Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.515828
Title: Assessing young people's learning needs related to sexuality and relationships on the Maltese Islands
Author: Bugeja, Roderick
Awarding Body: University of Southampton
Current Institution: University of Southampton
Date of Award: 2010
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Abstract:
This research explored young people’s learning needs related to sexuality and relationships within the current rapidly changing social, cultural and religious context of the Maltese Islands. It also explored the challenges, opportunities and alternative means by which these needs can be met. A definitional matrix for needs assessment that adopts a sociological perspective to people’s needs, which is widely used in health promotion, was employed. This thesis was framed around the underlying principles of youth involvement, participation and empowerment, and thus emphasised young people’s own perspective of their learning needs. The mixed-methodology approach was adopted in this research. The first stage of investigation sought to achieve an overview of sexual behaviour and knowledge among young Maltese people aged 14 - 16 attending secondary schools. A stratified random sample of 1310 pupils (68% response rate) provided a first-ever snapshot of young people’s sexual behaviour in Malta. The second stage sought to explore young people’s felt and expressed learning needs within and outside the school setting by way of sixteen focus groups involving another 166 pupils. Findings suggest a relatively low rate of pupils who would have practiced sexual intercourse by school-leaving age in Malta (12.3%). Mean age at first intercourse seems similar to that of other European countries (14 years) for both genders. Only a fifth used condoms every time they had sex. Knowledge of STIs was scant. The pupils were more informed about HIV. Girls were more knowledgeable. Boys had sex with more sexual partners. No gender differences were noted in substance abuse with sex. Discussions among pupils revealed a high degree of perceived unmet learning need. Participants valued highly learning about sexuality but thought it received much less attention than their other academic learning needs. Disparities between schools were evidenced. Learning was sporadic and uncoordinated with conflicting messages from different teachers. Often sessions started timely to pupils’ needs, but ended prematurely. Learning from parents was scanty and associated with the overall relationship and bonding between parents and the child. Gaps were noted between perceived ideal sources (teachers, parents and visiting speakers) and actual / preferred sources (friends and the media). Needs were perceived in relation to the content and timing of learning, sources of knowledge, learning styles and resources. Maltese pupils had diverse values and called for a variety of approaches. Recommendations were made for a national sexuality education policy to standardize the framework of sexuality education among Maltese schools; more initial teacher training and inservice training in sexuality education to meet the needs of a diverse group of adolescents through various approaches; more collaboration among teachers within schools; parenting skills and lifelong learning opportunities for parents; more active involvement of adolescents and a wider consultation with schools and families in the evaluation of sexuality education.
Supervisor: Weare, Susan Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.515828  DOI: Not available
Keywords: HT Communities. Classes. Races ; LB Theory and practice of education
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