Vol. 17 no. 2 / December 2023

This paper identifies and discusses needs and gaps among minors aged 5-17 years who, at the time of the study, resided in out-of-home care and/or made use of community-based welfare services. The discussion is informed by mixed-methods study research carried out in 2018 as part of the project ‘Star Kids – Reaching Out: Improving the Life Chances of Vulnerable Children’. Star Kids’ objectives included developing and delivering a nationally accredited ICT training course for vulnerable minors; in a context where digitization is often described as ubiquitous, yet its experience is complex and not universal. In this paper, data analysed include responses to a questionnaire administered to minors; and data from focus groups with minors, their parents/guardians, and professionals working with the cohort under study. The study found high ICT usage, albeit with gender-based and age-based differences. Gaming, streaming and downloading prevailed among boys and 5–11-year-olds; use of social media prevailed among girls. Most minors considered themselves as self-learnt ICT users; yet the study flagged the need for more support for minors with low socio-economic backgrounds. The study identified shortcomings in the infrastructure available. Recommendations include investment in state-of-the-art ICT infrastructure in residential homes and community centres; further research to assess impacts of COVID-19 on this study’s findings; policy development that steers ICT education towards participatory and empowered involvement of parents /guardians; and that dwells on participants’ existing ICT knowledge and skills.

By differentiating public perceptions of relatively new vocational institutions from those of more traditional forms of academic further and higher education, the study aimed to explore how attitudes vary as a function of social class in Malta. A survey of 573 adults was carried out to measure variations in attitude towards three specific Maltese state-sponsored further and higher education institutions, two vocational, and one traditionally academic. Framed conceptually according to a critical interpretation of the parity of esteem debate, the main dependent variable was defined in terms of difference in attitudes toward the new vocational, as opposed to traditional academic institutions. One-way analysis of variance was carried out to explore these differences according to self-identified social class, as well as socioeconomic markers including income, education level and occupation. The findings revealed small but statistically significant effects of self-identified social class, income and level of education. As social class and other socioeconomic values increase, positive perceptions of vocational as opposed to academic tracks, tend to decrease. No significant effect emerged with respect to occupation type. In this article, we discuss some of the implications of these findings for Maltese further and higher education providers from a critical theoretical perspective. Furthermore, we argue that arbitrary prestige-attribution to specific institutions reduces qualifications to mere referents of otherwise fixed social status, and more broadly undermines the prospect of a truly meritocratic society.

This paper presents findings from a survey on undergraduate students’ term-time work at a Canadian research-intensive university. The study examines which students work, how much they work, why they do it, and the self-reported impacts of paid and unpaid work on their studies. Our analysis of survey data shows that over half of the respondents worked. More women than men worked, more domestic than international students, and more students from lower socioeconomic status families worked. Hours of work were strongly correlated with students’ financial needs. The more students worked, the less time they spent studying and on other academic activities or attending classes, tutorials, or labs. Further analysis will focus more on what difference the kind of work makes to effects on studies.

Social Emotional Learning focuses on nurturing lateral thinking skills that help the individual gain a deeper understanding of their emotions and its impact on others. This study introduced a Social Emotional Learning programme to a group of ten students, aged fourteen to fifteen years, studying Health and Social Care as a Vocational Education and Training subject. The programme utilised is targeted to help students: recognise emotions in self or others; understand the causes and consequences of emotions; label emotions accurately; express emotions appropriately; and regulate emotions effectively. This is done by teaching specific tools within a programme: the “Charter” that helps establish class rules; the “Mood Metre” that teaches understanding of emotions; and the “Meta Moment” that helps with identifying the emotional triggers and the “Blueprint” that helps in conflict resolution. These social and emotional learning skills were covered over three months. The effectiveness of these sessions was investigated. Data were collected from three sources using an action research framework, an ongoing reflective journal by the researcher, observations by a critical friend and the pre- and post-implementation of a strengths and difficulties questionnaire administered to the students. Thematic analysis revealed positive outcomes. The implications of social emotional learning within the vocational classroom are discussed.

Before the Second Vatican Council, the Roman Catholic Church believed that the responsibility for rearing children belonged to parents and she alsocontended that education belonged pre-eminently to her domain. In practice, she forbade Catholic parents from sending their children to non-Catholic schools that were neutral or mixed. Such teachings are to be kept in mind while understanding Archbishop Michael Gonzi’s position as regards the role of education in Malta. Archbishop Gonzi was in office between 1943 and 1976.

Maltese governments have invested considerably in education and inclusion in society. In this article, the resources and services needed by the senior management team (SMT), teachers, and learning support educators (LSEs) when working with autistic students in mainstream primary schools in Malta are discussed. This is done in light of research showing that resources and services in inclusive schools can ease the challenges of IE and make it a positive experience. Data was collected through qualitative questionnaires and semi-structured interviews. All primary school educators in one college [i] were invited to participate. 172 educators accepted the invitation and filled out a questionnaire. Of the 172 participants, 19 agreed to participate in a semi-structured interview. The findings show that in the Maltese education system several services already exist for autistic students. However, such services have certain deficiencies that must be addressed. Moreover, the findings show that certain resources and other services are lacking.

There is no abstract for this commentary.

There is no abstract for this commentary.