Opposition calls for change to focus on classrooms

Opposition education spokesman Carmelo Abela said yesterday that before bringing about an earthquake in the education system, it would be better for the minister to have clear priorities and to focus change on the classrooms, rather than on administrative structures.

Mr Abela was continuing his reaction in Parliament to a Bill amending the Education Act. Resuming his speech from Tuesday's sitting, Mr Abela said no proper evaluation had been made yet on how the curriculum was being implemented.The implementation plan of the curriculum had laid down that the curriculum was to be implemented in five years, which period expired last year, hence the need for an assessment.

In 2003, Lm400,000 were allocated for the implementation of the curriculum, compared to just Lm100,000 this year, reflecting poor commitment to the implementation process. The curriculum should be seen as being the core of the education system. Had the process to revise it been started?

Mr Abela said that with the colleges system still in its very early stages, had there been time for a proper analysis before this draft legislation was moved?

Turning to inclusive education, Mr Abela asked which parts of the Lino Spiteri report were to be implemented and which would not. Mr Abela called for adequate time to be devoted in schools for drama and related subjects. He also asked why it was taking so long for school facilities to be used as community centres after school hours.

He referred to the appointment of the new rector at the university and said the way matters were handled was akin to a coup d'etat at the University by the government. It was a very serious turn of events, although his comments, Mr Abela said, were no reflection on the new rector.

He said several academics had expressed concern over the new National Commission for Higher Education, fearing a loss of autonomy for the university. Like in the case of the Teaching Council, most of the appointments would, in one way or another, be made by the minister. Indeed, the role of the commission would be to evaluate, approve and accredit systems and policies where the quality of the institutions and their programmes was assured. If this meant academic programmes, then the university would really be losing its autonomy.

Would the new directorates, which would substitute the Education Department, have a role in this commission or would they lose all jurisdiction over post secondary education?

Mr Abela referred to the introduction of Mcast into the Education Act, He said that Mcast had not replaced the trade schools, and many people were now admitting that it was a mistake to have closed down the latter, even though reform had been needed.

Technical and vocational education was very important and should be put on a par with academic training.

It was important that there was progression in the courses offered by Mcast. The university needed to recognise the qualifications of Mcast students and it should be easier for students to migrate across the two institutions.

Indeed, there needed to be more courses at Mcast, lecture times should be varied, and more student places should be provided.

Mr Abela said it was regrettable that the National Qualifications Council had started its operations late and there was now much catching up to do.

It was good, he said, that this Bill was giving legal status to the Institute of Tourism Studies, enabling it to apply for EU and to continue to expand. Indeed, it was about time the government decide whether the institute fell under the Ministry of Education or the Ministry of Tourism.

Near the end of his speech, Mr Abela asked what was to become of the Junior Lyceum entrance exam. The progression from junior to senior schools in Church schools was being widely praised. With the advent of the colleges, would the Junior Lyceum exam be phased out?

The government also said much about computerisation in its schools, but many of the computers in the classrooms were now 10 years old, they could not take modern software, yet there were no funds for their replacement.

Concluding, Mr Abela said that before bringing about an earthquake in the education sector, the minister should have clear priorities. Change should not be based on administrative structures as much as what took place in the classrooms. Any change should only be brought about after proper analysis of the current situation.

Joe Cassar (PN) recalled that the setting up of a structure which would assume the regulatory role in the education sector was promised in the President's Address at the opening of Parliament.

That speech also included commitments on the implementation of the curriculum, decentralisation of the education system and networking of the primary and secondary schools for clear progression of students. All these commitments were being realised, most of them through this Bill.

It was far from being the case that this Bill reflected lack of confidence in the Education Department, as was claimed by the Opposition on Tuesday.

The opposition spokesman had spoken of Labour's track record in education, but said nothing of the detrimental reforms of the 1970s.

This government, in contrast, was turning vision into reality and its list of achievements was impressive. Notable among them was how the university population had swelled and how Mcast had been opened after having been closed by Labour. It was also a Nationalist government that introduced the new Sec exams and a modern student stipends system.

The budgetary allocation for education had also swelled under this government. It was no surprise, therefore that the number of students following post-secondary courses had increased strongly.

The vibrancy of the education sector could also be seen in the huge progress made in Maltese participation in EU education programmes and how 7,708 were now participating in the life-long education process.

The trend was upwards all the way save for the illiteracy rate, which was, thankfully, falling.

Referring to the new directorates, Dr Cassar said it was very positive that one of the directorates would focus exclusively on quality assurance across the education system.

This Bill also created a Permanent Committee for Education to discuss and evaluate policy, strategy and direction through collaboration and coordination between the entities established under this law. This was yet further evidence of consensus and openness in the way this sector was run.

Dr Cassar said the setting up of the Teaching Council raised the status of the teaching profession and gave it the authority to run itself. Contrary to what had been claimed, the structure of the council was similar to councils regulating other professions.

Dr Cassar said particularly welcome were the provisions of the Bill on inclusive education. This government had substantially increased its spending for this area and it was indicative that the number of learning support assistants in state and Church schools had now risen to 1,142.

Also welcome was the setting up, through this Bill, of learning zones in the schools to help students who misbehaved, with such support being backed by out-of-school learning support centres when more help was needed. The ultimate aim was for the students to eventually be reintegrated in the schools.

Dr Cassar said the National Commission for Higher Education would be under step towards greater dialogue and quality assurance, this time for higher education including the university. Other speakers will be reported tomorrow.