COLLEGE OF EDUCATION, UNIVERSITY OF BATANGAS (2010-2011)
ON THE INCLUTION OF SEX EDUCATION
TO THE CURRICULUM
In partial fulfillment of the
Dr. Primitiva Cometa
Guerra, Christine A.
Magbuhat, Rissa B.
THE PROBLEM AND ITS SETTING
Education in the Philippines has undergone several stages of development from the pre-Spanish times to the present in meeting the needs of the society. Education serves as focus on emphases of the leadership at certain periods in Filipinos’ national struggle as a race.
As the educational system firms up and stabilizes, the generation keeps on changing. Many young men and women today have serious problem that relate directly to a lack of good, valid sex information. Some girls concerned with the thought that they might be pregnant experience the fear of not having anyone to turn to. Many of them totally reject their parents, the very people who should be able to help them the most, because of feelings of guilt and fear. Some girls have even carried babies to term and then abandon them in trash cans or public places, all because of unnecessary fears and attitudes perpetrated by misinformation and negative attitudes on the part of parents and other segments of society (Randy Engel, 2000).
Formal sex education occurs when schools or health care providers offer sex education. Sometimes formal sex education is taught as a full course as part of the curriculum in junior high school or high school. Other times it is only one unit within a more broad biology class, health class, home economics class, or physical education class. Some schools offer no sex education, since it remains a controversial issue in several countries, particularly in our country (especially with regard to the age at which children should start receiving such education, the amount of detail that is revealed, and topics dealing with human sexual behavior, e.g. safe sex practices, masturbation, premarital sex, and sexual ethics) (Wikipedia.com, 2009). As the inclusion of Sex education in the curriculum becomes a hot topic these days between and among religious sectors and health practitioners, the researchers decided to conduct a study regarding this matter.
Just as the initial impetus for sex education in schools came from health advocates, the historical drive for abstinence education has come from evangelical or born-again Christians. Abstinence education is an approach in sex education which teaches that sex should be delayed until marriage, ignore the needs of teens that are already sexually active and need to be educated on birth control and sexually transmitted diseases. In general, evangelical or born-again Christians have very different views from other Filipinos about sex and sexuality. Most of these evangelical or born-again Christians believe it is morally wrong for unmarried adults to engage in sexual intercourse, compared with others. Likewise, they believe that sexual activity outside of marriage is likely to have harmful psychological and physical effects. Moreover, such Christians are much more likely to believe that school-age children should abstain from almost any kind of arousal. Passionate kissing is one of the activities they should abstain from (socialissues.com, 2010)
The act presented as House Bill No. 16 introduced by the Honorable Edcel C. Lagman, House Representative of the Thirteenth Congress, tackles about the goals of sex education. Comprehensive reproductive health and sexuality education programs have four main goals: 1) to provide complete, accurate and relevant information on the reproductive system and Its functions and processes and human sexuality; 2) to provide an opportunity for young people to develop and understand their values, attitudes, and beliefs about sexuality; 3)to help young people develop relationships and...