The study focused on assessing teacher competence and quality delivery of Comprehensive Sexuality lessons in rural public secondary schools of Muchinga province of Zambia. The main objective was to ascertain the level of teacher competency in quality delivery of Comprehensive Sexuality Education lessons. The research employed Quantitative method. It used positivism paradigm. It employed descriptive design which described the state of affairs of Comprehensive Sexuality Education as it existed at the time when the research was conducted. The study sample comprised of the total number of 62 teacher respondents. It employed the close ended questionnaire. The study ascertained that Some teachers were competent, while others were not because the lowest mean score of 1.13 was for "I attended School Based Continuous Professional Development in Comprehensive Sexuality Education" and the highest mean score 1.77 was for "I trained through cascading model.” the statistical tests were significant because the difference between two mean was equated to less than 0.05, the regression resulted indicated that more teachers were trained using School Based Continuous Professional Development while a few teachers were trained using Cascading model which is the better way of training teachers for Comprehensive Sexuality Education. The recommendations for this research were that; Comprehensive Sexuality Education should be implemented in all schools, school leadership should champion the implementation of it, School leaders should ensure the development of deliberate Comprehensive Sexuality Education school policy in all schools and facilitate adherence to its implemented. School leaders to intensify more School Based Continuous Professional Development meetings in order to capacity build teachers in Comprehensive Sexuality Education and teachers should continue using subjective pedagogical skills which makes learners freely share their sexuality experiences. It is highly recommended that, the government should develop a deliberate policy of teaching Comprehensive Sexuality Education as a standalone subject and continue training teachers in Comprehensive Sexuality Education during in-service and pre-service trainings. The future recommendation from this study was that, assessments of teacher competence and quality delivery of comprehensive sexuality lessons in selected public secondary schools of Muchinga province of Zambia research should be conducted in other secondary schools of Muchinga Province of Zambia.
| Published in | Education Journal (Volume 13, Issue 3) |
| DOI | 10.11648/j.edu.20241303.17 |
| Page(s) | 138-147 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Competence, Quality Delivery, Comprehensive Sexuality Education
| [1] | De Haas (2020). Teachers professional identities in the context of school-based sexuality education in Uganda: A qualitative study in Kampala, Uganda. |
| [2] | Fredrick, M. W., Vivian N., Joan N., & Martin B., (2019). Implementation of Comprehensive Sexuality Education in Zambia: Comprehensive Sexuality Education in Sub- Sahara Africa. Lusaka: Zambia. |
| [3] |
Julia L, C,. (2019) Comprehensive Sexuality Education in South Africa, the sexual and Reproductive health rights of children and adolescents are enshrined in the Constitution and a number of other policies in various government departments of South Africa, Cape Town.
https://www.tandfonline.com/doi/full/10.1080/14681811.2019.1620008 |
| [4] | Kontula (2010). The impact of school-based sexuality education on pupils’ sexual knowledge and Attitudes. Finland: Europe. |
| [5] | Mercelline, Ogolla, Miriam, O., (2019). Assessment of the implementation of Comprehensive Sexuality Education in Kenya. National Library for Biotechnology Information. |
| [6] | Masibhera C., Samuel O. M., Samwel M. W. (2021). The role of the headteachers on promoting access to adolescent sexual reproductive health services in secondary schools in Arusha city, Tanzania. |
| [7] | Ministry of General Education. (2014). Comprehensive Sexuality Education Framework (Grades 5– 12. Lusaka: Curriculum Development Centre. |
| [8] | Mumba, J. Z., Blystad, A., Haaland, M. E. S., Michelo, C., Haukanes, H. & Moland, K. M., (2019), 'Why teach sexuality education in school? Teacher discretion in implementing comprehensive sexuality education in rural Zambia', International Journal of Equity Health. Zambia. |
| [9] | Munkonka (2022). Establishing the Implementation of Comprehensive Sexuality Education (CSE) in Selected Primary Schools of Zambia from 2014 – 2018 in Lusaka, Kabwe and Choma Districts of Zambia. |
| [10] | Munsaka Ecloss & Mwape Joseph, (2020). Investigating the implementation of Comprehensive Sexuality Education in selected public schools in Samfya district. Lusaka, Zambia. |
| [11] | Mwale S., Mtondera, M. Mandiwa, C., & Isabel (2021). Knowledge and Perceptions of misconception care among healthy workers and women of reproductive age in Muzuzu City, Malawi: a cross-sectional study. |
| [12] | Rosenstoch (1960). Historical Origins of the Health Belief Model. Public Health. New York. |
| [13] | UNESCO (2009). International Technical Guidance: An Evidence-Informed Approach For Schools Teachers and Health Educators. Paris: United National Economics, Social and Cultural Organisation. |
| [14] | UNESCO (2012). Review of Policies and Strategies to Implement and Scale up Sexuality Education in Asia and the Pacific, Bangkok, Thailand: UNESCO Bangkok. |
| [15] | UNESCO & UNFPA (2012). 2011–2012 Education Sector HIV and AIDS Global Progress Survey: Progression, Regression or Stagnation? Paris: UNESCO |
| [16] |
UNESCO (2016) Review of the Evidence on Sexuality Education Report to inform the update of the UNESCO International Technical Guidance on Sexuality Education. Paris, UNESCO.
https://unesdoc.unesco.org/ark:/48223/pf0000264649.ED/PSD/HAE/2018/01 |
| [17] |
UNESCO (2016). Strengthening comprehensive sexuality education for young People in school settings in Zambia: A review and documentation of the scale-up process. Lusaka, Zambia.
https://unesdoc.unesco.org/ark:/48223/pf0000247267.HAR/2016/AR/H/1 |
| [18] | UNESCO (2018) Review of the Evidence on Sexuality Education. Report to inform the update of the UNESCO International Technical Guidance on Sexuality Education; by Paul Montgomery and Wendy Knerr, University of Oxford Centre for Evidence-Based Intervention. Paris, UNESCO”. Review of the Evidence on Sexuality Education. |
| [19] | UNESCO (2018). International technical guidelines on sexuality education. An evidence-Informed Approach, UNESCO, Paris. |
| [20] | UNESCO (2020). Supporting Teachers in Implementing CSE: Insights from a Baseline Assessment of Capacities in Teaching CSE of Philippine Public School Teachers from Regions. |
| [21] | UN ITGSE (2018). International Technical Guidance on Sexuality Education: An Evidence-informed approach for schools, teachers and health educators. Ration Sex Education. |
| [22] | UNFPA (2010) Comprehensive Sexuality Education: Advancing Human Rights, Gender Equality and Improved Sexual and Reproductive Health, Report on an International Consultation to Review Current Evidence and Experience Bogotá, Columbia. |
| [23] | UNFPA (2012). Sexuality Education: A Ten-Country Review of School Curricula in East and Southern Africa, New York: UNESCO and UNFPA. |
| [24] | UNFPA (2017), Incorporating comprehensive sexuality education within basic and higher Institutions of learning in KwaZulu-Natal, South Africa. |
| [25] | UNFPA (2017), Adolescent Pregnancy in Zambia: Lusaka Zambia. |
APA Style
Chibalange, M. M., Annie, P. (2024). Assessment of Teacher Competence and Quality Delivery of Comprehensive Sexuality Lessons in Rural Public Secondary Schools of Muchinga Province of Zambia. Education Journal, 13(3), 138-147. https://doi.org/10.11648/j.edu.20241303.17
ACS Style
Chibalange, M. M.; Annie, P. Assessment of Teacher Competence and Quality Delivery of Comprehensive Sexuality Lessons in Rural Public Secondary Schools of Muchinga Province of Zambia. Educ. J. 2024, 13(3), 138-147. doi: 10.11648/j.edu.20241303.17
AMA Style
Chibalange MM, Annie P. Assessment of Teacher Competence and Quality Delivery of Comprehensive Sexuality Lessons in Rural Public Secondary Schools of Muchinga Province of Zambia. Educ J. 2024;13(3):138-147. doi: 10.11648/j.edu.20241303.17
Share This Article
Twitter
Linked In
Facebook
Copy
Download@article{10.11648/j.edu.20241303.17,
author = {Mulenga Memory Chibalange and Penda Annie},
title = {Assessment of Teacher Competence and Quality Delivery of Comprehensive Sexuality Lessons in Rural Public Secondary Schools of Muchinga Province of Zambia
},
journal = {Education Journal},
volume = {13},
number = {3},
pages = {138-147},
doi = {10.11648/j.edu.20241303.17},
url = {https://doi.org/10.11648/j.edu.20241303.17},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20241303.17},
abstract = {The study focused on assessing teacher competence and quality delivery of Comprehensive Sexuality lessons in rural public secondary schools of Muchinga province of Zambia. The main objective was to ascertain the level of teacher competency in quality delivery of Comprehensive Sexuality Education lessons. The research employed Quantitative method. It used positivism paradigm. It employed descriptive design which described the state of affairs of Comprehensive Sexuality Education as it existed at the time when the research was conducted. The study sample comprised of the total number of 62 teacher respondents. It employed the close ended questionnaire. The study ascertained that Some teachers were competent, while others were not because the lowest mean score of 1.13 was for "I attended School Based Continuous Professional Development in Comprehensive Sexuality Education" and the highest mean score 1.77 was for "I trained through cascading model.” the statistical tests were significant because the difference between two mean was equated to less than 0.05, the regression resulted indicated that more teachers were trained using School Based Continuous Professional Development while a few teachers were trained using Cascading model which is the better way of training teachers for Comprehensive Sexuality Education. The recommendations for this research were that; Comprehensive Sexuality Education should be implemented in all schools, school leadership should champion the implementation of it, School leaders should ensure the development of deliberate Comprehensive Sexuality Education school policy in all schools and facilitate adherence to its implemented. School leaders to intensify more School Based Continuous Professional Development meetings in order to capacity build teachers in Comprehensive Sexuality Education and teachers should continue using subjective pedagogical skills which makes learners freely share their sexuality experiences. It is highly recommended that, the government should develop a deliberate policy of teaching Comprehensive Sexuality Education as a standalone subject and continue training teachers in Comprehensive Sexuality Education during in-service and pre-service trainings. The future recommendation from this study was that, assessments of teacher competence and quality delivery of comprehensive sexuality lessons in selected public secondary schools of Muchinga province of Zambia research should be conducted in other secondary schools of Muchinga Province of Zambia.
},
year = {2024}
}
TY - JOUR T1 - Assessment of Teacher Competence and Quality Delivery of Comprehensive Sexuality Lessons in Rural Public Secondary Schools of Muchinga Province of Zambia AU - Mulenga Memory Chibalange AU - Penda Annie Y1 - 2024/06/25 PY - 2024 N1 - https://doi.org/10.11648/j.edu.20241303.17 DO - 10.11648/j.edu.20241303.17 T2 - Education Journal JF - Education Journal JO - Education Journal SP - 138 EP - 147 PB - Science Publishing Group SN - 2327-2619 UR - https://doi.org/10.11648/j.edu.20241303.17 AB - The study focused on assessing teacher competence and quality delivery of Comprehensive Sexuality lessons in rural public secondary schools of Muchinga province of Zambia. The main objective was to ascertain the level of teacher competency in quality delivery of Comprehensive Sexuality Education lessons. The research employed Quantitative method. It used positivism paradigm. It employed descriptive design which described the state of affairs of Comprehensive Sexuality Education as it existed at the time when the research was conducted. The study sample comprised of the total number of 62 teacher respondents. It employed the close ended questionnaire. The study ascertained that Some teachers were competent, while others were not because the lowest mean score of 1.13 was for "I attended School Based Continuous Professional Development in Comprehensive Sexuality Education" and the highest mean score 1.77 was for "I trained through cascading model.” the statistical tests were significant because the difference between two mean was equated to less than 0.05, the regression resulted indicated that more teachers were trained using School Based Continuous Professional Development while a few teachers were trained using Cascading model which is the better way of training teachers for Comprehensive Sexuality Education. The recommendations for this research were that; Comprehensive Sexuality Education should be implemented in all schools, school leadership should champion the implementation of it, School leaders should ensure the development of deliberate Comprehensive Sexuality Education school policy in all schools and facilitate adherence to its implemented. School leaders to intensify more School Based Continuous Professional Development meetings in order to capacity build teachers in Comprehensive Sexuality Education and teachers should continue using subjective pedagogical skills which makes learners freely share their sexuality experiences. It is highly recommended that, the government should develop a deliberate policy of teaching Comprehensive Sexuality Education as a standalone subject and continue training teachers in Comprehensive Sexuality Education during in-service and pre-service trainings. The future recommendation from this study was that, assessments of teacher competence and quality delivery of comprehensive sexuality lessons in selected public secondary schools of Muchinga province of Zambia research should be conducted in other secondary schools of Muchinga Province of Zambia. VL - 13 IS - 3 ER -
Department of Education, Mulungushi University, Kabwe, Zambia
Department of Education, Kwame Nkrumah University, Kabwe, Zambia
