https://www.um.edu.mt/library/oar/handle/123456789/3354 2026-04-23T14:22:25Z 2026-04-23T14:22:25Z https://www.um.edu.mt/library/oar/handle/123456789/99478 2022-07-19T08:06:08Z 2011-01-01T00:00:00Z

Title: Changing career direction of young professionals Abstract: It has been acknowledged that due to continuous developments in employment and education, career guidance services are essential to assist individuals throughout their lifetime, but it seems that in our country this is still not developed, as presently there are no services that support the lifelong career process. This study will look at the experience of young professionals who graduated from the University of Malta in a particular profession and after some time, decided to change their career direction. This long essay evaluates the career moves of the participants in relation to their former vocational course, the process of career decision-making, the transition process, and the career guidance services. To conduct this study, semi-structured interviews were used with seven participants, aged between 25 to 28 years of age. At present, there is no service that caters for the population who would like information, guidance, and support throughout their education, training, and employment transitions. This long essay points out the need for the creation of such services and the formation of a career guidance centre. Furthermore, findings seem to suggest that individuals need a lot of support, guidance, and information during their transitions and career guidance practitioners can contribute effectively to it. The implications would be having career guidance practitioners qualified, and knowledgeable about the labour market, education, and training and employment trends. Description: P.G.DIP.LIFELONG CAREER GUID.&DEV.

2011-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/74964 2021-04-30T05:48:27Z 2011-01-01T00:00:00Z

Title: Helping children with Dyscalculia : the implementation of a teaching programme with three primary school children Abstract: Dyscalculia is a specific learning difficulty which hinders an individual from developing the basic number concepts which are needed for the acquisition of mathematics. The main aim of this study was to explore strategies which would help children with dyscalculia overcome some of their barriers. After initial assessment of 15 children using the Dyscalculia Screener (Butterworth, 2003), three children were identified with dyscalculia. These children, two 10-year-olds and one 7-year-old, were selected as the subject participants for the main part of the study. The parents of the three children were questioned about their children's difficulties to confirm the Screeners assessment. Consequently, the children were formatively assessed using the Catch Up Numeracy (2009) assessment tools. Twenty 15-minute sessions were carried out with each child, using the outline provided by the Catch Up Numeracy programme as intervention targetting the areas needing development. Post-assessment was carried out to measure the degree of success of the programme for each child. The results demonstrated that if appropriate and specific intervention is provided, children with dyscalculia can succeed at acquiring the basic number concepts needed for mathematics learning. Additionally, the study showed that such intervention would greatly impact the affective domain of children, raising self-esteem and developing a more positive attitude to the learning of mathematics. Description: M.ED.

2011-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/74946 2021-04-30T05:43:12Z 2011-01-01T00:00:00Z

Title: Exploring meals in Maltese families : a socio-ecological study Abstract: Several studies have been conducted locally about the food choice behaviours of individuals, particularly of children and adolescents, yet research on food choice at the family level is scarce. This gap is knowledge is particularly significant given that meal provision can greatly influence the well-being of all family members. This study aimed at exploring the influences on the planning, preparation and consumption of the main weekday meal in families. A socio-ecological framework was adopted as this enabled a comprehensive analysis of the phenomenon by considering influences within all levels of the environment and the relationships between them. An exploratory, sequential, mixed methods approach was taken, where the results of each stage were used to develop the next stage. Initially, interviews were conducted to gain a general understanding of the issues at play within a relatively new area of research. This enabled the development of a quantitative instrument. Follow-up focus group interviews were conducted to clarify and further explore the quantitative results obtained from the survey. Results revealed that meal provision was primarily the mothers' responsibility. Meal provision in families was influenced by several factors within all levels of the environment. The micro level emerged as the most influential. Three key players were identified here, namely the mother, family food preferences and practices and parental employment. The mother had great influence, not only on the type of meal chosen but also on food preparation and consumption practices. The family was an equally important influence, which greatly impacted the practices of the mother. Individual preferences of children were identified as particularly important. Other family practices, such as various schedules and commitments, eating out practices and TV viewing practices influenced several aspects of meal provision. Parental employment was the most powerful demographic influence on meals in families and was an important marker of differences between groups of families. Other influencing factors within the meso, exo and macro levels of the environment were identified and included TV and advertising, availability and accessibility to food, traditional cuisine, cultural norms and religious practices. These, however, were less important. Analysing results according to children's school type and level of education and employment status of main food providers revealed some differences among groups. Other demographic markers such as family size and age of children were not indicators of difference. Based on these results it is recommended that public health or nutrition educators focus on the family as a unit and take into account the various influences that impinge on meal provision such that educational interventions targeted at parents will be more relevant to the context of the family. Educational interventions should also try to target fathers as well as children and adolescents and encourage their greater participation in family meal provision. A draft outline of an educational intervention based on the findings of this study is indeed presented. Description: M.ED.

2011-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/74931 2021-04-30T05:15:18Z 2011-01-01T00:00:00Z

Title: Journey to empowerment : a case study of the EkoSkola programme at two local primary schools Abstract: The research attempts to tease out, explore and analyse any emerging trends and patterns in the dynamic process of student empowerment promoted through the experience of the EkoSkola programme at two local Primary Schools. The methodology involves an indepth critical analysis of the empowerment dynamics required for the proper functioning of the EkoSkola programme. It involves observations and individual and group interviews with participants involved. Research findings show that the empowerment process is a journey with commitment, knowledge and acquisition of competences, attitudinal change, clear direction, action, evaluation and celebration being its key milestones. Healthy relationships, democracy, inclusion and a holistic approach are found to be the pillars for a successful empowerment journey. The results also indicate that training in various inter and intra personal skills is crucial for the success of this journey. The study highlights the crucial role educators play in providing a more student empowering environment. Whilst adequate dissipation of information, experiential and cooperative learning and celebration of achievement are factors which catalyse this process, an academically overloaded curriculum and lack of autonomy of both teachers and students slow down this process. Description: M.ED.

2011-01-01T00:00:00Z