Mathematical Modelling and Analysis of Corruption of Morals

What is it about?

While corruption can be defined as “abuse of public office for private gain,” involving misappropriation of public authority for personal advantage [1], corruption of morals on the other hand is erosion of morals or deviating from societal way of life and civilization for personal gain disregarding the damages that come with it. Corruption of morals and materialistic corruption are one and the same since both entail the misuse of entrusted authority for personal advantage. The warped and brutal portrayal of sex in books, plays, music, magazines, and movies is corrupting a society and a civilization, and if not halted and reversed, it could poison the wellspring of Kenyan adolescents, their culture, and civilization. Moral corruption has become a malaise in Kenya. It is an important issue due to the potential adverse impact on the early pregnancies and child’s health and to the large negative individual and social consequences that result from curtailment of the girls’ education and societal loss of human resource. Corruption of morals increases adolescents’ fertility rate in low and middle income countries such as Kenya which presents a severe impediment to development and can lead to school dropout, lost productivity, and the intergenerational transmission of poverty.

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Why is it important?

Talking and training of online safety is a key mediation strategy. If the Government through Kenya Film Classification Board (KFCB) cannot control the content accessed online to our dear children, then it wise to have clear training on the Internet safety tools such as network-level content filters, parental control software content filters, parental controls built into device, PINs/passwords required for web sites, safe searches enabled on search engines, and YouTube restricted mode to limit the online moral corruption. This paper recommends timely provision of accurate and comprehensive information and life skills training regarding sexual and reproductive health and rights (SRHR) for adolescents to achieve sexual health and rights and avoid negative health outcomes such as unplanned pregnancies, high HIV/AIDs new infections, and other negative sexual practices. Topics such as puberty and reproductive development are presented in upper primary or lower secondary levels after most students have already gone through puberty. Much of the content pertaining to pregnancy prevention, including condoms negotiation and use, other relevant contraceptives methods, delay of sex, and abstinence are partly covered in secondary school level. This is under the presumption that the content is more age appropriate at this level; low transition rates into secondary school, exposure to sexual intercourse earlier before joining secondary school, or dropping out of school at early stages preclude many adolescents from the benefits of sexuality education. The timing, consistence, and continuity of these contents within the various curricula should be addressed. In Kenya, teachers face pressure to focus on examinable subjects, often at the expense of (LSE). Evaluations of (LSE) programmes have revealed that teachers are often inadequately trained to deliver the lessons and may feel uncomfortable discussing sexual issues. Thus, they may not teach them or schools may encounter resistance from religious groups when addressing sexual education that deviates from a conservative and abstinence-only approach. Evaluation of LSE implementation should therefore be done at a national level in Kenya to determine the extent to which the various curricula are actually being taught.

Perspectives