Abstract

Comprehensive Sexuality Education (CSE) is a curriculum-based process of teaching and learning where learners are equipped with knowledge to cope with their developmental changes and risky sexual behaviors. Teaching and learning sexuality education has been seen as the responsibility for teachers only, however research indicate that it is a responsibility and collaboration of all stakeholders. Underpinned by an Asset-based approach as the theoretical framework this study addressed this question: “How can an Asset-based approach be utilized to enhance Comprehensive Sexuality Education in rural ecologies?” A case study research design and an interpretive research as the paradigm were adopted. Data were generated using focus group discussions, one-on-one interviews and reflective narratives with teachers, parents, learners, pastor, chief, nurse, social worker and a local business representative and analyzed using thematic analysis. The findings pointed out that, the collaboration of various stakeholders enhance the teaching of sexuality education; a strong ongoing partnership between the community and the school should be maintained and sexuality education workshops for young people in collaboration with communities facilitated by social workers. The study concludes that the teaching of Comprehensive Sexuality Education is not a responsibility for schools only, but encourages community-based collaborations and shared activities from the school communities.

摘要

综合性教育（CSE）是一种基于课程的教学过程，让学习者具备应对其发育变化和危险性行为的知识。性教育的教学和学习一直被视为只是教师的责任，但研究表明，这是所有利益相关者的责任和合作。本研究以资产为基础的方法为理论框架，解决了这样的问题：“如何利用资产为基础的方法来加强农村生态中的综合性教育？”采用案例研究设计和解释性研究作为范式。数据是通过焦点小组讨论、一对一访谈以及与教师、家长、学习者、牧师、主任、护士、社会工作者和当地企业代表的反思性叙述生成的，并使用主题分析进行分析。研究结果指出，各持份者的合作可加强性教育的教学；应保持社区与学校之间强有力的持续伙伴关系，并在社会工作者的协助下与社区合作，为年轻人举办性教育讲习班。研究的结论是，全面性教育的教学不仅仅是学校的责任，