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Most Pacific Island countries have now integrated population education into their school curricula, especially in the subjects of social science, science and home economics. The goal is to help students understand the nature, causes and implications of population processes as they affect, and are affected by, individuals, families, communities, and nations.
This effort was initiated, in most cases, through UNFPA projects more than 10 years ago, but issues like adolescent reproductive health, including the emerging concerns of teen pregnancy, STD/HIV/AIDS and services were not of primary concern then. Also, discussion of sex in schools is still taboo in most places. Hence, generally speaking, most population education programmes do not directly address adolescent reproductive health issues, especially with the objective of developing responsible attitudes and behaviours.
This is surprising as most Pacific Island countries consider teen pregnancy as a major social problem, with 3 per cent to more than 20 per cent of births occuring to mothers below 20 years of age. This concern is not only because of the profound consequences to the young mother (cessation of schooling, health risks, abortion, social stigma, etc.), but also the frequent neglect, abuse, poor health and malnutrition observed in the infants of teen mothers.
While the topic of human reproduction might be taught in all countries (usually in science), as well as HIV/AIDS, these are generally intended primarily to pass on knowledge, as evidenced by the teaching methodologies employed. There is a clear need to reconceptualize population education to focus on the emerging concerns of youth, as described in the youth essays reproduced elsewhere in the newsletter.
This would require the introduction of sexuality education, including a change in teaching approaches and methodologies, and hence, teacher training, and also parent education.
However, any attempt to introduce "sex education" into schools is fraught with potential problems, particularly in communities where culture and/or religion proscribe open discussion of sex.
One of the problems is the misconception of "sex education" in the minds of the public, including parents and community, and even educators. To begin with, the term "sex" conjures up in people's minds the sex act, i.e., intercourse, and even educators may believe that sex education will promote sexual activity, when actually world-wide research has shown that school sex education does not increase sexual activity but reduces teen pregnancy and STDs. Hence, the terms "sexuality education" or "family-life education" would be preferable, as "sexuality" encompasses a broader range of areas including understanding of one's body and the reproductive process, developmental changes, relationships, feelings, love, self-esteem, responsibility, etc.
A few countries in the region have taken some steps in introducing sexuality education in schools, e.g., the Cook Islands, Fiji, and the Federated States of Micronesia. The College of Micronesia has introduced a course for teachers called Family Life/Sexuality Education. Obviously from reading the essays by youth, there is a great need and much more scope for sexuality education. It is time to act boldly in promoting adolescent health issues.
There is much to do.
Allan Kondo,
CST Population Education Adviser