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Behavioral Intention Among Health Education and Promotion Students Towards Taking a Sexual and Reproductive Health Education (SRHE) Class at a University In Saudi ArabiaAlamer, Ahmed Sadig 08 December 2021 (has links)
No description available.
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Parents' involvement in sex education programmes in schoolsSwana, Sekela Margaret 01 January 2002 (has links)
This study was aimed at establishing the extent of parental involvement in their children's
sexuality education. The researcher selected four schools of Xhosa Speaking learners in the
Umtata district of the Eastern Cape. Four teachers, one from each school, were interviewed
together with four Xhosa-Speaking learners and their parents. The method of data collection used
was a semi-structured interview aided by tape recording of the session per interviewees' agreement.
The findings were that Xhosa-Speaking parents are not involved in their children's
sexuality education due to being embarrassed by discussing sexual issues with their children.
Learners seem not to like parental involvement in sex education programmes in schools. Teachers
would like to see parents involved in school programmes and communicate with their children on
sexuality matters at home. / Educational Studies / M.Ed. (Specialisation in guidance and counselling)
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Knowledge, attitudes and perception regarding HIV/AIDS and sexual behaviours among senior secondary school learners in kumba, CameroonTarkang, Elvis Enowbeyang 11 1900 (has links)
This study’s purpose was to explore the knowledge, attitudes and perceptions regarding HIV/AIDS and condom use, and sexual behaviours among senior secondary school learners in Kumba, Cameroon using the Health Belief Model (HBM) as the theoretical framework. The ultimate goal was to determine how at risk learners were of contracting HIV/AIDS.
A quantitative, non-experimental descriptive, explorative and correlational research design was adapted; using self-designed questionnaires for data collection. Respondents were sampled through proportionally stratified simple random sampling resulting in 480 (240 male and 240 female) grade 10 to grade 12 learners from two participating high schools. Descriptive and inferential statistics were calculated using the SPSS version 12 software program.
Most learners were knowledgeable about HIV transmission; the prevention of HIV/AIDS; and sexual risk behaviours pertaining to HIV transmission. Learners also manifested positive attitudes towards PLWHA. Most learners did not perceive themselves to be at high risk of contracting HIV/AIDS. Up to 52,3% who were sexually active, only 30,0% used condoms consistently.
The respondents knew about condoms, but had poor attitudes towards condom use. Most respondents received information on HIV/AIDS, condoms and sexuality from magazines/newspapers and teachers.
The findings could assist policy makers, programme planners and educators in developing and implementing programmes to improve the health of adolescents. The perceived barriers to condom use and modifying factors should be addressed into consideration in designing any policy geared towards controlling risk exposure to HIV/AIDS among youths in Kumba, Cameroon.
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An evaluation of the "Life Skills Train the Trainer Programme"Baloyi, Lydia Tsakane 11 1900 (has links)
Summaries in English and Afrikaans / Life skills are coping skills taught to learners, with the purpose of developing self-reliant and confident people with skills, to cope with important life's challenges in times of change.
Where life skill education initiatives are being set up, much time and resources are channelled into training teachers, promoting, disseminating and implementing life skill education. For life skill education to be effective and continue to be relevant, research
needs to be undertaken as an integral part of the whole process.
This study focuses on the 'Life Skills Train the Trainer Programme'. The aim being to evaluate the success of this programme in empowering teachers to teach life skills. It was found that although life skill education has been found to be an important area in
every learner's life, there are obstacles that may affect an effective implementation of life skill education in schools. These obstacles need to be attended to. / ewensvaardighede word aan leerlinge onderrig met die doe! om selfstandigheid en selfversekerdheid te ontwikkel, sodat hulle in staat is om lewenseise te midde van veranderende tye te kan hanteer
Wanneer lewensvaardighede-onderrig gelnisieer word, word baie tyd en hulpbronne gekanaliseer in die opleiding van onderwysers, asook in die promovering, verspreiding en implementering van sodanige onderwys. Vir lewensvaardighede-onderrig om effektief te
wees en relevant te bly, moet navorsing 'n integrale dee! van die hele prose vorm.
Hierdie studie is gerig op die "Life Skills Train the Trainer Programme". Die doe! was om
vas te stel tot watter mate hierdie program bydra tot die bemagtiging van onderwysers in
die onderrig van lewensvaardighede.
Die bevinding was dat alhoewel erkenning gegee word aan die belangrikheid van lewensvaardighede-onderrig, daar tog struikelblokke is wat effektiewe implementering in
skole kan belemmer Hierdie struikelblokke moet aangespreek word. / Educational Studies / M.Ed.
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School-based sexuality education in Uganda : a grounded theory approachAchora, Susan 24 July 2015 (has links)
Today, 1.2 billion adolescents stand at the challenging crossroads between childhood
and the adulthood. Driven by a combination of biological, psychological and social
forces, adolescence is a period of “stress and storm” for many adolescents predisposing
them to risky behaviours with long term consequences. Adolescence is not only a time
of vulnerability; it is also an age of opportunity for investment in sustained health and
wellbeing through education and preventive efforts to help them navigate risks and
vulnerabilities.
Evidence-based sexuality education programmes are a cornerstone in reducing
adolescent sexual risk behaviours and promoting sexual health. A qualitative, grounded
theory study was undertaken to explore and describe experiences of adolescents,
teachers and perceptions of parents of school-based sexuality education (SBSE). An indepth
literature review through concept analysis on the phenomenon was conducted to
assist the researcher with theoretical sensitivity and theoretical saturation. In-depth
Individual interviews and focus group interviews were conducted to generate data.
Interviews were audio-taped and transcribed by the researcher verbatim. The direct
quotes of participants were coded and arranged into meaning units for analysis. A
constant comparison method of data analysis was applied by following a Strauss and
Corbin (1998) analysis process of open, axial and selective coding to analyse textual
qualitative data until themes, categories and sub-categories were identified and
developed.
Data analysis revealed that adolescents benefitted from SBSE but the implementation
of programme was undermined by challenges at national, institutional, community,
family and individual levels enshrined in the physical. There were also challenging
contextual factors at various levels that influenced the benefits of the SBSE. It is
recommended that there is need to review the teaching and learning resources and to
fully integrate sexuality education into the formal curriculum. The ministry of education
in Uganda should take a leadership role in fostering engagement and participation of
major stakeholders, particularly teachers, parents and other community groups in
delivering school-based sexuality education that addresses the needs of the schoolgoing children / Health Studies / D. Litt. et Phil. (Health Studies)
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Vi som undervisar : En normkritisk undersökning av lärarhandledningar i sexualitet och samlevnad, för undervisning i språkintroduktionsklasserGuy, Amanda January 2016 (has links)
This essay deals with teachers’ guides on teaching about sexuality and personal relationships, in particular guides focusing on introductory programmes in languages in upper secondary school and teaching adult immigrants Swedish. The aim is to investigate how the teachers’ guides function as further training for teachers. In Sweden 2016, the number of pupils enrolled in language introductory programmes was rapidly increasing. The number of participants in Swedish language for immigrants was also growing quickly. Teachers are in need of further training in sex and sexuality education and instruction in general, and particularly in this teaching context. It is hard to find teachers with sufficient competence in the field, due to the current general lack of skilled teachers in Sweden. Research on teachers’ guides in Sweden is underdeveloped and previous research on the topic of this essay is virtually non-existent, which makes this a pilot study of sorts. The study focuses on text-analysis, function and normativity. The results show that teachers’ guides respond to teachers’ needs and demands. These specific teachers’ guides affect each other through intertextuality. The norms imbedded in the language used in the teachers’ guides have an influence on teachers reading them.
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När tar man fram kondomen? : En studie om lärares attityder till UR och RFSU:s projekt för en bättre sexualundervisningTrysberg, Erik, Svedin, Catrin January 2011 (has links)
The debate in the media on a new Swedish sex education movie sparked our interest in this study. The twenty-eight minutes long movie “Sex on the map” is the first of it’s kind in twenty-five years. It is also part of a bigger sex educational project that contains, apart from the movie, a book about sex education, a documentary and a teachers guide. The project is a co-production between the Swedish Educational Broadcasting Company (UR) and the Swedish Association for Sexuality Education (RFSU). We were interested in how teachers received information about the project, and what their attitudes were towards it. In the starting phase of the launching of the project, UR and RFSU sent out a promotional box to all Swedish high school headmasters. This was a way to inform schools about the new educational material. Our finding’s showed that most of the respondents did not obtain the box. They recognized parts of the project but had not formed any attitudes towards it. Despite this, the teachers were positive and thought the material could be a great tool to develop and modernize Swedish sex education.
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Parents' involvement in sex education programmes in schoolsSwana, Sekela Margaret 01 January 2002 (has links)
This study was aimed at establishing the extent of parental involvement in their children's
sexuality education. The researcher selected four schools of Xhosa Speaking learners in the
Umtata district of the Eastern Cape. Four teachers, one from each school, were interviewed
together with four Xhosa-Speaking learners and their parents. The method of data collection used
was a semi-structured interview aided by tape recording of the session per interviewees' agreement.
The findings were that Xhosa-Speaking parents are not involved in their children's
sexuality education due to being embarrassed by discussing sexual issues with their children.
Learners seem not to like parental involvement in sex education programmes in schools. Teachers
would like to see parents involved in school programmes and communicate with their children on
sexuality matters at home. / Educational Studies / M.Ed. (Specialisation in guidance and counselling)
|
69 |
Knowledge, attitudes and perception regarding HIV/AIDS and sexual behaviours among senior secondary school learners in kumba, CameroonTarkang, Elvis Enowbeyang 11 1900 (has links)
This study’s purpose was to explore the knowledge, attitudes and perceptions regarding HIV/AIDS and condom use, and sexual behaviours among senior secondary school learners in Kumba, Cameroon using the Health Belief Model (HBM) as the theoretical framework. The ultimate goal was to determine how at risk learners were of contracting HIV/AIDS.
A quantitative, non-experimental descriptive, explorative and correlational research design was adapted; using self-designed questionnaires for data collection. Respondents were sampled through proportionally stratified simple random sampling resulting in 480 (240 male and 240 female) grade 10 to grade 12 learners from two participating high schools. Descriptive and inferential statistics were calculated using the SPSS version 12 software program.
Most learners were knowledgeable about HIV transmission; the prevention of HIV/AIDS; and sexual risk behaviours pertaining to HIV transmission. Learners also manifested positive attitudes towards PLWHA. Most learners did not perceive themselves to be at high risk of contracting HIV/AIDS. Up to 52,3% who were sexually active, only 30,0% used condoms consistently.
The respondents knew about condoms, but had poor attitudes towards condom use. Most respondents received information on HIV/AIDS, condoms and sexuality from magazines/newspapers and teachers.
The findings could assist policy makers, programme planners and educators in developing and implementing programmes to improve the health of adolescents. The perceived barriers to condom use and modifying factors should be addressed into consideration in designing any policy geared towards controlling risk exposure to HIV/AIDS among youths in Kumba, Cameroon.
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An evaluation of the "Life Skills Train the Trainer Programme"Baloyi, Lydia Tsakane 11 1900 (has links)
Summaries in English and Afrikaans / Life skills are coping skills taught to learners, with the purpose of developing self-reliant and confident people with skills, to cope with important life's challenges in times of change.
Where life skill education initiatives are being set up, much time and resources are channelled into training teachers, promoting, disseminating and implementing life skill education. For life skill education to be effective and continue to be relevant, research
needs to be undertaken as an integral part of the whole process.
This study focuses on the 'Life Skills Train the Trainer Programme'. The aim being to evaluate the success of this programme in empowering teachers to teach life skills. It was found that although life skill education has been found to be an important area in
every learner's life, there are obstacles that may affect an effective implementation of life skill education in schools. These obstacles need to be attended to. / ewensvaardighede word aan leerlinge onderrig met die doe! om selfstandigheid en selfversekerdheid te ontwikkel, sodat hulle in staat is om lewenseise te midde van veranderende tye te kan hanteer
Wanneer lewensvaardighede-onderrig gelnisieer word, word baie tyd en hulpbronne gekanaliseer in die opleiding van onderwysers, asook in die promovering, verspreiding en implementering van sodanige onderwys. Vir lewensvaardighede-onderrig om effektief te
wees en relevant te bly, moet navorsing 'n integrale dee! van die hele prose vorm.
Hierdie studie is gerig op die "Life Skills Train the Trainer Programme". Die doe! was om
vas te stel tot watter mate hierdie program bydra tot die bemagtiging van onderwysers in
die onderrig van lewensvaardighede.
Die bevinding was dat alhoewel erkenning gegee word aan die belangrikheid van lewensvaardighede-onderrig, daar tog struikelblokke is wat effektiewe implementering in
skole kan belemmer Hierdie struikelblokke moet aangespreek word. / Educational Studies / M.Ed.
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