Contemporary educational reform

A review of the historical landmarks shows that the ultimate objective of the implementation of Maltese educational reforms was to augment the country's intellectual capital, which has always been a priority of the Maltese government. The main educational landmarks were the Compulsory Attendance Act of 1924; the Compulsory Education Ordinance of 1946, that made school attendance compulsory until the age of 14; secondary education for all in 1970; reviewing the school leaving age in 1974; the introduction of a National Minimum Curriculum in 1999; and the setting up of School Networks in 2005.

The political change in 1964, when Malta gained its independence, initiated a number of ongoing revolutionary reforms that Maltese education sector has never looked back ever since. These last 10 years have been extremely significant because of the number of crucial measures and reforms that have been introduced. Their aim was not only to augment the country's intellectual capital but primarily to provide improved quality education that will help all Maltese children to succeed.

One of the many reforms that can be considered as essential and which underpins all other reforms, was replacing the questionable dichotomy of "top-down" and "bottom-up". This reform, for the past decade, has been the groundwork of an extensive drive by the Education Ministry and the Education Division to reform the education system.

It has been the government's intention to sustain the pace of reform in education to further increase existing participation rates in line with the nation's socio-economic development needs. In the Education Minister's words, the future of Malta's education system lies in "...widespread discussion and dialogue, with all stakeholders in particular, and the public". (Galea; 2005:xii). The recently signed agreement between the Government and the Malta Union of Teachers underlines this form of "discussion" in certain areas.

The Education Division, the principal sector of the ministry, is responsible for the provision of an efficient and effective system of schools which, while ensuring education and training in areas relevant to the needs of Maltese society, affords the individual without any distinction of age, gender, belief or economic means, the opportunity to develop his/her full cognitive, affective and operative potential to prepare students for life, including their working life.

To achieve this, the minister set in motion the wheels of change and reform. He embarked on a review of the education system by transforming it into a new framework and giving the state schools greater autonomy.

Although the education authorities, are responsible for the provision of a National Curriculum Framework, and the coordination and operation of policies, standards, verification of the teaching and learning experience and outcomes in schools to ensure quality education for all in a framework of diverse educational institutions, state schools have certain freedom in decision making in a number of areas.

They produce their own source materials to complement the textbooks, select and purchase equipment and teaching and learning materials from centrally allocated funds. Half-yearly examinations are school-based, and although annual examinations are designed and coordinated by the central authorities, nominated teachers are involved in the setting of these annual papers. Each head of school formulates a three-year business plan in consultation with his/her staff and in accordance with overall national objectives, priorities and programmes. Several administrative decisions are now taken at school level or by the school council. The sole objective of the process of reform was to make the education system more decentralised, more relevant and effective for the needs of the children.

The minister has openly asked stakeholders in education, such as educators, researchers and policy makers, to give their contribution because he knows that, in their own way, they contribute different facets of knowledge needed to nurture student learning. "Each kind of knowledge is critical to creating conditions to improve learning for students." (Halverson, 2004). He has been striving to empower school authorities and cultivate a culture of participation at school level. The ministry's vision of decentralisation underlines the concept that education is a continuous process. Reform and innovation are an essential element of the process to satisfy both the developing economy and national aspirations.

On May 2, a conference was held for head teachers, which set the first steps towards translating the concept of "quality education" from theory into practice. The conference initiated the idea of School Development Planning in Maltese Schools, which inspired a series of inter-related projects over the next eight years.

Prudence, contribution and involvement in the implementation of the proposed reforms that will transform the education system into a new framework, which will enhance the teaching and learning process, and eventually help all Maltese children to succeed, are basis of the Minister's criterion. "Precautions will be taken to phase-in the reforms and the widest possible consensus will be sought." (Galea; 2005:xii).

The Minister was not just paying lip service. The government, represented by the Education Minister, believes that restructuring the Education Division should continue to strengthen local education. The Education (Amendment) Act addresses the existing senior management of the Education Division. Two directorates, lead by two distinct directors general, each with a separate and different mission, will this year substitute the existing only director general. The Ministry is proposing the creation of one directorate that will focus on quality standards throughout the education system, and a second directorate for educational services.

The sentence from Bezzina's quote of Brian Caldwell that "Leadership is about creating new realities" (Bezzina, 2005:27) underlines the qualities of good leadership exemplified by the Ministry. In giving legal status to the future two directorates, that will replace the existing Director General, the Ministry is taking the initiative and establishing future directions in creating more approachable and receptive support structures. This renewed process will continue to replace "...the dichotomy of 'top-down' and 'bottom-up' approaches to educational change" (Galea, 2005:xi) and make the education system more effective and relevant to the needs of Maltese children and Maltese society.

Educational reform has continued to stress the overall mission of the Ministry of Education throughout the years to ultimately achieve its goal in seeking to prepare students for life, including their working life.

In the forward of the publication For All Children To Succeed, the minister admits that the education system needs a renewal to remain relevant in the 21st century, (Galea, 2005:xi). The major reforms in the educational sector, in the last decade, brought with them changes, which were intended to offer new challenges and opportunities. These changes are contributing to more democracy and managerial freedom in state schools.

To be concluded