Sex education consists of the two main elements of knowledge and value, since both aspects are fundamental to a good sex education [1]. This position resonates with that of Halstead and Reiss in their affirmation that sex education is a value-laden activity [2]. In an ideal case scenario, the knowledge and values which form the basis of sex education ought to be in harmony, and also support and complement each other instead of expressing contradictory positions. In other words, proven scientific facts and cultural practices that are communicated in sex education ought to be in sync with each other in order to prevent a disorganised or confusing sex education. Yet in reality, this is often not the case. This article engages with the problems which ensue when friction or disharmony between knowledge and values in sex education exist. An important aspect of this article is to demonstrate the distinction between facts and values, particularly when this occurs in sex education in the Nigerian context. Thereafter, several possible models of confronting these problems are analysed in order to discover their strengths and weaknesses. On this basis, conflict-awared sex education is advanced as a much better model of sex education in the light of these problems.

sexuality education in Nigeria, knowledge and values in sexuality education; conflict-awared sexuality education