CHAPTER ONE
INTRODUCTION
Background to the Study
The need for sexuality education in schools has become indispensable in today’s contemporary society. While many societies and culture around the world are yet to consent to the introduction of sex education in schools, belief system, political system, religion, etc., some countries sees sex education as a gateway to deal with issues related to reproductive health and sexual preference among teenagers. Sexual health is one of the five core aspects of WHO global reproductive health strategy approved by the world health assembly in 2010. (WHO, 2010). According to WHO, sexuality is a central aspect of being human throughout life and encompasses sex, gender identities and roles, sexual orientation, eroticism, pleasure, intimacy and reproduction. Sexuality is experienced and expressed in thoughts, fantasies, desire, belief, values, attitude, behaviours, practices and relationships. While sexuality can include all of these dimensions, not all of them are always experienced or expressed. Sexuality is influenced by the interaction of biological, psychological, social, economic, political, ethical, legal, historical, religious and spiritual factors (WHO, 2010). Collins (2010) argued that sexuality education encompasses education about all aspect of sexuality education including information about family planning, reproduction, body image, sexual orientation, values, sexual pleasure, decision making, communication, dating, relationships, sexually transmitted infections and how to avoid them and birth control methods. It is also a means of safeguarding or protecting the youths against the consequences of sexual ignorance as well as preparing them for responsible life. Perception is the ability to see, hear or understand things (Nwagugu, 2011).Peter and Donald (2011), defined perception as a process by which organism interpret and organise sensation to produce a meaningful experience of the world around them. According to Morgan, King and Schopher (2010) perception are the way one notices things especially with senses like ear, eye, nose and tongue or the ability to understand the true nature of something. They further stated that it is a process by which an individual analysis or view a situation. In the context of the present study, perception is the process of becoming aware, analyses or view a situation with clear understanding of events in respect to sexuality education. Sexuality is a fundamental aspect of human nature, yet an aspect that is still considered a taboo. This is especially true with regard to adolescents, yet its group constitutes around 20% of the world’s population, or 1.4 billion people (WHO, 2013), and research has shown time and again, that despite such taboos, a considerable number are sexually active. The shame and fear of discussing sexuality with adolescents has resulted in misinformation, a lack of knowledge and skills, and negativity-skewed attitudes towards sex. This, in turn has resulted in unsafe practices. The WHO (2014) estimates that globally, more than one million people acquire an STI every day, and that over 60% of these cases are in under 24’s. Further, these dangerous practices have contributed to a global HIV epidemic, of which sub-Saharan (SSA) is the biggest victim. A 2012 report by UNAIDS, claims that SSA accounts for 69% of infected people worldwide (UNAIDS, 2012), with young woman at particular risk. Unsafe adolescent sex can be lead to unwanted pregnancies, complications including higher proportions of still births, unsafe abortion, and a risk of school expulsion and social exclusion. WHO (20120) estimates that worldwide, 16 million adolescent girls give birth every year, and an estimated three million undergo unsafe abortions. Worldwide, unsafe abortions are estimated at an average of 21/22 per 1000 women. These figures are highest in East Africa region, standing at 36 unsafe abortions per 1000 women. The primary goal of sexuality education is promotion of sexual and reproductive health, especially in Nigeria were sex education is seen as a taboo to be talked about. Generally, adolescents are not allowed to have access to sexual health information because the society  have the perception that such exposure will corrupt the child and he or she may likely be a victim of early sexual intercourse. In 2002 when the Nigerian Educational Research and Development Council (NERDC) in conjunction with the Federal Ministry of Education, civil societies and many other International Development partners drafted and proposed a curriculum on sexuality education for primary and secondary schools, it was received with mixed feelings and generated raging controversy especially in Northern Nigeria. Within a very short time, the discussion on its acceptability or otherwise was hijacked by religious leaders and other gate-keepers and was given different connotations and coloration. A recent study carried out in Kano state of Northern Nigeria, revealed that parents have a negative perception of sexuality education in schools probability because of their religious belief and socio-cultural norms and values. In contrast, teachers had positive attitude towards teaching sexuality education in schools (Ayyuba, 2011). Nevertheless, several studies in Nigeria have validated the introduction of sex education in schools. A cross-sectional study carried out in Kwara state, Nigeria reported that 78% of the respondents suggested that sex education should be made compulsory in schools (Akande, 2010). School is a privileged setting for formal, articulate sex education as children and adolescents spent a considerable amount of their time at school and other media agents of sex education like the internet and other media can often provide non structured education.