A conceptual framework for intersectoral approach to sexuality education in KwaZulu-Natal, secondary schools

Abstract

Introduction: Adolescents are in a period of self-identity crisis and will generally seek attention by taking actions that are detrimental to themselves. Adolescence is a crucial time for sexual development, and leading a healthy and fruitful life depends in a significant way on knowing how to maintain excellent sexual health. It is essential for stakeholders to provide continuous support and context based, age-appropriate and learner-centred sexuality education (SE). Purpose: The purpose of this study was to develop a conceptual framework for an intersectoral approach to sexuality education in KwaZulu - Natal (KZN), secondary schools. Research Methodology: The inquiry was conducted in a selected Health Sub-district of Umhlathuze, a natural environment for participants. The study utilized a qualitative case study design. The population of this study comprised of seven senior managers, sixteen Life Orientation (LO) teachers and thirty-nine school-going adolescents. Purposive critical case sampling was used for the senior managers, purposive homogeneous sampling was used for the LO teachers and purposive maximum variation was used for school-going adolescents to select a total of sixty-two participants. Data were collected through in-depth interviews and focus group discussions. Data Analysis: Emerging patterns were observed once the data were transcribed and subjected to theme analysis. The most common codes were identified to create the notable categories after the researchers carefully analysed and contrasted these categories. These were condensed into the narrative format. Three themes emerged from the findings of phase 1: sexuality education in schools; implementation of sexuality education; challenges and barriers. Two themes emerged from phase 2 Sample A: implementation of sexuality education and evaluation of sexuality education. Two themes emerged from phase 2 Sample B: comprehensive and inclusive sexuality education, and challenges to effective implementation of SE. Study findings and Conclusion: The study revealed that schools were not receiving sufficient support. In this regard, the study found it essential that the Department of Basic Education (DBE), Department of Health (DoH), Department of Social Development (DoSD), school institutions, and community leaders actively participate in supporting school-going adolescents in sexuality education. This could be an example of what is occurring in schools in general institutions in South Africa. Therefore, the study secondary lighted several inputs that could be used in intersectoral collaboration of sexuality education in secondary schools, and it is believed that these inputs will strengthen LO teachers’ teaching experience and improve the quality of sexuality education. School-going adolescents’ satisfaction with their education is viewed as an important indicator of success in all education institutions. It was evident from the findings that more needed to be done to strengthen and improve intersectoral approaches for a successful implementation of Comprehensive Sexuality Education (CSE) implementation in secondary schools. Hence, the study developed a conceptual framework to provide input to guide improvements of intersectoral collaborative support systems, to strengthen and improve health promotion and disease prevention of school-going adolescents in secondary schools.