5.2.1 Teaching qualifications of teachers teaching Life Orientation within which Sexuality Education is taught
James maintained that he considered himself to be a specialist since he has been teaching Life Orientation for many years; however, he does not hold any qualifications. Also, one educator said that even though he was qualified to teach Life Orientation, he does not consider himself to be knowledgeable in all areas of the subject and said that they need specialized personnel to assist them in conveying the content to learners. James indicated that he is confident in the classroom but says that other educators who aren’t confident rely on him to teach their classes since most of the educators have religious beliefs that go against the content that they need to deliver to learners.
5.2.2 Educators’ perception of teaching Sexuality Education in Life Orientation
One educator said that the content under Life Orientation is essential since it is ‘an avenue for them to express themselves’. Learners are free to open up about any issue that they may face in school, at home, or where ever. James had stated that the effectiveness of Life Orientation can only be seen if the educator is dedicated, and also is diverse in terms of accommodating all learners as well as teaching learners based on their learning style. He maintained Life Orientation educators should present themselves as approachable so learners are not terrified of them. By doing so, learners would be able to have the courage to go to educators and discuss problems or issues that they might be facing. Educators would then be able to identify learners’ problems and help them by finding a solution to their problems instead of learners making the same mistakes over and over again. For example, teenage pregnancy is an issue in
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schools yet the Life Orientation curriculum entails content of healthy and unhealthy sexual behaviour and the risks of such. However, learners are still getting involved in unhealthy sexual behaviour thus resulting in teenage pregnancy. The reason for this might be that educators are avoiding or omitting the topic or that educators are not explaining contraceptive methods since some educators uphold their cultural beliefs as sex being a taboo topic for children.
Another educator articulated that the subject is a waste of time since learners do not learn what they are taught as there is still a high rate of teenage pregnancies in their school. He alleged that learners do not take the subject seriously since they take it as a joke.
5.2.3 Influence of educators’ teaching methodology
One educator indicated that he preferred using a method that involves learners so they can participate in the lesson and give feedback on their current knowledge and educators can build on that. Communication in the classroom was emphasized in relation to that of the personality of the educator. A strict educator should be discouraged in a Life Orientation classroom. Another educator maintained that he feels that his teaching methods are not adequate as they lack resources to teach. James stipulated that fellow Life Orientation educators in his school refuse to allow learners to be active in sexual education classes since they ask too many questions that make educators uncomfortable, shy or embarrassed. This is why some educators encourage teacher-centered learning in Life Orientation classes.
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5.2.4 Challenges facing educators with regards to teaching Sexuality Education
Educators come from different cultural backgrounds and they find it difficult to teach something that they are against or what they consider to be taboo. An educator expressed demotivation when he mentioned that he does not know what to do since learners take everything as a joke. Neither the department nor school management intervenes in ensuring all educators are on the same level in delivering content. Educators are not assisted in the classroom if they are struggling. Life Orientation is given to any educator to teach since it is deemed to be a simple subject that anyone and everyone can teach. This may be the reason as to why there is unsuccessful transfer and gain of knowledge in Sexuality Education.
Educators shared a common suggestion of the school management in intervening in the successful implementation of Sexuality Education.
5.2.5 Educators’ views on the curriculum content in terms of Sexuality Education
James mentioned that the curriculum is effective but it has been toned down since its inception. Also, there is some unnecessary information in the curriculum that can be overlooked. He continued in saying that educators can streamline the content to what the child needs to know and work from there. Zach felt that the curriculum is too broad and contains unnecessary information. He maintained that the examinations and tasks given were a waste of time as learners are not gaining skills from doing that. They need to go on field research and talk to people that have the issues that they are learning about, e.g. teenage pregnancy, HIV/AIDS, STD’s, etc.
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