses from the five categories: health facility amenities, accessibility, staff characteristics, availability of sexual and reproductive health services and availability of educational material accessibility were mostly below 70%. The responses regarding the question on the “full information about the available contraceptives”showed the least level of satisfaction. Deficiencies in physical facilities and equipment, disruptions in supplies, insufficient information provided to clients and providers‟ insensitivity to the feelings and needs of the clients are issues that discourage adolescents from utilizing contraceptive services. Recommendations: Adolescents need a safe and supportive environment that offers information and skills to equip them on all aspects related to sexual and reproductive health issues. To satisfy adolescent reproductive needs, the following key elements should be improved: accessibility of reproductive health services, friendliness of clinic staff, availability of information about reproduction and sexuality and maintenance of issues regarding confidentiality and anonymity. Quality requires the presence of trained personnel in well-equipped clinics where clients are treated courteously. To avoid issues of courtesy bias, there is a need to conduct a similar survey utilizing alternative community settings, namely homes of participants or a school.

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Seutlwadi, Lebogang. "Adolescents' knowledge about abortion and emergency contraception a survey study." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1002561.

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Adolescents have become focal points of discussions and debates regarding sexuality and reproductive health matters. However, little research has been done particularly in South Africa to examine their knowledge concerning abortion and emergency contraception. Research indicates that a substantial proportion of adolescent pregnancies are unintended or unwanted. Abortion and emergency contraception are both time-sensitive services. Thus having accurate and comprehensive knowledge about both abortion and emergency contraception is pivotal, in the case of unintended or unwanted pregnancy or when engaging in unprotected sex or experiencing contraceptive failure that could lead to pregnancy. The 1994 International Conference on Population and Development (ICPD) defined reproductive health rights for both men and women as the right to "decide freely and responsibly the number, spacing and timing of their children and to have the information and means to do so" (p. 60). That is, men and women should "have the right to make decisions concerning their reproduction free of discrimination, violence and coercion" (ICPD, 1994, p.60). Based on these definitions, it is rather evident that comprehensive and accurate knowledge are at the core of one's ability to make an informed consent. This is confirmed by Adler's (1992, p. 289) definition of informed consent or choice "a) access to sufficient information b) understanding the information c) competence to evaluate potential consequences d) freedom to make a choice and e) the ability to make and express that choice". It is from this framework that this study emerged. The aim of this study was to examine adolescents' knowledge concerning abortion and emergency contraception. The participants were Grade 11 learners between the ages of 15-24 years from five different schools in the Buffalo City Municipality. A sample of 514 was achieved. Data were analysed using descriptive cross-tabulation, chi-square and qualitative methods where appropriate. The results revealed that most of the participants did not have sufficient accurate knowledge concerning the Choice on Termination of Pregnancy Act, consequences of legal abortion and emergency contraceptive pills to make informed decisions. Furthermore, data also revealed that the participants' schools playa role in their sexual activity, their knowledge about the Choice on Termination of Pregnancy Act and about emergency contraceptive pills. Although this method made it feasible for the researcher to make general assumptions, non-responses were one of the limitations of the study. Similar research in various municipalities/cities in and outside the Eastern Cape is recommended so as to increase further awareness concerning the level of knowledge that adolescents have about contraceptive pills particularly emergency contraceptive pills, the Choice on Termination of Pregnancy Act and abortion in general.

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Maneli, Desmond Mzwabantu. "An investigation into the role of attitudes in inhibiting parents from talking about sexuality to their adolescents." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6514.

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Thesis (MPhil)--University of Stellenbosch, 2011.
ENGLISH ABSTRACT: The study was conducted at the Lungisa High School, at KwaDwesi in Port Elizabeth. The study aimed at describing attitudes of parents of adolescents of this school as possible reasons for the lack of sexuality education for their adolescents. The sample comprised 150 parents of adolescents (guardians) who participated in the survey. Probability sampling was used. This means that each member of the parent population had a specificable probability of being chosen. A questionnaire, two focus groups and interviews were used to solicit responses. Use of descriptive statistics helped in presenting and analysing the data. The survey revealed that parents‟ attitudes inhibit them from talking about sexuality issues to their adolescents. Parents also fear that if they talk about sexuality issues to their adolescents, they will be sexually active at a younger age. Responses of participants (married parents living together, single mothers, single fathers and guardians) indicated this concern. It can be concluded that education for parents of adolescents is imperative. They must be caused to join the fight against HIV and AIDS, but first they must shed these attitudes to reduce HIV infection and other sexually transmitted infections (STIs). Suggestions and recommendations of the syllabus for this kind of education are discussed under the “Conclusion and Recommendations” part of the research article.
AFRIKAANSE OPSOMMING: Hierdie studie was uitgevoer by Hoërskool Lungisa op KwaDwesi, Port Elizabeth. Die fokus van die studie poog om die houdings van ouers van adolessente as moontlike redes aan te voer vir die gebrek van seksualiteitsopvoeding vir hul adolessente kinders. 'n Steekproef van 150 ouers (sowel as voogde) het deelgeneem aan die opname. Die waarskynlikheid monsterneming metode was gebruik. Dit beteken dat elke lid van die ouer-populasie het 'n bepaalde waarskynlikheid om gekies te word. 'n Vraelys, twee fokusgroepe en onderhoude is gebruik om reaksie van die deelnemers uit te lok. Die gebruik van beskrywende statistiek het gehelp met die voorstelling en analisering van data. Die opname het getoon dat die houdings van ouers verhinder hulle om seksualiteitskwelpunte met hul adolessente kinders te bespreek. Ouers vrees dat die praatjies met betrekking tot seksualiteitskwelpunte met hul adolessente kinders sal lei tot vroeë seksuele betrokkenheid op 'n jonger ouderdom. Antwoorde van deelnemers (getroude ouers wat saamwoon, enkel ma's, enkel pa's en voogde) het hierdie besorgheid aangedui. Ter afsluiting kan beklemtoon word dat opvoeding van ouers uiters belangrik is. Ouers moet aangemoedig word om aan te sluit by die oorlog teen Vigs, maar hulle moet eers hul houdings aanpas sodat MIV-infeksie en ander seksuele oordraagbare infeksies verminder word. Voorstelle en aanbevelings van die sillabus van hierdie soort opvoeding word bespreek onder die “Slot en aanbevelings” gedeelte van hierdie artikel.

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Mbokane, An. "The utilisation of contraceptives by women who requested termination of pregnancy services in the Gert Sibande District (Mpumalanga)." Diss., 2004. http://hdl.handle.net/10500/1313.

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Contraceptives are available free of charge throughout South Africa. Nevertheless the number of requests for termination of pregnancy (TOP) services continues to increase. This research investigated challenges preventing women from using contraceptives effectively. Structured interviews were conducted with 47 women who requested TOP services. Gender and financial issues posed challenges for some women to access contraceptives as well as their reported inability to access contraceptives. Most (85,5%) of the respondents used contraceptives. They discontinued using contraceptives because they experienced side-effects, necessitating them to request TOPs. Knowledge about, access to, nor the actual use of contraceptive enabled these women to prevent unwanted pregnancies. More effective counselling about the side-effects of contraceptives and enhanced accessibility of contraceptives during weekends and lunch breaks could enable more women to prevent unwanted pregnancies and reduce the number of requests for TOPs in the Gert Sibande District (Mpumalanga).
Health Studies
M.A. (Health Studies)

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Khoza, Janet Sonile. "An investigation on gender roles expectation of marriage : a case of Mbombela Municipality, Mpumalanga, South Africa." Diss., 2015. http://hdl.handle.net/11602/327.

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Malale, Matome Mathews. "Gender and literacy education in a rural area of Mpumalanga." Thesis, 2012. http://hdl.handle.net/10210/5847.

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M.Ed.
In a country which has just acquired its democracy, education for all citizens is of primary concern. The illiteracy rate in South Africa is high, especially in the rural areas of the country. During this time when South Africa finds itself in a period of transition and of prioritizing items on its agenda, education in general and in particular education of those who had little or no education at all, is high on the priority list. While the government has targeted illiteracy as a major issue, other issues such as gender make the illiteracy situation even more complex, especially in the rural areas where the traditional tenets of the communities are still observed. The aim of this study is to explore the role gender plays in the involvement of adult learners in literacy programmes in the rural Mapulaneng area of Mpumalanga Province, in order to determine the possible implications for literacy programmes in other similar rural areas of South Africa. In order to achieve this aim, an interpretive design is applied and qualitative methods of data—collection are utilized. A literature study which consists of the exploration of the field of Adult Basic Education and gender in global education, with special reference to South African rural areas in particular, forms the theoretical background of the empirical research. Empirical data was obtained through observations and interviews and processed and analyzed by unitizing, categorizing and patterning, resulting in the findings of the research. Lastly, findings of this investigation are discussed in the light of relevant theory. The following are the main research findings: Gender does play a role in the involvement of learners in adult literacy programmes in the rural Mapulaneng area of Mpumalanga. There are learning needs that are specific to females but no particular needs specific to males. However, some needs are not gender—related and are common to both females and males. The main implications of the findings are: Adult literacy classes should be conducted during the evening, in order to accommodate workers, mostly men. There is a need for teacher training of both female and male literacy teachers. Some of the gender—related reasons for non—involvement of adult learners, particularly those that pertain to the dominance of males, would be difficult to address as they are deeply rooted in culture. In order to address the needs of male and female adult learners, a holistic approach should be applied. A holistic approach entails: not only teaching literacy but addressing other needs of the learners; not only addressing the expressed needs of learners (male and female), but also addressing the needs that they are not aware that they have.

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Nkosi, John Pilson. "Mother tongue instruction in a secondary school in Mpumalanga : a survey of grades 10 and 11 learners and teachers." Thesis, 2011. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1000348.

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Thesis (MTech. degree in Education.)--Tshwane University of Technology, 2011.
The Constitution of South Africa in its Bill of Rights and the Language Policy introduced nine more official languages in addition to English and Afrikaans which were the only languages used as media of instruction in schools before 1994. The other nine official languages now embraced by the Policy as the media of instruction in schools are isiZulu, siSwati, isiNdebele, isiXhosa, Sepedi, Sesotho, Setswana, Xitsonga, and Tshivenda. The purpose of this study was to determine how the Language Policy is implemented in secondary schools in Mpumalanga.

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Mbeve, Oncemore. "Understanding transactional sex among young women in South Africa : a study based in KwaZulu-Natal, Eastern Cape and Mpumalanga provinces." Thesis, 2017. https://hdl.handle.net/10539/23808.

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Thesis submitted to: The Department of Psychology School of Human and Community Development , Faculty of Humanities , University of the Witwatersrand In partial fulfilment of the requirements for the degree of Masters in Psychology, Research and Coursework , January 2017
Background: There is wealth of research that suggests that young heterosexual women are at an increased vulnerability for HIV through engagement in transactional sex. Transactional sex in young women in Sub-Saharan Africa, including South Africa, is rife and financial constraints are a major driver. Quantitative studies conducted in Sub-Saharan Africa suggest that young women that are involved in transactional sex are nearly two or more than three times vulnerable to HIV. The young women are involved in transactional sex with older men in order to access financial needs for survival as well as for purposes of consumerism. Transactional sex is not often understood, and at times it is conflated with sex work. This thesis seeks to add to scientific understanding of transactional sex in the field of health. The goals of this thesis are to explore the participants’ understanding of transactional sex. The thesis also seeks to explore a link between transactional sex and father absence for young women. This thesis fills the gaps identified in the studies of transactional sex. Wherein, there is very little research that has investigated the discourses that shape the practice of transactional sex. The study aim was to deepen scientific understanding of transactional sex in South Africa through examination of the discourses and structural financial constraints that influence transactional sex among young women. The specific objectives of this study were: i. To explore the discourses that shapes the participants’ understanding and their involvement in transactional sex. ii. To analyse the participants’ understanding of transactional sex in KwaZulu-Natal (KZN), Mpumalanga (MP) and the Eastern Cape (EC) provinces. iii. To demonstrate the likely link between transactional sex and income poverty related to father absence. iv. To describe a probable link between transactional sex and vulnerability to HIV infection. Research methods: To meet objective (i) qualitative interview data were collected in three South African provinces which are KwaZulu-Natal, Eastern Cape and Mpumalanga using focus group discussions (FGDs) and key informant interviews (KIIs). Invitation for participation by key informants (KIs) was sent to older men and women who are stakeholders of the communities studied. The KIs were invited from the social services sector such as the Police, Social Development, Health, Justice and Community-based leaders of faith, healers and youth leaders. For FGDs, participants were invited through meetings that are conducted in the communities and also through the distribution of fliers using facilitators in the communities that were selected as study sites. All participants for this study comprised both females and males above the age of 18 years. Trained field officers conducted FGDs which were gender-matched as well as KIIs. The FGDs varied in length with an average of above one hour each. KIIs were an average of 45 minutes long each. For all the interviews, isiZulu, siSwati and Xhosa were used, accordingly, to suit the participants’ local languages. All interviews were recorded using a digital recorder. After the interviews, the audio records were transcribed and saved in Microsoft word documents which were kept in password protected folders. I later read and coded the data then analysed it using thematic analysis for organising the codes in respective themes. I then used critical discourse analysis for an in-depth analysis of the themes. To meet objective number (ii) and (iii), in addition to text data, I conducted a comprehensive literature review. I present the literature review in Chapter 2 of this thesis. I also used the literature review to interpret the findings of the empirical study in Chapter 4. Findings and discussion: Heteronormative perceptions, Christian religion and African traditional culture as well as safe sex public health interventions are major discourses that appeared to influence the way in which transactional sex was perceived. The gender discourse owed to the consensual perception that transactional sex only happened between young women and older men. This was clear in the research findings. The main findings were; (i) participants’ understanding of transactional sex, (ii) the link between transactional sex and vulnerability to HIV, and (iii) probable relationship between transactional sex and father absence. The participants understood transactional sex as a source of income driven especially by perceived high rates of unemployment and poverty in the study sites. Young women were viewed as receivers of financial and material benefits yet givers of sex to men. The flip side of the same coin was that, men were viewed as the givers of material and financial benefits, and receivers of sex. The discourses found also demonstrated that transactional sex was fuelled by young women and their families’ financial needs. The financial constraints that young women and their families face could be influenced by the absence of the father who is supposedly a provider. Consumerist society that promotes extensive consumption of goods and services also appeared to be influential in the practice of transactional sex particularly for the young women. Conclusion: Transactional sex is not a new phenomenon in the study sites. It has been practiced in a several ways, were the community elders were in control of the transactions that were involved in different sexual intercourses that happened historically. The community elders facilitated financial transactions for sex in the forms of punishment when a man had sex with a young woman outside marriage. This punishment was identified as a payment for damage that the man would have caused. The man could also pay lobola as a form of compensation for the woman that he would have married. Overtime, the practice of these transactions has changed. The young women now consciously get involved in transactional sex so that they can directly receive money and gifts from the men that they give sex to. The change in the practice of transactions and sex reflects the change in the socio-economic conditions where there is a high need for consumerism which is constructed within the context of modernity. Consumerism emerges together with capitalism, which is a relatively new economic model in South Africa. Capitalism requires one to be employed so that they can have access to economic benefits. However, the rate of unemployment challenges the young women and deprives them of accessing the modern materials for consumerism. This influences the young women to consciously adopt the practice of transactional sex. It is this move by young women to decide adopting transactional sex that raises various panics among the elders of the community and the perpetuation of the discourses that transactional sex is an immoral and unacceptable practice. The panic has also become evident in the safe sex public health interventions where transactional sex is perceived as a dangerous practice among young women ad it should not be accepted. The interjection of the discourses of morality in transactional sex obstructs studies to clearly understand the discourses that influence its practice. These obstructions also limit knowledge that could be discovered by research and hence reduces the possibilities for interventions. Recommendations: Based on the findings from this study, it is recommended that research should increase focus on the effects of father absence to the practice of transactional sex. The studies in transactional sex also need to include samples of the at risk groups such as the LGBTI community. Transactional sex needs to be studied among young men as receivers of the financial and material benefits, as suggested in this study. Transactional sex is happening in the communities studied. It is therefore, recommended that public health interventions should encourage the practice of safe sex to prevent the spread of HIV. The long term interventions should address the structural factors which are; assisting young women to attain education which will make them employable so that they will be able to get sustainable incomes. The practice of transactional sex in KZN, MP and EC are tangled and shaped by the communities’ overarching discourses concerning sex and transactions. The overarching discourses make the practice of transactional sex to happen in a secretive manner particularly among young women. It is recommended that more studies need to be done among the overarching discourses of sex and transactions in these communities. It is important to extensively understand the overarching discourses and their effects through research because this will further unearth the hidden risks that come with the secretive practices of transactional sex.
MT2018

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Khumalo, Anna Zanele. "Integrating information communication technology (ICT) in high school education: a study of factors, challenges and recommendations from Nkomazi sub-region in the Mpumalanga Province." Thesis, 2010. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1000613.

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Thesis (MTech. degree in Education) -- Tshwane University of Technology, 2010.
This study was aimed at examining factors that influence ICT integration in education at high schools in the Nkomazi sub-region of Mpumalanga Province with a view to provide efforts towards its implementation.

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"'n Opleidingsprogram in seksualiteitsopvoeding vir maatskaplikewerk-studente." Thesis, 2012. http://hdl.handle.net/10210/5615.

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M.A.
1. Motivation for the study Training programmes in sexuality education are limited within the social work curriculum of universities, although it seems to be important for the prevention of unwanted pregnancies, sexually transmitted diseases, AIDS and also the emotional trauma that goes with early sexual behaviour. The past four years social work students at universities received additional courses in sexuality education. The aim thereof was to equip students with knowledge, attitudes and skills to conduct group counselling with adolescents. 2. Aim of the study The aim of the study is to develop a training programme in sexuality education for social work students through development research. 3. The integrated developmental research model In order to achieve the aim of the study, an integrated development research model was conceptualised. The model mainly consists of Nel and Nel's (1993) model in which four phases feature namely, the analysis, design, development and evaluation phases. Existing knowledge of sexuality education was utilised for the development of this training programme. In the analysis phase it was found that there is no existing training programme for social workers in sexuality education and that there is a need for the development of such a programme. There are however programmes for other disciplines such as nurses, medical doctors and psychologists, but the aim of these programmes is on therapy and not prevention. During the design phase the aims and objectives were formulated for the programme, a practice model was drawn up, a tentative presentation was made of the innovation suggestions and innovation procedures was determined. During the development phase the development plan had been formulated, planned pilot uses and developmental testing took place. The implementation of the pilot application and developmental testing resulted in a number of modifications of the programme. The results of the evaluation phase showed that the training programme succeeded to improve the social work students' knowledge and attitudes of sexuality education. This programme could be used within the curriculum of social work students. 4. Main finding It was found that a training programme in sexuality education could be created which met the initial research aim. Findings of the research showed that this programme made a positive contribution to the knowledge, attitude and skills of the social work students who attended the course.

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Matthews, Elizabeth Johanna Magdalena. "Riglyne vir 'n leerling-gesentreerde geslagsopvoedingsprogram." Thesis, 2014. http://hdl.handle.net/10210/9444.

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M.Ed.
A great deal of concern is being expressed about the high teenage pregnancy rate as well as the leaping AIDS and sexual disease figures. There are programmes in place which aim to bring these numbers down, but it appears as if neither the abortion rate nor premarital sexual experimentation have been affected. This situation is cause for concern. The question thus arises - why have these programmes not made any headway on the statistics? Perhaps the answer lies in the fact that most researchers have not asked the children themselves about their needs with regard to sex education. It is for this reason that this study has been undertaken. In this study a qualitative research method has been followed, where focus group interviews with Standard 7 pupils have been conducted. The original question posed by this researcher was as follows: "What are the needs of Standard 7 pupils with regard to sexual education and what guidelines could be suggested in order to provide a workable pupil-orientated education programme for high schools?" In turn, the posing of the above question led to the following aim: To gauge what the needs of Standard 7 pupils are with regard to sexual education in order to design guidelines for the development of a sex-education programme for high schools. The qualitative research which flowed from this is exploratory, descriptive and contextual. The analysis of the data indicate that there is a need for sexual education in schools, more than is at present available. Pupils would like this subject to be compulsory and that it be taught during stipulated times/periods. There is also a need for a cumulative curriculum in which enough time for discussions is allowed. The children believe that sexual education at school should be presented by a person whom they can trust. Boys and girls differ as to whether this person should be attached to the school or not. The girls are especially critical of the teacher as sex educator. The parent as sex educator has also been criticised. The children would prefer someone out of their peer group to guide them. They also feel that adequate training, openness and neutrality are important characteristics in a sex education specialist. The boys feel that this type of education should not be over-emphasised. Another need expressed is that the sex educator should work from a holistic perspective, thereby putting sex education in a natural context. The requirements with regard to the content of the sexual education programme include the following: knowledge of sexual responsibilities, as well as an understanding of anatomy and physiology, knowledge of the sexual act and premarital sex, as well as an understanding of pregnancy, rape and the way the opposite sex experiences sexuality The children also believe that the way sex is presented in the media should be put into perspective. Knowledge of deviant sexual behaviour, the availability of source material, for example where one would obtain a supply of contraceptives and where to go if one suspects that one is pregnant, are also needs which teenagers expressed with regard to programme content and sex education. From the study it became apparent that, even though the girls maintained that they all receive sex education at home, there are nevertheless many questions which still require addressing. A number of misconceptions were also apparent. Information which is highlighted by these themes and which is furthermore supported by the other research includes aspects such as parent and teacher involvement. A number of guidelines based on the themes identified by the analysis of the focus group interviews, have been developed for exposure and for possible use by compilers of sex education curriculi. A shortfall in this study has been identified and the following recommendations have been suggested: Further research should be undertaken as to the need for sex education o fpupils of other cultures and standards as well as the teachers' views about sex education.

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Nkosi, Duduzile Faith. "The technological process as framework for the improvement of instruction of technology." Thesis, 2008. http://hdl.handle.net/10210/1306.

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M.Ed.
Technology is relatively a new learning area that has been phased into grade 7 in 2000 as part of Outcomes-Based Education (OBE). Teachers have limited background knowledge in teaching technology, as they did not do technology in their pre-service training. In Mpumalanga, primary school teachers have a limited insight in the understanding of the technological process because they were only trained in the simplified version, namely that stated in the policy document, which has only some stages of the technological process. The purpose of this study was to find out whether the use of the thinking subprocesses and following the ten stages of the technological process can assist a teacher in the planning and teaching of a lesson in technology. A three days intervention was conducted in which twenty-five teachers were trained in the technology outcomes, teaching strategies, lesson planning format, the thinking subprocesses and the ten stages of the technological process. This was a case study following the qualitative research inquiry. One teacher was observed and interviewed, and her lesson plans studied. She was chosen from the group that attended the intervention. The research questions that formed the core of the study were, “how can the thinking subprocesses and the ten stages of the technological process assist teachers with the planning and teaching of the lesson?” and “What are the effects thereof in the planning of lessons?” Data was collected through observations, interviews and a review of documents. The findings revealed that when a teacher was following a technological process when planning the technology lessons, she used it as a framework for the lesson plan. She also used the technological process as a structure for the teaching of the lesson in class. As the teacher had a minimum knowledge of the technology content and teaching approaches, it also became clear that when she knew what aspects should be considered when planning and teaching, she managed to find the content information on what should be taught in her classes. Following the technological process gave her the confidence and guidance in the gathering of resources and the teaching of lessons.
Prof. P.J. Ankiewics

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Mnisi, Celia Tintswalo. "Female primary school leadership in the Bohlabela District of Mpumalanga : challenges and strategies." Diss., 2015. http://hdl.handle.net/10500/20685.

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This study focused on the challenges female school principals face in managing their schools effectively and the possible strategies to overcome these challenges. Ten schools from Mpumalanga province were purposively selected as research sites. Participants were the school principal and a member of the school management team of each school. Individual interviews with the school principals and an open-ended questionnaire to the school management team members were used to collect data. The findings revealed that a lack of confidence in female leadership with related gender discrimination, a lack of support and respect from staff and the community, and unfair practices with the promotion procedures of women are the main challenges that hamper female leaders in managing their schools well. The fostering of a positive attitude towards female leadership, a strong support system, female leaders empowering themselves and an effort to build good relationships with all stakeholders represent solution strategies.
Educational Leadership and Management
M. Ed. (Education Management)

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Catelle, N. F. "The gendered assumptions of national and provincial policy documents in South Africa : teachers, sexuality and HIV/AIDS education in schools." Thesis, 2005. http://hdl.handle.net/10413/1764.

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In the recent past, teachers in South African secondary schools have begun to give lessons on life skills, sexuality and HIV/AIDS. The lessons are located within the curriculum in the learning areas of Life Orientation and Life Skills. These lessons are guided by policy documents which regulate what, when and how much information the learners must have access to. Issues explicitly concerning gender are addressed in these lessons as well. Although policy documents provide clear guidelines as to how policy should be implemented, teachers are still experiencing difficulties delivering life skills, sexuality and HIV/AIDS lessons. Consequently lessons pertaining to these issues are usually minimised in favour of less sensitive topics. Many reasons have been suggested for the poor implementation of these lessons, some of which include inadequate teacher training, a lack of support structures and services, and teacher attitudes and beliefs. Although the way policy is implemented is cause for concern, this dissertation focuses on the assumptions about gender that are concealed by policy documents, which in turn, impacts on the way these documents are interpreted and implemented by teachers. The purpose of this dissertation is to analyse national and provincial South African education policy documents for the gendered assumptions they make about teachers of life skills, sexuality and HIV/AIDS education. Although policy documents are "based on principles of gender equity" (Tallis, 2000: 58), this research tries to establish whether any gender assumptions exist about teachers of life skills, sexuality and HIV/AIDS education, that limit how effectual these policy documents are at the stage of implementation. The gendered neutrality of these documents conforms to the requirements of the South African Constitution, in that they are non-discriminatory. Given the inequalities of the apartheid era, it is possible to regard the use of genderless language in policy documents as progress towards the goals of gender equity. However, not differentiating between males and females is also problematic. Unequal gender power relations that exist between males and females ensure that their experiences are not the same. There are unintended consequences that flow from the use of gender-neutral terminology in policy documents and these include that the gendered realities of teachers are not taken into account and this may well be a reason for the reluctance or inability of teachers successfully to teach lessons on sexuality and HIV/AIDS.
Thesis (M.Ed.)-University of Kwazulu-Natal, 2005.

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Naran, Shiela. "Evaluation of a sex education programme for Indian adolescents." Diss., 2001. http://hdl.handle.net/10500/884.

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This study evaluates a sex education programme administered in an Indian high school. To this end, a literature search, empirical study and qualitative data were used to measure the effectiveness of the Education for Living programme. Adolescents are blamed for having pennissive attitudes, or for indulging in amoral sexual behaviour without considering the consequences. The fact is, sexual development of young people is affected in a fundamental sense by what is taking place around them. Many of the taboos, which operated in society years ago, have disappeared. This study looks into the history of the South African Indian community. In particular, this study focuses on the community's values, attitudes and traditional practices toward sexuality, sex and marriage. It further highlights how the processes of westemisation and modernisation have eroded many of these aspects of traditional Indian culture. The study concludes by examining the emergence of new-found patterns of behaviour and attitudes. It is not the intention of this study to provide any conclusive documentation on the subject of the Indian adolescent. However the major findings of this study have been fommlated as recommendations and implications for further research. Since sexuality is an ever-changing, life-long experience, there is a need for continuous acquisition of accurate sexual knowledge. Carefully designed programmes may serve to allay fears, dispel myths, diminish confusion, enhance communication within families and promote health and wellbeing across generations.
Social Work
M.A. (SS) (Mental Health)

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"Die begeleiding van onderwysstudente ten opsigte van heteroseksuele verhoudings." Thesis, 2015. http://hdl.handle.net/10210/13410.

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D.Ed. (Educational Psychology)
In the Republic of South Africa, there is a growing consciousness of the importance of sex education, and specifically of relationship education, for the youth. Research indicates that the peer group and the media are the main sources of information regarding heterosexual relationships. That these sources are not very reliable, is indicated by the fact that South Africa has the highest rate of teenage pregnancies (among all population groups) in the world. The additional threat of AIDS has shifted the responsibility for guidance regarding heterosexual relationships increasingly towards institutions of education, such as schools, colleges and universities. Bearing this in mind, it stands to reason that student teachers should be equipped with the necessary knowledge, skills and attitudes regarding heterosexual relationships. This would not only aid their personal growth, but would be of immense value to them as teachers. The problem is that up to now only a few Colleges of Education in the R.S.A. have been offering limited training in family education. No college, however, offers a course exclusively directed to student teachers' own heterosexual relationships. Research was therefore undertaken to investigate the attitudes of student teachers in respect of those facets of heterosexual relationships which featured prominently in the literature studied, namely self concept, sexuality, sex roles, empathy and communication. The empirical component of the investigation was based on the implementation of a questionnaire, which was completed by all the students of an Afrikaans medium College of Education.

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Weitsz, Gillian Hume. "The communication of Christian principles of sexuality during a family guidance programme." Thesis, 2014. http://hdl.handle.net/10210/12924.

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Shabangu, Busi Florence. "Exploring gender division of labour within households: the case of Schoemansdal Village in Nkomazi Local Municipality, Mpumalanga Province, South Africa." Diss., 2017. http://hdl.handle.net/11602/1133.

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MGS
Institute for Gender and Youth Studies
One of the most pressing issues contributing to the persistence of gender inequality is the gendered division of domestic labour. Women still carry out more domestic labour than men. Housework is shared quite unequally among most married couples. Work performed directly in the service of families including housework and childcare is often unacknowledged all over the world because of cultural assumptions that a wife or mother should work in the privacy of the home. This study adds extra depth to the doing gender approach by testing whether or not couple negotiate specific conjugal and parent roles in terms of the division of household labour. This study therefore seeks to discuss numerous variables that impact the division of household labour between men and women. This study suggests that patriarchal power structures seem to take a powerful and effective impact on the South African marriage institution, especially in the black communities. The study was therefore conducted in Schoemansdal village situated in Nkomazi region, Mpumalanga Province. To explore issues behind gender division of labour within households. The study embarked on a qualitative research design to collect and analyze the data. Samples of married men and married women were selected in this study. The findings of the study are as follows: Women do a disproportionate share of the housework, even when the women work and the men don‟t, and even when the women want to share the housework more equally. When men aren‟t working, they don‟t see domestic labour as a means of contributing. In fact, they double down and do less of it, since it challenges their masculinity. But when men earn more, women who are almost all working too, feel obliged to contribute in some way to maintaining the household, generally by cooking and cleaning.
NRF

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Chauke, Tinyiko. "An explorative study of rural women's peceptions [sic] of sexuality and HIV prevention in their local socio-cultural context : a case study of rural Schoemansdal, Mpumalanga." Diss., 2014. http://hdl.handle.net/10500/14356.

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Socio-cultural factors oppress and construct women as men’s objects of desire and pleasure, thus increasing women’s vulnerability to HIV infection and, subsequently, maintaining the HIV and AIDS epidemic and prevalence in South Africa’s rural areas. South Africa’s rural women and their sexuality has not received adequate attention to date. This qualitative study sought to explore rural women’s perceptions on their sexuality and HIV prevention within the socio-cultural context of Schoemansdal (South Africa). A sample of ten participants, who are women from the Swazi ethnic group between the ages of twenty and fifty, were purposefully drawn to participate in this study. Data were collected by means of tape–recorded, face-to-face interviews and focus group discussions. Results of the study reveal that women’s social and cultural contexts have an influence on their perceptions of sexuality and HIV prevention, and that this poses a hindrance to women’s HIV-prevention behaviours such as condom use. The study’s findings reveal that in examining HIV infection and prevention, women’s diverse contexts and experiences cannot continue to be overlooked. This is because they may provide relevant understanding of the epidemic that is plaguing South Africa’s rural women.
An explorative study of rural women's perceptions of sexuality and HIV prevention in their local socio-cultural context : a case study of rural Schoemansdal, Mpumalanga
Social Work
M.A. (Social Behaviour Studies in HIV/AIDS)

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Mulondo, Emily Ntshengedzeni. "Principles of sexuality education of the Vha-Venda youth : a community nursing approach." Thesis, 2012. http://hdl.handle.net/10210/7244.

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M.Cur.
The purpose of this study was to explore and describe the role of significantothers in sex education of the Vha-Venda youth and to describe principles of managing sex education of the youth by community nurses. The researcher's view was that if sexuality education of the youth was done effectively, the youth might acquire the necessary knowledge of sex that would help them to deal with the social, physical and emotional demands of sexuality as they occur. This could reduce the high level of teenage pregnancies and sexually transmitted diseases among the youth. An exploratory, descriptive and contextual design was followed to achieve the aim of this study. Data was obtained from the youth, parents, guardians community nurses through focus group interviews. The main categories that emerged from the process of data analysis are as follows: The content of sex information given to the youth, the role of significant others in sex education of the youth, strategies that are used in providing sex education to the youth and obstacles in providing sex education to the youth. The results of this study show that the content of sexuality information given to the youth is not adequate. The role of significant others in sexuality education of the youth was found to be educating, guiding, advising and listening to the youth when talking about sexuality issues. Mothers and teachers were identified to be the people mostly involved in sexuality education of the youth. The study also revealed that sexuality' education of the Vha-Venda Youth is started very late in a child's life. Non effective strategies of providing sexuality information are used by parents and guardians. All three groups of respondents identified common obstacles in providing sexuality education of the youth. The results of this study and literature control were used as the basis for description of principles of managing sexuality education of the youth effectively by the community nurses . Recommendations ensuing from this study are that community nurses should involve themselves in assessment of need for help and assist the youth and parents, particularly mothers and teachers according to their needs. Nursing curricula should include guidelines on sexuality education and facilitation of parent's role as primary sexuality educators of their own children. The findings of this study can be considered for designing in-service education programs for community nurses and the curriculum for the training of community nurses in under and post graduate level. Further research needs to be done to assess if the principles described in this study are effective in managing sexuality education of the youths.

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Mchunu, Namisile Joyce. "Teachers' perceptions of the teaching of sexuality education in secondary schools in Pinetown district." Thesis, 2007. http://hdl.handle.net/10413/1351.

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This study examines the way in which ten teachers in two schools In the Pinetown District view sexuality education. Sexuality education is part of the Life Orientation curriculum and teachers thus have an obligation to teach it. Teacher's perceptions of the teaching of sexuality education in secondary schools are significant because in secondary schools are found learners who have reached adolescence and are likely to be sexually active and curious. The secondary literature on sexuality education indicates that there are numerous difficulties associated with teaching it, despite pressing reasons that it be well taught to all school learners. High rates of teenage pregnancy and HIV infection in young learners, particularly in South Africa, indicate the need for sexuality education. Difficulties in delivering successful sexuality education include parental resistance, conservative cultural and religious education, poor policy and inadequately trained or poorly motivated teachers. Learners need sexuality education to enable them to make informed decisions about their sexual health and to assist them with developing their sexual identities. Sexuality is deeply gendered and this means that sexuality education should be informed by a knowledge of gender and a commitment to gender equality (which includes being sensitive to issues of sexual orientation. Under apartheid the schooling system was divided along racial lines and schools were inequitably resourced . This has meant that today the schools formerly designed to provide education solely to Africans remain poorly resourced and ill-equipped to deliver sexuality education . Ten educators of grade 8 to 12 learners in two Hammarsdale schools, five male and five female and all African, isiZulu speakers, were involved in this study as respondents. They completed a questionnaire and participated in a focus group interview. It was found that no sexuality education was given in Grades 11 and 12 but some sexuality education was given to the junior grades, particularly Grade 9. 30% of the teachers had no training and only 20% had tertiary training for delivering sexuality education. Half were trained via Departmental workshops but as far as the teachers were concerned, this training was not adequate and left them feeling uncomfortable teaching certain topics. 90% of the sample felt that their school does not have sufficient resources to assist in the teaching of sexuality education and only a third of respondents indicated that the school management supported them in teaching sexuality education. 80% of the educators said that sexuality education was not included in the timetable while only 10% of educators maintained that they received support from parents. The teachers said that the impact of sexuality education was undermined by parent resistance, conservative cultural and religious values and by the fact that some teachers had covert sexual relationships with learners. The teachers noted that it was the learners who were most at risk who somehow were not included in or reached by the messages in sexuality education Female educators, in general, were more positive confident about the beneficial effects of sexuality education for boys and girls. It is obviously necessary that steps be taken to improve the delivery of sexuality education and such steps should include working with parents, improving sexuality education training and promoting peer education.
Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2007.

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Bam, Nomonde. "An analysis of adolescent sexuality education programmes presented in secondary schools." Thesis, 2014. http://hdl.handle.net/10210/10510.

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M.Cur. (Community Nursing)
The aim of the study Is to evaluate sexuality education programmes used In secondary schools. A descriptive, non-experimental approach Is used. Institutions and/or organisations doing sexuality education programmes in these schools were Identified through a questionnaire sent to the principals of the schools. A checklist to analyse the curricula content of each Identified Institution was developed, based on a literature survey. Guidelines for a holistic curriculum to be used by community nurses presenting sexuality education in secondary schools were developed.

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La, Cock Yolande. "Facilitating the self-efficacy of primary school teachers in Mpumalanga : a perspective from lifelong learning." Diss., 2014. http://hdl.handle.net/10500/13696.

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The aim of this research was to make recommendations on how to facilitate a healthy sense of Computer Self-Efficacy (CSE) in teachers of a primary school in South Africa. A literature study was conducted to determine a theoretical framework for the study. Thereafter a mixed method design was used to conduct an empirical investigation. This was done by means of focus group interviews, questionnaires and an observational narrative. The most important finding was that the teachers who participated in the research were professional and enlightened about the value of technology. They agreed that although daunted by the idea of technology it is essential for them to become proficient in the use of computers. The researcher came to the conclusion that the main obstacle that stands between the participants and technological proficiency was a weak sense of CSE. Recommendations were made on how one could use extrinsic motivation to introduce new technology in such a way as to enhance self-efficacy and as result computer self-efficacy.
Curriculum and Instructional Studies
M. Ed. (Adult Education)

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Madima, Mohlago Catherine. "The development and evaluation of a programme for the prevention of teenage pregnancy of rural Venda." Thesis, 2012. http://hdl.handle.net/10210/5962.

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M.A.
Today's adolescents are more sexurally active than those of previous generations, hence the high incident of early childbearing in most societies worldwide. In South Africa the problem seems to be widespread as it occurs among all cultural and ethnic groups, in rural, as well as in the urban arears, with teenage births constituiting 12% of the country's births. Among lower socio-economic groups, teenage childbearing in South Africa has been precipitated by years of disrupted schooling which has not only affected education, but sexual behaviour as well. In rural Venda, adolescent childbearing could be symtomatic of a breakdown of social order. Sex education has always been of pivotal concern in the development of a Muvenda girl. Upon reaching menarche, the girls would undergo the compulsory pubescence ritual. vhusha. Vhusha does not seem to be surviving the influence of modernization. This is evident from the poor attendance of this ritual, which is being abandoned without being replaced. There is therefore a need to develop a modern culture-friendly psychoeducationa prom-amme for the prevention of teenage pregnancy in rural Venda. This study is aimed at developing such a programme, and furthermore evaluate its effectiveness. The field experiment Before and After control (Pretest-Posttest) design has been used. The experimental intervention (a programme titled: VHUSHA), comprised sexual knowledge, sexual attitudes and career guidance. A questionnaire was used as a measuring instrument for the variables: sexual knowledge, sexual attitudes and future career goals awareness. At posttest, the experimental group showed a significant improvement with regard to sexual attitudes and future career goals awareness in comparison to the control group. VHUSHA has therefore been effective in this regard. Findings of this study showed no significant difference between the two groups with regard to sexual knowledge. This minimal improvement was primarily attributed to the researcher's being part of a culture that lacks openness in communicating sexual knowledge.

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Cambanis, Elizabeth. "An investigation of the form of HIV/AIDS and reproductive health education (RHE) in South African secondary schools for the Deaf and the factors influencing teacher implementation thereof." Thesis, 2010. http://hdl.handle.net/10413/2832.

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The HIV/AIDS pandemic is having a devastating effect on the South African population. Most affected are young people between 15 and 24. HIV/AIDS research has paid little attention to youth in the D/deaf population. Schools play an important role in the reproductive health of youth as they reach youth at a formative time in their development. Aim: To investigate the form of HIV/AIDS and RHE in South African secondary schools for the D/deaf, together with factors associated with teacher implementation thereof. Methodology: The sample was made up of 33 Life Orientation teachers from 16 secondary schools for the Deaf in 6 South African provinces. Quantitative methodology was used to obtain descriptive data and to determine any associations between demographic/ contextual variables and the study's theoretical framework (Theory of Planned Behaviour); qualitative data also aided in answering of the research question. Results: HIV/AIDS and RH education is being implemented at South African secondary schools for the D/deaf and LO teachers recognise the importance of HIV/AIDS and RHE for their D/deaf learners. Despite high coverage levels, a number of obstacles are hindering the optimum implementation of HIV/AIDS and RHE: 1) lack of learner assessment in the HIV/AIDS and RHE portion of the LO curriculum 2) unclear policy mandates regarding the weighting of HIV/AIDS and RHE in the LO curriculum 3) inadequate teacher proficiency in SASL 4) the use of a mainstream LO curriculum that was not specifically developed for Deaf learners 5) the moralistic viewpoints of certain teachers 6) problems with teacher access to suitable HIV/AIDS and RHE training. A number of significant associations between TPB constructs and demographic/contextual variables were also found. Recommendations for future interventions and research are delineated and limitations of the study are discussed.
Thesis (M.Soc.Sci.)-University of KwaZulu-Natal, Durban, 2010.

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Masinga, Lungile R. "How can I effectively integrate sexuality education in my teaching practice in a grade 6 class? : a teacher's self-study." Thesis, 2007. http://hdl.handle.net/10413/3147.

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This dissertation reports on the self-study in which I, as a practicing educator, reflect on my attempts at integrating sexuality education across three learning areas in grade 6 class over a period of one semester. Through the anonymous questionnaire, my grade 6 learners identified issues around sexuality that they would have liked to be taught. From this exercise, I then conceptualized a curriculum unit integrating the issues they identified. The dissertation documents and reflects on the process of my self-study of the process we went through during the curriculum unit, particularly in relation to integration of the controversial and complex issues around sexuality. It is from this reflection that I offer lessons learned from the process regarding, for example, dealing with emotions of self-study, the importance of teacher lives, and the capabilities that learners have in being effective partners in the learning process.
Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2007.

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Swana, Sekela Margaret. "Parents' involvement in sex education programmes in schools." Diss., 2002. http://hdl.handle.net/10500/681.

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This study was aimed at establishing the extent of parental involvement in their children's sexuality education. The researcher selected four schools of Xhosa Speaking learners in the Umtata district of the Eastern Cape. Four teachers, one from each school, were interviewed together with four Xhosa-Speaking learners and their parents. The method of data collection used was a semi-structured interview aided by tape recording of the session per interviewees' agreement. The findings were that Xhosa-Speaking parents are not involved in their children's sexuality education due to being embarrassed by discussing sexual issues with their children. Learners seem not to like parental involvement in sex education programmes in schools. Teachers would like to see parents involved in school programmes and communicate with their children on sexuality matters at home.
Educational Studies
M.Ed. (Specialisation in guidance and counselling)

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Weitsz, Gillian Hume. "Towards a school-based parenting programme on early adolescent sexuality." Thesis, 2014. http://hdl.handle.net/10210/12925.

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Blake, Casey. "The value sexual health education in South Africa: a retrospective evaluation by recent matriculants." Thesis, 2016. http://hdl.handle.net/10539/21961.

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A research report submitted to the University of Witwatersrand, Faculty of Humanities, in partial fulfilment of the requirements for the degree Masters of Arts (Coursework and Research Report) University of the Witwatersrand, 2016
This research investigated how sex and sexuality is being represented within Sexual Health Education (SHE), as reported by students who completed matric in 2014. Furthermore, this study wanted to investigate how these representations contributed to the perceived value of the SHE. In South Africa, SHE is located within the curriculum of Life Orientation (LO), a compulsory subject through to Grade 12. Despite being compulsory, there is no external moderation for this subject, allowing schools and teachers to decide on the exact content being taught within LO. The theoretical framework of Social Representations Theory (SRT) guided this research. SRT states that our understanding of the world is based on a collection of social representations, accumulated through interactions with the social world. The school environment is a place where social representations are often challenged by new information covered in lessons, as well as in discussions with peers and teachers outside of class. This study was interested in what social representations are being re-presented in the context of SHE. Five focus group discussions were conducted, following a semi-structured interview schedule, informed by the literature review. The sample consisted of first year students at a Johannesburg university, who completed their secondary schooling in 2014. The findings of this study show that South African youth receive vastly different information, some of which is not complete or accurate. Participants felt their SHE failed to assist them in making adult decisions, as there was a sense that vital information was being withheld, and the information that was imparted within SHE was viewed as irrelevant. This was attributed to the societal taboo against speaking openly about topics of sex and sexuality, which was often perpetuated in the ways that sex and sexuality were socially represented within SHE.
MT2017

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Mamabolo, Mmapheto Robert. "Factors that play a role in the implementation of the boys 2 men (B2M) programme : case study from the Limpopo Province." Thesis, 2013. http://hdl.handle.net/10386/3309.

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Thesis ( M.Dev.) -- University of Limpopo, 2013
In 2010, the Development Facilitation and Training Institute (DevFTI) (University of Limpopo) embarked on the process of expanding the Sex and Relationships Education Programme, Boys 2 Men as part of its projects. During the process, it became apparent that there was a need to evaluate the implementation process of the B2M programme by CBOs in the selected district municipalities in the Limpopo Province. The B2M project is a programme that was first put into place in 2000 as one of the ways of addressing issues of sex and relationships education for young men in especially rural areas that have limited access to such programmes. To evaluate this programme, this current study intended to explore enabling and/or hindering factors as well as experiences of trained facilitators in the implementation of the B2M programme. A qualitative case study research design was conducted using semi-structured face-to-face group interviews. As the targeted population was small a census was used (i.e. total sample =24). Content analysis method was used, looking at themes given by respondents to highlight the facilitating and/or hindering factors as well as experiences of the trained facilitators during the implementation of the B2M programme. The results indicated that, amongst others, the significant enabling factors for implementation included support by the community, host CBO and university partners; availability of facilitation material as well as infrastructural and financial support. Whilst, the significant hindering factors included lack of finance; lack of interest from the host CBOs, limited resources; and unclear terms of reference. Based on the results, it was therefore recommended that the programme set clear and specific terms of reference; facilitators be given tokens of appreciation; clear monitoring and evaluation tools be put into place; sufficient support be provided by university partners continuously; funding that is specific for the implementation of this programme be sought so as not to drain CBO financial and manpower resources; and work with facilitators and CBOs that have interest in issues that are almost similar to those that are addressed by the B2M programme. From the research results it could be concluded that this programme is valuable and it is therefore important to consider continuing with it provided that the above recommendations are considered in future implementation

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Baloyi, Gavaza Onica. "The evaluation of the National Adolescent-Friendly Clinic Initiative (NAFCI) programme in greater Tzaneen sub-district, Limpopo Province, South Africa." Diss., 2006. http://hdl.handle.net/10500/1640.

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A case study design was used to evaluate the National Adolescent-Friendly Clinic Initiative (NAFCI) programme in Greater Tzaneen Sub-District of the Limpopo Province, South Africa. An interview guide was used to collect data from adolescents who visited the health centre at Nkowankowa in Limpopo Province and from professional nurses who provided the services at the health centre. Records were also reviewed to check clinic attendance of adolescents for sexually transmitted infections (STIs), voluntary counselling and testing (VCT), teenage pregnancy and contraceptive services. According to the study, even though most adolescents made use of the NAFCI services especially those providing for contraception, pregnancy and STIs, the numbers of adolescents falling pregnant and contracting STIs did not decrease. Findings also indicated that VCT services were still not adequately used as indicated by the numbers in the registers. It is recommended that VCT, STI and pregnancy services be monitored and evaluated on a quarterly basis.
Health Studies
M.A. (Health Studies)

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Valayden, Devandran. "Retrospective reports of parent-adolescent communication about sex education and issues related to sexuality in a sample of female university students." Thesis, 2011. http://hdl.handle.net/10413/8650.

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Aim. The aim of this research was to explore parent-adolescent communication about sex and sexuality among university students. Background. The rates of HIV/AIDS and pregnancy among adolescents in South Africa are very problematic issues. In the context of children and adolescents' sexual socialization, both Western studies and studies from African countries have found that families, especially parents, are crucial in influencing adolescent attitudes, decision-making and participation in sexual behaviour. Methods. A qualitative study was conducted using focus groups to examine parent-adolescent sex education among university students. Findings. Participants reported that parents generally avoided discussions about sex especially fathers, framed sex negatively and highlighted the negative effects of sex such as HIV/AIDS and pregnancy. The reasons participants believed that parents were uncomfortable in discussing sex were due to insufficient knowledge to explain certain aspects of sex, that sex was taboo, that by discussing sex it would be viewed as condoning or encouraging sexual activity. Conclusion. Parents need to be educated regarding the benefits that comprehensive sex education will have for their children, in the light of the massive problem of HIV/AIDS in South Africa. Education on these matters is vital for all young people.
Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2011.

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Raniga, Tanusha. "The implementation of the national life-skills and HIV/AIDS school policy and programme in the eThekwini region." Thesis, 2006. http://hdl.handle.net/10413/2301.

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HIV/AIDS reflects many of the stresses and strains in contemporary South Africa and must be considered in relation to the socio-political, economic and cultural factors that the epidemic is deeply rooted in. This study investigated how secondary schools have responded to the problems of HIV/AIDS and the challenges faced by educators in the implementation of the National HIV/AIDS School Policy and the Life skills programme. It also evaluated the Life-skills, HIV/AIDS programme implemented in three selected schools in the eThekwini region. A multiphase research design, incorporating both qualitative and quantitative methods, was utilised in this study. In Phase One, face- to face interview schedules were administered with principals from 74 secondary schools. Phase Two comprised in-depth interviews with educators as well as interactive workshops with Grade Nine learners and their parents from three selected schools. In Phase Three one focus group with district co-ordinators and an in-depth interview was held with the national co-ordinator for the Lifeskills, HIV/AIDS programme from the Department of Education. The findings illustrate that there is a lack of institutional capacity at schools to deal adequately with the problem of HIV/AIDS. With the maturation and devastating effects of the epidemic at both micro (individual and families) and mezzo (school and community) levels, there is a need to move beyond sexuality education and knowledge about HIV/AIDS to include treatment, care and support services to learners, their families and educators who are either infected and or affected by the epidemic. Five key strategies are recommended as a fram~work to create an enabling environment in which not only risk reduction among the youth can occur but the effects of the maturation of the epidemic can be dealt with at the school, household and community level. Drawing on the practice elements embedded in structural theory and its application to HIV/AIDS intervention programmes in schools, recommendations are made for the re-conceptualisation of social work practice in contemporary South Africa.
Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2006.

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Giliana, Mulalo Maxwell. "An evaluation of the effectiveness of sexaulity education programme towards the prevention of teenage pregnancy among secondary school learners around Soutpansberg-West Circuit, Makhado Municiplity, Limpopo Province." Thesis, 2016. http://hdl.handle.net/11602/429.

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Netshikweta, Mutshinyalo Lizzybeth. "The problems associated with pregnancy amongst student nurses in the Northern Province." Diss., 1999. http://hdl.handle.net/10500/15617.

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The purpose of this study was to explore possible problems associated with pregnancy amongst student nurses in the Northern Province, and to determine whether their studies were adversely affected by their pregnancies. This study was designed as a quantitative, exploratory descriptive survey to look into the pregnancies of a specific group of students exploring their experiences in the classrooms and in the clinical areas. During 1998 data was collected by distributing questionnaires to ninety three pregnant . student nurses. Sixty-seven (71,0%) of student nurses fell pregnant because they lacked knowledge about contraceptives. Four-six (49,5%) of the respondents delayed seeking antenatal care, although they needed advice and support. Whilst fifty-eight (62,4%) of the respondents suffered from minor ailments such as tiredness, pre-eclampsia, early bleeding prior to three months pregnancy, and dizziness. Fifty-eight (62,4%) of the respondents encountered problems with their academic progress, as revealed by decreasing marks scored before, during, and after delivery. Student nurses would willingly avail themselves of guidance, advice and support during their pregnancies if they could access such services.
Advanced Nursing Science
M.A.(Nursing Science)

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Dissertations / Theses on the topic 'Sex instruction – South Africa – Mpumalanga'

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