TEACHING AND LEARNING NEEDS FOR FAMILY LIFE AND HIV EDUCATION CURRICULUM IMPLEMENTATION OF SECONDARY SCHOOLS IN OBOLLO-AFOR EDUCATION ZONE ENUGU STATE.

Abstract

The purpose of the study was to find out the teaching and learning needs for family life and HIV education  curriculum  implementation  of secondary school in Obollo-Afor  education zone,  Enugu  State.  To  realize  the  purpose  of  the  study,  nine  specific  objectives  with corresponding  research questions  were posed  and two null hypotheses  postulated  for the study. The descriptive research design was used for the study. The population for the study consisted  of  10,139  students  and  99  FLHE  teachers,  while   the  multi-stage  sampling procedure was used to draw a sample of 350 students and all the FLHE teachers were used for the study. The instrument for data collection was the 31 and 25 item researcher designed questionnaire  for teachers  and students respectively  was used for the study. The research questions were answered using means and percentages while the null hypotheses were tested using the t-test and chi-square  statistics. The major findings of the study were as follows: teachers engaged in re-training to teach FLHE in secondary school, and teachers engaged in seminar  to  teach FLHE.  Magazine,  Posters,  Pamphlets,  and  Television  were  mostly  the teaching  aids  available  for  FLHE  curriculum  implementation  in  schools.  The  methods teachers mostly used for the implementation of FLHE in schools were demonstration, story- telling, lecture and discussion. FLHE teachers used the FLHE time table as stipulated in the time table, teachers teach FLHE at their own convenient time and also teachers used FLHE time  table  to  teach  other  topics  of  other  subjects  in  schools.  There  were  conducive classrooms, FLHE section in library, and halls for students for the implementation of FLHE curriculum in secondary school. Posters, chalkboard, and FLHE textbooks were mostly the available learning aids in school for FLHE. The  methods mostly used for the learning of FLHE  in school were the demonstration,  discussion,  story-telling  and lecture.  To a high extent learners used FLHE time table as it is in the school time table, to a high extent teachers only teach the students when they want to and students miss FLHE class because the teacher did not come to class.  Facilities mostly available for learning FLHE were library, trained teachers,  conducive  classroom,  and drama hall.  There was a significant  difference  in the response of  experienced  and less experienced  FLHE teachers on the methods of teaching FLHE and utilization of FLHE time table in school. There was also no significant difference in the response of male and female FLHE teachers on the availability of teaching aids and methods  of teaching FLHE in school respectively.  The researcher  recommended  that  the SMOE should make the teaching and learning of FLHE compulsory in school to  help the students  (adolescents)  with the  correct  information  about  their  body from  birth to  death through the right source for the prevention and spread of HIV among the adolescents. SMOE and PPSMB should mount seminars, workshops for FLHE teachers  and establish resource centers in the education zone for easy teaching and learning of FLHE in secondary schools.

CHAPTER ONE

Introduction

Background to the Study

The  structure  of  the  Nigerian  Population  in  the  early  1980s  brought  about  the emergence of the population and family life education (POP&FLE) programme,  which the Nigerian Educational Research and Development Council (NERDC) has worked hard on the implementation in Nigeria to date. However, the resolutions and programme of action of the

1994 International Conference on Population and Development (ICPD) made it imperative that emphasis should now be on Reproductive Health including family planning and sexual health amongst other issues of human population. Furthermore, the global concern and the recent scourge of HIV and AIDS in Nigeria brought to the fore the urgent need to deal with adolescent reproductive health issues without further delay. In 1998 for instance, 60 per cent of all reported cases of HIV and AIDS came from the age group 15-24 years, who constitute more than 50 per cent of the national population  (NERDC, 2003). In order to vigorously mainstream HIV and AIDS prevention in schools, the sexuality education curriculum had to be reviewed  and redesignated  as  Family Life and HIV Education (FLHE)  curriculum  for primary, secondary and tertiary levels of education in Nigeria.  In essence, the directive of the

49th   session  of  the  National  Council  on  Education  (NCE)  in  September  2002  which

authorized  total inclusiveness of state concerns about culturally acceptable humanity  gave rise to FLHE curriculum(NERDEC,2003).

The FLHE curriculum is structured in such a way that it provides a framework for the acquisition of knowledge of self and family living from childhood to adulthood  (NERDC,

2003).  According to NERDC, FLHE curriculum also reflects a comprehensive approach to HIV prevention  education  from primary to tertiary levels of education.    NERDC further stated that the curriculum is organized around six components:  such as human development, personal skills, sexual health, sexual behaviour and society and  culture. Each theme covers knowledge, attitude and the necessary skills that are age appropriate.   International Women Health Coalition.- IWHC, (2003) stated that FLHE curriculum theme is learner oriented as the many activities are geared toward making learning practical and pupil centered.  IWHC posited that the content to be learnt are spirally arranged so that there is continuity and rising depth of content  as  the  students  move  from  one level to  the other.   The report  further explained that the curriculum as structured will lead to the comprehensive coverage of the topics listed, leading to the achievement of intended learning outcomes for FLHE.

FLHE is an educational programme designed to assist young people in their physical, emotional and moral development (International Planned Parenthood- IPP, 1998).  The report revealed that FLHE prepares secondary school students for adulthood and ageing, as well as their social relationships in the family and society.  FLHE is a planned process of education that fosters the acquisition of factual information, formation of positive attitudes, beliefs and values, development of skills to cope with the biological, socio-cultural and spiritual aspects of human living (NERDC, 2003). NERDC listed the main goal of FLHE as the promotion of preventive  education  by providing  learners  with  opportunities  to  develop  a positive  and factual view of self, acquire the information and skills needed to take care of their health and prevention  of  HIV and  AIDS.    According  to  the  report,  it  is  also  to  respect  and  value themselves  and  others and to develop skills to make healthy decisions  about their sexual health and behaviour.   Global Health Awareness and Research Foundation – GARF (2005) describes  FLHE  as  a  means  of  emphasizing  the  basic  information  about  the   family mechanism to the adolescents, through education. The report posited that it enlightens the in- school adolescents on how to manage their reproductive health issues, sexually transmitted infections (STIs), prevent teenage pregnancies and desist from the predicament of HIV and AIDS.  FLHE  is a process  by which  the in-school  adolescents  learn to develop,  improve understanding of life in the family and live a life full of physical, social, emotional and moral potentialities (Family Life Foundation Institute, 2006).

Bill (2005), Bowker (2006), and Adeogbelowi (2007) stated that FLHE have created an opportunity  for in-school adolescents  to know that HIV and AIDS exist,  the  need for abstinence  and  the  ability  to  make  the  right  decision  as  a  result  of  access  to  correct information and personal skills in school.  They confirmed that through the implementation of FLHE curriculum in secondary schools a large number of the adolescents will be reached with the knowledge of   STls and HIV and AIDS.   Similarly, Shofoyeke (2007) posited that FLHE is designed  to address the captive  audience,  both in primary and junior secondary schools,  who  are  considered  as  the  window  hope  of  the  society,  but  since  the  FLHE curriculum has not been implemented in primary schools, the junior secondary school will be the target. He  further contended  that it helps the adolescents  to develop  abilities such as negotiation,   assertiveness,   copying   with   peer   pressure,   compassion,   self-esteem   and tolerance.  This may be the reason Momodu (2007) stated that FHLE curriculum is not about sex but sexuality education which provides the ability to understand ones body from birth to death. FLHE means inculcating in the secondary school students the necessary information, formation  of  positive  attitude,  as  well  as  development  of  personal  skills  to  cope  with

biological, psychological and moral aspects of human living to grow as healthy adults.  This will be achievable through the provision of those needs that will make FLHE  curriculum implementation feasible.

Need is the gap between the available resources for teaching and learning and  the actual resources to achieve the goals of teaching and learning (Farrel, 2010). He stated that it is something that is important for teaching and learning to take place. A need is a minimal condition in a situation or environment to reach an ideal situation (Jean, 2006).  According to him, it is expressed as the capacity to reach a condition or to perform a task according to a required  minimal  level  of  satisfaction.    He  further  explained  that  need  arises  from  the presence of a gap between the fulfillment of this  need and the situation experienced  by a person.   This gap  is called  the situation  of  need.   Smith (2006)  opined  that in a school environment the situation of need experienced by a student expresses itself as an inability, a great difficulty or great restriction in performing a given task. He stated that a person in a situation  of  need   experiences   insecurity,   marginality  and  also  situation  of  handicap. According to him also, the reaching of this minimal level creates an avenue for the student to perform  the task according to an acceptable minimal level.   Here, need is the gap in the availability   of teaching  and  learning  resources  for FLHE  curriculum  implementation  in secondary schools. These resources could be the teaching resources such as the  teachers, textbook and conducive environment.

Olaitan (1998) opined that teaching involves the presence of the teacher who needs to be knowledgeable in the curriculum content to implement the curriculum.   Teaching needs are those things that makes teaching feasible for the teacher (Onwumelue, 1999). He included competency  of the  teacher,  availability  of  educational  materials  for  teaching,  conducive environment   and  methods   of  teaching,   depending   on  the   curriculum   content   to  be implemented.  For the implementation of FLHE curriculum in secondary school, there should be  available  instructional  materials,  trained  FLHE  teachers  to  discuss  sex related  issues, utilization of FLHE time table in school and  facilities (Adebiyi, 2007).   He suggested that teachers be re-trained and also create a conducive learning environment to aid teaching of the life  skill  topics  in  FLHE  curriculum  content  to  enable  the  future  adults  cope  with  the challenges of sexual life and HIV infection.

Conducive  learning environment refers to the physical and spatial environment  for teaching  (Okeke,1990).He  stated  that  inadequate  facilities  limit  the  amount  of  work  by teachers in the implementation of any curriculum or programme. He further pointed  out that the major impediments of teaching is lack of adequate facilities. According to him also, if the

infra-structures are not available, a large number of children will be squeezed in a classroom and is quite unhealthy for teaching even as a teacher is competent.

To be competent means the individual has acquired the knowledge, skills,  attitudes and judgement which he requires in order to perform successfully at specified level in a given work  (Olaitan,2003).  For  any  educational  programme  to  be  successful,  there  must  be qualified  teachers  who  are  competent  and  skilled  in  the  use  of  pedagogy  effectively (Katampe,2005). Hornby (2006) defined competency as being able to do something well. He posited  that  to  be  competent  means  having  the  necessary  ability,  authority,  skill  and knowledge  in  performing  a  task.  Similary,  Oranu  (2002)  also  stated  that  a  teacher’s competency should reflect the  professional, subject matter, knowledge  acquisition and the general  and  personal   characteristics.   He  revealed   that  in  a  situation  whereby  these competencies  are  not  properly developed,  then  the outcome  could  lead  to poor teaching performance.

Global Health Awareness  and Research Foundation (2002) stated the need for  re- training of teachers to enable them discuss sex related issues in FLHE curriculum  content. Training means teaching a person or animal to perform a particular job or  skill well by a regular  instruction  or practice  (Hornby,  1995).  Mason  (1995)  posited  that  education  and training should inspire and equip teachers with knowledge and skills to make a curriculum exciting to encourage students to establish behaviours about  humanity.  He contended  that training for FLHE should include exercises that address teachers self awareness about their own sexuality. Teachers who are asked to teach FLHE should receive training on sexuality and accurate information to effectively address the issues in the FLHE curriculum content (Ronnie, 1996). He confirmed that training teachers in the use of health curricula improves their effective implementation of the programme or curriculum. Lindahl (1996) opined that a trained FLHE teacher  needs to feel comfortable talking about sexuality and using the right terms  of  words  as  regards  sex  education.  He  stated  that  the  trained  teacher  should  use methods of teaching that cause him to command trust, give respect to   young people who must have faith in the individual and feel comfortable asking questions and discussing issues on sexuality.

Method is a formal structure of sequence of acts commonly denoted by instruction (Pollock  & Oberteuffer,  1974).They  explained  that the term covers both  the strategy and tactics of teaching and involves the choice of what to be taught. Opara (1993) stressed that the teacher needs to use at the secondary school level methods  that allow students to get involved, play initiative, examine facts and events and take decision. He further stated that

the content of the curriculum shows that some methods are preferable for some topics.  A teaching method is a systematic  procedure employed  by teachers  in their attempt  to  help learning  take  place  (Offorma,  1994).  She  opined  that  teaching  methods  when  properly selected and used bring life and meaning to the context of the curriculum and helps learners to move toward desirable goals. Teaching needs are those instructional materials that when available make teaching easier and help the teacher to  achieve the aim toward  a learning outcome.

Okorie (1992) posited that the provision of instructional materials like teaching aids is one area where education in Nigeria has generally lagged behind. He further stated that lack of teaching  and  learning  aids  hampers  students’  achievement,  especially in psychomotor domain. Dashen (2001) contended that as the school enrolment increases, there is need to increase the aids to motivate the teachers and  learners for full participation in playing their role for implementation. The success or failure of any educational curriculum depends largely on the role played by the teacher and his experience (Obasi, 1986).

Experience is the process of gaining knowledge or skill over a period of time through seeing and doing things rather than through studying (Hornby, 1995). Ohalu (2004) specified that  experienced  teachers  of  a  subject  are  those  who  have  been  teaching  the  subject consecutively for about four years and above, while the less experienced teachers are those who haven been teaching the subject for less than four years. He stated that less experienced teachers  are  likely to  achieve  less  teaching  especially  as  they are  not  familiar  with  the curriculum content to be implemented. According to Ubani (1993), study the effectiveness of achieving curriculum objectives is dependent on the professional experience of the teacher. He stated that 70 per cent  success of the curriculum implementation  is determined  by the teacher’s experience who are the classroom implementers especially where there are available learning needs.

Learning needs involves all the materials that facilitate learning for the learner (Eze,

2000).He  described  learning  needs  as  the  instructional  materials  which  provide  direct interaction of learners with the realities of the objectives of the curriculum. According to him, these facilities also include conducive learning environment, library, learning materials such as textbooks, charts and projectors for learning purpose. Actionhealthinc (2008) posited that FLHE students’ handbook which is a Junior Secondary School supplementary text developed for use by students should be available  for learner’s use in school. Actionhealthinc further explained that it will help learners to learn about their bodies, physical and emotional changes

that  occur  during  adolescence.  Ugwuanyi  (2000)  asserted  that  the  use  of  appropriate textbooks in learning facilitates learning as it serves also as an instructional material.

Instructional materials are those materials that provide direct involvement of learners with the fact of the social and physical environment in learning (Okeke, 2001). He explained that instructional materials improve the quality of instructions and make  learning easy. He further stated that instructional materials in the form of visual aids like charts, posters and projectors make learning of factual information and skills easier than mere learning without such aids. Madu (2002) remarks that dull and unstimulating  environment with little or no provision of teaching and learning needs for the teaching and learning of FLHE in secondary school  brings  about  difficulty  in Family  Life  and  HIV  Education  Curriculum  (FLHEC) implementation. Teaching and learning needs are instructional materials such as curriculum, trained teachers, library, textbooks and conducive enviroment which provides interaction of teachers and learners with the realties of the objectives of a curriculum (Eze, 2000 & Olowu,

2002). They contended that when these needs are provided and managed properly it results to effective  implementation  of curriculum  content.  Onwumelue  (1990)  had  earlier  described teaching and learning needs as those opportunities that makes teaching and learning feasible for the teacher and the student. He also explained that no educational enterprise or curriculum implementation  can  succeed  without  adequate  provision  and  utilization  of  teaching  and learning  needs.  Adopting  the  definition  above,  teaching  and  learning  needs  are  those requirements and opportunities which should be provided and utilized for the implementation of FLHE curriculum in secondary Schools.

Curriculum implementation is the stage in a curriculum process when in the midst of learning  activities  teachers  and  learners  are  involved  and  aimed  at  promoting  learning (Akudolu, 1994).   She further described  it as the trying out stage of the  curriculum plan. Offorma (1994) defined curriculum implementation as the practical or instructional phase of the curriculum process whereby the teacher and learner come in contact with the curriculum. She posited that implementation is normally done in the classroom with the joint effort of the implementers  (teachers)  and  users  (learners)  of  the  curriculum.  Similarly,  University  of Zimbabwe (1995), and Ujaegesi (1995) viewed curriculum implementation as the translation or putting into practice  the planned  curriculum.  They explain that planning  a curriculum without implementation  is a  wasted  effort in any educational  setting  or programme.  The implementation of FLHE  curriculum is putting into practice the planned FLHE curriculum which was introduced into the Nigerian Junior Secondary School curriculum in 2002 (Global Health Awareness and Research Foundation, 2005). The report revealed that the curriculum

expressed   some   magnitude   of   problems   which   may   likely   hinder   the   successful implementation  of  the  curriculum.  The  report  further  stated  that  the  problems  could  be funding,   lack  of  professional   competent   teachers   to  handle   the  subject   matter   and unavailability  and  utilization  of  teaching  and  learning  aids.  According  to  GARF  (2005) FLHE curriculum  implementation  which started  in 2004  through career subjects  in some secondary  schools  in Nigeria  does  not  cover  the  expected  in depth  for  the  programme. According to the report, less coverage was  occasioned  by non-availability of instructional materials,  method of inclusion  (that is  integration)  and inadequate  teacher’s skills. FLHE topics being integrated across core subjects, taught by different teachers have not met with great success for its implementation (UNICEF, 2006). According to UNICEF report FLHE handled by non  trained teachers are less likely to cover the necessary topics, especially the more  sensitive  ones  on  sexuality  and  prevention  of  HIV.  The  report  further  suggested countries to move away from the integration approach and move toward the separate subject approaches. The report revealed that it will help in the effective  implementation of FLHE curriculum in schools for the adolescents who are the  target-population  on the curriculum

plan.

As the threat of reproductive  health hazards confronting the adolescents  in Nigeria becomes the focus of research, the problems associated with adolescent sexuality becomes readily apparent. As the adolescent mature, some feel confused about what they suppose to do in a variety of situations like making sense of evolving relationship with family and peers (National Action Committee on AIDS, 2006). Moreover according to NACA(2oo6), HIV and AIDS  is hitting adolescents  hard as  studies  in Africa show that 7 in every 10 new  HIV infections occur among those age 15-24 years. The population reference bureau (2000) noted that one third (36.5 million)  of Nigeria’s  total population of 123 million are adolescents between the ages of 10-24 years which is the age of  adolescence.

Adolescence  age is a period of numerous  changes  including,  physical,  biological, social and psychological (Samuel, 2006). He stated that it is a time when young people are learning a great deal about themselves  and adjusting to rapidly  changing bodies. NACA, (2006) opined that during early adolescence which coincides with the junior secondary school age,  many  adolescents  experience  new  uncertainties  about  their  bodies  and  how  they function.  The report  maintained  that  during  the  adolescence  period  the adolescents  need FLHE that will model and teach them positive self worth, skills to cope with the changes and make informed decision about their sexual health, including the adolescents in Obollo-Afor education zone.

Obollo-Afor  education  zone is one of the six education zones in Enugu  State.  Its inhabitants are mostly farmers, traders and civil servants, predominantly teachers in primary and secondary schools. The education zone comprises of three local government areas such as Udenu, Igbo-Eze-North and Igbo-Eze-South. The characteristics of the population of this education zone has made it imperative for the implementation of the FLHE curriculum in the education  zone  to  create  an opportunity  for  in-school  adolescents  to  be  informed  about sexuality and to make informed decision. The implementation of the FLHE curriculum will be achieved when the materials such as the teaching and learning materials are available and utilized in secondary schools. The study was ancored on two theories which are the operant or instumental conditioning theory and the cognitive field theory.

Statement of the Problem

Family  Life  and  HIV  education  (FLHE)  curriculum  was  designed  to   develop secondary school student’s abilities to cope with peer pressure and make informed decision about sexuality. These objectives can only be achieved with the provision and utilization of the teaching and learning needs necessary for its implementation. UNICEF (2002) identified some   of  these   teaching   and   learning   needs   that   will  make   the  FLHE   curriculum implementation  a  success  such  as:  trained  teachers,  quality  time  table,  teaching  aids, competent male and female teachers and use of appropriate methods. The FLHE curriculum implementation in Oyo  state showed that FLHE curriculum being structured as a life skill development curriculum will need conducive environment, FLHE trained teachers, methods of  teaching such as demonstration, field trip, story telling and use of teaching aids (Gbenga,2005).

Presently, in plateau state teachers have undergone special training that will help them teach FLHE topics in secondary schools (Sule, 2006) Lack of facilities, use of appropriate methods, teaching aids and trained teachers have made FLHE curriculum implementation a difficult task in secondary schools in some education zones in Abia State (Ogbu, 2008). Some secondary schools have well equipped libraries, teaching aids and textbooks for FLHE, while some lack competent  teachers  and others  have not  received  the FLHE  curriculum  in the

school.

FLHE  curriculum  has  not  been  implemented  in  so  many  secondary  schools  and education zones  in the country to date (Igubewehi,  2007). It might be as a result  of the unavailability  and utilization  of the teaching  and  learning  needs for FLHE  in  secondary school that has made implementation difficult in secondary school. Ogbu (2008) stated that

lack  of  provision  and  utilization  of  these  teaching  and  learning  needs,  can  make  the implementation  of any curriculum  or education  programme  not  be  achieved.  Hence,  the question  what  is obtainable  for  the  implementation  of FLHE  curriculum  in Obollo-Afor education zone? This education zone may not be different from other locations highlighted in the above assertions as having difficulties in FLHE curriculum  implementation.  Then, the task of the present study is to ascertain the teaching and learning needs for FLHE curriculum implementation in secondary schools in Obllo-Afor education zone of Enugu state.

Purpose of the Study

The purpose of the study was to find out the teaching and learning needs for Family Life and HIV education (FLHE) curriculum implementation in secondary schools in Obollo- Afor education zone of Enugu State. Specifically, the objectives of the study are to:

1.   ascertain the extent of utilization  of FLHE  trained  teachers  for FLHE  curriculum implementation in secondary schools in Obollo-Afor education zone;

2.   find  out the availability  of teaching aids for FLHE curriculum  implementation  in secondary schools in Obollo-Afor education zone;

3.   determine  teaching  methods  for  FLHE  curriculum  implementation  in  secondary

schools in Obollo-Afor education zone;

4.   determine the extent of utilization of the time table for FLHE in the implementation of

FLHE curriculum in secondary schools in Obollo-Afor education zone;

5.   investigate the availability of facilities for FLHE curriculum implementation in secondary schools in Obollo-Afor education zone;

6.   determine the availability of learning aids for FLHE curriculum implementation in schools in Obollo-Afor education zone;

7.   determine the methods students use in learning FLHE for FLHE curriculum implementation in secondary schools in Obollo-Afor education zone;

8.   find out the extent of utilization of FLHE time table for learning for implementation of FLHE curriculum in secodary school in Obollo-Afor education zone; and

9.   investigate the availability of facilities for learning FLHE in schools for

implementation of FLHE curriculum in secondary schools in Obollo-Afor education zone.

Research Questions

The following research questions were developed to guide the study.

1.   What is the level of utilization of FLHE trained teachers for FLHE curriculum implementation in secondary schools in Obollo-Afor education zone?

2.   What are the teaching aids available for FLHE curriculum implementation in secondary schools in Obollo-Afor education zone?

3.   What are the teaching methods for FLHE curriculum implementation in secondary in

Obollo-Afor education zone?

4.   to what extent is the FLHE time table utilized for FLHE curriculum implementation in Secondary schools in Obollo-Afor education zone?

5.   What are the facilities available for FLHE curriculum implementation in secondary schools in Obollo-Afor education zone?

6.   What are the learning aids are available for FLHE curriculum implementation in secondary schools in Obollo-Afor education?

7.   What are the methods used in learning FLHE  for FLHE curriculum implementation in secondary schools in Obollo-Afor education?

8.    What is the extent of utilization of FLHE time table for learning for FLHE

curriculum implementation in secondary schools in Obollo-Afor education?

9.   What are the facilities  available for learning FLHE for FLHE curriculum implementation in secondary schools in Obollo-Afor education?

Hypotheses

The following hypotheses were postulated to guide the study and were tested at .05 level of significance at the appropriate probability value

1.   There is no significant difference in the mean response scores of experienced and less experienced FLHE teachers on the implementation of FLHE curriculum in secondary schools in Obollo-Afor education zone.

2.   There is no significant difference in  the mean response scores of male and  female teacher  on the implementation of FLHE curriculum in Obollo-Afor education zone.

Significance of the Study

The present study ascertained the teaching and learning needs for family life and HIV education curriculum implementation in Secondary Schools in Obollo-Afor education zone of Enugu  State.  The  data  generated  will  be beneficial  to  officers  of  Post  Primary Schools

Management Board-PPSMB, health education teachers, school administrators, State Ministry of Education –SMOE, curriculum planners and the students.

The data generated from the availability of teaching aids showed the teaching  and learning aids available for FLHE curriculum implementation in secondary schools in Obollo- Afor education zone.The available teaching and learning aids include trained teachers, chalk, chalk-board,  posters,  magazines  and  pamphlets.  This  will  help  the  curriculum  planners, PPSMB  members,health  education  and FLHE  teachers,  as the  curriculum   planners  may revisit the curriculum to create an avenue for the provision of the necessary teaching and learning  aids for the implementation. The findings will also help the PPSMB to seek for a well equipped  resource  material  centre  in the  education  zone from  the state  ministry of education.   The FLHE teachers will benefit from the resource center for their teaching aids for easy teaching and learning of the contents of the FLHE curriculum.

The study investigated the extent of utilization of FLHE trained teachers for  FLHE curriculum  implementation  in  Secondary  Schools  in  Obollo-Afor  education  zone.  The findings showed that teachers engaged in re-training,participate in FLHE workshop and also engaged in seminar to teach FLHE in school.  The findings will  be beneficial to SMOE and FLHE teachers. The findings will help the State Ministry of Education to know how qualified the teachers of FLHE are to handle the topics of FLHE curriculum especially the sensitive topics  of the  curriculum  and  how  also  how  to  re-train  more  teachers  for  FLHE  in the education  zone.The  training   exposed  the  training received  by FLHE  teachers.  This will provide them with the opportunity to recieve more training that will qualify them to teach the topics of the curriculum and even to know their own seuality.

Data   was   generated   on   the   teaching   methods   used   for   FLHE   curriculum

implementation  in Obollo-Afor  education zone. The findings showed that methods mostly used  in  teaching  and  learning  of  FLHE  include:  demonstration.storey-telling,lectureand discussion.  This data will help curriculum  planners  and the State Ministry of Education- SMOE,  FLHE teachers  and students.    The curriculum planners and SMOE will have the opportunity to review the  curriculum  and make provision for the use of some methods of teaching  more  often  than  others.    The  teachers  as the  classroom  implementers  will use different methods that will be appropriate to achieve the objectives of the curriculum.   The students will benefit from the more practical methods used to be able to develop skills and make informed decisions about their sexuality.

The study ascertained  the extent  of availability  of facilities  for FLHE  curriculum implementation in Secondary Schools in Obollo-Afor education zone.  This showed that the

facilities available for the FLHE curriculum implementation include: conducive classroom, FLHE section in the school library and drama halls.   It’s findings will be beneficial to the School Management Board (SMB), the health education teachers and also the students.  The SMB will  have the  knowledge  of the  available  facilities  and  will help  in providing  the necessary facilities needed in schools through the SMOE of the state.The health education teachers and students will make use of these facilities to make teaching and learning of FLHE possible and easy for them in school.

From the study, data was generated on the extent of utilization of FLHE time table for

FLHE curriculum implementation in Secondary Schools in Obollo-Afor education zone.

The findings here showed how often the time allocated for FLHE in the school time table are utilized. It showed that teachers teach FLHE at their own convienent time, use the FLHE time table as it is in the school time table, students miss FLHE class because the teacher did not come to class.The findings will help the school administrators  and the  teachers. From the findings the school administrator will have the knowledge of how the FLHE curriculum is being covered in a term and creat an avenue for more time for FLHE and for improvement in the use of the FLHE time table. This will help FLHE  teachers  to make  use of the time allocated for FLHE and cover the scheme of work at the appropriate time.

The operant conditioning and the cognitive field theory used in the study showed how availability will determine utilization of resources. When the teaching and learning needs are provided,  the  teachers  and  learners  will  utilize  them  for  the  implementation  of  FLHE curriculum in secondary school.

Scope of the Study

The study was delimited to the three local government areas in Obollo-Afor education zone  which  are,  Udenu,  Igbo-Eze-South  and  Igbo-Eze-North  LGAs  in  Enugu  State.  It involved  all  the  State  owned    junior  secondary  schools  under  the  management  of Post Primary  Schools  Management  Board  (PPSMB)  in  Obollo-Afor  education  zone.  These schools was used because they operate under one governing and management board which makes them uniform. Private schools was not used for the study because they don’t operate under  uniform  management  board.  The  schools  for  the  study  include  boys,  girls  and community(mixed) secondary schools and all the FLHE teachers in the education zone.

The study also was delimited to the teaching and learning needs for FLHE curriculum implementation  in secondary  schools  in Obollo-Afor  education  zone.  Such teaching  and learning needs were level of utilization of FLHE trained teachers, availability of teaching and learning aids, methods of teaching and learning, extent of utilization of FLHE time table,  and
availability  of  facilities  for  FLHE  curriculum  implementation.  Factors  that  are  likely  to impinge on the study like teaching experience and gender was examined. The cognitive field theory and operant conditioning theory are the theories the study was anchored on and they were examined.

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