SEX EDUCATION: Teenagers need safe outlet to explore subject

14 November 2012 | last updated at 07:39AM

By Iza Zakhizuin Zaki, Universiti Teknologi Mara, Shah Alam, Selangor | letters@nstp.com.my 0 comments

THE issue of incorporating sex education in school has surfaced once again after Prime Minister Datuk Seri Najib Razak stated in the Dewan Rakyat recently that 6,820 girls aged below 16 had given birth out of wedlock in the past 10 years.

.Explaining what will be taught in sex education classes will sex education is to be done can be a huge help gain in getting the public’s trust on the issue.

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One suggested course of action to combat teen pregnancies was introducing sex education into the core syllabus of Year Six and Form Three students.

I would like to acknowledge that the problems surrounding teen pregnancies stem from a lack of reliable information on reproductive and sexual health among youth.

Introducing sex education could be a great way to educate teenagers. However, the idea of incorporating sex education at an early stage is also worrying.

At this age where children should be playing with toys, is it a good step to expose them to sex? Would they be able to accept it?

We have to accept the fact that with current progress in technology and the Internet, teens can find out about sex with just a click of a button.

Whether their parents realise it or not, teenagers these days are being exposed to mixed, unrealistic and confusing messages about sex on television, the Internet and from their friends.

That is why it is better for the information to be taught in a proper manner, rather than letting them find out by themselves. Introducing teenagers to sex could help counter any incorrect concept of sex.

Plus, teenagers need a safe outlet to explore all of the confusing thoughts and feelings that have to do with sex without being judged. Rather than posting the question in online forums and getting the wrong advice, they need a place where they can ask questions and get accurate answers.

Unfortunately, many parents are not prepared to answer those kind of questions or feel that the child is not ready for the answers.

With teachers to discuss with and guide them about the issue in school, teenagers might be able to open up.

Who knows, besides curbing teen pregnancies, we might even be able to detect sexual harassment or rape cases involving some of them.

However, teachers have to be careful that they are educating, not confusing or putting fear, into their minds.

Malaysia is a multiracial, multi-religious and multicultural nation with each ethnic group having its own notion on the subject.

That makes teaching sex education in schools more challenging.

I believe the government should inform the public about what will be included in the sex education syllabus.

It is essential, especially for the parents, to be aware of what their children are going to learn.

Until today, no one has seen the syllabus or been told how the teaching is to be done, and that creates doubt about the plan.

Explaining what will be taught and how will help get the public’s trust on the issue.

Read more: SEX EDUCATION: Teenagers need safe outlet to explore subject – Letters to the Editor – New Straits Times http://www.nst.com.my/opinion/letters-to-the-editor/sex-education-teenagers-need-safe-outlet-to-explore-subject-1.170859#ixzz2CMQjYOxz

Heng: Teachers’ training may include sex education

Tuesday November 13, 2012 MYT 5:52:39 PM

http://thestar.com.my/news/story.asp?file=/2012/11/13/nation/20121113143847&sec=nation

By MARTIN CARVALHO

KUALA LUMPUR: Teachers’ training may include sex education to address the social issues facing the students.

Deputy Women, Community and Family Development Minister Datuk Heng Sai Kee said the ministry mooted the idea to the Education Ministry recently to see if sex education could become part of syllabus at the teachers training colleges.

She noted that sex education was now taught as part of health science for Year One to Year Four students with future modules to include social related issues.

“This will allow teachers, in particular those giving counseling, to also teach students on the dangers and consequences of pre-marital sex, including the laws on statutory rape,” ,” she told reporters.

At present, she said that an eight-week pilot programme to teach students of the dangers of pre-marital sex had been introduced as part of the school curriculum for students finishing their UPSR examinations in Sept and PMR students in October.

Some 6,820 pregnancies and births involving girls below 16 were recorded between 2000 and Oct 9, 2012.

Heng said 67 teachers have been selected from rural, urban and special schools to undergo training courses before the start of the programme.

On a separate issue, Heng said the ministry backed the Government’s move to amend statutory rape laws to take away the courts discretion in binding over first time youth offenders.

Some 5,976 statutory rape cases were recorded between 2007 and August this year. Of the cases, 5,115 were charged resulting in 1,631 convictions.

Ministry: Teen pregnancy prevention module in Year 6, Form 3 curriculum

Published: Wednesday October 17, 2012 MYT 3:52:00 PM
Updated: Wednesday October 17, 2012 MYT 3:53:56 PM
http://thestar.com.my/news/story.asp?file=/2012/10/17/nation/20121017154514&sec=nation

By MARTIN CARVALHO

KUALA LUMPUR: A pilot programme to teach students of the dangers of out-of-wedlock sex has been introduced as part of the school curriculum last month as a means to prevent incidents of teen pregnancies amongst girls below 16.

The move was amongst the steps taken by Women, Community and Family Development Ministry to address the social issue which recorded over 6,000 teen pregnancies and births involving girls below 16 since 2000.

“Based on data of the National Registration Department, a total of 6,820 pregnancies and births involving girls below 16 were recorded between 2000 and Oct 9 2012,” the ministry said in a written reply to Chong Eng (DAP-Bukit Mertajam) in Parliament.

The pliot project, in cooperation of the Education Ministry, teaches Year 6 and Form Three pupils of the risks and dangers of sex via the Reproductive Health and Social programme.

The programme was based on the Reproductive Health Adolescents module of the Federation of Reproductive Health Associations.

“The programme was implemented as part of the curriculum for Standard Six and Form Three students after their respective UPSR, PMR and special students examinations in selected schools nationwide beginning September,” it stated.

The ministry said that 67 teachers were given training to teach 1,360 students on the dangers and risks of unmarried sex during the programme held between Sept 8 and 10.

More News Go

Parents need to educate kids on sex

Sunday September 23, 2012

http://thestar.com.my/education/story.asp?file=/2012/9/23/education/12003388&sec=education
THE report “Frank and factual approach” in StarEducate (Sept 9) was an informative piece and deserves to be taken seriously by all parents and teachers.

Teaching children the facts on sex and sexual development needs to be done with care, sensitivity and in a holistic manner.

Coping with changes in sexual development is an issue every child must face, and the challenge is even more critical for children during their formative years. Educators and parents must therefore regard sexuality as part of human drives and needs that must be correctly channelled.

The necessity for giving correct information about sexual development and sexuality to children is of great importance. Children nowadays are exposed to knowledge about sex through the mass media, Internet, books, movies, their peers and relationships.

And if they are being misled and not taught to differentiate between what is appropriate and what is not, they are most likely going to end up exhibiting inappropriate behaviour or falling victims to evil and unscrupulous adults.

Parents can and must play an important role in imparting knowledge of sex to their young ones. Children must be taught to know that they could be used as objects by some adults to gratify their deviant sexual needs.

One very critical area is the need to inform the kids as to what constitutes “appropriate and inappropriate touching” and parents need to emphasise this aspect to their young sons and daughters.

A child needs to be constantly reminded about who, how, when and where he or she is touched. It could be when a child is visiting a doctor or in a classroom.

Gone are the days when we reminded our children to be wary of strangers, these days we have to remind them to look out for neighbours, friends and even relatives.

After all, it has been proven that many cases of sexual abuse involving children are committed by people who are known to the victim, some of whom are “trusted” family members.

I think that parents must open up and be willing to talk and communicate with their children on all matters relating to sex, physical and mental abuse.

Today, sex education is indeed important and practical as we cannot expect teenagers to follow rules blindly without knowing why they should follow them. It is important to explain to our youngsters the need to abstain from sex especially unprotected sex until after marriage.

Children must be taught responsible sexual behaviour from the time they are ready for such instruction. It is also vital to teach them safety and preventive measures so that they will know how to handle situations should they be sexually assaulted or abused.

The many rape cases involving young girls and abandoned babies are worrying and we all can play a role by reducing and even preventing these tragedies.

A sound sexual education will save the child untold stress from guilt, fear, remorse, pain and retribution in the future.

Children are our greatest hope and they must be treated with respect and dignity.

DAVID TIH

No taboo in talking about ‘it’

Sunday September 23, 2012
http://thestar.com.my/education/story.asp?file=/2012/9/23/education/12014699&sec=education

AS a Children’s Court advisor, I found your recent article on sex education to be informative.

Sex education is likely to help young people act and behave responsibly.

With the many cases of teens and young women dumping their infants as a result of unwanted pregnancies, and the high rate of abortions and sexually-transmitted diseases, it is about time that sex education is taught in schools.

I think schoolchildren should be given a holistic view of sex, sexuality and reproductive health. What are we waiting for?

Evidence shows that sex education programmes have a positive effect on teens as they take on a more “guarded and safer” approach when it comes to their choice of sexual partners.

Such knowledge also enables them to make informed decisions when they become young adults later in preventing unintended pregnancies, baby dumping and getting sexually-transmitted infections and diseases.

Many parents dread speaking to their children on sex as they are embarrassed and have no idea as to how to approach the topic. However, it must be done with an openness and in an easy-going manner to put their children at ease.

As long as sex education is presented in a wholesome manner, with its biological and moral aspects intact, there is less danger of children becoming prey to irresponsible adults or sexual perverts.

The time has come for us to teach even preschoolers to make sure that they are aware of the “right” and “wrong” touch and other inappropriate gestures.

Changing social conditions, rapid urbanisation, an early start to puberty and delays in marriage, and the gradual decline of extended families have all contributed to changes in relationships and sexual behaviour among young people.

As parents and adults, we have to teach and guide children on all issues pertaining to sex and sexuality.

BULBIR SINGH

Cries for sex education grow louder

Email Print 20 September 2012 | last updated at 12:07AM

By Chok Suat Ling | sling@nst.com.my 0 comments

PEOPLE throw all manner of things from the balconies of apartments — used tissues, cigarette butts, and perhaps the occasional flowerpot.
There have also been news reports of sofas and other furniture, as well as hapless pet kittens and puppies, being thrown from a considerable height.
In Mobile, the United States, recently, a pet dog named Lola was thrown from the third-storey balcony of an apartment. The pup miraculously survived.
Not so fortunate was a newborn baby girl flung out from one of the upper floors of the Desa Mentari flats in Petaling Jaya last Sunday. The baby died of severe head injuries and her unmarried mother, who allegedly gave birth on her own, has been remanded to facilitate police investigations.
This latest case of baby dumping — or more accurately, hurling — may be gut-churning and heartbreaking, but it’s nothing we have not seen before. Bloody bundled babes have been found not just on pavements, but everywhere else, on the steps of mosques and churches, in garbage bins, the dump, in bushes, orchards and public toilets. Some are found alive, others dead, with or without their umbilical cords, heads or limbs, and are riddled with mosquito and ant bites. And then, there are those discovered crushed, mutilated or burnt beyond recognition.
Disturbingly, most of the perpetrators are still children themselves. The cases persist despite Herculean efforts by many quarters to educate, create awareness, and offer drop-off points for unwanted babies.
The first baby hatch in the country was set up by non-governmental organisation OrphanCARE two years ago at No. 6, SS1/24A, Kampung Tunku, Petaling Jaya.
The concept is simple — drop off baby, depart and don’t do it again. The main gate is unlocked and no busybodies will be around to ask any questions. A number of babies have been gently dropped off anonymously at the hatch, and adopted.
OrphanCARE has plans to open two more similar centres, one in Kota Baru and the other in Johor Baru, this year, and there are hopes to set up another in Penang next year.
A hatch may be far from an ideal idea, but it is better for a child to end up alive within its safe confines than dead in a dumpster. It is certainly more viable in the short term, and not as messy, as what was proposed by a senator in Dewan Negara not too long ago — castrate the men who make girls pregnant out of wedlock.
A school for pregnant teens has also been set up in Jasin, Malacca, to address social ills affecting Malay teenagers, such as co-habitation and baby dumping.
All these well-meaning efforts aside, however, the most effective solution in the long term is for adults — parents and teachers — to be able to talk to their charges about the birds and the bees without hyperventilating and a surge in blood pressure.
It would be easier to do so with British author Peter Mayle’s graphically illustrated book Where Did I Come From? as a guide, but that was labelled “obscene” and banned earlier this year.
Indeed, in Asian culture, sex is still very much a taboo subject. Parents, with children on the brink of adolescence, find it excruciating to talk to their children about it, what more the teachers.
But this can no longer be. The world is evolving and the young are growing up in a much more complicated age. Teach them well or they will get scraps of information from their peers, YouTube and Facebook. This may prove damaging, and in the long run, very dangerous.
There has been much wrangling, but the authorities remain wary about introducing sex education as a separate subject in school. At present, elements of it are assimilated in various subjects. But even if not as a subject on its own, sexual knowledge and education can still be effectively conveyed to students.
But what this requires from adults is that they overcome their misplaced reticence and self-consciousness. Parents and teachers must find ways of imparting information to children in a way they are most comfortable with. Our kids deserve nothing less.
And it must be stressed to them, too, that wearing V-neck and tight T-shirts, as well as having muscular bodies, does not make them sexual deviants. Brad Pitt and Arnold Schwarzenegger wear V-necks and have ripped biceps, and so does that epitome of machismo, Chuck Norris.

Read more: Cries for sex education grow louder – Columnist – New Straits Times http://www.nst.com.my/opinion/columnist/cries-for-sex-education-grow-louder-1.145948#ixzz274NzYxTQ

Flawed sex education in schools

Wednesday September 12, 2012

http://thestar.com.my/news/story.asp?file=/2012/9/12/focus/12008831&sec=focus

 

What is sex education? Is it only about the science and mechanism behind sexual intercourse?

A friend of mine, who is a high-school prefect, was conducting spot checks on students. She was about to check the pockets of a female student when she got an unexpected response.

“I would rather let my boyfriend touch my body than you!” the student told the prefect.

She couldn’t believe what she had heard and neither could I when she related the story to me.

The Education Ministry has tried hard to introduce sex education as part of the high-school syllabus, but it is all pointless.

There is no clear direction, whether or not our students will learn about the anatomy and mechanisms and the psychological part of it. Instead, everything has turned out just to prepare students for exams.

Sex education should be holistic and independent of the other subjects. It should consist of the science, psychology and ethics of sexual interactions that include the mechanism of sexual intercourse, sexual anatomy, birth control, male-female relationships as well as sexual misconduct.

Moreover, it is more crucial that these materials are delivered by professionals, for example, personnel from the Federation of Reproductive Health Associations, Malaysia, rather than ordinary biology teachers in school.

Apart from that, the involvement of parents in sex education is important. It is always best to first tackle the parents before the children. Only then can it be considered a holistic approach.

HOW WEN YAO

Kuala Kangsar

Frank and factual approach

Sunday September 9, 2012
http://thestar.com.my/education/story.asp?file=/2012/9/9/education/11991812&sec=education

BY PRIYA KULASAGARAN and KANG SOON CHEN
educate@thestar.com.my

Sex education is not about corrupting children, it is about giving them a holistic view of sex, sexuality and reproductive health.

TWELVE-year-old Ali* says that he knows exactly where babies come from.

“No, my parents and teachers never said anything. My friends and I talk about it in school.

“My friends also showed me videos from the internet,” says the pupil from the Klang Valley.

What sort of videos might these be?

“You know… the ‘dirty’ ones,” he replies in a hushed, serious tone.

Meanwhile, secondary school student Angie Yeo* feels that she is still not getting the information she wants despite the sex education talks organised in her school.

“ I didn’t think the talks were very informative.

“Most of the information mentioned during the talks can be easily found in textbooks and other reading materials,” says the lass from Kedah.

What does she want to know more about?

“I think topics like rape; before those rape cases in the papers, I didn’t know much about such things,” she says.

Yeo is referring to the wide media coverage of the recent statutory rape judgments of former national youth squad bowler Noor Afizal Azizan and electrician Chuah Guan Jiu.

There is still a dearth of in-depth nationwide study of just how much young people know about sexual and reproductive health.

Young love: Teens should be taught to respect each other’s boundaries when it comes to sexual behaviour. — Posed photo
Ali and Yeo’s comments however, reflect the recommendations of the few studies available — there is an acute need for more effort in equipping youth with the right tools and knowledge to make good decisions.

A survey conducted by Universiti Sains Malaysia researchers in Kelantan last year for instance, offers alarming insight of the naivete of students when it comes to the birds and the bees.

Of the 1,034 secondary school students surveyed, only 30% correctly answered that just one act of sexual intercourse could cause pregnancy.

This may not be surprising as 64% of the students surveyed said they received knowledge about sexuality from friends – only 6.5% saw their parents as a source of information.

Safer sex: While maintaining that abst inence is the idea l, the ministry’s sex educa tion guideline s also provide information about contraceptives.
In Malaysia, elements of sex education have been part of the secondary school curriculum since 1989, and subsequently introduced in primary schools in 1994.

While not a stand-alone subject, sex education was meant to be covered across the curriculum, in subjects such as Biology, Science, Moral Education and Islamic Studies.

Currently, sex education in the local curriculum is known as Pendidikan Kesihatan Reproduktif dan Sosial (PEERS, or Social and Reproductive Health Education) – previously it was called Family Health Education (1989 – 2002) and Sexuality Education (2002 – 2005).

Guidelines

The name change occurred in 2006, when the Cabinet passed a comprehensive set of guidelines outlining how the subject should be taught in schools.

These guidelines were painstakingly formulated over the course of three years, and involved the Education; Women, Family and Community Development and Health Ministries.

It also included educators, non-governmental organisations (NGOs), health professionals as well as religious authorities.

Former Education Ministry parliamentary secretary Datin Paduka P. Komala Devi was among the individuals involved in coming up with the guidelines.

“The books (modules) were meant to help educators teach students, not the students themselves,” she says.

“The idea was that we give them reliable information so as to prevent them from seeking it out from the wrong sources.

Komala Devi further points out that sex education is not “about the mechanics of sexual intercourse”, but rather a holistic view of sexuality and reproductive health.

“We need to teach them about their own bodies, to have self-respect and respect others, sexual abuse prevention, and having healthy relationships.

“Of course, abstinence is presented as the best and ideal option, but we also need to give young people realistic information about contraception,” she says.

A review of the guidelines reveals a range of modules dealing with not just sexuality, but also gender, health and societal values. The modules outline age-appropriate content for the various topics, slowly building students’ knowledge as they mature.

For example, primary school children may start by learning about making good decisions and accepting responsibility for the consequences of their choices.

Then in secondary school, sex is introduced into the equation and students are encouraged to base their decisions from the health, legal, religious and social perspectives.

For teenagers in particular, the guidelines repeatedly acknowledge the emotional turbulence and pressures of being an adolescent and spell out ways of managing stress and peer pressure.

When detailing potentially controversial topics, the guidelines try to carefully reconcile frank discussion with cultural sensitivities.

The sexual orientation module for teens for instance presents the topic of non-heterosexuality in a neutral manner, but in the same breath states that homosexuality is against religious norms.

The guidelines recommend that children as young as four be taught to recognise sexual harassment and violence, and how to seek help should such assaults occur.

An example of this is the “touch continuum” that encompasses the difference between “good touch” and “bad touch”, as well as the difference between good and bad “secrets”.

In the overall discussion of sexual assault, the guidelines indicate a genuine effort to curb victim-blaming and dismantling stereotypes of sexual assaults.

There is also a great deal of emphasis on building self-esteem and treating others with respect.

Issues of body image are targeted at pupils from Year One, with the key lesson being that every individual is unique and deserves to be free of discrimination.

Media literacy is also brought into the picture, where children and teens are made to question the standards of beauty as well as gender stereo-types illustrated in mass media.

Implementation

What remains unclear is how exactly these guidelines have trickled down into policies and the school curriculum.

The issue of sex education may be brought up every so often when there is public uproar over social ills; once the debate dies down, things appear to return to status-quo.

Education Ministry sources claim that the real cause of ineffective implementation is the lack of political will.

A telling evidence of politics coming into play is highlighted in Malaysia’s Global Aids Response Country Progress Report 2012 published in March.

Claiming that comprehensive sexual reproductive health education was still at “an impasse”, the report adds that: “Though it has been under discussion by various levels of government, implementation of this policy has been erratic due to opposition from various parties on moral and religious grounds.”

One concrete example of the guidelines’ influence so far is the KSSR – or Standard Curriculum for Primary Schools – which started with Year One pupils in 2011.

Under the KSSR, PEERS is taught within the Health Education subject, comprising 75% of the subject’s curriculum.

The topics covered are health and reproduction (mostly dealing with the physical and mental changes that occur during puberty); substance abuse; mental and emotional mangement; family issues; relationships; disease prevention; safety.

Additionally, the Health Ministry and Women, Family and Community Development Ministry together with NGOs have been steadily increasing their community outreach programmes and workshops targeted at children and teenagers.

Misconceptions

Educators say that public opinions and misconceptions are still major factors barring effective sex education.

“Many parents don’t even realise that we have health education in schools.

“Some still think that ‘sex education’ means teaching children how to have sex!” laments one primary school teacher from Johor.

A secondary school teacher claims that he had to face a pair of angry parents after a lesson on the human reproductive system.

“The parents thought I was telling my students to go out and run wild because I had taught them a lesson on contraceptives!

“Thankfully I managed to appease them by explaining that I was just stating the facts, because I made sure to emphasise our society’s values with regards to pre-marital sex,” he says.

For the most part, it seems that teachers generally shy away from broaching the topic – only two of the 10 students interviewed by StarEducate say that they were taught sex education in school.

At the mention of the word “sex”, one Form Two student exclaimed that she did not how to respond and balked at answering any further questions.

Hailing from an all-boys school in Perak, Form Four student Wei* says that he appreciates his school’s direct approach to sex education.

“My school also organises workshops (on sexuality) from time to time; we had a speaker who had us in stitches with the stories he shared.

“Even though he made us laugh a lot, somehow he was successful in getting his message across,” he says.

A religious teacher from Negri Sembilan says while the topic is seen as taboo, teachers need to overcome their fears and address sexuality issues openly with their students.

“I initially felt uncomfortable talking about it with my students.

“But in this day and age, we can’t just keep things away from youth or they will try and find out information through unsavoury means.

“My approach is to give them the facts and explain why religious and moral values are important — by teaching them the right things, we have to trust them to make good decisions,” she says.

In light of the recent rape cases involving underage girls, All Women’s Action Society (Awam) president Ho Yock Lin says the organisation is planning to increase its outreach programmes for students with an emphasis on respect between the sexes.

“This is because many students are not aware of the power relations between males and females — in most situations, the boys are making more decisions while the girls are generally submissive to demands by the boys.

“Parents must understand that it is not possible to restrict the movements of their children … this is why it is important to teach children ways to keep themselves safe,” she says.

* Names have been changed.

Police: Sex education can create awareness among kids

Thursday July 19, 2012

http://thestar.com.my/news/story.asp?file=/2012/7/19/nation/11686740&sec=nation

KUALA LUMPUR: Sex education should be taught in schools to create awareness among young children, city police chief Deputy Comm Datuk Mohmad Salleh said.

He said since 2009, 124 children below the age of 12 were raped and sexually abused.

He said if children were not taught sex education, they would become ignorant of the fact that sexual abuse is an offence.

“When this happens the perpetrator more often than not gets off scot-free,” he said, adding that most children did not know how to fend off such sexual attacks.

“Everyone has a role to play in educating and preventing such despicable acts,” he said in his speech when opening a seminar on public awareness towards the prevention of sexual crimes involving children at the police training college in Cheras here yesterday.

He said what was more worrying was that in most cases the perpetrators were known to the victim.

DCP Mohmad said the public, especially parents, did not realise the importance of preventing sexual abuse.

He also said the Malaysia Crime Prevention Foundations planned to hold such seminars in other parts of the country.

Some 500 participants, including primary school teachers, kindergarten teachers as well as NGOs, took part in the one-day seminar jointly organised by the MCPF and the Kuala Lumpur police.

Subjek PKRS di sekolah mampu bendung kepincangan sosial remaja

06 Julai 2012, Jumaat

 http://www.utusan.com.my/info.asp?y=2012&dt=0706&pub=Utusan_Malaysia&sec=Pendidikan&pg=pe_01.htm

SUNGAI PETANI 5 Julai – Kementerian Pelajaran berharap mata pelajaran Pendidikan Kesihatan Reproduktif dan Sosial (PKRS) yang bakal diperkenalkan kepada murid sekolah tidak lama lagi berupaya mengurangkan masalah kepincangan sosial di kalangan anak muda sekarang.

Timbalan Menterinya, Dr. Mohd Puad Zarkashi berkata, selain itu, silibus yang sesuai dimasukkan dalam mata pelajaran berkenaan juga dikatakan boleh menyedarkan anak muda mengenai bahaya ancaman kegiatan lesbian, gay, biseksual dan transgender (LBGT) di negara ini.

“Dahulu pengajaran mengenai unsur-unsur pendidikan seks dibuat secara tidak langsung iaitu dengan menumpang subjek lain. Namun sekarang kerajaan berpendapat PKRS perlu menjadi satu subjek khusus dan perlu dilaksanakan secepat mungkin bagi mengelakkan peningkatan masalah sosial dalam kalangan remaja.

“Kita tidak boleh lagi menunggu lebih lama kerana menurut kajian yang telah kita lakukan, ramai remaja di negara ini masih tidak mengetahui fungsi dan kepentingan pergaulan secara sihat antara lelaki dan wanita,” katanya.

Beliau berkata demikian kepada pemberita selepas merasmikan Hari Anugerah Cemerlang Persatuan Ibu Bapa dan Guru (PIBG) peringkat Kedah di sini hari ini.

Puad berkata, pengajaran subjek tersebut yang dicadangkan bermula pada peringkat sekolah rendah atau menengah rendah juga membolehkan remaja memperoleh maklumat berhubung kesihatan reproduktif mereka dengan lebih tepat.

“Sekarang, kebanyakan maklumat yang diperoleh remaja berbentuk bahan lucah kerana mereka mendapatkan menerusi sumber yang salah. Lebih membimbangkan, ada usaha pihak tidak bertanggungjawab termasuk pemimpin menyebarkan fahaman LBGT.

“Oleh itu melalui pendidikan kesihatan ini mereka akan memperoleh maklumat yang tepat daripada guru yang telah dilatih dan mempunyai kemahiran dan kepakaran tentang pendidikan kesihatan,” katanya.

Tambah beliau, guru PKRS juga diharap menjadi sumber rujukan baik bagi membimbing pelajar ke arah membina sahsiah yang cemerlang.

“Ramai ibu bapa masih segan atau malu untuk membincangkan soal pendidikan seks dengan anak. Oleh itu, peranan ini diambil alih oleh guru melalui mata pelajaran PKRS di sekolah,” jelasnya.