| Summary: | A thesis submitted in fulfilment of the requirements for the degree of PHD in Psychology in the Department of Psychology, University of Zululand, 2006. === South Africa is faced with the social problems of teenage pregnancy; HIV/AIDS and child abuse/rape. In order to address these problems the government has implemented a primary intervention strategy namely, introducing the teaching of sexuality education to learners at school. The Department of Education embarked on a Sexuality Education Programme (SEP) that formed part of the Life Orientation Learning Area in the year 2002.
Numerous media reports have been questioning the effectiveness of this programme. Accusations were made that the school/educators were not doing enough or were shirking their responsibilities. The programme was blamed for making learners more promiscuous and adding to the existing problems of teenage pregnancy and HIV/AIDS.
This led the researcher to undertake an evaluation study of the SEP. The purpose of the evaluation was to investigate whether the needs of the facilitators (educators) and the target population (learners) were being met by the programme.
The methodology used was based on Michael Scriven's goal free evaluation which essentially focuses on needs assessment. The method employed was an interpretative phenomenological analysis (IPA). The sample population was chosen by using purposive sampling. The sample consisted of 11 Grade Ten learners and nine educators (primary and secondary school). Data were collected via written narratives and focus group interviews. The data was then subjected to thematic analysis. To ensure validity two
independent researchers analysed the data thematicaly. The common emergent themes were translated into met and unmet needs as well as solutions to unmet needs.
It was found that while the SEP was meeting some of the needs of educators and learners a large number of needs were unmet Learners were satisfied with the knowledge component of the programme and acknowledged that the SEP was having a positive impact on their lives. However, amongst other things, learners unmet needs were a lack of and accessibility to resources, creative/interesting teaching methods, acquisition of skills to deal with sexuality related problems, time constraints of the programme, parental involvement at school level. The educators found the National Policy on Sexuality Education useful but stated that the programme needed more structure in terms of what should be taught in the different grades. They were unhappy with the type of training they had received to teach sexuality education. Their needs mainly revolved around the various aspects of teacher training, overcoming barriers to learning and teaching, involvement of various stakeholders. Concerns were also raised on issues related to relationships, peer education and teachers'/learners' characteristics.
Based on these findings recommendations were made to the Department of Education, schools, teachers, parents, learners and community organisations.
The study was limited due to the small sample size used and hence the results cannot be generalised. Notwithstanding this, the study could be used as a springboard to conduct a
large scale survey using the identified needs o£ learners and educators. The results of the survey could then be used to strengthen/improve the SEP currently being implemented.
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