Abstract
Responsibility for sex education has been allocated to school governors in England and Wales under the 1986 Education (No. 2) Act. Little is known about the way governors are exercising their responsibility, and the influence they are exerting within individual schools. An empirical analysis of sex education policies from a sample of schools in Leeds was undertaken in 1992 to assess the effect that governors are having on this area of the curriculum. It revealed: failure of some governing bodies to fulfil their responsibilities; wide variation in content of policies; uncertainty about the format of a policy and areas that should be included; and policies reflecting rather than guiding practice. The analysis highlights the need for governor training in Leeds, and for clearer guidance for governors on both the substantive nature of sex education and the requirements of a policy on sex education.
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