Lazarashvili, Kakhaber;
(2022)
Developing Relationships and Sex Education in Higher Education: An exploration of academics and practitioners’ views in Georgia.
Doctoral thesis (Ed.D), UCL (University College London).
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Abstract
The aim of this study was to generate new knowledge about the perceptions of key academics and practitioners in order to inform the potential development of Relationships and Sex Education (RSE) programmes within universities in Georgia. Informed by a conceptual framework that drew on the UNESCO International technical guidance on sexuality education and the Cultural Sensitivity Approach, the research explored the views of academics and practitioners in Georgia. The study was guided by three main questions: Is a university-based RSE programme perceived to be needed and, if so, why? How might it be best to develop a university-based RSE programme? How might professional, disciplinary, and cultural backgrounds influence the ways academics and practitioners engage with ideas and teaching practices related to the possibility of RSE in Georgian universities? Twelve academic and six professional/practitioner research participants were drawn from universities, hospitals, NGOs, and governmental organisations. Semi-structured interviews were undertaken and analysed by way of thematic analysis. Academics’ and practitioners’ views regarding RSE were generally positive and these professionals identified a need for university-based RSE programmes for young people, noting the importance of Georgian history, culture, and context to inform their development. It is argued that a culturally sensitive and student-centred approach should lie at the heart of RSE programme design.
| Type: | Thesis (Doctoral) |
|---|---|
| Qualification: | Ed.D |
| Title: | Developing Relationships and Sex Education in Higher Education: An exploration of academics and practitioners’ views in Georgia |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | Copyright © The Author 2021. Original content in this thesis is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) Licence (https://creativecommons.org/licenses/by-nc/4.0/). Any third-party copyright material present remains the property of its respective owner(s) and is licensed under its existing terms. Access may initially be restricted at the author’s request. |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment UCL > Provost and Vice Provost Offices > School of Education UCL |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10156170 |
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Loading...Loading...| 1. |  Georgia | 14 |
| 2. |  United States | 11 |
| 3. |  United Kingdom | 5 |
| 4. |  France | 3 |
| 5. |  India | 2 |
| 6. |  Russian Federation | 2 |
| 7. |  Philippines | 2 |
| 8. |  Armenia | 1 |
| 9. |  Malaysia | 1 |
| 10. |  South Africa | 1 |
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