Understanding the Landscape of Sex Education in Nigeria

A Comprehensive sex education is a vital component that is frequently ignored in the colorful tapestry of Nigeria’s society and cultural fabric. Adequate sex education becomes both a difficulty and a requirement in a nation where modernity and traditions coexist and where young people must traverse a complicated environment of relationships and health.

At this critical juncture, comprehensive sex education could have a significant impact on public health outcomes, enable people to make informed decisions, and promote a culture that values respect and good sexual health in Nigeria. However, there are several obstacles to the implementation of successful sex education programs, including logistical challenges, religious views, and cultural conventions.

We would examine the current situation of sex education in Nigeria in this blog article. Look at the societal and cultural influences on attitudes towards sex education, the obstacles to its implementation, and the possible advantages of taking a comprehensive approach. Come along with us as we navigate this important conversation, looking for solutions and pushing for improvements in the way that sex education is thought about and implemented in Nigeria.

What is Sex Education?

The teaching and learning of subjects related to sex and sexuality, the exploration of values and beliefs regarding these subjects, and the acquisition of the skills necessary to form relationships and take care of one’s own sexual health are all considered forms of sex education.

Sex education is defined as “an education that aims to develop and strengthen the ability of children and young people to make conscious, satisfying, healthy and respectful choices regarding relationships, sexuality, and emotional and physical health” by The European Expert Group, in another definition.

The following subjects could be covered in sex education:

• Sexual relations
• Procreation
• Adolescence
• Romance and dating
• Child-rearing
• Contraception
• Orientation towards sexuality
• infections spread by sex (STIs)
• Identity of gender
• Refusing to
• How to use a condom
• Sexuality throughout life Diversity in gender roles
• Sexuality

Background of Sex Education in Nigeria

The context of sex education in Nigeria is intricately entwined with religious convictions, cultural customs, and social standards, which influence the nature and acceptance of educational programmes. Cultural norms frequently place an emphasis on modesty and caution when it comes to talking about sexuality, which makes it difficult to execute comprehensive sex education programmes in certain settings.

Religious effects are also quite important, since many conversations about sexual health are shaped by conservative morality and abstinence views. These elements make it difficult to encourage candid discussion and disseminate truthful information regarding gender dynamics, consent, and reproductive health.

Religion and Sexuality

One’s belief system is the source of their behaviour. Religion is at the core of the attitude towards sex education. Since religious principles, rules, and conventions shape our everyday interactions with one another, religion has a big influence on a person’s sexual orientation.

Religion is one of the main barriers preventing sex education from being implemented effectively in Nigeria. Islam is seen as being very rigid and closed off to any ideas that go against its fundamental beliefs, whereas Christianity is thought to be more adaptable and tolerant to social developments. This could provide an issue for schools, especially when discussing sex education with students because some parents might not be in favour of the topic.

Conflict With Cultures

Parents in Nigeria are reluctant to talk to their kids about sex education. Instructors are likewise reluctant to discuss it with pupils. Scholars claim that because open talk of sex is taboo in Nigeria, especially when it comes to young children, teachers “do not teach and are not willing to teach sex education.” They expressed concern about being persecuted by their students’ parents and guardians. The age of the kids may have something to do with this.

Financial status and sexual orientation

Sexuality educators have addressed the issue of low self-esteem and self-worthlessness resulting from a poor upbringing and a lack of knowledge about sexuality. It is widely accepted that a person’s socioeconomic background has a significant impact on their sexual orientation and that people with lower incomes frequently think and behave differently than people with middle-class incomes when it comes to issues related to their sexual orientation.

People with low incomes are more likely to get pregnant and have children earlier in life. This must be resolved by acquiring the interpersonal skills provided by sexuality education, such as goal-setting, self-esteem, assertiveness, decision-making, and value clarification. This will assist in reducing juvenile conduct and imprudent sexual behaviour among the impoverished.

Current Situation of Sex Education in Nigeria

According to Nigeria’s 1999 Constitution, local governments are responsible for maintaining and supplying health services in addition to primary, adult, and vocational education. At the federal, state, and local levels, education is governed. In Nigeria, topics pertaining to comprehensive sexuality education (CSE) are not addressed by federal education laws. Reproductive health education, HIV education, and family life education are not mentioned in the 2004 Universal Basic Education Act.

In 2002, Family Life and HIV Education curricula at the elementary, secondary, and university levels were formally authorised as stand-alone texts by the National Council on Education. In junior secondary schools levels 1-3, the pertinent concerns and ideas from the curricula were mainstreamed into specific subjects such social studies, physical and health education, basic science, and English studies in 2007.

It is deemed inadequate that the curriculum for children in lower primary school, ages five to eight, addresses topics such as bodily parts, interpersonal relationships, and the child’s entitlement to care, attention, and parental protection.

The curriculum for upper primary students (ages 9 to 12) addresses topics such as healthy interpersonal relationship values, risk-reduction or elimination behaviours for STIs or pregnancy, such as abstinence, condoms, and contraceptives, as well as non-penetrative sexual behaviour, effective communication, decision-making, and treatment of HIV/AIDS.

Junior secondary education covers topics pertaining to knowledge with particular regard to the negative impacts of stigma, discrimination, and bullying, including those living with HIV/AIDS, as well as the use of condoms and contraception to minimise unintended consequences (ages 12–15). Puberty, morals, STIs and HIV, families, humanity and society, humanity and religion, were among the many themes and topics that were successfully mainstreamed into subjects.

Because of the significant disparity between the substance of the senior secondary school curriculum (15–18 years old) and the SERAT indicators, the curriculum mostly reveals weak features. The Family Life and HIV Education initiative has to be quickly reenergized nationally, with stronger assistance, and expanded to include out-of-school youth, according to the 2021–25 National HIV and AIDS Strategic Framework.

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Benefits of Sex Education in Nigeria

• They feel more confident about their bodies.
• They are more likely to understand appropriate and inappropriate behaviour.
• Helps them to understand and accept physical and emotional changes.
• Individuals are more likely to disclose instances of sexual abuse.
• A teenagers first experience of sex is more likely to be wanted, protected and competent.
• Individuals are also more likely to avoid getting a sexually transmitted infection or the AIDS/HIV virus.
• They appreciate and accept individual differences.

Conclusion

In conclusion, sex education ought to be taught in Nigerian schools, but only at the secondary level. Nonetheless, in the preschool age, kids should be taught the difference between appropriate and inappropriate physical contact. Parents are the ones who should take care of that at home. The subjects we teach our kids need to be carefully chosen. Parents should be the ones to give this kind of information to their young children who are still in elementary and preschool. This is because they will be able to steer the kids in the proper direction because they have a greater understanding of their growth than the teachers do.

References

Comprehensive Sexuality Education – UNESCO