ASSIG Name: Swastika Devi Prasad

NMEN Student ID: s11058388

Course Coordinator: Dr Mesake Dakuidreketi

T 2:
Course: AL400
Year: 2021

HOW
LITER Introduction
Currently, sex education (SE) is used to fight against not just the
CAN
ATUR sexually related health problems but ultimately the problem of
todays’ society. It becomes vital for SE especially in

TEACH
E
communities where teenagers’ sexual life is deliberated as a
cultural “taboo”. Sex education in Fijian (previously known as

ERS
REVIE
Indo-Fijian) society and I-taukei society is generally kept hushed
at home as well as in schools. This becomes a setback for
teenagers’ as they are unacquainted with the proper way for
ASSIST
W interpretation of sex education. Thus, this research is based on
the application of SE programme at Vunimono High School in

TEENA the central part of Fiji Islands as both racial groups of students
are educated here. The study explores how teachers and students

GERS’
convey the execution of Family Life Education (FLE) curriculum
comprising of SE and how to overcome the cultural background
that affects this delivery. Lastly, opinions of teachers’, students’
PERCE
and parents will be taken into account about SE in terms of its; quality, necessity, applicability
and consequences on the teenagers’ sexual health.

Importance of Sex Education

Sex education worldwide is an important aspect of adolescents’ social and cognitive
development. Comprehensive sex education (CSE) enhances Sexual and Reproductive Health
(SRH) that leads to a decline in sexually transmitted infections (STIs), human immunodeficiency
virus (HIV), and unplanned pregnancy therefore SRH displays a crucial part to train teens to
have a settling, prolific and gratifying lifespan (Ram et al., 2020). Studies in East Asia and
Pacific Islands show that important prospects tend to mend the SRH of youngsters in terms of;
decreasing risky abortions, teenage pregnancy, gender-specific violence, exploitation, STIs and
HIV (Humphries-Waa & Binder, 2019). Simmonds (2019), states that teaching SE in Jamaica
schools assists approving and comprehending teenagers’ sexual behaviour and inhibits teen
pregnancy. CSE explains about contraceptive methods along with condoms in order to decrease
the possibility of accidental pregnancy and getting STIs such as HIV and along with
demonstrating that abstinence is the finest way for evading STIs and unintentional pregnancy
(Naz, 2013). According to the research carried out by Ram and Mohaammadnezhad (2018),
secondary school adolescences devoid of CSE, have high chances of participating in dangerous
sexual activities compared to the adolescents that received CSE.
Moving on, there is no quantitative data to show the correlation between SE and teenage
pregnancies and STIs. Consequently, further research ought to be carried out in the related field
by using quantitative research methodology to better understand the relationship between SE and
its importance, whether or not it is related and other keys factors that can be associated with SE.
As a person brought up in Fiji, I believe that in this culturally dominated society, SE is vital to
inhibit the accumulative teenage pregnancy and STIs. This would also lead to informed teenagers
that would make better decisions in their sexual health life. Additionally, I consider that in this
growing modernized world, parents play a vital role in adolescents’ sexual choices. For instance,
girl teens coming from families of strong cultural background are mostly the ones that get
pregnant compared to girls from modernized families. This could be due to how the parents
(especially mothers) talk openly about sexual activities. As the basis of education begins at
home, the next theme will discuss on how SE is imparted at home and how the discussion of SE
takes place in culturally based societies.

Culture & Home Based Sex Education

(Naz, 2014) in her study suggests that in many communities of Fiji, sexual reproductive health is
considered sensitive and possibly controversial, moreover, people are quite reluctant and
uncertain about breaking the perceived taboos and speaking about teenage problems openly. In
the same way, (Butts, 2006) in her paper also states that Fijian parents frequently struggle to talk

2
to their kids about their sexual health as they begin to enter teenage years. In the pacific countries
many parents trust that it is a school’s job to inform their children and hence leave it to the
teachers to instruct them. On the other hand, many parents are uncomfortable to bring up sex in
front of their children, this leaves the teenagers with a negligible sex education or information
that are based on what the students have heard from their friends, and it only continues the
cultural taboo that sex is a sensitive subject and communicates to children to be cautious of
talking about sex.

Open conversation about sexuality displays awkwardness due to societal and cultural norms
(Humphries-Waa & Binder, 2019). According to Naz (2013), cultural obstacles such as deprived
collaboration from religious clusters and restrictions of insufficient provision of SE in Fiji’s
curriculum deter teenagers’ to choose sensibly about SRH. In Jamaica, major cause of increased
teen pregnancy is the deprivation of SE by parents as their cultural values is unfavorable (taboo)
for open conversation regarding sex (Simmonds, 2019). The researcher also adds that another
reason for not discussing about SE is due to the anxiety of stimulating sexual desires along with
parents’ belief that they are not sufficiently educated to converse on the subject matter with
teenagers (Simmonds, 2019). Similarly in Fiji, SE is not spoken about at home since parents’
assume that they are uncomfortable to converse with their kids and stated that teachers’ are well
accomplished to explain on SE (Ram et al., 2020). Additionally, students would rather acquire
SE in classrooms instead of at home considering the fact that sexually associated matters are
mainly a “taboo” in both i-Taukei and Fijian culture therefore teenagers’ feel awkward (Ram &
Mohaammadnezhad, 2018). As stated by Ram and Mohaammadnezhad (2018), i-Taukei and
Fijian parents clearly advocated imparting of SE and indicated that it should be suitable for
different age groups along with curriculum added in primary education.
As deliberated in the above research works carried out in Jamaica and Fiji, all researchers have
mentioned that SE at home is not openly discussed due to cultural “taboo” and lack of
knowledge to teach their children. Moreover, researchers have also discovered that parents are
dependent on SE taught in schools since they believe that teachers are more knowable in this
field. The qualitative studies above are thoroughly supported by the views of parents as well as
children in their culturally based society. The researchers were also very much aware of the

3
cultural societies they are studying and respected the opinions of every individual. Nevertheless,
I consider that even though we live in a culturally dominated society, talking about sex related
issues at home should not be uncomfortable as it is part of the human lifecycle. For example,
parents should teach children about “good and bad touch” from an early age rather than waiting
for children to join school and learn from teachers. Parents should look beyond their reserved
nature to protect adolescents’ from making detrimental decisions. Moreover, along with teaching
SE at home I also come to an agreement that teachers should educate students on this subject,
thus the following theme will deliberate on the SE in schools.

School Based Sex Education, Teacher Training & Resource Use

In Fiji, sex education is incorporated in Family Life Education (FLE) curriculum. Efficiently and
broadly stimulating SE in schools can constructively influence the health of youths. Humphries-
Waa and Binder (2019, p.15) states the “in the Pacific, only Fiji and Papua New Guinea include
comprehensive sexuality education in primary curricula”. However, societal and cultural
restrictions lead to ‘‘selective teaching’’, that excludes significant matters hence confining its
efficiency and influence on STIs (Naz, 2013). Studies carried out by Ram and
Mohaammadnezhad (2018) displayed little understanding about SE amid students, for instance,
they were not aware that in Fiji apart from AIDS, gonorrhea is also a widespread STI and
struggled to justify in what way such infections were spread. Moreover, students acquired
inadequate information about contraceptive methods and were only aware of withdrawal and use
of condoms. Although students had sex education classes, they felt that sex education was not
delivered adequately and thus felt they were not knowledgeable enough (Ram &
Mohammadenzhad, 2018).

Adding on, lack of understanding on SE could be connected to limitations, such as; educators not
profusely using the timeframe allocated for the class, going to class disorganized or no difference
in teaching styles, shortage of resources and no willpower as it is not assessed (Ram &
Mohammadenzhad, 2018). Similarly, study in the Pacific indicated that teaching CSE is
hindered by; no appropriate training for teachers, shortage of teaching materials especially a
proper guidebook, no observation and scrutinizing by school admistration (Humphries-Waa &
Binder, 2019). Likewise, another study found that limitation of SE from teachers comprise of;

4
FLE is not mandatory, uneasiness to teach SE since educators are not well trained, shortage of
resources, concerned of adverse criticism from stakeholders and FLE is not tested (Ram &
Mohammadenzhad, 2020).

Moreover, another research work found out that biology educators that received the “World
Starts With Me” programme were more inspiring by; establishing different tasks, responding to
queries and boosting open conversation (Browes, 2014). Correspondingly, students taking
science seemed to comprehend terminologies related to SRH more than to students not taking
science, for example, students taking science could comprehend the word “contraceptive” yet,
commerce students required further elaboration (Ram & Mohammadenzhad, 2018). Yet another
study stated that students taught by teachers were obedient and used very few colloquial
linguistics and humour and were hesitant to speak (Dobson et al., 2017).

Generally, the above studies on school based teaching are very informative and detailed. It
mentions about the lack of teacher training, FLE/SE not being compulsory and examinable,
cultural constraints of teacher and student and shortage of resources. Studies outside of Fiji
included teacher training programs and showed the difference in knowledge gained by science
and non-science students. However, studies based in Fiji did not mention any specific
programme to train teachers for delivery on SE. As a high school teacher, I consider that there
should be workshops or programme for teachers to train them on imparting SE to assist our
youths. Along with that, FLE/SE classes should be continuously monitored by the admin, such
as, checking of notebooks and lesson observations to check if actual teaching and learning is
taking place or is FLE/SE utilized by another exam based academic subject. Besides teachers,
students could be more welcoming if they are taught by peers or near peer teachers.
Near-Peer Teaching & Peer Teaching
Near-peer teaching method is when young educators (not truly academic teachers) undergo few
years of SE training to construct a deeper bond and faith with students (Adler, 2020). According
to Dobson et al., (2017) students respond more if a peer educator teaches SRE, for instance, in
peer-led lessons students went through more enquiring and responding compared to teacher-led
lessons as students hardly replied except if named by teacher. Adler (2020), states that grouping
teacher-led and peer-led education would assist teenagers understanding regarding their physical,

5
emotional and hormonal changes and provide support to freely converse, therefore; would be fit
to safeguard oneself, ensure respectable affairs and become self-reliant.

Rendering to the different studies, it is found that different background settings have different
views on teacher-led, near-peer led and peer-led educators. Nevertheless, all studies show that
the teachings are carried out in school based classrooms and students are straightforward when
the educator has a deeper bond with them. More so, from my point of view I think that as
teachers imparting SE, we need to create a connection between our students so that they can
overcome their cultural barrier and openly discuss. For example, students may be more
comfortable with a newly graduated teacher who is having slight age gap and would enquire
more on the topic since they would simply create an informal channel of communication.
Another, restriction that hinders students from opening up is due to mixed gender classes which
will be elaborated in the following theme.

Gender Equality & Gender Specific Teaching

In Ethiopia, teachers encouraged gender equality to be certain that all learners correspondingly
shared their views during class discussion (Browes, 2014). A study conducted in Fiji by Ram
and Mohaammadnezhad (2018), identified that one of the schools divided males and females
while teaching FLE due to their cultural background along with being taught by teachers of their
specific gender. The two researchers’ findings contradict whereby one elaborates on gender
equality and the other on separate gender teaching. This difference in the teaching styles could be
due to the different societies or restricted to certain schools only. I would come to an agreement
with Browes, as the findings shows gender equality and both the male and female students need
to be well informed of respective gender and what obstacles teens face in their society. For
example, open communication in gender mixed classes would create a healthier and robust bond
between the two genders. Consequently, the awkwardness due to cultural barriers may possibly
be overcome if students were taught using digital media such as using internet.

Digital Media
Inadequate resources such as proper guidebook and internet along with cultural barriers hinder
the knowledge of adolescents on SE (Ram & Mohaammadnezhad, 2018). However, a review

6
report by Humphries-Waa & Binder (2019) shows that digital platform delivers opportunity for
teenagers’ in order for them study and articulate their problems. These studies show that using
digital media provides SE; however, internet usage by teenagers could be a risk factor as well
since contents are not screened for instance, while searching about sexuality could also show
pornographic contents.

Literature Summary
Overall, one of the findings included understanding the importance of SE as it prevents
unintended pregnancies and STIs but there is not concrete evidence that supports researchers’
views. Cultural barriers with lack of training and resources also hinder parents and teachers to
deliver finest SE knowledge to teenagers’. Furthermore, some researchers found that near-peer
and peer-led teachings are more supportive as it leads to added discussions. Nonetheless, both
peer-led and teacher-led classes exhibited that adolescents are more approachable if teacher
creates a connection with the child. Alternative approach by teachers was to separate different
genders or create gender equality which could be applied in distinct settings. Finally, the use of
digital media by teenagers is a useful tool especially in the covid-19 circumstances provided it is
screened and monitored by parents. Conclusively, my research is similarly based on the above
findings although it will study not only study the perceptions of stakeholders but also look at the
teaching methods applied in FLE/SE classes.

References

Adler, D. (2020). Same Old Sex, New-age Education: An Innovation In Sex Education For High

School Students (27960505) [Master's thesis]. ProQuest Dissertations and Theses

Global.

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Browes, N. (2014). The Strategies of Teachers & Students in Sexuality Education The case of

one school-based programme in Ethiopia [Master's

thesis]. https://educationanddevelopment.files.wordpress.com/2013/11/natalie-

browes_thesis.pdf

Dobson, E., Beckmann, N., & Forrest, S. (2017). Educator–student communication in sex &

relationship education: A comparison of teacher and peer-led interventions. Pastoral

Care in Education, 35(4), 267-283. https://doi.org/10.1080/02643944.2017.1350202

Humphries-Waa, K., & Binder, G. (2019). The Opportunity for Digital Sexuality Education in

East Asia and the Pacific. UNICEF East Asia and

Pacific. https://www.unicef.org/eap/media/3686/file/Digital.pdf

Naz, R. (2013). Sex education in Fiji. Sexuality & Culture, 18(3), 664-

687. https://doi.org/10.1007/s12119-013-9204-3

Ram, S., Andajani, S., & Mohammadnezhad, M. (2020). Parent’s perception regarding the

delivery of sexual and reproductive health (SRH) education in secondary schools in Fiji:

A qualitative study. Journal of Environmental and Public Health, 2020, 1-

8. https://doi.org/10.1155/2020/3675684

Ram, S., & Mohaammadnezhad, M. (2018). Perceptions of students regarding the delivery of

sexual and reproductive health education in schools in Fiji.

https://doi.org/10.21203/rs.3.rs-42255/v1

Ram, S., & Mohammadenzhad, M. (2020). Sexual and reproductive health in schools in Fiji: A

qualitative study of teachers' perceptions. Health Education, 120(1), 57-

71. https://doi.org/10.1108/he-02-2019-0005

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Simmonds, D. I. (2019). The Effects of Sexual Education on Sexual Behaviors of Adolescents in

Rural Jamaica [Doctoral

dissertation]. https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?

article=8229&context=dissertations