CUESTIONARIO DE CLIMA SOCIAL: ESCOLAR (CES) “ESTUDIANTES” R H MOOS, B S MOOS Y E J TRICKETT, adaptación ecuatoriana.

I (40 6 %) onions respondent. 1his linding J\,,areness of FLI:. progroininc ,,as o,v

U . d Notion Fund for Popul. ¹ tion Ac1h i1ics is con�is1cnt ,, ith 1he report of the ntte

id co1n1nitment ^\\':IS lo" a,nong medical (lJNFPA). ( ¹⁹⁹²⁾ \\'hich noted thnt n,vnrcncss ^or

. 1 • ¹ the ^{,nriou, • 1� 1x:.:ts} of1hc ^National fl!:1'-tlllll\:I and leill hi:rs ^\\1

¹¹

¹ ,ire c,pc, ll'd 11' IIIIJ ^{l l'IIICII '}

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ropul111ion Policy of V•hich rt.E is on lntnnrtn ,� nt componcru. fltis nu, be a result of the ^•

inadcqtu11c a\\nrcncs!l _prosmrnmc n _{rnong t} cacliers especially us the l ^.i r1ie-sci1lc Stnsirisorion nctivity notion \\'idc • 1 15 c to the l\hnislr) of llcahh's Popul.11ion n

inforniation, Education nnd Communication personnel (Edochlc IC)C)O). UL.ncgbu ( ¹⁹⁸⁸⁾ supported the OS!'.ertion that ll\VUrencss and """c' ._,.., , .... 100 progr.:11n ¹¹ '••1· ¹ nc in Africa on populntion and PLr is lo,v. I le added that the lo\, toke on· of pre ond in-�cr\ ice training

in I LI ^I) responsible lbr h!u1.:hcr., lo,v u,,.ircn\.'l>) ul l•I I 0 ¹¹ the uth,:r lw ¹¹ J. �i ^111: c the popula ^t ion policy hns been o contcn,pomry issue it ,,ould hn,c he.!n expected that teacher ,vould keep abreast b> geulng ocqunintcd ,, ith rhe Nntiorul Population Po lie>

Teachers' lo,, O\YOreness con therefore be _interpre ^t _ed as Incl.. of interest in current nOnirs.

Interest in current nfTnirs is n nurk of professionalism 1h:i1 is a ncccssal') 011ribu ^t e tcncher must display ot oil 1irnes (NPE; 1989}

Respondents' le\cl of11ndcrs ¹ ondi ¹ 18 ofFLE ,,ns also ^\Cr} lo,\ us onl> (:? I I��) of those responden ^t s \\hO snid they ,vcrc O\\'llrc could odcqut!lcly explnin \\hat FLh is. l\lan) j1151 refc"cd to it os sex cduc�1 ¹ ion or f.1 ¹ nil ) ' planning. II is ho"c,cr not �urprising th.,1 r\")pouJeut·� lc,cl of uuJc,�t,uiJiug ^{\\,IS t} u,, !>tll\.C 111.111)· �l.1i111cJ the} ,,crc ¹¹¹¹¹ ,l\,,1rc.

Al so I e same num er o rcspon h b f dent (., 1 1 - · %} ^{\\-:1.S able 10} state 01 least one of thc rLE . . . d d <l frorn the title of the subject niauer. \O,hich cnn obJec ¹¹ ,cs. Tins n1oy ho\e been c uce

. . f I e phrase. The finding supports \\lotsa 's ( t 986}

be given ordinary or con11non usage o 11

. 1 d. , teachers lack kno\\ ledge and undcrstnnding of obser\'a ^t ion ^t hat many people, inc u ing

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FLE. Respondents' kno,vledgc of component, nppropriote cont1:n1 ^and oppropria1c teaching methodology \\'ere similarly uni,npress· "c, sex e ucauon and r n1n1ly plunn1nt4 , • , d . . • being the most frequently stated components. Each ,vas also mentioned by a fe,v respondents' (5.4%) and (4.6%) respcc11·, e1y N · one cou 1ncn11on 11ppropno1e 11:och1ng Id · · ·

methodology nnd teaching aid. This finding is consistent , ... ith Yoloye e1 al ( 1991) ,vho carried out a training needs sun,ey of primllf) school teachers in population ond family life L-<l11ca1iun :111tl fhund 0111 1h.111,-;1chcrs li:1,L' ^a lu" ,nlKL'lll orl•I I·. Vnlo)C c1 nl ^fi111111I out thot the bcst-kno,vn concept 10 the teacher \\ere fnmily planning and human

reproduction. They hod ,cry little kno,,ledge of \'Olues clnrificotion. futures ,,heel nn<l group discussion ,, hich are "ery important methods of teaching fl.£:. TI1c findings also run contrary 10 the assertion of Aja la ( 1981) that n good fan,ily life l-duca1ion and sex

educator must kno\\' the subject matter thoroughly nnd be able 10 con1munic:ne to a le,cl that can be understood Also. consistent \\

¹

i1h Ste,vart et al ·s ( 198-1) obscr,ation ^\\.tS 1h.11 sex education and fnmily planning \\ere used in1erch,1ngeable or innccurntel) to mean FLE although they ar ^e in1portnn1 component offL�

l·urthi:rinore ¹¹⁰ ,lilli:rcik'l" ,,a� r, ¹ 1111«1 11 ¹ L·,i,1 lll'l\\l'L'll l,·,,·1 ol 111Mkr,1,1111li111• nf FLE \\hen compared separately ,,ith type of school, educ111ional qurilification ond subject taught. 1·hal the findings ,,ere 1101 significant �-uppon the �ul!gcstion th.11 Sfl'.'Cific 1min1ng in 1-"Ll:. is vital 10 knov;ledge acquisition in the field because of its co,nrlc, n.11ure.

· · h . a of cx""ricncc, ,\ilh thoS< \\ho ore old Ho,,ever, it \\3S found 10 be significant "" y ^e , rs ,�

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entrant ^s having better w1dcrstanding than ne\\ entrants. I-lend ^') I ct ol ( 1995) �111d} in Scotland suppon this.

Respondents' kno\vlcdge of process ac1ivit) in FLE sh O \\t.-d little in1pro,cnient

0 \er earlier responscs \\ ith initiating parent-child discussion bcin1: ,ncntioncd bv ( 11 .-4%) •

(51��) respondents '"hile decision mal.ing ronl.cd third (-13.7%) and reinforcing ^s kills learnt ranked second (39. 7 ^° ,�) Giving basic infonnation about FLE ranl.cd highest of the

itcnb b.:ini; 111c11tiu11cJ by U\cr unc thirJ (21.<>"·•) rc)f)CCll\cly. 1111.: ^fi11J111 g, �hu\\1..-J ,cry

little impro,cment o,er the general pilttem of innccuratc l.nO\Yledge of l·LL. in spite of the closed ended (structured) nature of the question and ma} not be a true indication of their kno,\'ledge of process acth itics in fLF but a rencction of the lc,cl of their intellectual rca�ning and the ,alue (importance) they attach to the :l[tivi1ics. On the othtr hand response ^s nuy be interpreted further as o n:Ocction of thl?ir auitudin:il di�po ^s ition. Respondents· l.no\,·led 1: c of the occurrence of FLE on the school curriculu,n

\\ilS poor. Only , cry te"· ( 19 5%) respondents said it ^\\':lS pan of their schools.

curriculum ,vhile a little more than o third (53.8%) did not respond. The n10st frcqucnll)

111-:inioncJ subj1..'\:t .irc:a iu v.hich a�p.:1..ts ol I I.I• ,,ere tuul,1111, ^\\,:tc :..x.i.11 :.1uJio:� anJ

biology as family relationship nod reproduction rcspccthely, this finding ^s arc consbtcnt ,1ith Arcus ( 1986) "hich rc\.ealed chat nu,nerous sunc) indicnt.:- th:11 m:in> schools h11,c little or 00 FLE ⁰¹¹ their curriculum. Ho\ic,cr, the fact 1ha1 ^{m.111) teacher..} <lid not . · d' l.J i. of 1. ¹¹⁰ \,lcili;c or 1=Lh und as :.uch the)· could rc,pond 10 the: quc:,11011 Ill.I)' 1n ICRIC ^C

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not identify it on their school curriculu,n. Respondents' kno,,lcdgc of i,iHns of adolescent maturution and issues relotin11 10 o psychosocial problc,ns assocmtcd ,vi1h

adolescent ,vas lo,v. Less tha I If ,.,., n 1a .. __ ³⁰¹ ;r o) ,vas able to ,ncntion at least one sign.

Ph)SiCffl si••ns \\Cre the most frcquentl o ^J v men 10111: . these, c.lccpcn111g of,01ce ,n males t' d Qf · • •

\\Cre the 111ost frequently mentioned by less than IJJlf (32.6� ^o ) respondcnls follo,v1.>d by enlargen1ent of the breasts and hips in females "hich \\as mentioned b ₎ a little less than

u11c thi1J ( .11.4 ^° .,) rc:.pu111Jc11t:.. l'c1:;u11,1li1) uittl p:.y1.ho:.cxUJI 1n1i1:. \\ere hun.11)

mentioned Those mentioned included self consciousness mentioned b ₎ a fc"· ( 13.8%) or the respondents Temperamental bchJ, iour one.I I letcrosexual beha, iour \\Crc mentioned by a sn1all number of respondents (6.8%) anc.l (6.1 ^° /o) rc�pc..:thcl), II ir. mthcr surprising

10 find less than half of respondents not responding to this itcn1 as Sl!conc.lJI') school t�chers are expected to be quite famili:ir with the i;t0\\th and de, clopmcnt of adolescents. since it is part or the teachers' pre-sen ice curriculun1.

llo,,e,er ³ little ,nore ( 13.2%) or responden1s 1ncn1io11ed 1e1nixr.i1ncn1nl problc,n as ³ ps)'chosociol problem \\hile ¹¹¹⁰ rc: than .1 third ^{(37 7�o)} 111':ntioncd ncgnti,c ix-er

·J AIJIJ\JU"'' I···· ^{111.111 ,1 1hird} (.:?J,.I� .. ) ^ol 1hc r�"!>po11Jcn1:.

1 i:11111ic.11iu11 ..111J prc,-:,ur.:. ,, o

�-. nd bortion as a psychose"(ual prohlc,n. ironirnll) onl)' men11oned teenage pregnancy o a

· d ·. ' t as ³ pS)Chostxual problc:111. \Vhcn asked to

\ti) fe,..- (4.6%) 1ncn11one pron11scu1 > •

. r •spondent'>' school. d.11ing ^\\ilS the ^1110�1 mtntion those co,nmon 10 adolescc:nt 111 ^c

. fi d' ·s consi�tcnt ,\ith the obsen'Dtion of centre frcqu1.:n1ly obser, cd beha viour. Thi 5 111 111 V ¹

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for Adolescent fenilit) and sexuality (CAFS,) ( I 984) th:11 de, cloprncn1ol problen1s.

se,unl bcha, ioural problems. peer pressure · -1 d . , JU\en1 c chnquenc) ond ps)chologicol proble1ns are areas in ,, hich adolescents should recel\ e o vice. \\/lien respondents ,,ere · . d · asked 10 mention ndolescent sexual or so · I L-1 · · c1a uc 1av1our co1runon ,n 1hcir schools Da11ng . .

,,-as the most frequently {50.9%). Obsened behaviour rono,,ed b ₎ bo) friend/girl friend conflict by ( 41 %) and exposure to pon,ographic 1na1crials by o re,,· (21.5%) only a smnll 11u1111lcr ( 17.1%) rcspo11Jc11ts lbtcd prcgn,111\!) ,111J abo,11011. 111\:!>C lin<ling!> ,lrc \:unsistclll

"ith the observation of UNESCO ( 1988b) nnJ Omoegun ( 1995) that doting and marriage are issues that adolescents get most frequent I) pre-occupied ,vith, ,, hich lead them 10 e�perimen1 ,vith se,. The consequences of this bch.,, iour on n1;1n ⁾ occnsions are ad,erse. It \\JS therefore not surpnsing that respondent:; ndvocotcd dating and exposure to pornographic moterials for inclusion in FLE \\hen asked to mentions topics for inclusion into FLE curriculum. Uo,,e,er the lei.s th:in ,l\erase le,el of l.:no,,ledge in most of the item discussed abo,e suggest the need for 1,.no" k·dge acquisition in this area if they are 10 help students cope�, ith their scxu.ilit)'

1(1 ',l'()NOI.N'I-.;' l•.l)ll( \ 1101'1,\I l'UI I' \It,\ ^l'U.)N',

R I f h d I -·' 1L .• t onl• ,en. Ii!\\ respo11<lcn1s m:c1,cd information esu t o t e stu y � 10\\t.-u '"' J ^• J

· FLE ^r: d · 1 · �,·,tut·,ons I he nreatei.t source of inforn1:11ion mentioned b) 1n • : 1ro1n e uca11ona ,n� · .,

. ·h"I ducutlonol in�1i1ution ond a ,el')' small 11111nhcr 1he respondents ,-.as the media " 1 e c

1 h. finding sho,,s that rcspon,knl5 ha<l litclc· or mentioned \\orkshop/se1ninnr sources. 15

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no educational preparation and inodequaie · in-sen lte rn11n1ng pcopmrn,ncs, \\hich has . . . t,ecn n-sponsihlc for poor hnplcnicnioiion of f'I ^{.c. r..} rn I ^{L -} nc sc 100b- (Nf:RDC' .. l'J9S) 1

t-:onc of lhc rcspontlc111!. could • 1 • 1 · exp a1n 11e n.11urc of un1111ng r�-cei,eJ utlequ:11cl}, • • I hi\ suggcSls inntlcquaic !ruining, \\hich 11130) studies confinn and ubo they h.1,c a11rib111cd inatll-qua1c trnininu 10 the shon duration ^0� ,raining ^�)io

^ns

^. 1 he> obser,cd

1h.1t the short dumtion of 1rnininu ,,us usually inndcquo1c 10 de,clop th ^:: ,�ccssal') skills

rcljuircJ, 1:011�iJcr111g the 1:01111>lcx rwlurc or111e !>Ubj�'-1 11u111.:r. (l'upuL111u11. l{cpurl IIJ85;

NLRDC', 1995.) 1-fo,vc,cr o liulc less 1h.1n half (43,4��) of the respondents indicated thnt their desire for further training, but only n s1noll proponion {J-1.'.l'Vi,) of th-.-sc :..,id the) desire further !mining in order 10 be clTccthc 1c11chcrs. J'l131 onl) o �ni.111 proponion of 1h1: respondents desire fi ^r nher training in FLE is quite surprbing o, 1c.ichcrs inadequate prepnrntion in FLL is \\ell dc,nonstratcd nnd problems of students ore glaring. The response rs sugges1h c of a poor nttltudc 1111d lac I.: of interest in the needs of the school child. Those respondents ,vho said they Jid not desire nny training gn"c such reasons ^HS h.1, ing edcqunte kuo,\'lcdgc. Incl.. of interest in the subject or that C\posurc of students 10

11 I 11 ill 1:orn,pt then,. I ^hcsc n:spon!><:, z,uppurl the \:0111ru,cr.;1.1I and :..:n)ithc 11.11u1c uf I b. (R d n non 1985) nnd tcachc�· poor 011i1ude 10 the subject (Ajula l IC SU �CCI Ol!tner an ,-a,, '

1981: Oladcpo and Al-.int.iyo, I Q9 I). UNIVERSITY OF

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I he most frequently llll'ntioncd n�p,.-c1 or l·LL ugl!cs1cJ by r�ponJcnts for indusion into tc.1chcr.1' cducntlonal prep c arn ion ,,1.-rc romily pl,1nnlng. SC'< 1.'tluctnion ond Jn1g abuse.

I 11r1hcr ^i11\ cslig,11ion und co,np ,ri ^{' so " 0} r rc�pondcnl .. desire for f ur1hcr 1r,1inin1:t

�r,,ratcl) \\

¹

ith teaching qunlilicotion of. subicct tn ^{• , U!:1} h ^t , ^)'COili . o teaching e,pencncc ond f . t)rc ^of school \\Crc not signllicnnt. TI1is is 1101 unc,pcct"d · .. ns ... ..,� , .. .-arc ,c� sue Ins ,,rcus 1 I (,

l'JKIJ. \111111) 111uus, I 'J'}-113) ha,c .,�rtcd 111.11 irrLknt�·ti' . 1·1· .,,._ .. \I; 4ua ^I ILUtlUII l.:Jc I k:I:> IICL'U .. , additional I mining in order to tench rtr co1npc1cntly n.c: the ₎ lac!,; cognilh c skills in both

the subject nmtter nnd basic teaching techniques.

tlliSPONDENTS' 1\ 1Tl'l'lll)I� TO\V,\ltl>S ·r11 I'.: 'IE1\Cll l1'(; OF l•L.I�

Result of the stud) sho,vcd that 1n.1jont) or re!ipondcnts (S7.7"•l f.1,u1ir the ln1roduc1ion of FL[ in 1he school os 1hey bclie,-e in the efficacy of Fl E in solving 111an}

or 1hc prohlcnc; of odolcsccnts c:xpcricnc.:s ohhough ., �,nall nu,nbc:r (9.4�o) of th.:

resrondcn1s think 1hnt exposure 10 fol.IT \\Ill corrupt �tudcn1s nnd (t:?.S�'o) of 1he re�rondcnts soid they '"ere not interested. The posi1he in1erest of 1he 111.1jorit> of the f\.':>po11J,:11l':> in the in1ruJu1.11u11 ul' 11.L iu 1111: :,.<;huub, is 1:un,b ^t c1lt \\ilh UJnuvan ( l ^{1 J8 1} >)

\\ho e,prcsscd the vie\\ thnt teachers consider it irnportant that FL� be taug ^ht in school,;.

In suprort of this l\1nsn,oudi ( t ⁹⁸⁶⁾ reported that rLE ^hns a positi,e in1pact on the school

tn, ironnienl On the other hand the focus group Discussion re, ea led that ^t eachers strong I} belle, c that the responsibility for rLC should be that of r,.1rcnts. I he renson for

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their rrcfi?rcnc:e ,,·oc; their unc:onifonnbili _t '-' in " ^t eaching fl.c 1opic:� es,x-cl:all>· those ,clatinl) 10 reproduction ond differences b..:t\\C 1 · en t •c -.exes, the pcn:cr11ion th.it studcnts

�no,,· ,norc thnn they did about the suhi , cct ( most Y e,pn:sscd by the fl!malcs) and I 11.,ra��1ncn1 b) parents and o ^t her h:nchcn. (niostl ₎ c . ,prc:»cu y ., b 1 I ,c males). Ille ,oluc laden. sensitive ond con1ro,cr.;1al n111ure of ^t he subiect n"'tt"r ^, ... � lll.l) ^L.

\JI;

re:.poru1 e or I ie1r 'bl Ii I · (rtspontlcnts) , iC\\.s. \\hich is consistent ,,ith the \.iC\\� c,presscJ hy I ordhom (1985).

I he lindlng:. ulsu 1.:orruborutcs Uludcpo ^.I.: 1\ki11t,1)o's (I'>'> I ^J :.tuJ) ul' ..:�uuJJr) �hool te:ichcrs vie\\ point on sex education in lb.1don. \\hich rc,calcd tc.1chc:rs' un\\illingncss 10 1cach sc, cducotion (on importont co111poncnt of l·Lf:). l•ur1hcnnorl'. the i;cncml 011i1udinal score of I 0.2 confir ⁱ ns further. 1cnchcrs· ncgati,1: nui111de 10\\1irds the teaching of l'lE in schools. \Vhile tcnchers gcncrnlly desire the in1rod11c1lon of f,:unily life tducotion in school their nccloi1ned reluctance / or difficult) in integrating fnn1il) life education t opics In their subject nreo ^"II!, it bears no rclc \.ince to it" is a s1rong indicator of their highl) negathe otti ^t utle. The finding fi1rthcr s1rcng1hl!ns tht! con ^t ni,ersial n.11un:

of teaching fo ⁱ nily life educa ^t ion und the likely b.'lrricr 10 i1s io1p ^l cn1cn101lon. Further

I I . 1 1 t\l 11: ·1d

¹

I I I h) 1:,c11Ji:r ,11iJ ) i:.11, ol'

JIIJI)�•� th ^.i t 1.0111p.i1cJ u111111011 �111 \\ ^ICI 11:1 l•r ^{I" •}

· · 'Ii Th's fiurthcr strcn•• ^t hens the need to tmin oil teach ⁱ ng c"l:pcricnce ,vcrc no ^t s1gn1 ,cont. 1 - "

· d 1· ti • 10 ha,e a positi\e 1111itude ond cmbmcc cat1:gorics of teachers in order ,n or er or ¹ c1n

he . . . •. d" _ f spondenis· response ,�hen ^:,�l-1.-d 10 !.uggcst n1ode of

I tenclung of I LL. Fin 1ngs o re ·

. • , lo\\ ho"e' er about half (52.1 �·.) respondent leaching fo1111I) life l-<lllCUIIOO \\'OS ^\Cf)

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indicated teaching it us o separntcd :.ubjcct rnost fi requcnl). TIiis finding is corroborated ₁ by the focus @roup discussion. TilCsc rc�po-·'cnts rcov.nsc '"' �,� funhcr unJcrscorc their (teachers) rcluctnnce in teaching fnmil) life cducat' ton. ns most tcac . 1 ^{11:rs \\} 111 not get •

in,ol\cd "·hen it is oITcrcd us u separate or s inulc sub,i•·:ct R-po . . , • · c ,� • "' riucnts , ^tC\\ on ,o,v I famil> life cducnl ion should be taught nt l'llth le,el rc,cnlcd that n sm.,11 nu,nber ^{(:?8.S� o )} ,,pressed the 'le,v thnt fn1nily life education should be taught in u:niar) in:.titution rather

1ha11 �'\:OIIJllr) :.1.hoob 111\!IIIIOIICJ l>y (I/ t':u) (\\hi1:h i� thc lu.:u,, ul the ^:,tuJ)), I his

further Mrengthens their ncgntive nuitude.

llESPONOEN1'S' 1 E ¹ \CIIINC EXPEl{IENCI!: IN 1',\1\111 \' LIFE 1.:.DlC;\'I IOlll Result sho\\ that respondents teaching experknce in l· LE either :unong tho:.e "ho h.ld e,er taught or currently tc,lch f111nil> life cducution """ ^k1\\, 1 his ,,ilS not surprbing as fun1ily life education is n recent inno,ntion und onl) , cl) ^le\\ schools thnt train teadk!rs hn, c it on their curriculunl ( /\rcus. l 986; l'opulJuon report, l lJ85).

TI1erefore 1he) cannot teach ,,hat the) 1hcn1sehcs ha,e 1101 learned On)cgcbu

(1997) ol ^so confirincd thnt teaching rcproducthc heohh (un n�pcct off LE) is lo,\ among

IILALTII EDUC,\TION 1�1PLICA110NS

· G ^I ol ( I '>SO) includes a con1bination I lealth education stmteg) according ¹⁰ rccn e

. . be used ¹⁰ nfTcct prcdispoi.1ng, enabling of methods. approaches and 1cchn1qucs th:it ,na)

. behaviour That is. it is conccn1cd ,, ith and reinforcing factors ,vhich directly ,nOucncc •

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reinforci ⁿ g. ,nodifyi ⁿ g or influencing 1:hani!c i ⁿ bcl. . _ia, ,our o peop f ^l e 1n orJ,r 10 �Ip .

develop skills and co1npc1cnclcs lh,11 \\ ill i ⁿ ipro ,c pructtcc� or th.ii \\Ill d1sco . . . . ^u rn8,..

Pracikcs lhal <1rc: dc1ri,ncn1al 10 1111 cxn.·clc:d bcL-, ,·� IIJ 1 ·ou ..,. I'-· r. ^l'IS IIJ<!t · ⁿ on I h L·. ^C Olucr hand 15 . Prtdic1he of1he inlenlion or nn indh iduai 1 ⁰ n.•--"orm c .... �· ,�•" � , ... ,n spect 1c .. 'fi beL- • a, ,our.

I ro1n lhc dbcussio ⁿ . critlcoi indices 1hal \\o ^ul d miliuuc al!uin,1 the introduction nnJ tc,1ching of fiunily ^l ife educa ^t ion in the school h.1,.: �n elicited Ii> the lo" if not uutrighl ^l ,1cl-. ol prcp.ir..:Jnc!>s oftc.1ch..:rs. I he) i11cluJc l.icl.. of,1,,arc111:,-s unJ 1-.,io,,k-Jgc of fan1ii} Ii fc educn ^t io ⁿ programme os a subject mancr in tcrn\s of i ^t s 11i1ns. goo ls.

objecthcs con1po ⁿ en1s, content, its teaching und learning tc:chniqucs, lac!.. of cducali(l ⁿ :11 p11:pan11ion, ⁿ cgothc ouit ^u dc lo\\11rds the tcnching ofl'LE c,en \\hen 11.e> bclic,cd in i1s efficacy.

A sur.•e) of Socio-cuhum ^l practices in R\\anda rcponcd 1h.i1 the in ^t roduction of

family Ii fc / popul111ion cduca1 ion had 10 be nb.1 ⁿ dont:d because teachers ref ^u sed 10 gel in,ohcd. The reason for lhcir action \\as based on the premise ^t hal the) did ⁿ ot have prior kno\\ lcd�c of ,he progrunuuc. ^{\\Crc n} ol 1ntin101� \\ i ^t h 1111: ro.11ionalc. aims ond

. I .. , the \.IIIIICIII 111 the lllflilulu111 .111J ^{\\11111,1 k·cl} ul> _Jl '\:II\ c�. 1h.:) \\ere lllll 111 �11ppo1 v

uncon1fortnb ^l e teaching such n subject. This ^\\US based o ⁿ lhe Slrong inl1ucncc of

• I � •d 10 place taboo o ⁿ orcn disc ^u ssion of R ^\\ andcsc c u ^l ture on the 1eochcrs. v.h,c 1 sctinc

/'cl1'011 Pro"ronime for the Athancc11 1cnl of Pop ^ulation SUch subjects. (Co-ordinalc<l ·, .,

Educa1ion, 1981 ).

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In 1he ligh1 of 1hesc findings and di sc ussion · • nn educa11onal training process. . .

\\hich ,viii solve 1he follo,ving identified probl _c1ns in rela1ion to leachers' prcpnred ^nc ss as fon1il} life cduca1ors. is suggested.

EDl C,\TIONAI� STRATECIE,S TO DE,\L \\ ITII ID"N I 1m,., ^c ,•,c.D PltOBI.E\IS L. • .\CK OF KNO\VLEDGE OF FLE

Problems relating to lo\\ a,vnreness in tcnns of ^\\ hclhcr ienchers ha,c c,er heard

ol I LL and lall.. of u11J.:n.11111Jing ^ul l•LI• \\hich 111lludcs 1111:ir 111,ihilil) tu llllCIJU.lh:1 ⁾ describe ^\\hat it is. its objectives. ,vhat 111akes it up and ho,v 10 teach ii.

Specific o"-areness raising and scnsi1isn1ion programmes. pre-training /pre·

implementation programme directed nl teachers should be c1nplo)ed, Vnrious communic:11ion channels could be used. For insu1ncc n1oss com1nu11ica1ion chnnnels in the form of Billboards. Bulletin / I l o t lines could be placed or dbtributcd \\ i1hin the school system ¹⁰ state programme goals. objcc1i\cs, ra1ion.1lc, components and methodolog) of FLE. In addi1ion 10 1hc "ide dissemination of the Na1ional Popula1ion polic). family life education li1cr:uure should ^be n1ade ,, itlcl> a,ail,1blc "i1hin 1hc school

si¥>uld be oq�anised from ^I ime to time. Provision should be made for rek, ant and currcn1 literature in the school librorlei. in the fonn of journals onJ hool..s. Thi� \\Ould ,,-.�b, in

· I d ^L. the suhjcc1 rffil b.lck in form of

impro \ ing teachers· a,vorcncss and kno\\ e s ^e .... ^{,sc 011}

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,-action papers and questio ⁿ naire should be sor · 1 ,enc< on specific ocli\ilks planned und implen1cn1cd.

I ⁿ terpersonal and group co,rununication: sem1'nars and co ⁿ ferences could be

0 �ised in the , arious school centres in order 10 <.. · · .... ns111se teachcl'l>. ,\lso tcnchers ,,ho 1ia,e anended conferences should ll.'l,e opponunit)· of • .· r, d'- ,. g,,,ng ^{tt ....} c .. to other tc,1chcrs tlvough established cha ⁿ nels in the school ,.,hethcr • 01 "nff ... mccttngs or nn) other

i;.11h,.:ri ¹ 1g. I h.:y :.hould ubo hi: c11U>urJgc..-J tu :.l1J11.: "uh other.. u11 pc,,,ou.il b.,:.i:.

P\RE�TS A.�D C0\11'1UNln \1E\18ERS

Ille a,,areness programme should spr-:ad to pJrc!nts .ind co1nn1u1111, n1c111b.:rs through established chan ⁿ els and groups in the comn1u ⁿ n). For instance. through the Par(lllS Teachers Association and leaders of vario ^u s Youth clubs in the school district�

It is necessary to �nsitisc pa�nts and the commu ⁿ ity errccthely because of the sensitive f ,3h ^.1 c laden nature of the subject rrouer. I his \\ill ensure that they orpro,c / s ^h e their suppon, "ithout ,,hich, teachel";; cannot pcrfonn their dulll!S crrec1hcl). The i ⁿ fornutlon uniJ of the Federal l\fi ⁿ i,tr.· of I lealth responsible fur the Natlon;il Polle) o ⁿ Por ^uta1lon

•

the difference bet,,een it and famil> pLl ⁿ niny (\\hich seem ¹⁰ be the tocu of Nation.ll Popul.uio ⁿ Policy) gioukl be ,nad� abunJ11nJI) cle11r.

I •· · the forn1 of lilmJ\3t�n1,,, N�, pape ^r ,

�1ulti-medi:t commu ⁿ lcarion c ianneu ¹¹¹

radil, tele, i:.ion discourse / jingles , idea, lilt ⁿ �,riflS cou'4I ho: USN 10 ml

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a,\arenc!i!> onJ c:ducn1e the general popuL,ce on th ,_, ,._ . c nc1.:u ,or FLE. Also o :,u"C) of this .

In document Gestión pedagógica en el aula: clima social escolar desde la percepción de estudiantes y docentes del séptimo año de educación básica de los centros educativos Ciudad de Ambato de la comunidad de San Vicente de Caney, parroquia Chicaña, cantón Yantzaza yA (página 164-167)