The teaching of sexual education is a lifelong process of gaining information and developing attitudes, beliefs and values about the identity, relationships and intimacy of you as an individual and those you have relations with. It takes into account sexual development, reproductive and general health and safety, gender roles, intimacy, body image and relationships. The issues that are discussed within school-based sex education are appropriate to the student’s age and developmental levels and capabilities. A good sex education programme needs to be respectful of the values and beliefs that are represented within the diverse communities through being open to many different views and interpretations. Sex education should aim to assist people in the necessary understanding of having a positive view of sexuality, through providing them with information and skills about taking care of their health, and to develop the skills to make decisions now and in the future, the use of particular published literature, views and opinions will be considered and evaluated in respect to these views. Looking particularly at the four primary

Balanced and responsible sexuality education programmes are not built on idealised results or symbolic moral messages, but on the complex reality of a world where teenagers’ make uninformed choices that can have dire consequences. Sexuality education should encourage students to delay sexual intercourse, but as some health experts assert, it is “wrong to uphold a symbolic ideal of no sex for teenagers at the expense of failing to provide an alternative that can reduce real harm.” Stressing that abstinence is the only certain way to avoid pregnancy and sexually transmitted infections may even cause greater harm by indirectly encouraging teens who engage in risky behaviour to dismiss condoms and other forms of protection as useless.

In Zimbabwe all schools since 1993 have had compulsory education once a week on life skills and AIDS, for all students from grade 4(9-10 years old) upwards. Booklets for students and teachers are designed for each grade and address four main themes: relationships, growing up, life skills and health. Topics range from discussions on gender roles and rape, to coping with emotions and stressful expectations. In the classroom, self-esteem and assertiveness are encouraged, while role-playing is a popular way to involve students and suggests ways to respond to peer pressures. In addition to using booklets in the classroom, students also do projects in the community to make aware to the wider community including those who are no the educated.

Still, 34% of American public schools adhere to an abstinence-only curriculum . The 1996 American Federal welfare Law included a $250,000 million allocation of funds to states for programmes teaching “abstinence from sexual activity outside of marriage is the expected standard for all school age children.” Funded programmes are prohibited from directly discussing birth control. Some abstinence-only courses try to scare young people out of having sexual intercourse, emphasising the possibility of contraception methods failure. For example, the abstinence-only curriculum Me, My World, My Future compares the use of condoms to playing Russian roulette: Condoms do not prevent STDs or AIDS,” the curriculum states. “They only delay them.”

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