Chapter 7: Transformative Learning Pedagogies: Reflective Practice in Reproductive Health Education in Ghana

Transformative learning focuses on learners’ critical reflection of experiences of previous knowledge in relation to new knowledge to foster change (Okpokodu, 2009). Reproductive health education (RHE) assists learners to develop their physical, emotional, and moral state as they interact with people to establish their social relationships in sociocultural contexts of their families and the society. The World Health Organization (1994) defined reproductive health as a state of complete physical, mental, and social well-being and not absence of diseases of infirmity, in all matters relating to reproductive health, its functions and processes. The ultimate goal is to develop and sustain positive behaviors in students through their active involvement in the teaching and learning process. It prepares learners to engage safely in sexual activities, the capability to reproduce, and the freedom to decide if, when, and how they engage (United Nations Development Programme, 1995; United Nations Department of Public Information, 1995). Reproductive health education equips learners with knowledge, attitudes, values, and appropriate skills on various life processes starting from birth, childhood, adolescence, adulthood, through to old age. This education is essential in Ghana and requires educators to be involved and take leadership in the education of youths in this area.