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This Author published in this journals
All Journal International Journal of Educational Innovation and Research Journal of General Education and Humanities
Brighton Kumatongo
Kitwe College of Education
Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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The role of Comprehensive Sexuality Education on Child Sexual Abuse and Teenage Pregnancy among secondary school learners Stephen Chibuye; Brighton Kumatongo
International Journal of Educational Innovation and Research Vol. 1 No. 2 (2022)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (790.055 KB) | DOI: 10.31949/ijeir.v1i2.2477

Abstract

The introduction of Comprehensive Sexuality Education (CSE) in the Zambian school curriculum has raised debate among stakeholders. Despite the Ministry of Education using Comprehensive Sexuality Education as a way of reducing various challenges faced by learners with regards to their sexuality education, the effectiveness and mode of implementing CSE is a source of concern. This study sought to explore the perceptions of learners and teachers on the role of Comprehensive Sexuality Education (CSE) in reducing child sexual abuse and teenage pregnancy. The total number of 60 participants who included 40 secondary school learners and 20 secondary school teachers from two secondary schools in Kitwe District on the Copperbelt Province of Zambia. The findings revealed that 50% of the learners were of the view the CSE had failed its goal of reducing child sexual abuse. The study further indicated that 60% of the teachers and 50% of the learners agreed that CSE helped to prevent early sex and teenage pregnancies in learners. The study concluded that both teachers and learners were of the views that CSE increased awareness on child sexual abuse to learners. The study recommended the need by the Ministry of Education to promote guidance and counselling services in schools with emphasis on peer counselling and peer-led life skills education to address issues of child sexual abuse and teenage pregnancy as well as the need by teachers to implement CSE by integrating its content in currier subjects and not teaching it as standalone subject.
Natural Communication Abilities Among Children with Congenital Deafblindness in Multi-Linguistic Communities of Zambia Brighton Kumatongo; Douglas Gawani Phiri
Journal of General Education and Humanities Vol. 1 No. 3 (2022): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v1i3.35

Abstract

Children with Deafblindness in Zambian communities face communication challenges. Communication forms the basis for human interaction, exchanging ideas and feelings, and facilitating inclusiveness in society. This study, anchored on the theory of dialogism as the theoretical framework, sought to assess the natural communication abilities of children with congenital Deafblindness and further explore measures taken by caregivers/parents to enhance the communication abilities of the children. A qualitative case study was used as the research design. Snowball sampling technique was used to sample three (3) children with congenital Deafblindness aged three (3), eleven (11), and twelve (12) and three (3) parents and one (1) relative who participated in the study, making the total number of (7) seven participants. The participants were from Lusaka, Copperbelt, and Northwestern provinces of Zambia. The findings were that children with congenital Deafblindness could use natural signs to communicate their feelings of happiness, frustration, or discomfort, detect sounds, express mistreatment, and use imitations, tapping, and pointing signs. The study concluded that although children with congenital Deafblindness can communicate, parents 1 and 2 naturally and relative o In contrast, parent 3 was able to communicate with her child with congenital Deafblindness through the use of Hand overhand communication, the object of reference, body contact and hand tactile techniques. The study recommended the need to teach communication techniques to parents and caregivers of children with Deafblindness in order to improve the communication skills of children with Deafblindness.
Co-Authors Douglas Gawani Phiri Stephen Chibuye