CHAPTER ONE
INTRODUCTION
Sex education is the study whereby information is given or imparted on a group of young ones and which takes into account the development, growth, the anatomy and physiology of the human reproductive system and physiology of the human reproductive system and challenges that occur from youth all through stages of adulthood (Aboguni, 2003).
Sex education is the acquisition of knowledge that deals with human sexuality. It consists of instruction on the development of an undertraining of the physical, mental, emotional social, economical and psychological phases of human relatives as they are affected by sex. In other words, sex education involves providing children with knowledge and concept that will enable them make informed and responsible decision about sexual behaviours at all stages of their lives. It is however, so unfortunate that this knowledge is not well received by a large amount of Nigerian students at the adolescent or teenage stage of life (Ogunnimi, 2006).
The need for sex education in school has become indispensable in today’s contemporary societies. While many societies and culture around the world are yet to consent to the introduction of sex education in schools mostly because of their social-cultural beliefs, system, political system, religion, etc. some countries see sex education as a gate-way to deal with issues related to reproductive, health and sexual preference among teenagers. Sexual health is one of the five core aspects of the World Health Organizations (WHO) global reproductive health strategy approved by the World Health Organization in 2004 (WHO, 2004). According to WHO (2004), sexuality is a central aspect of being human throughout life and encompasses sex, gender identities and roles, sexual orientation, eroticism, pleasure, intimacy and reproduction.
In Europe, sexuality education is in the first place personal growth oriented, whereas in the United States of American, it is primarily problem-solving or prevention oriented. There are a wide variety for this fundamental difference that cannot be discussed and developed during adolescence, is not primarily perceived as a problem and threat but as a man datory print of school education since 1956. The subject usually starts between the ages of 7 and 10 and continues through the grades incorporated into different subjects such as biology, social studies and history.
On the other hand, in England sex education is not compulsory in schools as parents refused to let their children take part in the lessons. This scenario is only noticed in Nigeria. The curriculum focuses on the reproductive system, foetal development and safe sex is discretionary and discussion about relationships is often neglected. Britain has one of the highest teenage pregnancy rates in Europe and sex education is a heated issue in government and media reports (Huffstulfer, 2007).
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