Reproductive health education is an imperative issue in Ghana and other emerging economies. This is an educative effort that must be of concern to all educators seeking a more equitable society. The discussion of reproductive health issues in Ghana is not as transparent as it should be. When issues of reproductive health are discussed, those involved in the discussion are branded “spoilt” or not cultured. Consequently, most people are not comfortable discussing issues of reproductive health. It is in recent times that some non-governmental organizations, Ghana health service and some educational institutions have intensified reproductive health education with the focus of reducing teenage pregnancy, sexual harassment and rape. The objective of reproductive health education in the university is to help students to develop and improve on knowledge, attitude and practices that are appropriate for health and longetivity. Issues on reproduction health are vital for ensuring quality health and wellbeing. This chapter is in two sections. Practical considerations to the study of reproductive health with emphasis on initiating topics in reproductive health and establishing teacher-student rapport in the course of teaching reproductive health. The second section focuses on Social Studies level 100 student teachers pre and post experiences on reproductive health lessons in university in Winneba in the Central Region of Ghana. This chapter argues that it is important for students to be actively involved in lessons on reproductive health and encouraged to ask questions to help them claim ownership of the knowledge acquired during such lessons to ensure life-long learning.
Keywords: Learning Pedagogies, Reflective Practice, Reproductive Health, Transformative Learning
