CHAPTER ONE
1.0 INTRODUCTION
National Guidelines Task Force (1996) defines sexual behaviour, as outward expression of one’s feelings about sexual issues. It is a behaviour that produces arousal and increases the chances of orgasm. Persons may exhibit such sexual acts in the form of heterosexuality, or homosexuality. Maria, (1999) viewed adolescent’s sexuality in general (and students in particular) as problem to be dealt with rather than part of his or her normal growth and development as he or she moves towards adulthood. Students have many reasons for wanting to be sexually active. These include to experiment, to care and to be loved by someone, to express peer group pressure, to feel grownup, and to feel happy and good (Mundigo, 1995). Anas-Kolo (1996) observed that lack of information on sexual issues contributes greatly to the increase in sexual activity among students. Students are ignorant about the physiological and psychological developments of their bodies. Mundigo (1995) observed that many young girls were ignorant of their bodies. He stated that they were not aware of safe option for pregnancy prevention. Ladipo, (1993) explained that the traditional act, which prevented students from acquiring education on sexual matters in the belief that ignorance would encourage chastity, had been proven wrong, judging by high rate of teenage pregnancy. Gorgen et al., (1998) supports this view by saying that two (2) out of every five (5) secondary and university girls had had at least one pregnancy, 150 out of every 1,000 women who gave birth are 19 years and above, and 60% of patients admitted into Nigeria hospitals with abortion complications are girls.
(Ladipo, 1989; Georgina, 1995; Network, 1993) showed that sexuality education does not encourage sexual act among youths, but rather delays the age of initiation of sex. Most parents and adults, however, erroneously believed that providing information on sexuality and contraception will promote sexuality among students (Kirstan and Bayeligne, 1994). Consequently, many young people get their information on sexual matters from peer groups or media, which oen give sensational portrayal of sexuality (Network, 1993). Those adolescents want to live like the adults. Since they are in their prime age of life, they want to experiment every aspect of their lives (Network, 1993). The behaviours of that group of humans in sex and sexually transmitted diseases dier in comparison to the adults. The behaviour of the students, to a large extent, aects their habit to sex and sexually related health problems. The subject of Sexually Transmitted Diseases (STDs), formally known as venereal diseases, has become increasingly important during the past twenty-five years because of the rise in the incidence of many of the sexually transmitted diseases during that period.
Acquired Immune Deficiency Syndrome (AIDS) is now one of the commonest infectious diseases in the world and the number of cases or incidences is on the increase (Ransome-Kuti, 1996). Formally, people were only aware of gonorrhea and syphilis, but now much more deadly infection is on the increase (Ransome-Kuti, 1996). Some studies (Ladipo, 1989; Georgina, 1999; Ransome-Kuti, 1996) have shown that in many African countries, adolescents (60-70%) were sexually active and as many as 70% of girls have been pregnant at least once by the time they are 18 years old (Ladipo, 1989). Sexual activity at an early age is associated with several serious risks and complications (Arkutu, 1995). The majorities of sexually active adolescents are unaware of these risks or are dangerously misinformed about the consequences of their behaviour (Arkutu, 1995). There is growing recognition of the public health importance of Sexually Transmitted Infectious Diseases (STDs) because of serious rate of morbidity associated with them; especially that (STDs) facilitate the transmission of infection with Human Immunodeficiency Virus (HIV) International Family Planning Perspective (1997). Some studies such as (Adebajo, 1997; Ariba, 2000; Georgina, 1999; Gorgen, et al, 1998) indicated early sexual initiation among Nigerian students.
The needs of young people have traditionally been given low priority in our communities. Sex is considered a cultural taboo and dirty for discussion in both public and private areas. The prejudice that exists against issues of sexuality in our culture undermines the possibility for implementing sex education programmes (National Guidelines Task Force, 1996). The National Guidelines Task Force, (NGTF) (1996) observed that a great number of school heads and teachers do not have the knowledge of sex education. The NGTF (1996) identifies further the two following barriers: a) Most teachers do not receive training on sex education b) The overbearing influence of culture and religion, which make such open discussion on sexuality a taboo, In order to arrest these situations, it is necessary to understand the patterns of sexual behaviour and knowledge of and attitude towards Sexually Transmitted Disease (STDs) among the youths.
