scholarly journals Methodology and Baseline Results From the Evaluation of a Sexuality Education Activity in Mpumalanga and KwaZulu-Natal, South Africa

2018 ◽  
Vol 30 (2) ◽  
pp. 152-168 ◽  
Author(s):  
Ilene S. Speizer ◽  
Mahua Mandal ◽  
Khou Xiong ◽  
Aiko Hattori ◽  
Ndinda Makina-Zimalirana ◽  
...  
Keyword(s):  
South Africa ◽  
At Risk ◽  
Sexuality Education ◽  
Basic Education ◽  
Sexual Experience ◽  
Scale Up ◽  
Household Level ◽  
Life Orientation ◽  
Unintended Pregnancies ◽  
The Government

In South Africa, adolescents and young adults (ages 15–24) are at risk of HIV, sexually transmitted infections, and unintended pregnancies. Recently, the Department of Basic Education has revised its sexuality education content and teaching strategies (using scripted lessons plans) as part of its life orientation curriculum. This paper presents the methodology and baseline results from the evaluation of the scripted lesson plans and supporting activities. A rigorous cluster-level randomized design with random assignment of schools as clusters is used for the evaluation. Baseline results from grade 8 female and male learners and grade 10 female learners demonstrate that learners are at risk of HIV and early and unintended pregnancies. Multivariable analyses demonstrate that household-level food insecurity and living with an HIV-positive person are associated with sexual experience and pregnancy experience. Implications are discussed for strengthening the current life orientation program for future scale-up by the government of South Africa.

scholarly journals Socio-demographic factors associated with early sexual experience among South African female youth

2019 ◽  
Author(s):  
Ololade Julius Baruwa ◽  
Acheampong Yaw Amoateng
Keyword(s):  
South Africa ◽  
South African ◽  
Sexual Experience ◽  
Demographic Factors ◽  
Population Group ◽  
Sexual Experiences ◽  
Female Youth ◽  
Unintended Pregnancies ◽  
Hazard Risk ◽  
Socio Demographic Factors

Abstract Early sexual experiences affect the sexual and reproductive health of young persons because they put them at the risk of risky sexual behaviours including multiple sexual partners and inconsistent condom use. As a consequence, early sexual experiences increase the risk of unintended pregnancies and STIs, including HIV/AIDS. There has been limited research on the prevalence and socio-demographic determinants of early sexual experience in South Africa. Thus, this study aimed to fill the void by assessing the socio-demographic factors that are associated with early sexual experience among South African female youth using the 2016 South Africa Demographic and Health Survey (SADHS). Results showed that female youth with secondary (HR: 0.69, CI: 0.61-0.77) and higher (HR: 0.47, CI: 0.41-0.54) education had lower hazard risk of early sexual experience compared to those who had no education and primary education. Female youth between the ages of 25-34 (HR: 0.70, CI: 0.65-0.74) had hazard lower risk of early sexual experience compared to those from poor wealth index. Belonging to “other” population group reduced the hazard risk of early sexual experience among female youth compared to those belonging to African population group (HR: 0.87, CI: 0.77-0.98). Programs should target high-risk groups to delay early sexual initiation.

Learners’ perspectives on Life Orientation sexuality education in South Africa

Sex Education ◽  
2018 ◽  
Vol 19 (4) ◽  
pp. 472-485 ◽  
Author(s):  
Emmanuel Mayeza ◽  
Louise Vincent
Keyword(s):  
South Africa ◽  
Sexuality Education ◽  
Life Orientation

Cultural and Religious Influences on Adolescent Sexual Behaviour and the use of Participatory Visual Methodology by Basotho Learners in South Africa

2021 ◽  
Vol 2 (1) ◽  
pp. 39-56
Author(s):  
Emma Tshelane ◽  
Molaodi Tshelane
Keyword(s):  
South Africa ◽  
Learning Community ◽  
Sexual Behaviour ◽  
Basic Education ◽  
School Curriculum ◽  
Sexual Practices ◽  
Data Generation ◽  
Religious Influence ◽  
Life Orientation ◽  
Visual Methodology

This article documents the use of participatory visual methodology to illustrate how a few Basotho learners in a life orientation subject in Grade 10 classes are influenced by culture and religion to converse a controversial aspect of the curriculum. The use of virtual methodologies forms an important part of indigenous knowledge system that shapes adolescent sexual behaviour affecting on imaginative outlook in South Africa, which interturn ignite on the Department of Basic Education (DBE) curriculum theme, 'relating to decisions making regarding sexuality', is an issue which fits into the broader topic of the Life Orientation subject in Grade 10. The theme is not adequately address in life orientation. Two hundred and forty learners participated in the project. The aim was to enable the learning community of life orientation to participate freely in a sustainable learning environment space for social justice. The Critical Emancipatory Theory of the Frankfort School was used as the lens couching the project. Participatory action research was employed as an approach in data generation; visual drawings were used as the instrument data generated, and a discourse analysis was also applied to reach the following findings: adolescents acquire resilience in sex and sexual behaviour due to cultural and religious influence. Religion has a profound impact in delaying sexual practices in adolescents. These findings have implications for school curriculum leaders, regarding the allocation of duties to teachers. The paper recommends the use of indigenes knowledge systems as creative approaches to teach difficult conversations in life-orientation classes.

scholarly journals A HEXAGON RIGHT: THE SIX DIMENSIONS OF THE SOUTH AFRICAN RIGHT TO BASIC EDUCATION

Obiter ◽  
2018 ◽  
Vol 39 (1) ◽  
Author(s):  
Chiedza Simbo
Keyword(s):  
South Africa ◽  
Secondary School ◽  
International Law ◽  
South African ◽  
Basic Education ◽  
The South ◽  
Six Dimensions ◽  
The Government ◽  
The Right ◽  
Primary And Secondary School

Notwithstanding the enactment of the South African Constitution in 1996, 23 years later, the need to determine the scope and content of the right to basic education has been a battlefield for authors. Whilst authors battle, complaints are made about the South African government charging school fees for basic education, decreasing pass thresholds for matriculants, students learning in dilapidated classrooms, non-delivery of text books, unqualified teachers and many complaints reminiscent of a failing basic education system. Despite citizen attempts to take the government to court for specific violations relating to the provision of basic education, in the absence of a law of general application specifically unpacking the scope and content of the right to basic education in South Africa, an ultimate question remains, what is the scope and content of the right to basic education for the purposes of its implementation in South Africa? This paper attempts to determine the scope and content of section 29(1)(a) using an international law approach. After engaging the provisions of international law as well as writings by other authors, the conclusion is that, in relation to its scope and content, section 29(1)(a) is a hexagon right that is, a right comprising of six interrelated dimensions. The six dimensions are that, the right to basic education includes primary and secondary school attendance, the right to basic education includes compulsory and free attendance of both primary and secondary school and the right to basic education is an unqualified right. Further, the right to basic education is a minimum core content of the right to education, the right to basic education must be available, accessible, acceptable and adaptable and the quality standard of the right to basic education is explained by the World Declaration on Basic Education for All, 1990.

scholarly journals Challenges in establishing and maintaining functional school libraries: Lessons from Limpopo Province, South Africa

2016 ◽  
Vol 50 (4) ◽  
pp. 410-426 ◽  
Author(s):  
Samuel Maredi Mojapelo
Keyword(s):  
South Africa ◽  
Basic Education ◽  
School Library ◽  
Information Service ◽  
Limpopo Province ◽  
Black Communities ◽  
African Countries ◽  
Face To Face ◽  
The Government ◽  
Teacher Librarians

Most governments, particularly in poor and developing African countries, are hesitant to pledge themselves through a legislated school library policy to roll out an active and sustainable library and information service for their schools to improve the quality of education. In South Africa, providing schools with a well-resourced and well-staffed library and information service is even more challenging because of the inheritance of the apartheid education system prior to 1994. The article is limited to just one part of a research project which investigated the resource provision in public high schools in Limpopo Province, South Africa. The purpose of the study was to investigate challenges that negatively affect the establishment and sustainability of an active and vigorous library and information service for all schools in Limpopo Province. The study was largely quantitative, blended with triangulation of both quantitative and qualitative methods for data collection. Self-administered questionnaires were used to collect quantitative data from the principals or teacher-librarians at schools, while an interview schedule was used to collect qualitative data from education officials through face-to-face interviews. The findings established that there are daunting challenges which hinder effective establishment and maintenance of functional school library and information service. The national Department of Basic Education has a responsibility to ensure that school library policy is formulated, endorsed and implemented as a matter of urgency. The Government should also fast-track rural development to enable teachers and learners, particularly those in historically disadvantaged rural black communities, to access library materials in other amenities.

scholarly journals Analysing the hegemonic discourses on comprehensive sexuality education in South African schools

2020 ◽  
Author(s):  
Lindokuhle Ubisi
Keyword(s):  
South Africa ◽  
Discourse Analysis ◽  
South African ◽  
Sexuality Education ◽  
Basic Education ◽  
Neutral Position ◽  
Educational Settings ◽  
Comprehensive Sexuality Education ◽  
Online Archive ◽  
Key Terms

Despite the mixed public responses, the South African Department of Basic Education decided to issue its detailed comprehensive sexuality education scripted lesson plans for testing in schools. I conducted a desktop review by searching for digital newspapers in the online archive Sabinet References using six key terms such as "comprehensive sexuality education", "schools", and "South Africa." In total, I retrieved 128 newspaper articles and selected 83 for a Foucauldian discourse analysis underpinned by governmentality theory. The newspapers reported on marches, letters, and press conferences from various stakeholders such as parents, learners, teachers, and other social figures. Some stakeholders were in favour of the rollout while others were against, but of interest was the seemingly neutral position of those whose reporting was presented in a balanced, non-biased manner. In this paper, I aim to make sense of this neutrality in addition to the views in favour of and against the rollout while suggesting implications for educational settings.

scholarly journals COVID-19 and the inclusion of learners with disabilities in basic education in South Africa: A critical analysis

2020 ◽  
Vol 20 (2) ◽  
Author(s):  
Serges Djoyou Kamga
Keyword(s):  
South Africa ◽  
Inclusive Education ◽  
Basic Education ◽  
Lessons Learned ◽  
Special Schools ◽  
Persons With Disabilities ◽  
Emergency Education ◽  
Online Platforms ◽  
The Government ◽  
Access To Data

This article examines the extent to which basic education, which is compulsory under international law, was inclusive of learners with disabilities during the COVID-19 pandemic. To this end, it examines measures taken by the government to ensure the continuity of basic education and the extent to which these measures are inclusive of learners with disabilities. It argues that moving education to online platforms, and conducting classes via radio and television are not accompanied by related reasonable accommodation measures to ensure the inclusion of leaners with disabilities. Among others, study material and numerous resources, online platforms and media are not in accessible formats, and learners with disabilities do not have access to data or internet broadband. In addition, the parents of these learners with disabilities are not trained to assist their children to study from home. The exclusion from school of learners with special needs is also characterised by a limited number of special schools in the country. In making its case, the article relies on South African and foreign jurisprudence on equality and inclusive education to inform the analysis. Ultimately the article finds that learners with disabilities are not included in the education system in the time of COVID-19. It explores general lessons learned during the pandemic which could be considered as an opportunity to re-think how emergency education planning can be inclusive of children or learners with disabilities in the future. While the discussion focuses on South Africa, lessons learned apply across Africa where persons with disabilities generally are marginalised.

scholarly journals Learner pregnancy in secondary schools in South Africa: Have attitudes and perceptions of teachers changed?

2020 ◽  
Vol 85 (1) ◽  
Author(s):  
Letlhoyo Segalo
Keyword(s):  
South Africa ◽  
Secondary Schools ◽  
School Environment ◽  
Basic Education ◽  
Teaching Experience ◽  
Research Approach ◽  
School Teachers ◽  
Life Orientation ◽  
Attitudes And Perceptions ◽  
Purposive Sample

Many secondary schools in South Africa have elaborate school policies on learner pregnancy. Many of these policies state that in the event of a female learner falling pregnant, the said learner will be suspended from the school. The application of these policies has been challenged in the courts of law either by the parents of the learners or the Department of Basic Education in South Africa. The study used a qualitative research approach to explore the perceptions of Life Orientation teachers with regards to learner pregnancy policies and their efficiency. A purposive sample of nine Life Orientation teachers was chosen, and a focus group was used to collect data from the respondents. There were five female and four male teachers in total who participated in the study. Their age ranged from 27 to 52 years with an average teaching experience of 15.3 years. The study showed that despite the legislation stating that schools should be supportive of the needs of the pregnant learners at the school, teachers interviewed demonstrated their unwillingness to adhere to the law. As a result, pregnant learners are advised or coerced to stay at home for the remainder of their pregnancy as the school environment is not tolerant towards them.

COVID-19 and the Violation of the Right to Basic Education of Learners with Disabilities in South Africa: An Examination of Centre for Child Law v Minister of Basic Education

2021 ◽  
pp. 1-14
Author(s):  
Serges Djoyou Kamga
Keyword(s):  
South Africa ◽  
Inclusive Education ◽  
Basic Education ◽  
Return To School ◽  
Reasonable Accommodation ◽  
International Regime ◽  
Special Schools ◽  
Substantive Equality ◽  
The Government ◽  
The Right

Abstract This article explores the extent to which the right to basic education of learners with disabilities in South Africa was guaranteed during the COVID-19 pandemic. It uses the Centre for Child Law v Minister of Basic Education (Centre for Child Law) as the main canvas for discussion. It argues that, notwithstanding its normative compliance with the international regime of the right to an inclusive basic education, the government has failed learners with disabilities during COVID-19. An examination of Centre for Child Law reveals that, not only did the government's directions for the phased return to school exclude learners with disabilities, they also required the closure of special schools where compliance with social distancing rules was impossible. This violated the right to inclusive education and substantive equality of learners with disabilities and highlighted the need to advance these rights through reasonable accommodation initiatives.

A Call for Public Participation in the Treaty-making Process in South Africa: What can South Africa Learn from the Kingdom of Thailand?

2020 ◽  
Vol 53 (1) ◽  
Author(s):  
Retselisitsoe Phooko
Keyword(s):  
South Africa ◽  
Human Rights ◽  
Public Participation ◽  
International Treaty ◽  
Legal Implications ◽  
Future Situation ◽  
Rules Of Procedure ◽  
The Republic ◽  
The Government ◽  
Personal Jurisdiction

On 2 August 2002 South Africa signed the Southern African Development Community (SADC) Protocol on Tribunal and the Rules of Procedure Thereof, thus effectively recognising and accepting the jurisdiction of the SADC Tribunal. Among the cases received by the SADC Tribunal was a complaint involving allegations of human rights violations by the government of Zimbabwe. It ruled that the government of Zimbabwe had violated human rights. Consequently, Zimbabwe mounted a politico-legal challenge against the existence of the Tribunal. This resulted in the review of the role and functions of the Tribunal in 2011 which resulted in the Tribunal being barred from receiving new cases or proceeding with the cases that were already before it. Furthermore, on 18 August 2014, the SADC Summit adopted and signed the 2014 Protocol on the Tribunal in the SADC which disturbingly limits personal jurisdiction by denying individual access to the envisaged Tribunal, thus reducing it to an inter-state judicial forum. This article critically looks at the decision of 18 August 2014, specifically the legal implications of the Republic of South Africa’s signing of the 2014 Protocol outside the permissible procedure contained in article 37 of the SADC Protocol on the Tribunal. It proposes that South Africa should correct this democratic deficit by introducing public participation in treaty-making processes in order to prevent a future situation where the executive unilaterally withdraws from an international treaty that is meant to protect human rights at a regional level. To achieve this, this article makes a comparative study between South Africa and the Kingdom of Thailand to learn of any best practices from the latter.

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