Thesis (B.A.)--Haverford College, Dept. of Anthropology, 2004. / Includes bibliographical references.

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

This study investigated whether the current provision of sex education made available through the Life Orientation Curriculum in South African Secondary Schools is directly applicable and relevant to the sexual developmental and identity formation needs of learners at a senior secondary school level. This study resulted from the desire to point out that students at this stage in their lives require more than the precautionary biological information that is often readily available to them through the curriculum as well as other parental and health care sources. A survey was carried out at two single gender schools on the Bluff in Durban and an attempt was made to gather data on the gender differences that arose between the two samples in terms of the sources of sex education from which they are drawing. The sample size was 179 learners with 89 female learners and 90 male learners. The preferred source of sex education by both girls and boys were parents accounting for 34,5% of the girls and 18,6% of the boys. The second highest rated source for boys was their teachers with a frequency of 17,5%. However, girls indicated a greater preference for professional sex educators than teachers with 7,3% and 5,1% respectively. This was different from the sources that the students were actually receiving their sex education from, with boys and girls regarding teachers as their best source with a frequency of 16,5% for boys and 13,6% for girls. The next best rated source for boys with a frequency of 14,2% were male and female friends with a very similar distribution of the boys indicating a preference for male or female friends with a frequency of 7,4% and 6,8% respectively. Girls had a higher satisfaction level than boys with current knowledge of sex however had lower satisfaction level than boys on finding out about things to do with sex. The mean score for girls (M=5,35) is significantly lower than for boys (M=5,44), t=0.386, df172, p<.005 on the topic of satisfaction about finding out about things to do with sex. The mean score for boys for the topic of satisfaction with current knowledge of sex (M=5.60) is significantly lower than the mean score for girls (M=5,77), t=0,925, df171, p<.005. Both boys and girls indicated that parents were not an adequate source of sex education and fathers were less likely than mothers to be involved in communication on the topic of sex with them. Boys were more likely than girls to engage in sexual behavior and activities and be sexually active as indicated by the regression where gender contributed 22,4% to the model (The Sexual Activities Scale) at 0.003 level of significance. It seems that girls are more comfortable to share information iv amongst themselves than boys are. Boys seem more willing to communicate and learn from both genders in their peer groups. The Life Orientation Curriculum has been efficient in informing students on precautionary biological information however boys and girls are interested in learning about sex and sexuality and are not receiving this information from their scholarly source but rather from a number of different sources. There is also evidence that gender differences exist when it comes to learning about sex and thus may suggest that the Life Orientation Curriculum’s sex education component should be segmentable on the basis of gender i.e. the messages about sex should be sculpted in a different manner for boys as compared to girls. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2010.

Indianapolis / This thesis examines the evolution of the adolescent sex education during from 1907 to 1975, from the perspective of Indiana and highlights the contingencies, continuities, and discontinuities across place and time. This period represents the establishment of the defining characteristics of sex education in Indiana as locally controlled and school-based, as well as the Social Health Association’s transformation from one of a number of local social hygiene organizations to the nation’s only school based social health agency. Indiana was not a local exception to the American sex education movement, but SHA was exceptional for SHA its organizational longevity, adaptation, innovation in school-based curriculum, and national leadership in sex education. Indiana sex education leadership seems, at first glance, incongruous due to Indiana’s conservative politics. SHA’s efforts to adapt the message, curriculum, and operation in Indiana’s conservative climate helped it endure and take leadership role on a national stage. By 1975, sex education came to be defined as school based, locally controlled and based on the medicalization of health, yet this growing national consensus belied deep internal contradictions where sex education was not part of the regular school health curriculum and outside of the schools’ control. Underlying this story is fundamental difference between social hygiene and health, that hygiene is a set of practices to prevent disease, while health is an internal state to promote wellness.