Investigating the perceptions of learners, teachers and programme implementers regarding the value of non-formal sexuality education programmes in Rundu circuit, Kavango East region select="/dri:document/dri:meta/dri:pageMeta/dri:metadata[@element='title']/node()"/>

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dc.contributor.author Furayi, Lydia N.
dc.date.accessioned 2017-03-22T06:32:31Z
dc.date.available 2017-03-22T06:32:31Z
dc.date.issued 2017
dc.identifier.uri http://hdl.handle.net/11070/1943
dc.description A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Education (Lifelong Learning and Community Education) en_US
dc.description.abstract The prevalence of learner pregnancy amongst school girls in most African countries is a profound concern (Grant & Hallmark, 2006), and Namibia is heavily impacted by this scourge, particularly the Kavango East Education Region. Despite access to information and skills presented by non-formal sexuality education programmes like My Future is My Choice [MFMC] and Kavango Girls Education Project [KGEP] on developing healthy relationships and responsible decision-making about sexual activities, especially during adolescence, many female learners in the Kavango East Educational Region do not complete school as they drop-out prematurely due to early pregnancy. Therefore, the purpose of this study was to investigate the perceptions of learners, teachers and programme implementers regarding the value of non-formal sexuality education programmes in mitigating learner pregnancy at schools where these programmes are offered. This study is a depiction and portrayal of the views of the learners, teachers and programme implementers on the value of non-formal sexuality education programmes in mitigating learner pregnancy in schools in the Rundu Circuit in the Kavango East Educational Region, Namibia. The research was done in an attempt to understand how useful non-formal sexuality education programme is as far as justifying learner pregnancy awareness is concerned. The study employed a qualitative phenomenological research design, due to the contextual nature of the observable fact under investigation. Qualitative data was collected by means of document analysis and face-to-face interviews with three Life Skills teachers, two programme implementers and fourteen female learners (eight non-learner mothers and six learner mothers) from four public schools in the Rundu Circuit. A purposive sampling technique in line with the qualitative orientation was used to select information-rich respondents who were considered to possess experience and knowledge to provide reliable data (Cohen, Manion & Morrison, 2007). The data were analysed by using content oriented analysis. The study found that non-formal sexuality education programmes are relevant in mitigating the rate at which learners fall pregnancy whilst in schools. The research respondents mentioned the following as the benefits of lessons learned from non-formal sexuality education and these includes; pregnancy prevention through abstinence, condom use and contraceptive use, delaying sexual activities, changing of attitudes in making responsible decisions about sexual activities. The study further revealed that learner pregnancy is not simply the result of a girl's failure to obtain and use contraception, but is instead inexorably linked to many social, cultural, educational, and economic factors influencing adolescent risk-taking behaviours. These factors are; peer pressure, poverty, low self-esteem, imitation, fear of losing a boyfriend, and ignorance. The negative social, cultural, economic and educational consequences of teenage pregnancy are considerable, and in order for these programmes [KGEP and MFMC] to reduce the incidence and ramifications of learner pregnancy they must be multidimensional in their approach to learner pregnancy prevention. Through a multidimensional approach, teenagers may develop the knowledge, behaviours, and self-esteem that will allow them to be motivated to prevent pregnancy through abstinence or responsible sexual behaviour. en_US
dc.language.iso en en_US
dc.publisher University of Namibia en_US
dc.subject Learners perceptions en_US
dc.subject Non-formal sexuality education en_US
dc.subject.lcsh Adult learning, Namibia
dc.subject.lcsh Education, Namibia
dc.title Investigating the perceptions of learners, teachers and programme implementers regarding the value of non-formal sexuality education programmes in Rundu circuit, Kavango East region en_US
dc.type Thesis en_US


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