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Sex Education: Perceptions And Experiences Of Window Of Hope Tutors In Ghanaian Colleges Of Education.

Yakpir, Gordon Mabengban (2016) Sex Education: Perceptions And Experiences Of Window Of Hope Tutors In Ghanaian Colleges Of Education. In: Papers from the Education Doctoral Research Conference 2015. University of Birmingham, Birmingham, pp. 145-154. ISBN 9780704428621

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The social structure of the Ghanaian society has changed over the century due to the influence of western education and religion. Puberty rites, once avenues for sex education has found no locus in these new religions and western style education. Instead school based sex education programs are now avenues for educating the youth about sexuality in the face of the devastating effects of HIV/AIDS, sexually transmitted infections, teenage and unwanted pregnancies, sexual abuse and the violent abhorrence of homosexuality in Ghana.

The purpose of this study is to explore the experiences and perceptions of Ghanaian college sex education tutors regarding the subject, their experiences growing up and of teaching sex education and what inform their pedagogies, challenges and what they deem must be done to maximise the benefits of sex education.

This is a qualitative study involving interviews with five purposively sampled tutors and employing Interpretative phenomenological analysis (IPA).

Type of Work:Book Section
School/Faculty:Colleges (2008 onwards) > College of Social Sciences
Number of Pages:8
Department:School of Education
Date:March 2016
Keywords:sex education, Teachers experiences, sex education pedagogies, perceptions of sex education
Subjects:L Education > LB Theory and practice of education
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Copyright Status:Copyright in individual papers is owned by the respective author(s) and no paper may be reproduced wholly or in part (except as otherwise permitted under the Copyright, Designs and Patents Act 1988 as subsequently revised) without the express permission in writing of the author(s). Enquiries concerning reproduction outside these terms should be sent in the first instance to the School of Education, University of Birmingham, Edgbaston, Birmingham B15 2TT, UK.
Copyright Holders:The author
ID Code:2154

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