Background: Sexually Transmitted Infections (STI's), including HIV (Human Immunodeficiency Virus) mainly affects sexually active young people. Young adults aged 15-29 years, account for 32% of AIDS (Acquired Immunodeficiency Syndrome) cases reported in India and the number of young women living with HIV/AIDS is twice that of young men. The aim of the study was to evaluate adolescent school girls' knowledge, perceptions and attitudes towards STIs/HIV and safer sex practice and sex education and to explore their current sexual behaviour in India.
sex school in india
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Methods: A cross sectional study was carried out in 2007 in South Delhi, India to investigate the perception, knowledge and attitude of adolescent urban schoolgirls towards sexually transmitted Infections (STIs), HIV/AIDS, safer sex practice and sex education. the self-administered questionnaire was completed by 251 female students from two senior secondary schools.
The group sued authorities to provide schooling for girls rescued from brothels. And it runs a shelter for the women and their daughters. But, first, Apne Aap has to work with the police to free the women.
It was the 14-year-old daughter of the brothel owner. Until recently, she had been enrolled in school and even lived in the Apne Aap shelter. But she was pulled out after seventh grade, being prepared, Gupta said, to go into the sex trade, a common tradition here passed from mother to daughter.
The hope, the daughter will become stronger, more educated, and she will be able to negotiate with her mother and we will, together, make her go on and stay on in school for another two years. It's year by year that we negotiate for a child.
For the young woman brought back to school and to live in the Apne Aap shelter, it was hard to see much beyond her immediate fears and turmoil, torn and confused by family loyalty and tradition. Counseling for her is just one of the tasks that lay ahead for the Apne Aap staff.
In India, sex education is still taboo. It is ironically taught as part of social sciences in schools and colleges. The sex education provided at schools and colleges sometimes may be thought-provoking but could be incomplete and one-sided. In this article, we will take a look at the importance of sex education in schools and why it should be taught alongside other academic streams.
But schools have been slow to teach sex education. They mostly stick to the basics, such as how boys and girls are different and how babies are made. These lessons are often taught through illustrations or videos without any context or information about their real-life effects.
The need for sex education has been recognised by the government and private bodies alike. In 2013, the ministry of health and family welfare launched a national programme on adolescent health (NPPAH), which included a curriculum for schools on reproductive and sexual health. The programme is currently being implemented by the United Nations Population Fund (UNFPA).
In an ideal world, students would be taught about sex and sexuality in a comprehensive manner in schools. It would be part of their general education curriculum and not something that can be considered optional or taboo.
The first challenge is the social and cultural taboo surrounding discussions of sexuality. In the Indian context, sex is often viewed as a private matter that should not be discussed in public spaces like schools or colleges. This leads to a lack of open discussions on sexuality in these spaces which makes it hard for teachers to teach sex education effectively.
Another challenge is that most schools do not have adequate resources for teaching sex education. They also lack trained educators who can conduct such classes effectively and in an age-appropriate manner. Schools may not even have trained teachers who can teach other subjects like math or science effectively because they are given only two or three days of training before being put into classrooms full of students!
Sex education is vital for the healthy development of young people. It is also important for their future sexual relationships and health. However, despite its merits, comprehensive sex education is not currently taught in schools in India.
There are various reasons why schools in India need to teach sex education. The first is that it will help students obtain basic information about their bodies and sexuality, which they may not learn at home. The second is that it can protect them against STIs (sexually transmitted infections) and unwanted pregnancy. The third is that it can help prevent teen pregnancies, one of the biggest challenges facing India today.
It is paradoxical that at a time when HIV/AIDS has become a major public health and human rights issue for India, sex education remains absent from its school curricula. As a result, students have no choice but to turn to the internet for their information on sex and sexuality, furthering the risk of exposure to sexually transmitted infections.
Sex education in India to the organised delivery by Indian governments and non-profits of material regarding sex, sexuality, and pregnancy. The three categories of sex education in India are (1) the sex education courses targeted at adolescents in school, (2) family planning for adults, and (3) HIV/AIDS Prevention Education. This article outlines the current state of, efficacy of, and opposition to these types of sex education in India. For history regarding family planning in India, see Family Planning in India.
This same attitude is held by teachers. First, when the National Council of Educational Research and Training initiated sex education, they structured it as a part of existing studies, rather than a separate subject. However, teachers tried to avoid teaching the topic. Second, a school in Gujarat implemented a system where students could anonymously drop letters into a box for trained counselors to read. The nature of these questions tended to split by sex. Girls' questions tended to focus on menstruation, physical appearance, and 'normal' sexual behavior while boys' questions tended to focus on nocturnal emission, masturbation and body size (Abraham et al.).[13] Though these programmes exist, they are unable to reach girls who are not in school, a significant section of the population. Other than the specific initiatives outlined above, there are very few services that cater specifically to adolescents. Though NGOs and local schools are trying to push for more, teachers rarely cover issues like sexuality and reproductive health. Additionally, NGO reach is limited even though they can reach out-of-school adolescents (Tripathi et al.).[12]
In March 2007, the Maharashtra state government banned sex education in schools.[14] The ban came after the ruling and opposition Members of the Legislative Assembly claimed that western countries had forced the Central government to implement the program.[15] In April 2007 Basavaraj Horatti, the Karnataka Minister for Primary and Secondary Education, said that the program has been put on hold after complaints from teachers. The teachers had complained that the books were oriented towards increasing the sales of condoms and that they were sexually provocative.[16] A women's organisation, Akhila Bharatha Mahila Samskruthika Sanghatane, also protested the course in the state.[17]
Opponents of sex education for adolescents are swayed if sex education is deemed to be culturally sensitive and in line with Indian values. This can be achieved if the government and NGOs work in tandem to create curriculum that is acceptable to schools and the community. This trend may change as years progress because adolescents tend to have a more liberal view towards sex than adults.[12]
Female education is widely recognized as one of the most influential factors in reducing gender discrimination and sexual violence, and studies show that even brief exposure to evidence of women in power can dramatically shift local attitudes. One study found that simply introducing cable television to rural Indian villages with shows portraying women in power caused the preference for a son to decrease by 12% and school enrollment for children to increase by 5%. Another study found that when Indian villages were exposed to a female leader, the gender gap in educational attainment was virtually eliminated, and the gender gap in career aspirations declined 32%.
Despite the current growing awareness around child sexual abuse, there are still very little attempts taken by schools to incorporate the understanding of difference between the non-sexual and sexual touch. A study conducted by the Indian Ministry of Women and Childr Development and carried out by UNICEF and Prayas, a non-governmental organization provides us insight about these issues. They interviewed 12,247 children and 2324 young adults in 13 Indian states. The study revealed that a shocking 53% of children between the ages of 5 and 12 have been sexually abused. Most often, this abuse was perpetrated by parents, legal guardians or close members of the family. Further, the study disturbingly notes that more than half of all these cases of sexual abuse and rape go unreported.
In the context of elementary education, following the National Curriculum Framework (NGF), 2005 guidelines, states have consciously taken a decision to establish gender as critical marker of transformation through increasing visual representation of girls and facilitating role reversal. It has been claimed in the report that most of the states have incorporated the gender sensitization in their regular school management committee (SMC) training modules to deal with issues such as enrolment, retention and completion of education of girls; creating suitable atmosphere for girls in schools; rapport with female teachers for discussing gender awareness etc., training of teachers on gender related issues are organised in the states specifically for orientation on gender issues faced by adolescent girls in particular. 2ff7e9595c
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