FACULTY OF EDUCATION

EDU701
EDUCATION AND HUMAN DEVELOPMENT

TERM PAPER

GROUP
EDU7701A1

PREPARED BY
SYAZA BINTI KAMARUDIN (2015419618)

PREPARED FOR
DR. NABILAH ABDULLAH

ISSUES AND BARRIERS ON SEXUALITY EDUCATION IN MALAYSIAS EDUCATION

SYSTEM

Sexuality education was introduced in schools by Ministry of Education as an initiative to

overcome any misbehavior of sexual activities among Malaysian teenagers. There are a few
studies conducted on this area, and the results emerged that sexuality education does not
encourage sexual activities, but rather encourages abstinence and provide adolescents with
knowledge and skills related to reliable sexual behavior. In Malaysia, Sexuality Education is not
introduced as a sole main subject, but rather it was incorporated in Health Education as one of
the components in the syllabus. Health Education is taught in primary and secondary school at
the early level of Standard 1. The term used for Sexuality Education is PEERS (Pendidikan
Kesihatan Reproduktif dan Sosial). According to the Education Ministry, elements of sex
education have been a part of Reproductive and Social Health Education (PEERS) in secondary
schools since 1989 and primary schools since 1994. Although the Social and Reproductive
Health Education (PEERS) is not taught as a subject but their content encompasses of 75% in
Health Education (Ministry of Education, 2012).
Sexuality Education in Malaysia is not a new phenomenon in Malaysia Education
system. It has been approved, disapproved, debated, and agreed on since 1989. The road so
far for Sexuality education can be listed from 1991 in which the use of films and videotapes
depicting sexual scenes for educational purposes were disagreed by The National Union of
Teaching Profession. Then, in 1992, MOE changed the term sex education to family health
education as the latter term can be quite controversial to the public and it would only be taught
to secondary school students. Two years later, the term changed again to family life education
and to be taught to Form two until Form 5 students beginning the 1995/96 school terms. In

1998, proposal to include sex education in school syllabus had been perceived negatively by
the parents and society, according to Federation of Family Association. In December 2006,
sexuality education was given the green light to be introduced in school syllabus for all level.
Allocation of RM20 million were given to provide training, campaigns and promotional materials
for sex education, according to Former Minister of Education, Datuk Seri Hishamuddin Hussein.
Early year of 2008, it is said National Service Training Programmer would be introduced to sex
education and the danger of HIV and AIDS starting October 2008. Unfortunately by the end of
2008, the programme to include sex education failed to take off due to poor feedback from
various departments.

In 2014, a teen pregnancy prevention module is introduced to 8000

students in 47 schools nationwide. The module is called Modul Pekerti designed by National
Population and Family Development Board (LPPKN).
Information stated above were the background of Sexuality Education in Malaysia. From
above statements, it can be concluded that Malaysias education system do implement sexuality
education in the syllabus. It was merged into Health Education subject, Science, Biology and
also Islamic education. in structuring a sexuality education program it is very important to cover
all of these elements: information the negative effects of HIV, AIDS, STD, STI, intercourse,
reproduction, birth control, and highly-risk sexual behavior (Johari Talib et al, 2011). Students
do get exposed to information regarding the physical development of child into adolescent,
reproductive system, sexually transmitted diseases, dealing or judging sexual advances from
the opposite sex, pregnancy and childbirth, sexual intercourse, pregnancy control and
contraceptive, illicit sex and also sexual orientation. However, according to a study done by
Johari Talib et al (2011), it was found that around 85% (323) of the respondents had received
sex-related education, although the education they received were the one that is limited, taught
with exam-based textbooks, lacking in clarity, vague and simply failing to serve as a source of
guidance for the students. The sex education that the students received were actually only

teachings of a few topics relating to the reproduction systems development, the fertilization
process and the relationship between men and women plus sex from an Islamic viewpoint.
Sexuality education in Malaysia lacks in its implementation. According to Zahra Fazli Khalaf et
al (2014), Social and Reproductive Health Education or PEERS can be considered as a major
step to implementation of a national sexuality education but the future of sexuality education is
still vague as there are many contradicting statements given by policy makers regarding this
issue. Based on what have been stated, it is clear that the development of sexuality education in
Malaysia is still inadequate and underdeveloped. So, what are the issues and barriers that
hinder the development of sexuality education in Malaysia education system?? Sexuality
education has not been changing since its vast implementation in 2006.
Acceptability of the public in Malaysia is one of the barriers to national sexuality
education. Malaysia is a multicultural country with three main ethnic groups; Malay, Chinese
and Indian. The ethnic groups come in different religions, cultures and socioeconomic
backgrounds which contribute to disunity of agreements in accepting sexuality education into
schools. Different ethnics have their own point of view regarding this subject. In an interview
done for an unpublished case study in 2015, a panel member for Penggubalan Dokumen
Standard Kurikulum Pentaksiran(DKSP) Pendidikan Kesihatan Tahun 1-6, Madam Suzilianti,
stated that sexuality subject is a sensitive subject for the Indian community as it is a taboo
subject and it is embarrassing for the community. Some are more conventional and some are
liberal on discussing this subject. Urban areas tend to be more open in accepting sexuality
education incorporated into health education in school, while rural areas such as in the East
Coast in Malaysia (Terengganu, Kelantan, Kedah etc) tend to be more conservative about it.
According to Suzilianti, there are still teachers who are reluctant to teach sexuality especially in
the east coast of Kedah, Terengganu and Kelantan. According to the Islamic family law in
Malaysia, sexual and reproductive health issues such as marriage, sexual behaviors, abortion,

family planning, were given the authority to be spoken on by Ulama (religious scholars). While
each state has its own religious council, interpretation and implementation of Islamic laws differ
from state to state, thus creating a barrier to efforts by the federal government to standardize a
national policy on a sensitive issue such as sexuality education.
Another issue arises in developing sexuality education in education system is the lack of
involvement by the community. Parents take lightly on explaining sexual development to their
children who are experiencing it, when they actually play an important role in educating their
children on sexuality education. Parents tend to disregard their childrens need in understanding
and comprehending the importance of sexuality education. They have this image that sexuality
education would contribute to their childrens sexual and indecent activities, when sexuality is
more than sexual act itself. Sexuality education comprises of topics of knowing your body, how
to properly take care of your body, what to do in a situation of sexual advances, puberty,
explanation on sexual transmitted diseases; wide range of topics that children and teenagers
should know about. Parents have difficulty in discussing this with their children as it is a taboo
subject to majority of them. In the parents perspectives, they do not need to know about their
childrens sexual needs and they do not need to discuss it with their children. This mentality of
parents adds to the lack of development of sexuality education in Malaysia. Parents are not
willing to cooperate with policy makers in improving or enhancing sexuality education for th
better. Malaysian parents lack an awareness of their childrens sexual behaviors and do not
consider them as sexual beings and, therefore, do not share effective cooperation with policy
makers in sexuality education program (Fazli Khalaf et al, 2014).
Teachers approach in educating their students sexuality education can also be an issue
in the development of this subject. In order for the teachers to successfully deliver information or
knowledge to the students, they need to be comfortable and assertive when teaching this
particular subject. Sexuality subject is not an easy subject to teach as the teacher needs to have

adequate knowledge and also appropriate approach. According to HPECT (2007), the quality of
student learning about puberty and sexuality is directly dependent on teachers identification of
student needs, on teacher competence, and on the support of the school community. The
problem arises concerning the teachers unwillingness or reluctance in teaching this alleged
taboo subject to the students. Untrained teacher will have difficult time in educating students on
certain topics under sexuality education. Teaching sexuality education has different pedagogy
aspect than teaching Mathematics, for example. Teachers have to deliver information with full of
confidence as the delivery plays a main role in determining the success of this respective
module. As stated by Fazli Khalaf et al (2014), due to old-fashioned style of teacher-student
relationship in Malaysian schools, school teachers teaching sexuality education may adjust
precise information regarding sexuality education. Teachers are able to explain on the scientific
part of sexuality education, such as reproductive system, contraceptive, puberty and so on. But
trained and professional teachers are able to explain more than what is on the surface of
sexuality education.
The main point for this whole paper is to see the issues and barriers regarding sexuality
education in Malaysias education system. The issue emanates from the flaccid acceptance of
public, lack of involvement from the parents and community and also teachers reluctance and
unwillingness in teaching sexuality education. The lack of acceptance in sexuality education in
school syllabus can be resolved by incorporate sexuality education more in religious and moral
subject. Rather than blankly avoiding sexuality education, students should also be able to learn
sexuality education simultaneously with religious education. By doing that, children are exposed
to a better understanding on sexuality education in regards to their religion as well. other than
that, the public, especially the parents need to change their perception and attitudes toward
Reproductive Health and Social Education. Parents need to open their minds and accepts
sexual health education as an important knowledge to be acquired by their children as

numerous study shows that sexuality education brings a positive impact on children and
teenagers social activities. They become more aware of many dangerous and inappropriate
acts and advances towards them, and also improve their moral and social skills. In term of
teaching approach, teachers should undergo training programme in providing them with new
knowledge in sexuality education and also train them on how to adapt to students need during
teaching and learning. Teacher should be taught how to be confident and diminish any feelings
of embarrassment or unwillingness in teaching this particular subject.

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