Indonesia's ex is still very taboo, education is still very minimal, yet all the schools in Indonesia include curriculum about sex, even if there is, and even then only schools that have been well-accreditation, or by passing lane Biology subjects. In fact, with sex education will be many positive aspects such as population, free sex, and reduce the birth rate is exploding. And also indirect effects such as Narcotics, broken home, street children, etc..
In Thailand, sex education began in 2000. Formal sex education starting from elementary school, but here sex education is still through the subjects of Biology. Some schools have included sex education as one subject. Children aged 12 years seudah allowed by the government to receive sex education from parents and schools, because the role of parents and school at this age is very important.
The Thai government also has begun to provide information on sex education via internet, and of course in Thai language.
In Vietnam, this country has begun to blunt spur in sex education through formal, because its population is suddenly high. In Vietnam, the role of families and the elderly are particularly important because children under the age of 13 years spent much time in the family than in school. It was only at age 13 years or at the junior high schools, sex education began to be applied, but still via the subjects of Biology, the same as in Indonesia.
Sex education in Vietnam is still not enough, because children are an average age of 17 years is still a lot of engaging in sex outside of marriage.
In India, sex is considered as an activity that is very sacred, taboo known to children under age. So it is not that easy to allow Indian children receive sex education minors.
Just like in Indonesia and Southeast Asian countries other, in India got a new sex education at age 14 or at the time of junior high school, and sex education here is still through the subjects of biology. And even then not completely, because the rest of the kids look up information about sex through books and the Internet.
Unfortunately, the change in this country has not seen. Its population increasing from year to year.
China is the most populous country in the world. Tragedy pathetic ever happened here, a newborn baby girl had been killed, by being held in a room which is called dying rooms. Because the time it was thought that girls are not needed because they can not help working families and / or feeding their families. This is caused by lack of information about family and sex.
New in 2004, sex education began to be applied in China. Sex education in China started at the age of 11 years. Unlike in Southeast Asian countries and in India, in China's sex education begins at age 11 years and has become a subject. In addition, the government also took part in providing sex education by providing counseling and seminars.
The average in Asian countries, sex education was implemented through the subjects of biology, so that information about sex is still considered less. Because in biology subjects only provide actual understanding of sex and do not provide psychological aspects, such as family guidance and counseling. Also, sex education in Asian countries just beginning to be implemented in 2000 and upwards. What about countries in Europe?
In France, formal sex education have started to be implemented since the 80s. Which provides and is responsible in providing sex education is school. Starting from the age of 12 years and older. Children in France receive sex education in schools in particular, coupled with the gifts seminar for secondary school level.
Children in France are also entitled to receive sex education outside school, through parents. If you still feel lacking, they can ask the doctor and the doctor-was obliged to provide information about sex. As a result, France is never overpopulated.
Unlike in France. In Bulgaria implemented sex education through books, magazines, and websites. The books are not books that type "17", but a book that has been specially adjusted for children 11 years or older. So also on the website, the children also have access to those websites that have been adapted specifically for sex education at age 11. Surely must be under the supervision of parents. As a result, children under the age of 17 years are reluctant to have sex.
Sex education for teens
Today, Indonesia is experiencing an intense period of development, both in terms of economic development and socio-cultural development. One aspect of social change evident in Indonesia is related to sex. Teenagers and young people are changing their attitudes, ideas and behaviour in relation to sex. Amongst these groups, higher rates of pre-marital and high-risk sexual behaviour are being recorded by various NGO’s working in the area of reproductive health. A number of associated social problems have emerged such as high rates of unplanned teen pregnancy, high rates of transmission of Sexually Transmitted Infections including HIV/AIDS, and a general lack of understanding regarding sex. These aspects reveal a lack of an adequate Sexual and Reproductive Health Education program institutionalised across schools of Indonesia.
This Field Study focuses on the school environment as one institution in society that has the opportunity to reach a large proportion of Indonesia’s youth. While a significant number of Indonesia’s youth lie outside the reach of educational bodies (either in the workforce or on the streets), schools have a great role to play in protecting today’s youth – with knowledge. However, it is evident that few schools are taking advantage of this opportunity and most are providing limited Sexual and Reproductive Health Education. With little support or guidance from the government, schools provide
what information they see fit, largely influenced by the religious and societal norms surrounding the school. As a result, Sex Education in Indonesia is limited, with a focus on the biological side of reproductive health, and Abstinence-Only focused lessons.
The process of researching this field study revealed a number of approaches to Sex Education. In some schools, Sexual and Reproductive Health Education was quite limited, while others utilised community resources such as the services of NGO’s to provide a fuller and more rounded program to students. Students today are, in general, supportive of Sex Education. While significantly more Westernised than their parent’s generation, Indonesian youth of today still hold religious values quite highly. In relation to Sexual and Reproductive Health, the students researched in this field study were keen to have more access to knowledge, provided by schools as a trusted source of information and provided in such a way as to be in harmony with their religious values. If such information was unavailable in schools, youth were likely to go to the mass media (especially the internet and various popular pornographic materials) for such information. The topic of sex in general is still regarded as somewhat taboo in Indonesia, and is not generally discussed in clear terms. This is an attitude that is changing with time. However, it did hamper my efforts to research this field, as respondents were often nervous or uncomfortable discussing a sex-related topic. Language and other cultural barriers provided challenges to the research of this very brief account of Sex Education in Yogyakarta.
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This Field Study focuses on the school environment as one institution in society that has the opportunity to reach a large proportion of Indonesia’s youth. While a significant number of Indonesia’s youth lie outside the reach of educational bodies (either in the workforce or on the streets), schools have a great role to play in protecting today’s youth – with knowledge. However, it is evident that few schools are taking advantage of this opportunity and most are providing limited Sexual and Reproductive Health Education. With little support or guidance from the government, schools provide
what information they see fit, largely influenced by the religious and societal norms surrounding the school. As a result, Sex Education in Indonesia is limited, with a focus on the biological side of reproductive health, and Abstinence-Only focused lessons.
The process of researching this field study revealed a number of approaches to Sex Education. In some schools, Sexual and Reproductive Health Education was quite limited, while others utilised community resources such as the services of NGO’s to provide a fuller and more rounded program to students. Students today are, in general, supportive of Sex Education. While significantly more Westernised than their parent’s generation, Indonesian youth of today still hold religious values quite highly. In relation to Sexual and Reproductive Health, the students researched in this field study were keen to have more access to knowledge, provided by schools as a trusted source of information and provided in such a way as to be in harmony with their religious values. If such information was unavailable in schools, youth were likely to go to the mass media (especially the internet and various popular pornographic materials) for such information. The topic of sex in general is still regarded as somewhat taboo in Indonesia, and is not generally discussed in clear terms. This is an attitude that is changing with time. However, it did hamper my efforts to research this field, as respondents were often nervous or uncomfortable discussing a sex-related topic. Language and other cultural barriers provided challenges to the research of this very brief account of Sex Education in Yogyakarta.
full text Download File
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