Rengimo šeimai ir lytiškumo ugdymo programos įgyvendinimo situacija lietuvos bendrojo lavinimo mokyklose
Implementation of preparing for family life and sexual education program in lithuanian general education schols

Summary/Abstract: This article highlights the situation how the Program of Preparing for Family Life and Sexual Education (PFLSE) is implemented in Lithuanian general education schools. Means of realisation of the PFLSE program, problems that educational institutions face with and teachers’ competence to implement it are analysed. Effective PFLSE program realisation possibilities are also revealed. The aim of the research is to show the situation of the implementation of Preparing for Family Life and Sexual Education Program in Lithuanian general education schools. The research was conducted in October and November of the year 2008. 487 schools took part in the research, i.e. more than one third (37.1 %) of all types of general education schools (from 1312 schools in total) from different municipalities in our country. A questionnaire of open- and closed-ended questions was designed. It was filled in by teachers of different school subjects (56.2 %), deputy principals for education (22.2 %), school principals (6.4 %), social pedagogues (11.3 %), psychologists (1.0 %), and health care pecialists (2.9 %). The research data has revealed that the Program of Preparing for Family Life and Sexual Education can be implemented through both formal and non-formal educational activities. The results of the research have shown that 18.3 per cent of the general education schools that participated in the research integrate the PFLSE program into all school subjects, 49.5 per cent integrate it into one or several subjects (most often into lessons of religion, ethics, biolog y, the world and me). 48.5 per cent of the schools combine it with other programs (such as Skills for Life, Alcohol, tobacco and other psychotropic substances abuse, Violence prevention etc.), and 16.8 per cent take part in project activities. The majority of the school-participants (60.6 %) discuss questions on preparation for family life and sexual education during class meetings. Thus, the implementation of the PFLSE program is neither systematic nor consistent since in most cases only those topics that are found in textbooks are integrated into school subjects, only separate topics on sexual education are touched upon during class meetings, and this does not cover all the topics presented in the PFLSE program. The results of the research reveal a number of obstacles that interfere with qualitative and effective implementation of the program, namely lack of methodical material for teaching, insufficient teachers’ qualification in preparing for family life and sexual education, inadequate cooperation among school community members and their team work. In order to successully put the PFLSE program into practice, PFLSE program consultants or teachers- lectors should be prepared, teachers’ motivation to improve their PFLSE competences should be encouraged by including the topics of the PFLSE program into the General Curriculum Framework.

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