There are different kinds of sexual aberration that are visible in the society, which the adolescents practice as a result of premarital sexual permissiveness. They include illegitimacy, homosexuality, lesbianism, prostitution, sexual harassment and exploitation including rape and incest (Eze & Adu, 2015:402). The devastating consequences of inappropriate sexual desires and practices among students calls for sober reflections and prompt actions of all and sundry (Gesinda, 2010). Nigerian adolescents are plague with social and moral decadence ranging from indecent dressing, drug addiction, pornographic attachment, hooliganism, abortion, teenage pregnancy to rising incidence of sexually transmitted diseases and HIV/AIDs (Adeniyi, Oyewumi & Fakolade, 2010). Sex education is the mechanism or procedures, which stands for the protection, improvement and development of the human family based on accepted ethical ideas (Nakpodia, 2012). Sexual decision-making and related behaviour have significant implications for the health and development of adolescents (Ojo et al, 2011). Sexuality education was incorporated into the Nigerian educational system to address and create awareness on sexuality based problems especially among the youths. As put forward by Kayang, Jatau & Kolawole (2015), sexuality or sex education is an important aspect of the life of all humans and almost all people, including children and most importantly the secondary school students deserve to know about sex education.
Sex education was traditionally meant to be given to every child and adolescents by his/her immediate family but these practices have been eroded by the influences of modernization, western civilization, and collapsing family life. The effect of this is that the younger generations are left at the mercy of the wider society and other socializing agent who more often than not mislead the young ones in the transition process to adult hood (Ameh, 2015). Sex education is a well planned and designed education scheme to instinct the young ones and adolescent to acquire knowledge, skills and understanding of the need for sex so that they can fit into the society as desirable member of the community (Sule et al, 2015). Every human individual has sexual feeling, attitudes, and beliefs, but adolescents experiences of sexuality are unique because it is processed through an intensely personal perspective, which comes from private, personal experience, public and social sources (Ogundipe & Ojo, 2015). Sexual development is an integral and important part of human development (Ogundipe & Ojo, 2015). Sexuality education to Sunday & Umeh (2014) is the responsibility of the community including schools, parents, government and non-government agencies, volunteers, teachers, counselors, health workers, games masters, home economic teachers and skilled peer groups.
Purpose of the Study
The purpose of this study is to draw the attention of women librarians to some roles expected of them towards promoting sexuality education in the context of Nigerian environment.
Method Adopted for the Study
Secondary data were mainly used in this study, combined with brainstorming from professional colleagues.
Sexuality Education: Conceptual Analysis
Adepoju (2005) explained sexuality education as simply the art of learning how to conform to certain art of living by being able to reason, examine and monitor oneself in clearly defined terms. Sex education to Nakpodia (2012) does not necessarily mean instructing children in sexual techniques or acts, rather it entails giving the necessary facts or knowledge about sex and encouraging questions and discussions. Anameze (2002) in Nwakwurobi & Onwuachu (2009) sees sex education as the transmission of appropriate sex-based knowledge, values, attitudes and roles to children, which seeks to teach boys and girls the physiological functioning and use of sex organs and the expected roles of each sex organ. Sex education to Salami (2015) is the acquisition of adequate information, forming right attitude and beliefs about sex, sexuality, sexual identify, relationship and intimacy (Aniebue, 2007). Ameh (2015) sees sex education as deliberate, planned and organized learning experience in the aspect of human sexuality which is intended to equip young people with the requisite skills and adequate knowledge which will enable them to develop positive attitude on sex related issues as well as to take rational decisions in line with societal expectations.
Purpose of Sexuality Education
Omeje & Nwosu (2007) citing Fee & Youseef (1993) avers that the primary focus of sexuality education is on the adolescents (youths) because adolescents reach sexual maturity before they develop mental and emotional maturity and the social skill needed to appreciate the consequences of their sexual activity. The importance of sexuality education was aptly captured by Obiekea, Ovri & Chukwuma (2013:325) when they asserted that:
Sexuality education could serve as an intervention and socio-psychological programme for youths in secondary education in order to reduce the rate of dropouts unintended pregnancies, deviant behaviours, early marriage that...