Sociology Report: Sex Education in Malaysia - A Comprehensive Analysis

This sociology report examines the prevalent sex education practices in Malaysia, focusing on the experiences of students and the influence of Islamic viewpoints. The study highlights concerns about the adequacy of current sex education, particularly its limited exposure to global perspectives on sexual crimes and the lack of family involvement. The report emphasizes the need for a more comprehensive approach to sex education, advocating for the inclusion of both genders in discussions, teacher training, and collaborative efforts to address social taboos. It also discusses the significance of the study, including the benefits of increased knowledge, the normalization of sexual and reproductive issues, and the importance of differentiating between good and bad touches. The report further suggests the establishment of anti-sexual abuse cells, counseling services, and the promotion of a positive atmosphere to combat sexual abuse, including cyber-related issues, ultimately aiming to empower students and foster a healthy environment.

Running head: SOCIOLOGY
Sociology
Name of the Student:
Name of the University:
Author’s Note:

2SOCIOLOGY
One.1 BACKGROUND OF THE STUDY
The main purpose of the report is to study about the prevalent sex education in Malaysia. The
assignment also tried to see whether students are being able to get some or the other good lessons
from the same. As per the opinion of Goh and Foo (2019), there are many sexual abuse incidents
that are taking place a very large scale at almost every country. As per the opinion of Martin et al
(2018) in the similar context it is really essential to make sure that students right from a very
early age must be taught about the good and the bad touches and the other aspects of sexual
studies right from their school or their families (Szirom, 2017). However it is not always possible
at the end of the family members to talk about sex education with their children. It is evident
from the given case study that majority of the students in the Malaysia are receiving the sex
education in a very different and also at times in a very vague manner. This is mainly because of
the fact that the sex education is given or imparted from the Islamic view point. This is not at all
useful for them as they are not being able to get any proper kinds of exposure to the Global or the
International context in which the different sexual crimes often take place. It is also evident that
about 90 % of the students in the schools of Malaysia while they are made to seat in separate
classrooms. A good significant point that has been brought about from this study is that there is
a lack of family or parents involvement. It is because of this reason that all the sex education
must always be done in due conversation with the family members or the guardians of the
students. The whole education regarding sex is taught to them from the Islamic point of view.

3SOCIOLOGY
However this must be changed because both girls and boys must be taught about sex education
together and not by making the seat in different classrooms.
In most of schools in Malaysia the two majorly dominant subjects that were being taught to the
students are science and Islamic studies. These will not let the students develop any kinds of
critical analysis or to develop any kinds of understanding or opinions of their own, in order to
stop or fight against the sexual oppressions that are taking place with them (Razali et al., 2017).
The significance of this study has also been able to prove that the Global studies have been
initiated in Malaysia that is for about a decade but at the same time they have failed to be
implemented properly. It must be noticed that there must be more emphasis given on the overall
sex education process and also there must be proper teachers training sessions and campaigns as
well (Mutalip & Mohamed, 2012). The best way of getting rid of the social sexual taboos is by
putting forward a joint collaborative effort in order to make sure that all are coming together to
solve these issues and also teaching students the right ways of combating the situations.
1.2 SIGNIFICANCE OF THE STUDY
The party will be benefitted because they will be able to understand that sexual abuse are often
done in the schools and must be handled in a very strict manner. Youngsters and parents both
will be benefitted because they will be able to know about the different ways in which sexual
tortures can be stopped and a proper answer can be given to the ones causing them.

4SOCIOLOGY
The benefits will be as follows
Increased knowledge
Parents will be able to stay in a proper contact with their children and also the University or
school managers. They will get all the needed information regarding the sexual problems that are
being faced by their kids. The research that has been conducted will be very useful for the
parents as they will be able to stay more open to their children about sexuality and about the
ways in which they will be able to fight against any improper sexual activities (Talib et al, 2012).
Normalization of Sexual and Reproductive Issues
The concept of MOE must be brought here in consideration. This is because MOE talk about the
concept of young women who are very innocent and also vulnerable in nature. It is for this
reason that there are chances of such women getting molested or sexually abused. Parents will be
able to understand how to become more free and franks with their daughters particularly at the
time of adolescence and help them understand the acts of sexual torture or abuse and also fight
against the same. Learning to differentiate between good and bad touch is also of a great benefit
as this will help in taking precautions before any incidents take place.
A major benefit will be that parents will be able to support their children and also be able to
teach them that the ways of handling sexual abuse at school, playgrounds or any other such
places. The benefit of setting up anti sexual abuse cells is that there will be proper collaborations
with the mental counseling health centers as well. This will be very useful as this will help in
taking the children or the victims of sexual abuse to get some free medical assistance.
Counseling will also be beneficial for the ones who like to sexually abuse others. They will be

5SOCIOLOGY
able to trained and taught that they must not molest or sexually others and the harmful impacts of
sexual abuse. This training and counseling session might be helping them to get a clear idea
about how they can help and support others. This will be beneficial for all the children as they
can lead a very organized and healthy life rather than always being tortured due to the fears of
getting sexually tortured. (Robinson, Smith & Davies, 2017).
As sexual abuse often takes place in house as well, creating a positive atmosphere will be able to
initiate a peaceful atmosphere. Knowledge on cyber sexual abuse will largely benefit children
because they will be able to choose their friends in a very alert way even in the virtual world.
Communication will be highly beneficial as this will help in increasing the self confidence of the
children who are sexually tortured at school. They will be able to keep up their self esteem and
directly report this to their teachers and also to their parents. This will benefit the party for taking
timely and immediate actions and there will be no delays.

6SOCIOLOGY
References
Burch, W. J., Hart, G. J., & Lim, S. H. (2018). A qualitative study of young men who have sex
with men and multilevel factors related to HIV risks in Malaysia. AIDS Education and
Prevention, 30(2), 85-95.
Goh, Y. S., & Foo, H. Y. (2019). Factors affecting secondary school teachers’ willingness to
deliver Sexual Reproductive Health (SRH) education in Malaysia (Doctoral dissertation,
UTAR).
Hazimah, A. D. N., Aspura, M. Y. I., & Noorhidawati, A. (2019). Informational roles and
information needs of formal caregivers at child welfare institutions in Malaysia.
Malaysian Journal of Library & Information Science, 24(3), 1-21.
Martin, J., Riazi, H., Firoozi, A., & Nasiri, M. (2018). A sex education programme for mothers
in Iran: Does preschool children’s sex education influence mothers’ knowledge and
attitudes?. Sex Education, 18(2), 219-230.
Mutalip, S. S. M., & Mohamed, R. (2012). Sexual education in Malaysia: Accepted or rejected?.
Iranian journal of public health, 41(7), 34.
Pathy, N. B., Kong, Y. C., Subramaniam, S., Goh, P. P., Ng, C. W., Yip, C. H., & Pathy, N. B.
(2018). Patterns of Complementary and Alternative Medicine Use Following a Cancer
Diagnosis in Malaysia.
Razali, S., Ramli, N. A. F., Hanafia, S. S., Rahman, N. N. A., Md, K. N., Rani, M. A. M., ... &
Ariffin, A. F (2017). Are Malaysians ready for comprehensive sexuality education?.
Robinson, K. H., Smith, E., & Davies, C. (2017). Responsibilities, tensions and ways forward:
parents’ perspectives on children’s sexuality education. Sex Education, 17(3), 333-347.

7SOCIOLOGY
Szirom, T. (2017). Teaching gender?: Sex education and sexual stereotypes. Routledge.
Talib, J., Mamat, M., Ibrahim, M., & Mohamad, Z. (2012). Analysis on sex education in schools
across Malaysia. Procedia-Social and Behavioral Sciences, 59, 340-348.