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llane Lin ( 191!5) ,vho n11,1l ) scd the 1uuurc or 1r..ulitio11nl ti11nil ₎ life education

l!l\\'11. 111111!,·1 11111c1I lh.11 111,· lllllll'III lh,11 "'"' 1.1111•111 \\,1, p1a,11<.1I ,,ll,·11 h'n,·,1,-.i th,·

polhicol. social ond ethical leaning of the particular socict). In hii; discussion he elnssiticd trndhionnl Africon f.11nily life educn1io11 as that '"hich took pl ^il ce in J dis1i11c1 sc11ii111!:. This includes the trnditionol fon1ily set1in1,1. n11e group nssocintion nnd the

initintion circle.

In the frunil) selling, occordi1111 10 I lone Do '"hot ,-..is 1n111,1ht i ^nc luded the socinl beha,iour nn<l roles pcrtnining 10 the diITcrcnt n11c groups fron1 birth 10 uld 01,1c. For insinnce it '"ns in 1hc f.1111ily set up 1hnt children ore first 1n.1dc ll\\.trc of sc11.11nl dilTerences ond the specific n11i111dc expcc1ed of each gender. Rcspcc1i,c sc, roles of

111.11\.·� 11111I fc111alcs c11111111,·11cl·,I i11 lhc f;1111il). ea

^r

ly (f

^r

u111 <,.7 ^{)Cilrs). 1\1 11111l'h} lat,·r a�c.

,ulucs !.111;h ns 1nodes1y os b.1sic ,vc.thh. the ncccssnry discretion and practices 10 obscr,c in lo,c relationship, the 11urpose of n1arrial!C (,vhich i ^!: for procrc:11ion) nnd other socinl nonns ,,ere tou11h1. Other n1e1nbcrs of lhc clon i111cr.cncd gencrnlly in 1he cducntion of the child. The child ,vos kepi under surveillance ,vhcrc,cr he ,night be in 1hc conununity.

Supporting this i'\dcniyi �� Dare ( 1997) noted that across mos, or ^1\ fricn I\ in ship and 1raditionnl social organisation pro, ides suppon nnd guidance n1 every singe of

dc,clop1ncnt including ho,v 10 ,nanage \he transition to nduhhood. inilia1ion to sexual rclo1ionship. 1narrio11c nnd child bearing.

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Nc,1 ls 1hc 1\gc Group Association selling. a fonn or social orgn11isa1ion com,non 1t1 t\hi1;111 s111.1c1 ¹ c� \\hich plnycd a ,i1; ¹ I 10k in ll ^ll · 1.·1l11c. ¹ 1i ¹ 11 ¹ a ¹ i.l :-.t1ci.1li ¹ .11i ¹¹¹¹ uf lh ^l · child 1111d broncJcn his socinl rcl,llionship beyond his fn ¹ nil:,. i\lcmbc ^r; hip ^\\,IS rcs1ric1cd 1 ⁰ person!. or the ,;.1n1c sex bu1 had corrcspondin1,t ngc group ns,;ocin1ion of 1hc opr,osi1c sc, \\ilh the fc111alc group being )Oungcr. In addition it e111b ^rn ccd nll social mnl..s nnd enabled individuals to in1cgrn1c in10 o gcncrn1io11 group \\hose posi1ion nnd du1ics \\Cre

"·cll-dclincd (llnnc 13a. 1985). l.cnrniny cx1�rienccs included care of 1he body in readiness for circu111cisio11 :ind ¹ nens1ruu1io ¹ 1. I· vcn 1hough scxu,11 relationship ,v:is lcnrncd sexual rela1ionship ,vns prohibited nnd public use of i-cxu(ll lnnsuuge or

discussion ,vns considered 10h ⁰⁰ .

l•tl1 ¹ t.t1 ¹ 11 ¹ 1 Ila� 11 �1 ¹ .ill) �i\CII h) l'hl,·1-s i ¹ 1 the \'111 ¹ 11 ¹¹ 11 ¹ 1 ¹ 1) 11.1 ¹¹ ,· 11., 1 l ^{1 l!<S)} ,i1i ¹¹ g 1hc fuln spcal..i ¹¹ g socicl) of ru10-1oro in Senegal provided o good illustration of the I.ind of rcln1io11ship 1, hich existe<l bct\\CCn the sexes. Ench bo ₎ hnd n girl friend in 1he corresponding ngc grour, 1vho ¹ 11 he 111ight rcqucs1 under cennin circu ¹ 11s1nncec; 10 co,ne to ch:11 ,vith hini (A pmc1ice k11o"n as Ye,v-1erc). The) could spend the 11igh1 in gn,nes bu1 ull 1hesc 1vcrc done in absolute chns1 ily. I his according 10 llanc Ua ,,11s because prc11u ¹ ri1t1I sex ,vns prohibi1cd and 1•irginity 1111s of incs1i111nble vnlue. In n ,,11y the boy

1,a� the guomnlor of 1hc girl's virginity :ind ^\\'llS cxpc.c1cd lo cducn1c her so 1hnt she ^did 1101 lall i1110 tc111p1n1ion.

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I he 1hird �11i11g. "hich is the initiation circle. hod dcsign,11cd ciders in the l1111111111111I\ 111 11111,1 Mllklics ,,hu',\; h11�t11111 ii ^\\,Is lo pr�·p,110.: )"•n•t people ^l11r 111: ¹¹¹

•

huod or ,,onuin hood. lhcsc 1>mc1iccs culmi11utcd in initi:uion rites nnd ccrc1nonies.

I he )Outh by this 111cthod i111bibcd o code or bchn,·iour ,vhich 1hc) ,, ere c:-cpcctcd 10 follo\\' ns responsible men and ,�01nen in the co1nmunity (l lcsan111i & 1.c,vi�. 1997).

In UolS\\lln.t pre. coloninl trib.11 group,;, discouraged prc-111.,ritnl se, through o cn111bi11;11ion of auc rcgiinented i11i1ii1tio11 ccrcn1011) in ,vhich there \\US hca,) penalty for boys nnd girls if girls did 1101 re1nni11 clmstc until 11111rringc. nnrkcr ( ¹⁹⁹²⁾ 011d loongn ( I IJIJ7) also idc111 ificd socio-cuhural prnct ices 1-..no\\ n ^us rites of passngc "hich \\ere used to 111.1rk entry 11110 n11d c,it fro1n adolescent period in 111nny con1n11111itics in Nigerin.

1\11.in,br.1 stole. Ekpc societ) n1110ng Efil-.. co111111uni1y in C-ro,;s River state operated along ngc gn1dcs. and orgnnised 10 usher the odolc.scc111 into nduh life.

In Nigcrin. one or the cnrlicr studies and 1hc 1110s1 in-depth study of the gro,"ing child ,,71� that carried out by Uko ( 1966). Su1n1nnry of responses highli ^!:!, htcd in 1hc study sho,,cd the 111any fnce1s of tmdilionol lhn1ily life education and child rnising practices in Nigeria. It included the large port plnycd by socinl nonn-: cnlled cnston ¹⁵ in the up bringing of 1hc child. The socinl roles expected or OO ^)S ond girls ,,ere culturally detcnnincd. taught and socially enforced. There ,,'::IS n S)Stc1n of rc,vnrd and punisluncnl

li,r �-� app111pri,11c h1:ha,i11111s, 1';11c11ls ll'lll'hcrs n11d 111e111l ^'l\: rs 11f th ^l • l'\ll'l1tk•d l;unil,

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100k pan in the !mining of the child. Fro111 ^VCI) earl ₎ ages chiltl ^rc n ^\\Crc taught to

individual!! judged lhc rcnsonablcncss and nppropria1io11s of their relationship" uh others.

I his \\as cxcn1pli lied in 1he ,,•ny in ,, hich children \\Cr'C cncoumgcd to he obedient.

honest. 1ru1hf11I. kind. polite. l111111hlt:. rcspcctfiil nntl 10 rcsohc connict In their in1cmc1ion ,vi1h p,1rcn1s. siblings und other people. Purcnts hod n gcncrnll) ,,nnn ouilude 10,,nrd the children and both contributed in a co1npli1ncn111ry mnnncr in the physical. intcllL'Ctunl.

social c111otionol and 1nor:1I de , clop1nent of their child ^re n fron1 childhood through utl11lescencc and succcs�ful 1mnsitio11 10 adulthood. Socio! rcspt1n�cs. nn in1pona111 catcgor) of behaviours i11i1iall) learnt in the ln1nil) is co111inued in the 11cighborhood ns

such associntilln they dc,clopcd qualities of honesty. forcefulness. courage. co-opcmtion.

�Ir nsscnion. conlitlcncc. ini1in1i,c, ngilit) as they engage in social pla) "hich ,vcrc oficn supervised by adults \\ho gradually i111rotlucc 1he111 10 adult traditional piny 11c1ivi1ics.

Circu1ncisio11. generally n1Tec1cd children of both sexes. In sonlC con ¹¹ nuni1ies it

\\.ts a pubo.:rty right celebrated 10 rnark the a11air11ncn1 of ndul1 status.

In No11hcrn Nigeria. 1hc Sharo _\\'nS on irnpon:1111 ni;c-gn,dc and initiation ccrc1nony. \\hich sig11ify the c:1.1c111 of the l'ulnni 111or:il vnlue ond pro,idcd _re gular

l)l;lluon .. 1· h,11thll'SS. hllll!lllll''-'· .... -1r ll·ll:111ll' :11111 1Cl"li11ull· ih ,, ... I ... ,u. '-' ,, "·,11,•nlc r

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har<bhlp. I he Shnrn c11ln1inntc in series of ccrc ¹ 11011ics le;11li ¹ 1ll to 1l'1arriagc TI,c�

11.11h1u111al 111a,lill'S h.1tl J\l•',11 p11lc11tial� lur ,l,·,••h1pi111� .11111 "" ,l,1111i .. 1• "4·11' ... ·.•pl "4.•11'

l(le1 ¹ 1il) nnu o sense or belonging (lb.1 ¹ 1gn, 1997).

In nddition. lncrcn,c lobour force participation nnd dual earner r., ¹ 11ilies ha,c seriously eroded the ncti,e hllohe1 ¹ 1cnt of n1t1ny in parenting. (U<.legbc. ^1997). \\'itho1 ¹ 1 nppropriu1e guidance ,ah ¹ c conOict c,cpcricnccd ho,c resulted in n contcn1pornr) youth cuhure ,,hich is charnctcril.Cd by scxtml octh ii>, teenage drug abuse. rnpc. ,andohs,n.

occuh practices nnd other delinquent nets ( lbangn. 1997).

IVlotlcrn Fa111ily Life EcJucntion:

In both dc,clopcd and dc,cloping countries, especially since the Inst l\\o 10 three dl·1·,111l-s. 1h,· td;iring pr11hlcn 1 , 111 )"'"'!; people reganh ^11l! linuih lili.• ,1 ¹ 11I sc,11nht)

rccehed ,vidc recognition (llirsch and Oarkcr, 1992) l\ Ian) orgu11isa1ions both go,ern,ncnt.il nnd non-go,en1111entol therefore sought to in1pro,e 1he qnalit) of life or young people by initiating a variety of projects nnd r,rogr:1111n1es of sc"uality c<lncation.

,\ecoruing to UNl:SC-0 ( I 98RA), a -.oried collection of progr:1 ¹¹ 11ncs ¹ 10\\' cxis1 in 111nny conntics. \\lhilc sonic 11ndcr-1ook courses of fnn1ily life education ns pnr1 of 1heir progrnnunes such os population educn1ion. 01hcrs refocused their population cducntion to lan1ily life /sex educa1ion or develop sepnmte progrnnuncs. Out it is the activities of

1he no11-go,cmn1cntnl orgnnisntions/pri vnte agencies. ,vhich pn,cd ^\\'O)' for fornial '4.·-.:11,,lil\ �·1h1l,lli11n. 11,cy SJ>t1n-.circ1l lcc1111es. panel di ^M:11 s-;iu11,,;, sl-ill!'. de,�·11,11 ¹¹ ,cllt

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lc,.sons nnd pioneered innovuti\c teaching nppronchcs. C-oun�eling discu�sion through

ha,c hu<l 10 o,crco111e opposition, \\•hich arose because of religiou:; , ic,,s und bins not onl) o,er content but nlso over or!loniscrs or such progm,ns. Clorke ( 1985) described ho,,• Lesotho 1110,cs to i111egrn1e fr11nily life education into ronnal nnd non-forn\OI 'SChools

,,us rcsisu.-d b)' Cn1holies ,vho equnted it 10 fi1n1ily planning cducn1io ¹ 1

lnspite or opposition progress continued in or!lnnisinlt se,nnlit> education nctivitics in the school. Ocven ( 1991) reported the octh itics of f.1111ily plonning ns\ociation in the 1970s and 191!0s in l:uropcnn sub-region nnd ho,v the) successfully pron101cd liunily planning / sexunlity cducotion in schools through health ccl ¹¹ cn1ion

sc,unlit) since the 1970s nhhough cln.�sroo111 ins1n1c1io ¹ 1s ,,ere lilnilcd I he Cnribbcnn prollrnnnnc lcnncd hen, ily on fiunil) life education ,vhilc the African prograrnn1c e1nphnsised population trends and clTect and f.11 ¹ 1ily life education (Oulnt.10 & Oula100.

19116). lsn1.1nono ( 1989) nlso reported the pro,notion of fa111ily life educ:11ion bv Planned _• Parent hood l·edern1ion. In the last 1,vo d�ndcs, n1ost African countries hn,c heen ¹ nadc 10 introduce sexuality cducotion in schools ns progrn1nn1cs of h ^cn hh education.

population or sex cducntion/ Fnmily tile education ( \\lorld conference of Teaching prof�ion / ln1ernntional planned p:ircnthood feder.11io11 ^1983: Onrkcr, 19<>2:

Dos.wu-N11,11 N l'JXO) 11111 ^Slll.'h cffi111s ^,II\.' shl\v 111111 1.11111ru,t-rsial (1'ala11lc. • IQR"'). Fat·tnr"

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n1 ¹ 1ih11tuhlc 10 this nr1; 111uhivari11us ond they include Incl,; of con1municn1ion und

co-co111en15, 1nrgc1 ndllrcsscd. technique used, prc1,arcdncs.o;. of tcnchcr.; nnd i1 ¹ con1prehcnsh c curricula ( \Vorl<l conference of fcnching Profession / I PPF. 1978 nn<l 1983) Arc us. •

( 1995) suppons these findings.

l11 sonic countries nccording to a \VI ¹⁰ rcpon ( ^198913) there is little or no co11cc1tcd clfori in devclo11i1 ¹ g npproprinte pohc>, legislation nn<l progm111 ¹ nes. I lo,,c,er rccon1 ¹ 11c11dnt ion have been tnode on curricultnn for population/ f-1 F nt UN C'onfercncc i1 ¹ I 997 (C'LDP ^1\, 1997 ). 'fhis ,,-ns to be included in the curriL ^{1 1} h ¹¹¹¹ os n single independent subject ,nailer rather thnn being interposed into other subjects os is mostly the �·:"e ^l he c11rric11h1111 nr vnrinu� schn11I:- ^1111<1 cnllel!,eS ^,;ho111d he ^up 11:uetl 111 intel(mtc life coping skills on<l n:pro<lucthc health.

l11 Ja ¹ 1 ¹ aicn, the prinrnry 111cans of teaching fnn1il ) life cd ¹ 1c:11io11 principles nnd concepts is the schools co ¹¹ 11nuni1y based progrnn1111es /spccinl projects. For integration into the school curriculu1n of teacher tmining colleges. fnrnily life education ^\\OS changed 10 pcr.onality de,clop1nc11t. In Ugnndn, Pnul ( 1990) noted 1hn1 ii ^\\<lS the �ovcnunent polic> 10 pro, ide fa ¹ 11ily life cducntion thnt ¹¹ 1ust reach under ngcd yout� nnd be openly

od,crti'>Cd. Out this is contradicted by the provision in the pennl code. ,, hich could be in1erprc1cd ns prohibi1i11g the publication of sex-cd ¹¹ cntion Literature .

• •

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Unt ii recently the U.S federal Government played , inu1 ¹ lly no role at all. ^J\ "hlte

I 111 ¹¹ �· r1n ¹ 1l·rl'nll" 1 ¹¹¹ the child in l'lK'J c11 ¹ 1cl ¹¹ dc1I that the �11\l ⁰ n1n ¹ c11t sh1> ¹ 1hl ¹¹¹ >t play

1 n.1jor role but ,vith rising rate of teennge pregnancy nnd I !IV/AIDS. the fcdeml go,cr111nent can ¹ e under pressure 10 address the problem. 'Io appease the s111all local

conscr,a1ive co ¹ 1stituency. sex education \\llS lin,itcd 10 abstinence prornotion despite the high, isibility of organised parent groups ,vho protested education or such related topics in the schools. Very fe\\' parents actually exercise their rights 10 opt out of sexuality

education in schools (Richard & Daley. 1994). In sorne countries \\'here la\\S nre explicit or ,,here restrictive la"s ,,ere rcrno,cd, gro\\th hns been focililnted as the scope of sexuality education/reproductive health educntion ,verc specified (Ro1 ¹ 1cr & Pa,inmn

1 ¹ JX'i. ,11111 11'1'1·. l'JK.?). l)ther harriers ^lu p ¹ ug1cs.,; lilctl i11lh ¹ 1h: i ^{1 1} :nl ^l ·,i11:tl ^l ' ; ¹ 1ul unsysteniatic progranunc de,elop111en1 \\hieh lhil 10 1nect the needs of rccepie111s (\Vatsn.

1986: Pick de \Veiss, 1990: Darker, 1992). So also \\ere unrealistic ,vork-plnns ,vhich did not anticipate delays nnd nrake nllo,,nnce for thern. (Uknegbu. 198S).

In North Arnerica. it is not clear ho,v 1nuch PLE currently exists in hi�h school.

Nurncrous studies indicate thnt niany schools orrer liulc or no FLE nnd \\ hnl is offered is oflc11 on clccth c for stutlcnts (Arc us 1986). Oak er & Dnrcy ( 1970) for exn,nple found that courses \\ere elccti\'c especinlly for boys. A nation,vide sur\ey olso found thnt FLE in schools tended 10 be electi"c rather than required. In the U.S .• St.it es ,, hich nre tl.'p11 ¹ 1t•tl 111 h,1,c 11 ¹ . ¹ 11<latcd l·,1111ih lill: / ^. _,;c, 11ll11t,11i ¹¹¹¹ i ¹¹ t·h ¹¹ 1 ^.. � \I ,1 , � , • ,, l'-t ^., ,,,,. ^{1 \' ·}

⁰

1111-. - ¹ n.

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t\lnssnchusc11s, l\larylnnd. Kc11111ck). Most states ,vho h:l\c 1T1o"ed to this 1nondotc, i111l1\:alcll th.II this,,.,, hcc1111:..c o I .. ,ocial ills ... s1u.:h as hi i,: h mil" of ll'l'll;t¼!l' 11"'!!11 ^:llll'Y·

incidence or sexual related discnscs. and lack or sex education in 1he ho111cs. fvlost of those ,vho 1nandatcd such educntion nlso cs1ahlished pollcies for excusing students fro1n 1hesc clas.,;es.

t.e,vin's ( 198-1) study sho\\ed a situation he soid \\as typical or countries oil o,cr the world. I lis linding.s sho\\cd sexualil) education ns o thc,ne ,vi1h varia1ion not only in contcn1 and target addressed but nlso in tenninology nnd polic) 111ndc and that only n

srnall proponion or young people rccei, c such cducntion. \Vhilc in �o,nc countries it ^\\'OS olTercd 10 pre-school children nod in others if it ^\\':lS given at nll it ^\\llS gi\'en in form of

Indeed . real progress began i11 1nany coun1rics only recently ,\'ith 1hc recog.nition of 1he need 10 institu1ionalise progra1nn1e 1101 only ns a result of dnunting s1otistics \\hich

highliylucd the magnitude of the problc111s but the cncct of several globnl. regional nnd national rcco1n1nendations ,vhich hns co11sistc111ly dn1\\n 011en1ion 10 the need to nd<lress the prohle,ns of )'Oung people. (Roemer & l'n,111a11, 1885; Le,vin. 198•1). ('on1111e11ting. 011 the cnort of ,nany international orgonisntion in this direction Le,\'in citL-d the \VI 10 confcn.-1Kc on the child and se,cral rcco1nn1cnd:11ion it considered es�cntinl for the succcs,; of sexuality cducntion. I his include broadening the scope or scxunlit) education 111 l,1111il) I ifl· l'tlt1l'alin11 ,vhkh !.ht111lcl pro\'idl· i111i1r111.,1ion ⁰¹¹ tl ^"- •1,,c.� roncl•nilnii ^c;C',

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roles. parcntnl roles. child c;arc and fnn1ily interaction ,vilh the ni,11 of fonning n conipletc

;11111 ... uri:ill ) ntlhc i11,li\'id 11 .1l pc1�111alitv p1cp; ¹ 11:d h•r a l1.1p1 ¹ y lill' "ilh ·' 11. ¹¹ t1 ¹ cr .,nd ,uund rn1 ¹¹ ily. f1111herrnore '>trch progro1n111c� should begin earl). henge spccili1:. nnd hen co111in11cJ health prurno1 ¹ onal m.1 i"it). pro, ided throughout the �chool year... should '-tilrl in the fan1ily nod be linked to the school.

\Vhcre:is ,\rcu.,; ( 1995) contends th:11 f:1n1il) life cduc:llion nro<,c at the beginning or the 10 ccntul') but alSl.l in response to changing social condition just as ha.s been prcviou,;I) pointed ou1 ror abc.1111 n ccutul')· ^11,; be.1th a liclJ of stud) :1 ¹ 10 of prnctkc ii h:is l!f0\\ ¹ 1 and c,pand\.-<l as ¹ nothcr education. to its pro, ision ns an cd11c:11ion:1l progronunc olT'cring o bro:idcr ranl!e of farnil ₎ thc111cs nnd for f111nil) rnernbcrs. Tho111nc; li:. -\rcus·:.

( I'>'> ^"' ) ll'\ i,·,v hifltli1!111c,I -..1 ¹¹ 11: 111 thl.' k·aturl'' ol tlll.' \'tlll\l'f11 nf I 1 ¹ 11il� Irle \."\h ¹ 1.:, ¹ 1lo ¹ 1 ,, hich include !-lrcngthcning anJ enriching indh idual nnd r:,rnil) \\ell being b.1scd ⁰¹¹ the lr.1111c,,ork lor lifespan. The depth of nn:ilysis n1ndc rc ,enl the dhcrsh) in the concer11i1111. i111ple ¹¹ 1entatio11 0 ¹ 1d the 11np.1n1llelcd od\'t111ccme ¹ 11 11 ¹ :ide in 1hc licld in Nonh i\rncric.i.

llo\\c,cr the introduction and ,1dop1io11 of ln111il} life educ111io11 into the fonnal si:hool syMcrn in 1no11)' countries is on on goini; proces-.. 1 he succe!lc; of the progr.unrne dcpcnJ,; to a large c,tcnt on the training or te;icher� who ;ire relied upon 10 pn:St.·nt the 1 ¹ 1a1erial. I he United Notions cnco11r:18CS 80..-ern,ncnt 10 create 11ece�s.tl') frnrnc,,orl..: llllll

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s1ruc1urc" (in tern,s or policy. financial assistance nnd instilutionol capabilities thnt ,viii

l'1111hh: )lllllh 1lic111s1:h,·s tu l1':11\.•li1 liu1111hc p1o�r;1111111c.

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