The term sex education is one which has been and continues to be used in many different contexts. Few if any definitions of sex education convey a standard meaning of the term. Sex education can imply instruction and training offered to young children, adolescents, or adults. It may be given in the home, by the parents, at school, at church, or by scouting or youth oriented groups. [...]

This thesis is an examination of the role of values in the development of more meaningful school based sexuality education programs. There is a growing consensus among researchers and educators that presenting only physiological information is inadequate and that sexuality education should include a values component. / The integration of values into sexuality education is highly problematic. Because of the potential for controversy regarding questions of sexual values, many sexuality educators have attempted to teach programs that are value free. / An ethical framework for the integration of values into sexuality education needs to be established. The act-centred and person-centred approaches to sexual ethics are compared and contrasted in terms of their suitability for sexuality education. It is proposed that a person-centred approach may provide a starting point of an ethical framework for the integration of values into sexuality education.

The enthusiasm for a positivistic approach to sexuality education has begun to subside. Recognizing that sexuality is more than a biological phenomenon, and that education is more than just information, sexuality educators throughout North America are now acknowledging the importance of values. There are two problems, however, with the philosophical orientation on values within the literature. The first problem is the pervasive view that teachers should remain neutral to facilitate value clarification. The commitment to neutrality is often based on an appreciation and respect for pluralism, on the subjective nature of values, and on the integrity of persons. The commitment to neutrality, however, confuses pluralism with relativism, subjectivity with subjectivism, and integrity with validity. / The second problem is the conceptualization of sexual-values education as a solution to problems like unwanted teenage pregnancy and sexually transmitted diseases. This view of sexuality education reduces education to schooling, valuing to decision-making, and sexuality to problems arising from coitus. It evaluates the success of educational efforts according to strictly utilitarian criteria. In this thesis, sexual-values education is reconceptualized as a life-long process, and a successful sexual-values education is redefined by its capacity to be celebrational, hospitable, meaningful, and life-enhancing.

Sexuality education is a controversial subject, which gave rise to many heated debates about whether sexuality education should be taught in schools. Many studies found that parents, although the primary educators of sexuality, were abdicating this very important responsibility. This led to their children seeking information from their peers and the media. A few children turned to their teachers whom they could trust. With the increase in teenage pregnancies, child rape and HIV/AIDS, the Minister of National Education, Prof. Kader Asmal, advocated that sexuality education should be taught in schools and not left solely to the parents. Hence, he mandated the implementation of sexuality education in schools in 2002. One of the vital components of sexuality education is teaching children about relationships, not specifically sexual relationships but relationships with significant others. An extensive literature survey revealed that there was a paucity of research in this area. Hence, this study investigated the influence sexuality education in schools was having on Grade 7 learners' relationships with parents, teachers and peers. Learners needed to communicate with their parents, teachers and peers on matters pertaining to sexuality as they experienced it, in order to improve their relationships. Schools were expected to use the whole school policy approach in implementing sexuality education in order to fortify the learners' relationships with others. The purpose of this study was to find out if implementing sexuality education in schools was improving learners' relationships with significant others. Indian and Black learners from two schools in Tongaat, KwaZulu-Natal, were selected to participate in the study. Data were gathered by means of a questionnaire and selected semi-structured interviews. A qualitative and quantitative analysis of the results revealed that many learners were turning to same gender learners and Life Orientation teachers to talk to on matters pertaining to sexuality. However, they expressed feeling uncomfortable and shy when discussing sexuality related issues, especially with parents, other teachers and opposite gender learners. Most of the learners preferred confiding in their mothers or female teachers on issues regarding sexuality. It was also found that boys and girls preferred to be separated during sexuality education sessions because they felt more at ease with their own gender peers. Overall, it was found that the whole school policy approach to teaching sexuality education was not very successful, as reflected in the variable responses to the influence of sexuality education on learners' relationships with others. The findings of this study led to the following recommendations being made to the Department of Education: engaging in more intensive workshops to promote the whole school policy approach to teaching sexuality education in schools; devising a proper monitoring system to check the implementation of sexuality education in schools; engaging female Life Orientation teachers and screening sexuality education teachers. As the relationship between Life Orientation teachers and learners appeared to be positive, Life Orientation teachers could serve as facilitators to bridge the gap amongst all relevant stakeholders involved in the learners' education regarding sexuality. Other teachers could improve their relationship with learners by trying to integrate sexuality education into their learning areas, which would allow learners to develop rapport and trust with them when discussing sexuality issues. Most importantly, a suggestion was made to parents to form a partnership with schools to strengthen their relationships with their children. Children are bound to communicate more effectively with their parents about sexuality if they see their parents liaising with the schools and showing an active interest in their progress. Finally, it must be noted that this study is not without limitations. The chosen sample was not representative of the entire population of KwaZulu-Natal. Therefore the results cannot be generalised. This study was also limited racially to Indian and Black learners. / Thesis (M.Ed.)-University of Durban-Westville, 2003.

The problem of the study was to establish a valid and reliable instrument to measure the attitudes of Indiana school administrators toward sexuality education curriculum. From a table of specifications, a pool of 43 items was developed into the initial instrument. A 12-member jury of experts consisting of health educators, school health education teachers, high school principals, college professors (in the health education/school health field), and school superintendents was used to determine the validity of the items. The items were sent for the jury review one. To determine which items would be retained, revised, or eliminated, the items were subjected to both a quantitative and qualitative review. The revised instrument was then sent to the jury for review two. Responses from the second review were also subjected to quantitative and qualitative analysis. This final review included the use of the Content Validity Ratio (CVR). All items on the instrument that were not statistically significant at p < .05 were eliminated. A pilot study followed to establish validity. The final instrument contained 20 items from the 43 original proposed items. / Department of Physiology and Health Science

Thesis (M. Sc.)--University of Hong Kong, 2004. / Also available in print.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2000. / Field project. Includes bibliographical references.

Thesis--University of Florida. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 145-149).

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

Thesis (M.A.)--Ohio State University, 1926. / Includes bibliographical references (leaves 97-103). Available online via OhioLINK's ETD Center