co1npctcncc ond pcrsonnlil), the degree of controvcrsinlity of the issues. the extent of
ad1ninbtmtivc s11ppor1. duration of the study, the wban- rurol variable and 1hc location of the schools.
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Cicnemllr, lhc linJings of Lhc reports ,,ere ,nixed. \\1iilc so,nc or the s1udies i,!111\\Ccl tin: �upcriuril) 111 Ill\: non ·l rJclilinnal lcJ�hin� 111e1ho<lul,,gk" 1,, l'f 11� 1r.,1lil iun.11 ones, some :,1udics on the other h.1nd pro,ed 01hcn,·isc. As 1hc studies re, ca led. 1hcrc ,,ere o lot of c:1:tn1nco11s fncton ,vhich accounted for their elTccthc or incfTccth·e use. For hl\11111cc, nu1horilnrin11 -oricnlcd teachers could 1101 succcssfull) 1e.ich b> the uisco,ery approach. S01nc Sludcnls ,..,ere not prepared to undenake the problem soh ing process nnd in some coses the tin10 ,..,ns too shon ror students to discover the vnrious nhemnthc sides of on bsuc b> thc1nsclvcs. rhc fac1 1hnt �hool ad1ninis1m1ors ond the general c11,lro11n1e11t or cuhure of the place did not allo\\ open nnd free di�u,;�ion of
con1roversial issues olso lnhibi1cd 1he successful use of the 1nethods.
/\� 1li M:11 ssccl, 1hc ii11plc111cn1.11iun (1f f.1111ily life cchll,lliun i11 the $Ch111,I lms
gcnerotccl the need for new 111elhodologics by the adoption or panicipntory opprooch in offering the subjcc1s to s1udcnts such 1h01 1he desired e!Tect is nchicvcd. In so doing
porticipa1ory opprooch lws nlso gencro1cd posi1ive secondary errec1 bcncficinl 10 teachers ns \\CII os 10 the co1n111unity by fostering 1ea1n spirit and belier relationship bcl,,ccn the school and the co111munity. (Toylor �'v.. Caudle, 1991).
hnplc1ne111111io11 or Fn111ily Life Ec.lurnlion nnc.1 the Prepomlion or 1'cnchcrs.
1 he gool of fo1nily nrc education in niost countries is its institutionalisntion in the national cclucational syste1n. To achieve this. it is increasingly being recognised thnt appropriately prepared ond qunlilicd cuucntors ore crucial ns i1 is these inuividunls ,vho
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bc,ir 1he rcspo1�ibili1ics for shaping o pro8rnnune and d�igning the nature of the students uh1l.11i1111al c,111:ric111.;c,, (/\r1.:u,;, l')'JS). \Vithou1 1hc ,upporl ,,r,c.,�hcr, 11l,111-. dc,cl,,fX"I I>} expc:ns ond oOicials \VIII ne,er be really hnplcmcn1cd. To be cITec1hc in the long run ii i� rccOBlli�ed that I ruining must reach o high proportion of current clnssroo,n teachers nnd those !.ludying 10 becon1c 1cachcrs (pro-sen ice teachers). The tnsk of doins this is
nrgunhly n very i1nportnnt nnd difficull aspecl of irnplemcn1n1ion.
F.Jucnlionnl rrcnnn1tio11 ofTcnchcrs:
There is indeed paucity of li1cm1ure on 1he training of 1eachers ns fnmily life cducntors. Ho\vc,er, since 1hc I 980's rc\'ic,v in ,non) coun1rics sllO\\S tha1 1hc 1mininl!, of 1cachers is slo,\ ly gni11ing ground ohhough 1his is closely related 10 1enchcr 1mininB in
1x,p11l:11i1111 cJ11cu1i.111, r.1111il ) 11l,11111i11� a11tl sci.. Cll111.:,11iu11 (l.i�l.i11, l'lll'i)
I to,,c,er, Lisk in ( 198S) re\'cnled 1hn1 in oil regions 1hc scorci1y of 1enchcrs tmincd 10 tench fa1nily life education handicaps progrnnunc bo1h in and out of school This is so inspi1c of SC\'Crnl in1portnn1 de,eloprncnls ,vhich has occurred during 1he first half of 1he last century ineludinB expansion in 1hc areas of study rcla1ed 10 n11d or incorporo1ed into fnn1il } life cdueo1ion (e.g. Child development, Home manogement education. health
educa1io11) (Arcus, 1986).
Some of 1his studies hnve rc..-cnled considcmblc concern for the preparation of family life educators os 1110st family life teachers hod been trained in other subject arcos :111111hc11 rc1:nii1cd 111 11::u.:h n1111ily lire 1:uurscs (/\rcus. 11)')5). Sc,cr.11 01hcr s111Jicl> !ouch
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os Singh ( 1982) and Uknegbu ( 1985) noted that success ct111110t be achie,ed except
1c,1l l11.·1s I clluL.tlo1, arc ,11kl111.1tcly pn:p.1rcu .11111 l:i111uuillcll lu tl l\: '•"'-·
Ukoesbu ( 1985A) ,vho highlighted cardinal denlllnds for Lr.lining odequo1e number of educators for successful implcmen1a1ion of progm1nmes indicated among others the need for qualitative training progrnmme that is in conformit) ,vith ,nany recent rccon1mcndations IO\\'llrds educational refonns especially tO\\mds modem trends in teacher educntion. Adeyoyin (1991) ,vriting in suppon of trends in teacher education
noted that the kind of training required to equip these teachers for their role in population/fumily life education 1nust emphasis life-long education ,vhich is co1npetcncy based, ccono1nical, Ocxible. uses ne"· tools and technologies, promotes independent
lc.1n1i11� a-. \\cll n, s1i11111latcs learning through 1hc use of grour, pn1l:c�,
1 hcsc experts expect contemporary trend in training pro11ranunes to reOect interdisciplinary nature of family life education in content nnd 1nc1hodology using panicipatory/disco\Cry 1nc1hod focussed on problem solving. Although the> realise these
\\Ould make nc,, deuuinds on the skills and resourcefulness of teachers. Ho,,-e,-er. they consider this necessary in order for teachers to fruniliorise theniseh es,, ith ne\\ tools and instruclional me1hods and learn to adjust themselves to the ne,v roles nnd functions imposed by the tcchnolo11icol and innovatory n:11ure of family life education ,..,hich encourages the use of o ronge of innovatory ins1ruction.1I skills ond activities in teaching n11.t n:inf 111L ing '-ognilh i1y anu ,11Tc1.th ii)' I �1,c11, ;111tl rl"4:,1rchcr,. \\,1rl..i11� In thic; l'iclJ
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�uch os Artus (1998). Olndc1}0 & Akin1oyo (1991). Currtm (1972) and lkcngbu (1985 \)
:li!«'C that their prcpamtinn to (X'rron1, thi,; ,a�l.s sugl-(CSl in :iddilion 10 1hc- t:i<;l, c; in their primary nrcn, the ncquisitions or ne,v kno,vlcdgc, skills nnd co1npctcncics in order to
adcquntcly tench the contents or romily lire to students. 1 he scholarship or teaching.
\\hich relies on the instructors' ability 10 incorporate the dimensions or disco"cry.
integration, application and teaching method. should be exercised in de,eloping an crrec1h-e cducotor.
In other ,vords according to Arc us ( 1995) teachers should be helped in acquiring competencies in the rollo,ving nrcns:
• An in-depth understanding or ra,nily life issues and its in1crrcln1ionship '"ith other
• K.no\\lcdge of inter and intra rclntionship of subject matter/
• Ability to com1nunico1c c1Tcc1ivcly '"ilh students.
• A broad l.no,vledgc of hun,nn dcvelopmcn1nl changes - physical. eolOtional.
pS)chological, socio-cultuml din1ensions of the changes nnd its innucnce on the child and the society 01 large.
• Ability 10 con11nunicntc ft1n1ily life e-ducntion issues 10 p.1rcn1s anJ significant others.
• Leaderslup / Adminis1ra1he capability.
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• Kno\\ ledge of cthicnl stnndo.rds affecting their intemction ,vilh students parents nnJ '-ig11ilica11t 11thcr:..
This scc1ns to reinforce the ,vork of earlier authors and experts in the licld of sexuality education nnd training \\'ho highlighted practical ond cnrdinal issues in support
of adel1untc and oppropriatc Lmining content nnd methodology {Correro 1972. Ocyer.
1967, Keehn. 1982)
Correro ( 1972) a rcno,vned scholar ,vho \\'Orked extcnsh ely in the area of preparation of sexuality educators, dissntis!icd ,vith the uneven nature of training programme in the United States of /\1nerico developed a curriculum guide that suggested possible direction in designing a tmining progrn1nmc. rc-c:'tamining or rcde!ining on
c,i�lint• u11e ( 'urrcra·:. guiJc "·'' ha!.cJ on a ,-111J) he co 1 11.h1c1c,I \\hkh i,lc 1 11ilicJ 1h 1 1sc
specific items. skills, co1npctencies and e1>periences "hich highly co1npetcnt specialist,;
adjudged to be of priority nature in the preparntion of high school sexual it> educators.
TI1c foremost consideration of the four 1najor areas highlighted \\uS kno,vlcdgc of the
subject 111atter, out of the forty four item presented o,emll, ite1ns \\hich related 10 the n.rca
of kno\\ ledge co,cr !>uch items ns llu1nan Reproduction (including topics relating to
111.ilelfc,nnlc nnnto,ny and physiolog}, child birth 111ert!>truntlon, ps)choc;c\ual and
ps)chosocial bcha, iour. psychology of the ndolesccnt, sex difTerenccs nnd sex role, the
role of sell in n1nrriage. sc:-.unl bcha, iour (including dn1in�. counship, n\l\le ,;election..
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Applied Combinatorics
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