Role Of English As A Foreign Language Education Essay

Role Of English As A Foreign Language Education Essay Algeria is an African multilingual country with one official language called Modern Standard Arabic and more than two foreign languages French, English, Spanish, etc. It is a country whose contributions and all interests are now in how to improve foreign languages for specific purposes particularly English so as to prove its position as a powerful and important country across the world. Today, the role of English as a foreign language (henceforth EFL) in the world is influenced by many factors such as business, cultural, political and educational factors. The latter is the main factor which plays, now, strongly a major role to pull a lot of attention in the decision of the Algerian educational authorities to know how to deal with the positive qualities EFL has in undertaking methods and approaches as parts of reforms in order to improve English teaching and learning as it is in developed countries. Hence, the questions to be raised, here, are how to deal with the qualities EFL has with non-native speakers and what significant scientific contribution EFL gives to non-mother country (Algeria)? And what are the suggested approaches and methods the Algerian educational authorities make to improve and work with this language? Answering to the questions above, the Algerian educational leaders started to improve and hold tightly EFL by shifting from traditional methods to modern to say to the world that we are able, as a multilingual developing country, to make EFL as a second Language major and significant in our schools and university and then be present everywhere across the globe. This challenge remind us about some debate on teaching EFL in developing countries as an insignificant contribution, by African designers, to knowledge and production(Graddol 2006, Batibo 2007) and Phillipson (1996) who had observed, after the independence of some developing countries , that those who were first responsible for making English official, major, developed and significant are African leaders; For example, the case of English Language Teaching (ELT) in Algerian schools after independence. ELT in Algeria was denied and insignificant before the independence in comparison with French. Because the French language was taught in schools as SL (second language) due to the consequences of the French occupation in Algeria that was the longest period of colonization which took a long time from 1830 till 1962. Thus French became as an official language in the Algerian institutions. Andrew Freeman (1961:1) confirms what we are saying about French as SL in the following quotation  « The French, in Algeria, between 1830 and 1962; tried actively to suppress Arabic. The French influence resulted in many different levels and mainly the linguistic level. The latter reflected the impact of the French language on Algerians who were being forced to speak French and then obliged to learn it in schools, but prior to independence and after 1990s a new revolution came to the surface and the Algerian authoritarians started new relations with USA to give some importance to English as an essen tial medium to be integrated in the Algerian schools. In the beginning, English was taught in middle and secondary schools to students from the eight classes in the middle school to the third classes of the secondary school up to 2005. English at that time had not been being perfectly taught in Algeria in comparison with some developing countries. By the time, because English has become a lingua franca (henceforth ELF), which is defined functionally by its use in intercultural communication, English as a global language (e.g. Crystal 2003; Gnutvzmann 1999), English as a world language (e.g. Mair 2003) and World English (Brutt-Griffler 2002) English as an international language (EIL) becomes influencing force everywhere across the world. Due to these facts of the current situation of English, Algerian Government decides to go through changes in various fields to hold and improve this global language in higher studies. Among these changes are implementation of policies made in education related to new approaches and system were brought to Algerian institutions such as LMD System and competency based approach (henceforth CBA) in primary and secondary schools. CBA approach has been brought to the Algerian schools in 2002 as a new approach and a part of reform in the primary, middle and secondary school. It has been imposed as a primary part of reform and complimentary to LMD reform on EFL teacher. To make CBA approach successful, the education minister mobilized all responsible for schools (primary, middle and secondary) to follow the CBA implementation. Moreover, Algerian ministry contribute, morally and financially, to give all opportunities and provide all those who are responsible for helping teachers and students with materials needed and equipments to be familiar with CBA success in the classroom. Thus, inspectors spent much time and money for making seminars in all over the country to instruct and correct the teachers ways in the teaching of English language and following the planning of English curriculum. In addition to the CBA, the LMD reform is also brought to the Algerian university in 2003 to continue the correctness of the teaching of English. In this work, we shall focus on some changes of approaches and systems such as LMD to see whether it is towards a more communicative use of English as a second language and a more focus on English language teaching. ELT is not easy responsibility for EFL teachers to teaching all of the students assigned to a classroom in university. The latter becomes, now, the world question in holding English as an international language which becomes increasingly important and required in Algeria in the last decade. Nowadays, there are much debate on what is teaching and how it becomes in the twentieth century, some people say that teaching is a creative way to become joined with and support others to help all learners learn. Others say that without teaching learning is not a way to make teachers and students more efficient. McKay (2002) says, The teaching and learning of an international language must be based on an entirely different set of assumptions than the teaching and learning of any other second and foreign language. McKay (2002:1) This quotation makes us ask the following questions: 1-How should English be taught under LMD system as a challenging language in Algeria? (Our focus in this work). 2- What purpose of learning English should we achieve? (That is what we are looking for) 3- Can we be best English teachers? (This is our hypotheses to be proved) According to the questions above, we begin to analyze these issues regarding the role of English in our own lives and in our society. We first start by looking at EF L teachers role, i.e. how do they play a central role in the teaching of English language perfectly? How do they apply the instructions given to teach English and how to be responsible for motivating their students to learn? It is essential that teachers themselves are aware of the way they are following to go through the four skills of listening, reading, speaking and writing including pronunciation, grammar, vocabulary, and spelling all contribute to effective English communication. The much attention we give to each skill area is due to the teachers and learners competence and their needs. In addition, teachers should be adjusted in the light of the current status of English in the world. As Parker Palmer (1998: 308) points out, When I do not know myself, I cannot know who my students are. I will see them through a glass darkly, in the shadows of my unexamined life and when I cannot see them clearly, I cannot teach them well. Parker Palmer (1998: 308) It is clear to know how able we, as teachers, are to make our students understand and know ourselves in society as well as we can understand from P. Palmer the relative position and attention given to English has been considered and examined from ideological and cultural or political standpoints rather than pedagogical concerns. The latter is very important point to discuss in accordance with our situation as Algerian EFL teachers. Unfortunately, with the classical system we, cannot be adjusted in the light of the current status of English in Algeria because, up to 2005, there are many obstacles and factors make our EFL teachers incapable to make all students understand such as: 1-The number of students is overmuch in a class (40 50) 2- Insufficient communicative activities use for teaching English language skills such as reading, listening, writing, grammar, etc. 3- Inadequately equipped classrooms and the lack of ICTs use. 4- The impact of a social factor on EFL teachers as well as learners 5- Being authoritarian traditional teachers 6- Being passive traditional learners. 7- Being too shy to speak English in the classroom. 8-The impact of mother tongue (L1) on students and some teachers pronunciation too Due to some deficiencies mentioned above, the Algerian government started rebuilding the skeleton of university which is the image of the country abroad. So since 2OO1, the ministry of higher education has decided to diagnose the situation in order to provide immediate and sustainable solutions for university and here a new Algerian university system has imposed itself. Following the recommendations of the National Committee of the education reform, a reform plan was adopted by the Cabinet in April 30, 2002 and the Ministry of Higher Education and Scientific Research has adopted a ten-year strategy to develop the sector for the period 2004-2013, one of whose main themes is The development and implementation of an overall and deep reform of higher education, the first step is the establishment of a new architectural educations, including an updating and upgrading of various educational programs, and a reorganization of the educational management. Thus, the choice goes towards the new BMD: Bachelor-Master-Doctorate system, or LMD ( Licence, Master and Doctorate) as it is known, to meet the expectations of society and also to be in conc ordance with the new guidelines and global trends in higher education. This system examines, evaluates and improves the way the teachers and learners are following now to better and develop their English. It also defines the ways and means to teach study and evaluate differently in higher education. It aims to motivating and enabling students across the world by allowing diplomas to be compared and become equivalent to European diplomas, developing the professionalization of higher education whilst preserving the general interest nature of the teaching, to strengthening the learning of transverse skills such as fluency in foreign modern languages and computer skills encouraging the students mobility and encouraging the students access to the world of work in Europe allowing the student to build up a personalized education plan gradually. Because English is too challenging for us and becoming the most dominant and useful language among many European languages, our governments has adopted many systems (policies) that promote ELT in Algeria. At present, English is considered as a foreign language that is offered as a required subject at all levels of higher education in university. In order to understand and recognize that the introduction of English language into the Algerian educational system lead us to have part in the globalization, our government made huge effort to change the policies that have been being followed in 1900s. For instance, at the level of university, the LMD system is about a new approach based on the Communicative Approach that has been implemented in the Algerian university almost in all subjects and specialties, as we have already said above. LMD system has been introduced into our universities by August 2003 to make changes in syllabuses and curriculum development in order to reduce and overcome the difficulties and the obstacles cited (see page 5) and make English teaching and learning successful under the new system LMD. As well, to achieve good results, EFL university teachers must be ready to change from traditional teacher to modern changing the traditional approaches into more communicative innovative activities to teaching to what extent we pay much attention to the four skills perfectly. On the one hand, the changes made and brought to universities contribute to achieve success in teaching and learning languages. On the other hand, there are many different reasons for changes, so too are there many different kinds, or levels, of change that can take place in globalization. Interestingly, in Algeria there are changes towards teaching English more explicitly, and with more of a focus on form. Furthermore, nowadays, the emphasis is on to what extent do systems and approaches impact, positively, on ELT to improve EFL students levels in order to get much knowledge and then achieve perfect English to securing their jobs through acknowledged degrees and high levels of employment because the spread of joblessness across the world particularly in Algeria have upset authorities. From the various opinions of learners, even longer studies are not an end in themselves everyone now understands that schools and universities are the first starting point for everyone desires to realize any project. Aiming to get higher studies is simply a means to access better jobs likely to lead to higher social status (profession, security, wage, etc.). For that reason, English language becomes, for EFL students, a dominant subject, an international language and a means for getting job easily. It is now required, across the globe, and important for the Algerian learners and/or job seekers. The question then is what concrete roles does English development give to the EFL LMD students in the Algerian university? Coleman (2010) addresses a similar question by reviewing the functions of English as a foreign language in development. He refers to four areas where English has often been given a role to play: 1-for employability 2-for international mobility 3-for unlocking development opportunities and accessing information 4- as an impartial language. These four points must find an answer in the implementation of LMD systems results. Thus, the present work study is devoted to overcome the difficulties and problems Algerian teachers and learners are encountering in acquiring English language for specific purpose. The latter has been conducted by many researches to discuss the various problems that Arab universities encounter and mainly Algerian university. These kinds of problems refer to their ability as teachers or their competence in transmitting skills. Mukattash (1983) divides the problem that learners of English encounter into problems of pronunciation, spelling, morphology and syntax at the level of university as well students or learners unable to express themselves that what makes difficulties spread. For Mukattash the students major difficulties arise from the fact that they cannot use English correctly and appropriately in and out the classroom when required; he says: Comfortably and efficiently either when dealing with academic topics or common everyday topics (1983:169). What we can understand by the difficulty of English efficiency is related to the students deficiencies in communicative competence and self -confidence. Consequently, to face these kinds of problems of communicative competence, Ministry and educational experts run to find solutions to these problems by changing the strategies and encourage the training abroad that gives the learners a good knowledge and culture as well as make them confident. The queries to be raised here are how universities could be developed into places where advanced knowledge was disseminated and what are the strategies and the reforms are going to be followed. It is only recently that universities have become the almost systematic pragmatics, looking for motivation and aptitude for higher and perfect studies. As a main part of this work, we have also shed light on another part of reform which is called ICT (information, communication and technology). It also impacts on our understanding in the teaching and learning of English language through changes. According to many linguists, the use and integration of ICT might indeed provide students with much information in learning E L (henceforth English language) competency as well as make better and more attractive the quality of EFL teachers and students learning under LMD and CBA experience. They approve that the use of ICT becomes an effective medium to better and develop the English language. As well, ICT helps in the use of interactive lessons through the four skills to speed up the teaching and learning of English perfectly. Moreover, the impact of the use of ICT on teaching and learning is a promising scope of interest for researchers in various disciplines such as mathematics, informatics, education and sports, literature, English studies or teaching foreign languages and so forth. The latter becomes one area where ICTs influence is widely investigated. In a special report, (International Certificate Conference, 2002), devoted to the impact of Information and Communication Technologies on teaching foreign languages and on the role of foreign language teachers in Europe, the term ICT includes technologies in which the computer or laptop plays a central role, for example, Computer-Assisted Language Learning (CALL), the Internet, and a variety of generic computer applications. To reinforce what has been said in (2002), in (2003) Carmen et al say that integrating ICT tools in teaching can lead to increased students learning competencies and increased opportunities for communication and it is a rapid development in the learning and teaching of foreign languages more particularly English. Nowadays, the rapid developments and the frequent use of ICTS in Algerian society is not only impact on a quick computing discourse has generated linguistic convergence it is also the focus on the use of ICT in schools and universities. The latter now require much availability of computers provided with the net/ internet because they become a support for learning and teaching any discipline and mainly languages. Thus, the use of ICT in both education and higher education becomes an important element in the Algerian governments strategy to reinforce and ensure the effectiveness of systems implementation such as LMD in higher education. Higher education goes with the ICTs use which becoming more important to contribute to the growth and development of learning and teaching in the 21st century. In this part, we highlight the effectiveness of ICT in higher education and we seek to explore how it will impact on the way courses will be given to learners and delivered in the universities. Having spoken on the whole study work, generally, leads us to think of the following: Statement of the problem Through our experience of more than 5 years of teaching English under the new system LMD at the University of Mostaganem, we have noticed changes in the attitudes of our students and teachers towards LMD system. Students come to university with no idea about LMD; the only idea they have had in mind is the CBA approach which is implemented in 2002 in the secondary school. They have already been familiar with the competency based approach in undertaking all kind of new tasks, techniques and methods given to be applied. The questions to be raised here are as follows: Is there any relation between LMD and CBA reforms? To what extent can the LMD system contribute positively or negatively to teaching and learning foreign languages mainly the English language? Does ICT contribute to enhance ELT? If yes how? Are all teachers familiar with ICT? If yes or no why? Are all teachers familiar with ICT? If yes or no why? Pragmatically speaking how is the relationship between CBA, LMD and ICT in use? Hypotheses On the basis of what have been preceded, we are going to formulate the following hypotheses: 1. In relation to CBA, would LMD system respond to the students and teachers needs in mastering English? 2. Would curriculum development in the new implementation system such as LMD and CBA fit the world demand in education? 3. Must all teachers and leaders use ICT to enhance foreign languages/ English? The organization of the research Our doctoral research revolves around five chapters. The first chapter is devoted to talk about a broad review of the relevant literature relating to the fundamental concepts of teaching and learning theories, ending up with some clarifications about what is curriculum including the various systems that have been implemented in teaching languages such as LMD system and the CBA approach . In chapter two, research methodology, we are going to present first an introduction to what is qualitative research and then describe the steps of the techniques used, starting with the review of some definitions given about the qualitative research methodology, we have read and summarized, ending with our illustration of the experience we have undertaken during our investigation. .i.e. the discussion of the importance and objectives of qualitative research methods we have undergone. Chapter Three is devoted to the main changes, LMD system and CBA approach, which took place in the educational system in the Algerian university. Chapter Four is devoted to talk about the impact of the ICTS on these changes or reforms, LMD system and CBA approach. Chapter five presents the analysis of data collected from questionnaires and then discusses the results. Finally in the general conclusion, we try to summarize all what have been preceded and said before to suggest some solutions or hypothesis to avoid failure in education and give much importance and attention to LMD, ICT, CBA and curriculum development to make higher studies successful and effective in the teaching of the English language..

Science and My Daily Life

Science and My Daily life Brenda Durbin Kaplan University Science and I Science has and always will play a constant important role in my daily life, maybe more so than others. Science for me has not always been my strong subject in school and I very easily tend to get intimidated. But when I look at my daily life and realize how much science plays a role in it, I cannot help but smile. Science is not at all bad, it has allowed me to do many things every day, even if I do not take the time to stop and think about it, it is there.From the way the microwave heats up the water for my coffee every morning or the way my body digests the food I eat every meal and makes it into energy or even a trip to the doctor’s office with my son, science is a constant companion and without it, my life would have turned out very different indeed. If I arrived home late one night and after unlocking the front door, I tried to turn on a light and it did not respond I would begin a process of elimina tion, or in other words, using the scientific method to find out the problem.First I would check the light bulb, to see if it had blown, once replacing the bulb if I still did not have light I would then go to my back porch and to the fuse box. I would then check the fuses to see if maybe a breaker was tripped or I had a blown fuse. If even after doing this I still have no power I would then call my electric company, asking them if someone had hit a power pole, or if they were conducting some kind of random test(s) or even making repair(s) to the line. Once finding out some information from the company I would then know whether to light some candles and to be patient or if I would have to call an electrician.For scenario number two I will use the situation of my car not starting. First I would check the level of gas in my vehicle, if that was found to be not the problem I would then check the battery and the terminals making sure they are all clean and connected. I would then check the spark plugs to see if they were misfiring, dirty or corroded. If after checking these items I still would be finding no solution, I would do my best to get a jump start from a passing motorist. If the jumps start did not elp to start my car I would then have to call a tow truck to bring my car to a garage where a mechanic would be able to research the problem better with his/her equipment and tools. While waiting for the answer and the problem to be fixed from the mechanic I would have to plan to either take a cab or find a ride with my friend(s) and/or co-workers to work, appointments and any place I need to go for my routine errands. Every day I get up at 5:30am. Without science (to tell the time of day) and the technology that goes into my alarm clock chances are 5:30am would not be the time I would be getting up.I then go upstairs and wake up my sons Warren and Ryely to get ready for school. When Warren comes down stairs I help him get his morning treatment machines ready. W arren was born with Cystic Fibrosis and relies on science and the continuing scientific advances of treatments, medicines and therapies to continue living. Warren’s first treatment is called a nebulizer, this lasts about 15 minutes. The nebulizer loosens the thick mucus on the walls of Warren’s lungs. Then his next treatment is done with what is called â€Å"the vest airway clearance system† (Hill-Rom Services, 2011).This vest gently compresses and releases the chest wall up to 25 times per second (Hill-Rom Services, 2011). In other words it basically pounds the loosened mucus (from his first treatment, â€Å"the neb† as we call it) off and out of Warren’s lungs so that he may cough it up. This vest treatment last for thirty minutes. After his treatments are finished, I then help Warren break down the machines, clean them and put them away until they are needed again in the evening. Warren does both of these treatments twice a day. Without science I would not have had Warren in my life for so long.He is nineteen and each day he does these treatments is another day I get to have my son in my life. Next, I prepare breakfast for both Warren and Ryely. We have a gas stove in our kitchen so the use of science plays a big role in the cooking of the food for all our meals. After dinner I then lay out all of Warren’s many medications they he needs to take. The absolute most important of all the medication is what is called Creon. Creon â€Å"contains pancrelipase – a combination of three enzymes: lipase, protease, and amylase† (Drugs. com, 2011).These enzymes are produced in the pancreas of people without CF. In people who do have CF however, the thick sticky mucus plugs the ducts in the pancreas so that the enzymes cannot reach the food to help break down and digest what food is eaten. So every time Warren eats he needs to take these, five capsules for snacks and seven with meals. Without science, everything War ren eats would pass right through his system and no nutrition would be absorbed by his body. After breakfast it is usually time for the boys to leave so that they can go to their bus stops.When they leave I will usually either start getting ready for any appointments that are scheduled or start cleaning the house. I must also admit there are some days that I do in fact go back to bed to catch an hour or two of more sleep. Science plays a huge role in the cleaning of my house also. From the hot water I use to mop the floors to the cleaners I use to disinfect and make my home smell clean science is there. Science has improved the quality of my life so very much. In explaining how I will get very emotional and I hope you understand.Without science Warren would not have lived, therefore I would not have become a mother. Without the scientific understanding of genetics and genetic diseases not only would I have lost Warren but I could have very well ended up in jail for child abuse. Befo re a doctor thought of giving Warren a sweat test (a test which measures the amount of salt in sweat) I was being investigated by the state of Maine for suspicion of child abuse. Warren was only 3 months old at the time and got down to 2 pounds 1. 3 ounces.The doctors and nurses immediately thought where I was a young mother I must have not been feeding him. This hung over my head the whole time Warren was being tested and in the neonatal critical care unit. Only when a CF specialist visiting Mid Maine Medical Center from the Children’s Hospital of Boston, after examining my son decided that a sweat test was needed, and done did this allegation clear up. Removing all doubt from the doctors and nurses of my mothering skills and love toward my son. The sweat test came back positive that Warren had CF. It was right then my life changed.Not only did my life change due to the treatments, medications and care Warren needed daily but also I was taught a most valuable lesson, never t ake anyone (who is in your life), no matter how small they are for granted. Every smile, laugh and memory with and from both my children have become even more precious to me now knowing that without the help of science Warren would not be a part of the family. Warren fought so hard to live (and continues to fight) so that I could be a mother, his mother. That in itself changes a person. To be perfectly honest, there has been only one negative impact that science has had on my life.I have always wanted to have at least two children. I underwent genetic testing soon after Warren was diagnosed with CF and the results that came in were scary. Warren’s father was found to have passed a gene unto him that is very common in about 80% of CF cases, while I had passed on to him a much rarer gene that was only evident in 2% of CF cases. The guilt was unbelievable and very painful to work through. And if that was not enough we were also told that with every child I would have with Warren ’s father the chances it would be born with CF were 1 in 4.I do not believe that I could live without science and I sincerely do not think anyone else could either. As people, we get sick, have headaches, toothaches and need surgeries for a multitude of reasons and without science we simply could not and would not be here. From a small aspirin someone takes for pain, to the food we eat or the healthcare we need and receive science is all around us every day! Science has made it possible for people such as me to live longer, be cared for, and to eat a variety of foods no matter if it is in a box or can and to live.To be honest I have always been too busy with my daily life that I have never stopped to think about how much science was in my life and the ways it presents itself. But through this course I have found a definite respect for science. I will look at things differently now and probably always will since taking this course. Science has been around me long before Warren was born but it was when he came into my life that I began to appreciate science and all the possibilities it holds for the future.One of the biggest possibilities that my family and I are hoping for is one day when CF will stand for cure found. Through the length of this course I have shared many of my own opinions and life experiences. Reflecting on them all I cannot help but smile, I should never be intimidated by science, because it is through science I have the life I live now. References Drugs. com, (2011). Creon, Retrieved on November 12, 2011 from http://www. drugs. com/creon. html Hill-Rom Services, (2011). The Vest Airway Clearance System, Retrieved on November 12, 2011 from http://www. thevest. com/products/

Stds Among Adolescents In Nigeria Health And Social Care Essay

The first sexual intercourse is a milepost in the physical and psychological development of every adult male or adult female. It can besides ensue in unplanned gestations, insecure abortions and sexually transmitted diseases ( STDs ) , ( Singh et al 2000 ) . Harmonizing to the World Health Organisation ( WHO ) , two-thirds of all STDs occur among the young person ( WHO 1993 and 1995 ) .This estimation can be explained by the high hazard sexual behavior of stripling, such as multiple sexual spouses and unprotected sexual intercourse ( Rosenberg et al 1999 ) . The demand for more policies and programmes in turn toing STDs among striplings should hence be a precedence for every authorities. However, the argument on sexual and generative wellness ( SRH ) is absent or hapless in many states, as the issue of gender and sexual intercourse make people really uncomfortable ( WHO 2006 ) . Again, most sexual wellness programmes for striplings globally tend to concentrate on instruction and bar, go forthing out services which enable striplings to show their frights, concerns and acquire interventions for STDs and other sexual wellness issues ( Nworah et al 2002 ) . This state of affairs can be disputing in some parts of Africa particularly the West where as an stripling, sexual wellness issues are non discussed in schools or places and there are no sexual wellness services for striplings. However, this state of affairs is altering, particularly with the outgrowth of Human Immunodeficiency Virus ( HIV ) infection hitting every three in 10 striplings in Africa. This has led to the committedness of more resources for intercessions in turn toing STDs in many states ( WHO, 2003 ) . In this paper, I will be looking at programmes and intercessions used in covering with STDs in Nigeria among striplings, barriers to accessing STD attention for striplings, societal building of sexual wellness and proposed programmes to better on the bing SRH attention for striplings. 1.2 STDs among striplings in Nigeria Nigeria is the most thickly settled state in Africa, situated on the western portion of the continent with an estimated population of 151,212million ; of this 32 % are between the ages of 10-24 old ages ( UN 2008 ) .With such a vernal population and the high prevalence of HIV in Africa, one will presume there will be policies which are effectual in turn toing STDs among striplings in the state. However, the age of presenting SRH instruction to striplings continues to be debated, whereas recent surveies indicate an addition in sexual activities among this age group, therefore the demand to explicate steps to understate the negative impact of these sexual activities ( Okonofua 1999 ) . Among the factors lending to high rate of STDs among striplings include ; the deficiency of equal information about SRH, dislocation of traditional household control and globalization ( Okonofua et al 1999 ; Odion and Ataman 2010 ) . Although there are no accurate informations on the Numberss of STDs among striplings in Nigeria, several population based surveies indicate an addition in STDs among striplings than grownups ( Okonofua et al 2003 ) In an attempt to turn to the issue, the Nigerian authorities in 2000 collaborated with other international administrations and non- governmental administrations ( NGOs ) to develop a national SRH policy. The subdivision of the policy on striplings focused on forestalling hazardous sexual behavior and the purpose was †to addition cognition of generative biological science and promote responsible behavior of striplings sing bar of unwanted gestation and sexually familial infections † ( Federal Ministry of Health 2001 ) . The following were the marks for the policy ; Increased entree of appropriate generative wellness information to all striplings in and out of school. The debut of gender and household life instruction in school course of study. Increasing the entree of comprehensive youth-friendly wellness services including reding for all striplings, including the disabled by 20 % Enforcement and reappraisal of Torahs relevant to adolescent wellness To run into these marks, the national council on instruction decided to incorporate gender instruction into school course of study to turn to the high rate of STDs among striplings. However, force per unit area from the media, spiritual groups and conservative politicians reasoning that gender should non be taught in schools, therefore naming for more dilution of the programme ( Federal Ministry of Education 2008 ) .Sexuality instruction was hence changed to household life and HIV instruction ( FLHE ) , which is more acceptable by all stakeholders. FLHE was integrated into bing topics and all 36 provinces were allowed to learn to accommodate the socio cultural demands of striplings in each peculiar province. The course of study was besides divided into two degrees ; sensitive issues such as sexual orientation, preventives and onanism was specifically taught in senior secondary and the basic sexual wellness issues in junior secondary schools ( Federal Ministry of Education 2003 ) . Second, to increase entree to reproductive wellness information, SRH nines are organised in schools where striplings can hold forums, arguments, essay composing competitions and interact amongst themselves on sexual wellness issues. These nines besides organise wellness consciousness runs and seminars where wellness professionals distribute educational stuffs and give negotiations on bar and intervention of STDs among striplings ( Federal Ministry of Education 2003 ) . Third, some members of the nine are selected by their co-workers and trained as equal pedagogues. Their preparation on STDs comprises of bar and intervention, acknowledgment of symptoms, spouse presentment, postponing of sexual intercourse pieces on intervention for STDs, benefits of early intervention, where STDs can be treated and the demand for professional aid. They so advocate pupils on one-on-one or in a group on STDs and other wellness issues. They besides distribute information on SRH issues and refer pupils with STD symptoms to the appropriate wellness professional for intervention ( Federal Ministry of Education 2003 ) . Finally, to guarantee enforcement of the policy, all province schools in Nigeria were made to incorporate the policy into bing school topics. The FLHE is the merely sanctioned SRH programme included in school course of study towards the bar of STDs ( UNSECO 2010 ) . In a reappraisal of the policy in 2004, the determination was made to develop more instructors who will specialise in SRH and Teach in senior secondary schools. There were besides sensitisation meetings with educationalists and NGOs working in SRH in an attempt to reenforce the programme in schools and increase the range of administrations working towards its success ( ( UNSECO 2010 ) . A long running rating of the programme, was carried out from 2003 – 2009 in Lagos and claims were made to the followers ; pupils exposed to the programme were more knowing about gender, HIV and other STDs, addition usage of preventives, misss were confident to decline sexual progresss from male childs and better apprehension of relationships ( Philliber Research Associates 2009 ) .In malice of these claims, surveies done earlier and after the execution of the SRH policy indicate that educational programmes have non improved on the Numberss of striplings undertaking STDs ( Adeokun et al 2009 ) . There is therefore the demand to look into why STDs among striplings continue to be high in Nigeria.1.3 Why STDs Remains a Problem among Adolescents in NigeriaEven though the incidence of STDs among Nigeria young person is said to be high, there is no defined steps in aiming striplings for intervention and bar of STDs. Surveies have shown that in malice of sexual wellness instruction, striplings lack cognition in STD bar, intervention and other sexual wellness issues ( Okonofua et al 2003 ) . Parents do non discourse sexual wellness issues with their kids, and information from the media is largely deformed taking to striplings seeking sexual wellness information from equals who besides lack accurate information about the topic, hence misinform others ( Fatusi and Blum 2008 ) .The deficiency of cognition about STDs leads to high incidence of unprotected sex, inability to place symptoms of STDs and reluctance to sought intervention ( Nmari et al 2010 ) . The few province wellness services or clinics are besides adult oriented and guidelines in handling striplings are nonexistent hence striplings feel unwelcome in such installation and hence do non utilize the services at all when they are infected with STDs ( Okonofua et al 2003 ) . This state of affairs is possibly due to how sexual wellness is perceived in societies in Nigeria and West Africa.1.3a Barriers in accessing wellness attention vs. societal building of SRHThe societal building of gender functions has brought about inequality in every society.SHR is one country affected by gender inequality in Nigeria. Gender functions have made work forces accountants of birthrate and gender of adult females ( Connelly et al 2000 ) ; doing adult females subordinators with less power in sexual relationships refering contraceptive method, abortion, and gestation while work forces determines the footings of the relationship ( Dixon-Mueller, 1993 ) . However, in a survey by Shefer et al 2002, adult females are blamed for being the causers of STDs, even though they have less power in negociating for safer sex. Individual ‘s behavior or actions on SRH reflects what is socially acceptable or non in communities. This besides explains society ‘s perceptual experience on striplings SRH. The societal building of SRH for striplings in Nigeria explains why most wellness services for STDs are adult oriented. SRH for striplings is a sensitive issue in Nigeria. Both traditional and spiritual leaders believe that adolescent generative wellness should non be discussed until a male child or miss is ready for matrimony. Traditionally, striplings are taught generative wellness during the rites of transition when they are ushered into manhood or muliebrity and ready for matrimony ( Marcusan et al 2010 ) . In the same manner, the Bible or the Koran forbids pre-marital sex hence supplying information about it will promote striplings to indulge in sexual activities before they marry ( Marcusan et al 2010 ) .This besides explains the force per unit areas from the media, spiritual and conservative political leaders to alter the initial gender instruction programme into FLHE. Most striplings besides complain about clinics non being youth friendly and missing privateness therefore their refusal to seek sexual wellness advice or intervention for STDs. The deficiency of privateness is besides a societal issue, from personal experience working in sexual wellness clinic, service suppliers adopt a domineering attitude in relation to service users and tend to handle patients their ain manner with small respect for their rights and self-respect. This state of affairs is worse when covering with patients with STDs. In a survey carried out in South Africa by Shefer et al 2002, patients with STDs were verbally abused by wellness workers by naming them names and this de-motivate striplings from seeking information and intervention for STDs. Again, due to cultural perceptual experiences about STDs, where it is seen as grownup job, striplings who present with STDs are stigmatised by their communities. This stigmatization influences the possibility of an adolescent seeking intervention. Often times, they besides hesitate in seeking intervention because of the possibility of run intoing people they know therefore compromising the confidentiality of their visit to the STD clinic ( Shefer et al 2002 ) . Confidentiality as frequently used in professional codification of moralss can be broken when person ‘s life is threatened. Confidentiality in this state of affairs can be broken non because person ‘s life is threatened but for societal grounds. In most portion of West Africa, people act as their neighbor ‘s keeper, hence it is the responsibility of grownups to describe a kid or striplings if they are seen indulging in harmful patterns ( hypertext transfer protocol: //www.ajol.info/index.php/og/article/viewFile/57930/46296 } . As mentioned earlier, STDs are diseases of grownups non striplings hence parents must be informed when their kids are seen accessing information or intervention for sexual wellness. Other grounds why striplings do non seek intervention or information for STDs is the high cost of infirmary fees which they are unable to afford. Some striplings therefore entree intervention from traditional therapists, where fees are low-cost, where they will non meet any of the jobs they face at western type of clinics and in line with societal building of diseases. For case STD was perceived as penalty from the Gods or witchery ; hence intervention must be sought from traditional therapists or the fetish priest who were seen as the oral cavity pieces of the Gods on Earth ( Nworah et al 2002 ) . Having said these, there were besides few cringle holes in the 2000 policy which can be improved upon. 1.5 Loopholes in the policy/programme The ends of the policy indicate that non merely is STDs a job among striplings but besides unwanted gestations. Broadening the range of the marks to cover SRH in general was a good thought as there may be other sexual wellness jobs faced by striplings which were non documented, but at that place should hold been specific marks for STDs and unwanted gestations as it was the focal point of the policy. Again, marks must be clip edge, nevertheless all four marks had no clip frame ; hence mensurating it will be hard. For case, 20 % was mentioned in the 3rd mark but the per centum of entree to comprehensive youth friendly wellness service before the policy was non mentioned, therefore hard to mensurate accomplishment. The policy was for striplings in and out of school, but there was no reference of how the out of school programme was implemented, it is hence ill-defined if those out of school were exposed to the programme. It is non surprising that the rating indicated addition cognition of SRH among striplings exposed to the programme. Again, some subjects were merely taught in senior secondary while basic subjects were for junior secondary but there were no reference of which topics the juniors were taught and whether it was relevant for them. The motivation for learning different subjects was non mentioned but this may connote that some striplings who are older but in junior secondary missed out on indispensable SRH subjects important for striplings their age. Specialized instructors were trained for senior schools, this once more may connote those learning in junior schools were non specialised, and speaking about SRH to striplings can be abashing for both instructors and pupils and may impact the quality of instruction every bit good as pupils non inquiring inquiries to clear uncertainties. Finally, the force per unit areas from the media, conservative politician and spiritual leaders faced the authorities to alter gender instruction to FLHE. This is a instance of people concealing behind faith, civilization and political relations to oppose a societal plan instead than rationally looking at the jobs facing their state. To beef uping SRH programmes and cut down the incidence of STDs among striplings, there will be the demand to suggest programmes to better on the bing one. 1.5 Proposed schemes to better programme The purpose of the programme will be awareness run for STDs and behaviour alteration among striplings. The programme will be restricted to striplings aged 11 to 24, therefore the junior and senior secondary age. This age group is chosen to acquire blessing from parents and besides to affect them, as a survey carried out by Wilson et Al in Ghana indicate that most parents will be unhappy for their ten twelvemonth old kid to be taught on SRH issues. To forestall resistance to the programme, audience will be held with parents, instructors, spiritual and community leaders, politicians and the media to explicate the graduated table of the job, why it is of import to learn striplings issues about STDs and SRH in general and seek their positions on the issue. Another audience will besides be held with pupils ‘ representatives, community and spiritual young person leaders to edify me and other sexual wellness experts on the sexual wellness demands, cognition and behavior of striplings in the state. This is important to the programme as surveies have shown that most SRH instruction programmes are affected by disused and hapless information ( Slap et al 2003 ) . The programme will affect striplings in and out of school. For those in schools, the current course of study would be maintained but subjects taught will be the same for both those in junior and senior categories to forestall the juniors seeking information from the senior category which they might non cognize and mislead them. Specialized instructors and SRH professionals will make the instruction to cut down the sum of embarrassment, trusting to construct the assurance of instructors and pupils with clip, so that they can hold more unfastened treatment about SRH issues. In add-on to what equal pedagogues are already making, they will besides be involved in given negotiations making seminars and runs as this is proven to be effectual ( Okonofua et al 2003 ) . For striplings out of school, community and spiritual young person leaders will be given the same preparation as those in schools to take the function of equal pedagogues. Seminars will be organise in churches, mosque and young person assemblages within communities where equal pedagogues will be joined by specialized instructors and SRH professional to give negotiations on SRH issues to the young person. Social selling will be used largely to make out to those out of school. Ads on wireless and telecasting will be done in common local linguistic communications for those who are illiterate. Studies will be done to place catchment countries for striplings where function dramas and picture shows will be organised on SRH issues for them. In add-on to these, in service seminars will be organised for wellness workers in SRH clinics. In these seminars accent will be on schemes aimed at de-stigmatising cultural perceptual experiences about STDs. This is important as surveies carried out in Kenya and Zambia suggests that nurse accoucheuses working in sexual wellness clinics did non like go toing to adolescent with STDs because they see them as promiscuous ( Warenius et al 20060 ) . Hospitals will besides be encouraged to put a twenty-four hours or half twenty-four hours for assignments for striplings and besides do information cusps on SRH available at clinics for patients to pick and read more on SRH issues. In audience with young person leaders and SRH experts, young person Centres will be set up with clinical countries. This is to guarantee that locations of Centres are convenient for striplings. Services will include guidance, prophylactic services, STDs and relationships. The clinical country will supply diagnostic services such as research lab and scan services and clinics will be organised twice a hebdomad for those who need medical services to be seen by wellness professionals. To do these Centres youth-friendly, both striplings and SRH professional will run the Centres. Finally, traditional therapists will be educated on SRH issues and encouraged to mention patients to wellness professionals for a item. Parents will besides be encouraged to discourse SRH issues with their kids to assist bridge the spread of striplings seeking information from their equals.EvaluationEvaluation of the programme will be ongoing at each stage of the programme to set and better on loopholes. Final rating will be carried out a twelvemonth after implementing the programme. To acquire a brooding image of the impact of the programme, random sampling of in and out of school striplings will be done to avoid choosing merely those exposed to the programme. Questionnaires will be used and inquiries will be asked on ; where striplings get information on SRH, barriers they face accessing SRH attention, handiness of young person Centres and service provided. Indictors will be ; 10 % decrease in the Numberss of reported STDs instances among striplings. Continuous usage of societal selling schemes in the programme. SRH instruction being examinable in schools. 20 % addition in striplings accessing SRH services. Result of the rating will be used to better on loopholes in the programme to accomplish the coveted result.DecisionThe SRH demands of striplings should non be over looked, as complications from these wellness issues can be significant for both persons and the authorities ( WHO, 2003 ) . Adolescents in Nigeria are said to miss equal cognition about SRH issues, but perceptual experience of people about STDs and hapless wellness installations have all contributed to the high incidence of STDs among striplings. There is the demand for a countrywide arguments on how SRH information should be disseminated to striplings and besides diffuse the negative perceptual experiences about STDs and other SRH issues. Existing SRH installations for striplings should be improved upon both in footings of substructure and forces. The authorities should besides make the atmosphere for private sector engagement in presenting SRH plans so people can do picks. It should nevertheless, be emphasised that the success or otherwise of any intercession will besides depend on the willingness of people to accept it.

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