VALUES UNDERPINNING SEX EDUCATION FROM AN
ISLAMIC PERSPECTIVE: IMPLICATION ON THE SEX
EDUCATION IN MALAYSIAN CURRICULUM
BY
MUHAMAD ZAHIRI AWANG MAT
A DISSERTATION SLBMITITD IN PARTIAL FULFILLMENT
OF THE REQUIREMENT FOR THE DEGREE OF DOCTOR OF
PHILOSOPHY IN EDUCATION
INSTITUTE OF EDUCATION
INTERNATIONAL ISLAMIC UNIVERSITY
MALAYSIA
JULY 2005
ABSTRACT
The need for the implementation of an Islamic value-based sex education curriculum in
schools has become a major concern among educators in Malaysia. Thus, this study
examines values underpinning sex education from an Islamic perspective and its
implications for the sex education curriculum in Malaysian schools. It discusses the
concept of holistic education as the framework of the study and the status of the sex
education curriculum in this framework. The development and practice of sex education in
Malaysia is examined. The study examines the concept of values from an Islamic
perspective. Its argumentations show that values for inculcation in the sex education
curriculum could be derived from the five essentials (al-daruriyyal al-khamsah) of the
Islamic law. The study also examines and analyses the values underpinning the Malaysian
sex education curriculum. The major purpose of the study is to construct an Islamic value-
based model for sex education curriculum (IVBSEC) which is also used to examine values
underpinning the Malaysian sex education curriculum. The study ends with a discussion on
the implications of the study on the Malaysian curriculum. The study employed
philosophical, analytical and historical methods, curriculum criticism and text analysis. It
employed the quantitative method for analyzing frequencies and percentages of topics
related to sex education from the textbooks used in Malaysian secondary schools. The
study was able to demonstrate conceptually that values in the sex education curriculum
should be seen from the holistic approach and ought to be based on religious foundations.
The study was able to show that IVBSEC could be drawn from the five essentials (al-
darihiyyat al-khamsuh) of Islamic law which are: the preservation of religion, self.
intellect, progeny and property. It was found that the Malaysian sex education curriculum
lacked certain religious sub-values. The least highlighted of the sub-values was that derived
from the preservation of religion, namely the greatness of the Creator and integration with
revealed knowledge, and the sub-value derived from the preservation of property, that is.
amanah or trustworthiness. The study suggests the religious foundation must be given
priority in designing the sex education curriculum. The IVBSEC, as proposed by the
researcher, could be considered as an alternative approach to the existing value-based sex
education curriculum in Malavsia.
ii
iii
APPROVAL PAGE
The dissertation of Muhamad Zahiri Awang Mat has been examined and approved by the
following:
Rosnani Hashim
Supervisor
Hasan Langgulung
Supervisory Committee Member
Nik Ahmad Hisham Ismail
Supervisory Committee Member
Zaleha Izhab
Internal Examiner
Abdul Rahman Md. Arof
External Examiner
Ishaq Ahmad Farhan
External Examiner
Ibrahim M. Zein
Chairman
IV
DECLARATION
1 hereby declare that this dissertation is the result of my own investigations, except where
otherwise stated. I also declare that it has not been previously or concurrently submitted as
a whole for any other degrees at IIUM or other institutions.
Name : Muhamad Zahiri Awang Mat
Signature:
v
International Islamic University Malaysia
Declaration of copyright and affirmation of fair use of
unpublished research
Copyright @ 2005 by Muhamad Zahiri Awang Mat. All rights reserved.
VALUES UNDERPINNING SEX EDUCATION FROM AN ISLAMIC
PERSPECTIVE: IMPLICATION ON SEX EDUCATION
CURRICULUM IN MALAYSIA
No part of this unpublished research may be reproduced, stored in a retrieval system, or
transmitted, in any form or by any means, electronic, mechanical, photocopying.
recording or otherwise without prior written permission of the copyright holder except as
provided below.
1. Any material contained in or derived from this unpublished research ma\ only be
used by others in their writing with due acknowledgement.
2. IIUM or its library will have the right to make and transmit copies (print or
electronic) for institutional and academic purposes.
3. The IIUM library will have the right to make, store in a retrieval system and
supply copies of this unpublished research if requested by other universities and
research libraries.
Affirmed by Muhamad Zahiri Awang Mat
VI
This research is dedicated to my soul mate, Dr. Siti Zubaidah Ismail, for her sacrifice,
endeavour, ideas, wisdom and this marvellous life.
vii
ACKNOWLEDGEMENT
Praise be to Allah, Lord of the Universe, for His blessing of good health, strength and
opportunity that has enabled me to complete this study.
I would like to express my greatest appreciation and deepest gratitude to my major
supervisor, Professor Dr. Rosnani Hashim who has motivated and inspired me as an
academician. I have benefited a lot from her supervision and would like to thank her for her
patience. My appreciation also goes to Professor Dr. Hassan Langgulung and Dr. Nik
Ahmad Hisham Ismail, members of the supervisory committee who always helped me with
their wise suggestions. From the committee, I have benefited a lot and they have
contributed greatly towards my intellectual aspirations and academic development.
I would like to thank the academic and administrative staff of the Institute of Education,
International Islamic University Malaysia for their help and support. A special vote of
thanks goes to the International Islamic University Malaysia and the Department of Public
Services. Government of Malaysia for sponsoring my study. Also to Wan Baharudin Jusoh
from Sekolah Integrasi Sg. Pusu. Bahrin from the Physical and Health Education Unit,
Curriculum Development Centre of the Ministry of Education, and Zuhir and Roslan from
JAPIM for their assistance in getting the information I needed. Many thanks also to my
study groups and colleagues for their support and help.
Lastly. I would like to express my utmost gratitude to my parents Hj. Awang Mat Hj.
Yunus and Hajjah Jawahir Noh for their constant motivation and support throughout my
study. Many thanks to Harith, Nadia, Nabil and Haziq for their patience and understanding
regarding their father's circumstances.
Finally, peace and blessings be upon Allah's Noble messenger Muhammad, and praise be
to Him. AM1N.
viii
CONTENTS
Abstract in English ii
Abstract in Arabic iii
Approval Page iv
Declaration Page v
Copyright Page vi
Dedication vii
Acknowledgement vi i i
List of Tables xii
List of Figures xiv
Transliteration Tables xv
CHAPTER ONE: INTRODUCTION 1
Sex Education in Malaysia 3
Statement of the Problem 14
Purpose of the Study 17
Research Questions 18
Significance of the Stud) 19
Previous Stud ies 21
Methodology 31
Organisation of the Study 34
CHAPTER I WO: SEX EDUCATION IN A HOLISTIC CURRICULUM 36
Introduction 36
The Concept of Education in Islam 37
First. The Nature of Man 37
Man: Body. Spirit and Mind 39
Man and b'ip-ah 42
Second: Man's Relationships with His Fellow Man. God and the
Universe 46
Third: The Nature of Knowledge 51
Philosophy. Aims and Objectives of Education 57
The Definition of I lolistic Education 63
Holistic Education in Islam 67
Characteristics of Holistic Education in Islam 69
Taw hid as a Foundation 70
Developing the Ideal Man 71
The Triangular Relationship as a Basis 72
Emphasis on the Best Means 75
Harmony Among All Four Characteristics 75
Characteristics of a Holistic Curriculum in Islam 77
Objective of a Holistic Curriculum 78
Content of a Holistic Curriculum 80
Teaching, Learning and Evaluation of a Holistic Curriculum 80
IX
The Definition and Status of Sex Education 81
Sex Education from an Islamic Perspective 84
The Status of Sex Education in a Holistic Curriculum from an Islamic
Perspective 89
CHAPTER THREE: THE CONSTRUCTION OF AN ISLAMIC VALUE-BASED
SEX EDUCATION CURRICULUM 96
Introduction 96
The Definition of Values 96
The Importance of the Inculcation of Values in Sex Education 100
Values Underpinning Sex Education from an Islamic Perspective 102
Sources and Categories of Values in Islam 106
Sources of Values in Islam 106
Categories of Values in Islam 113
Al-Daruiiyyal Al-Klvims: The Five Essentials in Islam 116
The Five Essentials (A!- Daruriyyat Al-Khams) and Sex Education 120
The Preservation of Religion (Hif: cil-Dinl 120
The Preservation of Self and Integrity (Hif: al-Nafs wa al-cIrd) i 21
The Preservation of Intellect (Hifz al-cAqI) 123
The Preservation of Progeny (Hif: al-Nasl) 124
The Preservation of Property (Hif: al-Mal) .. 125
An Islamic Value-Based Sex Education Curriculum (IVBSEC) 126
Values Derived from the Preservation of Religion 127
Values Derived from the Preservation of Self 133
Values Derived from the Preservation of the Intellect 139
Values Derived from the Preservation of Progeny 145
Values Derived from the Preservation of Property 149
CHAPTER FOUR: AN ANAI VSIS OF VALUES UNDERPINNING SEX
EDUCATION IN MALAYSIAN CURRICULUM 154
Introduction 154
Part One: Analysis of Aims. Objectives and Content of the Malaysian Sex
Education Curriculum 155
Analysis of Aims and Objectives of the Malaysian Sex Education
Curriculum 155
Analysis of the Content of the Malaysian Sex Education
Curriculum 158
Part Two: Analysis of Textbooks 161
Design and Method of Analysis 161
Results of Analysis of Textbooks 163
Values Derived from the Preservation of Religion 163
Values Derived from the Preservation of the Self 167
Values Derived from the Preservation of the Intellect 170
Values Derived from the Preservation of Progeny 173
Values Derived from the Preservation of Property 176
Discussion 179
x
CHAPTER FIVE: IMPLICATIONS, RECOMMENDATIONS, SUMMARY AND
CONCLUSION OF THE STUDY 190
Introduction 190
Implication of the Studs 190
Values-based Sex Education Curriculum 190
Aims and Objectives of Sex Education 196
Content of a Sex Education Curriculum 202
Recommendations of the Stud} 204
Summary of the Study 210
Conclusion of the Study 212
BIBLIOGRAPHY 216
APPENDICES 230
Appendix I: Preference of Values on Family. Sexuality and Reproduction in
some Qur'anic verses 231
Appendix II: Topics in Textbooks and Levels of Study 234
Appendix III: Coding System for the Five Dimension of Values and Sub-
Values which were classified and developed by the
researcher 237
Appendix IV: Key Concept and Topics in the Guidelines for Comprehensive
Sexualitv Education Programme in the United States of
America 238
XI
LIST OF TABLES
Table No. Page No.
1.1 Distribution of subject according to the level of study and status 5
of subject
1.2 Major themes related to physical, social, gender, STD and 8
HIV/AIDS aspects.
4.1 Distribution of the subjects, topics and level of study for sex 158
education
4.2 List of textbooks selected and analysed 162
4.3 Frequency distribution of sub-values for preservation of religion 164
in textbooks by topics
4.4 Proportion of total occurrence of each sub-value for the 166
preservation of religion
4.5 Frequency distribution of sub-values for preservation of self in 168
textbooks b\ topics
4.d Proportion of total occurrence of each sub-\alue for the 170
preservation of self
4.7 Frequencv distribution of sub-values for preser\ation of intellect 172
in textbooks by topics
4.8 Proportion of total occurrence of each sub-value for the 173
preservation of the intellect
4.9 lrequency distribution of the sub-\alues for preservation of 174
progeny in textbooks by topics
4.10 Proportion of total occurrence of each sub-value for the 176
preservation of progeny
4.1 1 Frequency distribution of sub-vallues for the preservation of 177
intellect in textbooks by topics
4.12 Proportion of total occurrence of each sub-value for the 178
preservation of property
xi i
LIST OF TABLES-continued
4.13 Occurrence of the five essentials and its sub-values in topics for 180
all textbooks
4.14 Overall distribution of the five dimension of values rooted from 185
the five essentials
5.1 The dimension of values and sub-values derived from the five 196
essentials of Islamic law
5.2 Dimension of values and sub-values for IVBSEC and. suggested 207-209
topics for sex education curriculum in schools
XIII
LIST OF FIGURES
Figure No. Page No.
2.1 Triangular relationship between man and others in holistic 74
education
3.1 The status of the five essentials (ul-darib-iyyat al-khams) of Islamic 118
law
3.2 Islamic values for sex education curriculum derived from the 133
preservation of religion
3.3 Islamic values for sex education curriculum derived from the 139
preservation of one's self
3.4 Islamic values for sex education curriculum derived from the 144
preservation of the intellect
3.5 Islamic values for sex education curriculum derived from the 149
preservation of progeny
3.6 Islamic values for sex education curriculum derived from the 153
preservation of propertv
5.1 Tuwhid AS the foundation of Islamic value-based sex education in a 201
holistic curriculum
xiv
TRANSLITERATION TABLE
1. CONSONANTS:
2. VOWELS:
Long
Shorts
Doubled
Diphthongs
XV
CHAPTER ONE
INTRODUCTION
The importance of implementing the sex education curriculum in schools has been
drawing growing attention. Educators and policy makers whether in western countries
like England, Sweden and the United States or in Muslim countries such as Egypt,
Turkey and Malaysia are still discussing issues pertaining to sex education.
Questions such as the appropriate age for introducing sex education, whether it should
be taught in single sex classes, the rights of parents to withdraw their children from
sex education classes, the methodologies to be used, the moral framework underlying
sex education, students" psychological needs, the role of age, gender, students" social
and economic background in understanding sexuality, who should teach sex
education, the training which teachers of sex education should receive and where
within the school curriculum it should be taught are all being debated.
In the West, the debate over the need to implement sex education in schools has
been discussed for a long time. The widespread occurrence of sexually transmitted
diseases and moral decline related to sex among teenagers are the major factors that
have made sex education inevitable in the West. For example, in England it was
See Norman Rea, Sex Education in Britain, in: Nazer, I., R.edit. in Sex Education in Schools:
Proceeding of an Expert Meeting IPPF Middle East & North Africa Region, (Hertfordshire:
Typographic Press Limited, 1977) 30. In England, some researchers and organizations outlined the
guideline for sex education, see for example Michael J. Reiss, The Representation of Human Sexuality
in Some Science Textbooks for 14-16 years olds, Research in Science and Technological Education,
16(2) (1998): 137-142; C. Ray and D. Went, eds. Good Practice in Sex Education: A Sourcebook for
reported in 1992 that 79 percent of teenagers had had sexual intercourse, 64 percent
had engaged in mutual masturbation and 49 percent had engaged in oral sex.2 In the
United States, teenagers' pregnancy rates are much higher than in many other
developed countries, twice as high as in England, Wales or Canada, and nine times as
high as in the Netherlands or Japan. In 1995, 6.9 percent of the students in the United
States reported that they had been pregnant or made someone pregnant, and the birth
rate for teenagers between 15 to 17 years old was more than five hundred in every
1.000 teenagers (56.8 %). All these problems have raised serious concerns in the
West and made sex education an evitable requirement for school.
In Muslim countries, the implementation of a sex education curriculum in schools
is still considered a sensitive issue. Some Muslim countries like Egypt, Turkey and
Malaysia are still at the preliminary stage in discussing issues on sexuality and its
implementation as a school subject. There is a general feeling that more research
should be conducted to get more information related to the development and
implementation of sex education in Muslim countries. Several issues concerning the
implementation of sex education in schools have arisen. For example, in Egypt,
discussing sexuality in public is considered a taboo. In schools, issues on sexuality
are not discussed openly with students. Issues like the appropriate age at which
students should be taught, students' psychological, physical, social and economic
needs and background, and the way to make the educational system promote caring,
Schools (London: National Children's Bureau, 1995); D. Massey, School Sex Education: Why? What?
and How? (London: Family Planning Association Education Unit, 1988).
L. Measor, C. Tiffin and K. Miller. Young People's Views on Sex Education: Education, Attitudes
and Behaviour (London and New York: Routledge Falmer, 2000), 3-4.
3
See Siecus Report, vol. 26, 3, Jun/ July 1998.
2
responsible and respectful relations between males and females are still debated. In
Turkey, there has not been any extensive nationwide study to show the development
of sexual and reproductive health among teenagers in the past, even though the issue
of students' sexual health was first discussed in 1951, during the 12th National
Medical Congress. Until now, there has been no single subject known as sex
education in the Turkish educational system. Similar to Egypt, some sexual and
reproductive issues are covered by some subjects such as Science, Biology and other
social science subjects.
Sex Education in Malaysia
In Malaysia, sex education is also still considered to be at the preliminary stage
and issues such as its planning and implementation are still open for public discussion.
Educators, policy makers and the general public are still discussing issues surrounding
sex education.
In terms of the development of sex education in Malaysia, the researcher was
unable to find any information or research done on the historical development of sex
education in Malaysia in the past. At the same time, there have been no nationwide or
substantial studies conducted to examine the importance and the effect of this subject
in schools today.6 The issue of sex education has been taken into consideration by the
See Cairo Demographic Centre, Inquiring Egyptian Youth Knowledge on Reproductive Health,
Final Report (Cairo: Egyptian Family Planning Association, 1995), 9.
5
Interview with Tanju Yilmazer at his office in Ankara on 13lh October 2003. He is a practicing
Medical Doctor and the Director of the General Directorate of Health (GDoH), Ministry of National
Education, Turkey, and interview with Figen Cok at her office on 14th October 2003. She is an
Associate Professor at the Faculty of Educational Sciences, Ankara University, Ankara, Turkey.
A report written by Huang shows the topics related to sexuality and health in the Malaysian
curriculum. She analyzed topics/ subjects related to sexuality from textbooks used in primary and
secondary schools and came up with organized tabulation. See Mary Huang, Family Health Education/
3
Malaysian government. Although there is no single subject call Sex Education, its
elements are taught in various subjects. For example, several elements of sex
education have been taught in Family Health Education in schools since 1989, when
the government introduced the new curriculum known as the Integrated Curriculum
for Secondary School {Kurikulum Bersepadu Sekolah Menengah). In this new
integrated curriculum, health education was taught in the subjects of Physical and
Health Education, Science and Islamic Education.7 In 1995, the Ministry of
Education revised the Physical and Health Education by adding a few new topics on
physical hygiene, reproduction, menstruation and other topics related to sexuality.
Consequently, this subject has renamed as Physical and Health Education (Pendidikan
Jasmani dan Pendidikan Kesihatan) but is implemented at both primary and
secondary levels. To ensure that the process of teaching and learning is successfully
conducted, the Ministry of Education circulated specific guidelines for this subject.
In general, this subject focuses on up-to-date knowledge about human sexuality in its
biological, psychological, socio-cultural and religious and moral dimensions.
Like other countries, topics related to the family, sexuality and reproductive health
are taught in several school subjects namely Moral Education, Islamic Education,
Science, Additional Science and Biology. Among these subjects. Moral Education,
Islamic Education. Physical and Health Education and Science are considered as
"core" subjects, which means these subjects must be offered to all students at all
Reproduction, submitted to Curriculum Development Centre, Ministry of Education, Malaysia, (1995).
Available at URL:<http://www.socstats.soton.ac.uk/cshr/pdf/Asia> (11 March 2002).
See Pendidikan Kesihatan Keluarga [Family Health Education] (Kuala Lumpur: Pusat
Perkembangan Kurikulum, Kementerian Pendidikan Malaysia, 2001), 1.
8
Ministry of Education, Curriculum Development Centre, (1995). These guidelines are available at
URL:<http://www.ppk.kpm.my/sphsp/ppjksekmen/main.htm> (20 March 2003).
9
See Mary Huang, Family Health Education/ Reproduction, (1995), URL:
<http://www.socstats.soton.ac.uk/cshr/pdf/Asia> (11 March 2002).
4
levels, from forms one to five. Physical and Health Education (Pendidikan Jasmani
dan Pendidikan Kesihatan) is considered as a platform for implementing
comprehensive sex education in the future. However, though Physical and Health
Education is compulsory, it is not an examined subject in the national certificate
examination. Meanwhile, others such as Biology, Science and Additional Science are
"elective" subjects for forms four and five, which means they are offered to students
who are interested in that particular subject (see Table 1.1).
Table 1.1
Distribution of Subjects According to the Level of Study and Status of Subject
Subject Status of Subject
Physical and Health Education Core for all levels of studies but not examinable
Core for all levels of studies and examinable for all
Islamic Education Muslim students.
Core for all levels of studies and examinable for all
Moral Education non-Muslim students.
Science Core for all levels of studies and examinable
Biology Elective for upper secondary and examinable
Additional Science Elective for upper secondary and examinable
In general, by referring to the guidelines provided by the Curriculum Development
Centre of the Ministry of Education, the researcher found that for the "core" subject
Moral Education, the topics give more emphasis to the importance of establishing
marriage and the family institution. For Islamic Education, the focus is also on
marriage and the family institution besides issues on cleanliness, sexual and gender
issues such as adultery and social etiquette between different genders. For Physical
and Health Education, the topics of discussion are wider comprising marriage, family
issues, issues related to teenagers such as psychological changes, and conflict and
stress management. For the subject of Science, information about the reproductive
system, progeny and variation and human anatomy are the concern (details about the
topics will be discussed in Chapter Four).
Until now, the practice of teaching sex education in schools is that all subjects are
taught in a compartmentalised way. There is no organized curriculum or distribution
of topics designed to make a connection between all subjects related to sex education
in a comprehensive way. At the same time, the discussion of the specific and clearly
stated values representing each topic in sex education was also not taken into
consideration.
In relation to the aims of the subjects, the aims of Health Education are to help
students to increase their knowledge about health, positive attitudes towards health
and to practise a healthy lifestyle.10 For Biology, Science and Additional Science, the
aims are on the delivering of knowledge, the inculcation of noble values and
appreciating the Creator.11 For Islamic education, the aims are to ensure that more
comprehensive and effective curriculum in practise, to internalise Islamic teaching so
as to act as a mechanism in preserving faith and Islamic morality, and to make sure
that it caters for both human needs; fard' ain and fard kifayah.12 For Moral Education.
Sukatan Pelajaran Rendah dan Menengah: Pendidikan Kesihatan [Syllabus Guidelines for
Primary and Secondary School: Health Education] (Kuala Lumpur: Pusat Perkembangan Kurikulum,
1999), 1
' See Sukatan Pelajaran Kurikulum Bersepadu Sekolah Menengah: Sums [Syllabus Guidelines for
Integrated Curriculum for Secondary School: Science] (Kuala Lumpur: Pusat Perkembangan
Kurikulum, 2000), 3; Sukatan Pelajaran Kurikulum Bersepadu Sekolah Menengah: Biology [Syllabus
Guidelines for Integrated Curriculum for Secondary School: Biology] (Kuala Lumpur: Pusat
Perkembangan Kurikulum, 2000), 4; Sukatan Pelajaran Kurikulum Bersepadu Sekolah Menengah:
Sains Tambahan [Syllabus Guidelines for Integrated Curriculum for Secondary School: Additional
Science] (Kuala Lumpur: Pusat Perkembangan Kurikulum, 2000).
Huraian Sukatan Pelajaran Pendidikan Islam: Tingkatan Tiga [Teacher Guidelines for Islamic
Education: Form Three], Kuala Lumpur: Jabatan Pendidikan Islam dan Moral), xiii.
6
the aims are toward developing students to be good people, responsible and contribute
towards the harmony and stability of the country and the world.13 Moral Education is
different from the rest, this is because values related to family issues are stated clearly
and the focus is on four major values. They are (i) love one's family, (ii) respect other
members of family, (iii) preserve family tradition and, (iv) be responsible towards
one's family.
In order to ensure that sex education is delivered effectively, the Curriculum
Development Centre (CDC) of the Ministry of Education produced several series of
modules known as Family Health Education (FHE) as a guideline for teachers who are
involved in teaching topics related to sexuality and reproduction. These modules
focused on several aspects, namely, the physical, social, gender aspects, sexually
transmitted diseases and HIV/ AIDS. The major themes for these modules can be
seen in Table 1.2.
In the Family Health Education (FHE) guidelines published in 2001. an
explanation about the concept, objective and approaches of Family Health Education
was given. At the same time, the major themes and their relationship to subjects
representing the topics are also stated clearly for teachers. In this module, the aim of
the Family Health Education package is to enable students to obtain knowledge
regarding the physical, emotional and social changes as well as skills related to
family, peer and societal relationships.15
13
Sukatan Pelajaran Pendidikan Moral [Syllabus Guidelines: Moral Education] (Kuala Lumpur:
Pusat Perkembangan Kurikulum, 2000), 3.
14
Ibid., 6.
1
Pendidikan Kesihatan Keluarga [Family Health Education], 1.
Table 1.2
Major Themes Related to Physical, Social, Gender, STD and HIV/AIDS Aspects.
Themes Physical Social Gender STD HIV/
Aspect Aspect Aspect Aspect AIDS
Aspect
Male reproductive system
Female reproductive system
Puberty
Physical changes during puberty
Emotional and physical
changes during puberty
Fertilization
Pregnancy and its basic needs
Self image
Teenage sexual attitudes
Sexuality during childhood and
the teenage years
Love and Mercy
friendship and Relationship
Teenage pregnancy
Gender Expectation
The role of Man and Woman
Male and female sexual organs
Sexual Transmitted Diseases
(STD)
Information about STD
Myths about STD
Basic Information about
HIV/AIDS
Responsible Behaviour
Prevention and support from others
The objectives of FHE are (i) to enable students to acquire knowledge, skills and
values in order to prepare them to shoulder the responsibilities of adult life, marriage.
parenthood, and community life; (ii) to help students develop responsible behaviour;
(iii) to help students understand their own feelings and beliefs in themselves so that
they are able to cope with the physical, emotional and social changes they undergo as
adolescents better, and become more caring and responsible individuals; and (iv) to
8
help students communicate effectively with others in order that they may make
intelligent decisions in matters dealing with family life, personal relationships and
membership in the community.16
FHE is provided to be taught across the curriculum and teachers for every subject
are responsible for presenting the topics suitably with the subject. The purpose of
FHE is to make sure students can get information from various disciplines of
knowledge. However, teachers should focus on four approaches; enhancing self-
integrity, effective communication, understanding values clarification and making
responsible decisions.
In the module entitled "Seksualiti dan Saya" (Sexuality and Me), seven skills to be
mastered by students are presented. These seven skills are (i) knowledge skills related
to sexuality, (ii) assertive skills, (iii) problem solving skills, (iv) identifying risk
situation skills, (v) responsible and good decision skills, (vi) developing integrity
skills and (vii) seeking help skills.18
In discussing issues on values in sex education, one could refer, first, to the
teachers' guidelines and textbooks and second, modules provided by the Curriculum
Development Centre (CDC). First, all teachers' guidelines state that general, noble
values should be inculcated in the topics. Second, in the FHE modules, values are not
stated clearly as a main discussion.
Several studies on sex education have been conducted. Zuber and Hisham
conducted a meta-analysis study to examine approaches in Physical and Health
education (PHE). They analysed several studies like D. Assari (1990), Z. Ishak
See Pendidikan Kesihatan Keluarga [Family Health Education], 2.
17
Ibid.
Pendidikan Kesihatan Keluarga, Seksualiti dan Saya [Family Health Education, Sexuality and
Me] (Kuala Lumpur: Pusat Perkembangan Kurikulum, Kementerian Pendidikan Malaysia, no date).
