Educational reform

As an educator, I have always been against a type of selective education that segregates students according to academic ability. I am also aware of the way the Junior Lyceum and the common entrance examinations are destroying the childhood of Maltese children. I know that educational research has conclusively shown that streaming is undemocratic and unfair on many children negatively affected by it. I have, for many years, advocated the re-introduction of comprehensive schooling in Malta and, in 2001, published a paper entitled The Ideological Struggle Over Comprehensive Education In Malta, in the book Yesterday's Schools, edited by Ronald G. Sultana, which is the most complete study to date, of what went wrong with the educational reform of 1972-81 when selection was abolished from the state educational system.

I totally agree with the arguments of educators like Kenneth Wain and Sandro Spiteri, so, I suppose, people would expect me to support those who are advocating the abolishing of the Junior Lyceum and common entrance examinations, streaming, etc. But, and this is a very important but, surely the time is not ripe for such a reform. Let me explain.

It is an acknowledged fact that most parents and teachers are against a non-selective type of education. So here we need a massive publicity campaign about the benefits of non-selective education before any reform is implemented. What happens, however, if the majority of parents and teachers continue to resist the reform? From my research, I confirmed what others had written before me, that this was one of the main reasons why the 1972-81 educational reform failed. What I am implying is that first we have to succeed in persuading parents and teachers of the need for non-selective education, and only after this has been assured can we start with the actual reform.

Come on, does anyone think that such a reform could possibly succeed if most parents and teachers oppose it?

Unfortunately, there is another serious obstacle to overcome. Have we considered the fact that serious cases of indiscipline in schools are on the increase? At a time when attacks on educators are becoming more and more common, is it wise to initiate such a reform which will surely increase the incidence of such violent incidents?

Mixing children of different academic abilities is not an easy task for teachers in this day and age.

Have I become a defeatist all of a sudden? Of course not! Call me a realist instead. We have still not solved the problem of rampant indiscipline in some schools and we are contemplating a reform that will stretch us to the limits of our abilities in the case of classroom management!

I suggest that we need a wholesome atmosphere of tranquillity in schools before we embark on a reform that is bound to lead to more incidents of indiscipline during the phase of its teething troubles. Remember what happened in 1972. The consequences could be even worse today because the social problems we are facing are even greater.

A third but less serious problem is that of educational resources. A non-selective system based on continuous assessment instead of selective examinations, and mixed-ability teaching instead of streaming, will only succeed if it is backed by a great amount of state-of-the-art educational resources.

We have to make education an enjoyable experience for our children. They should look forward to going to school, whether they belong to the most academically bright strata of the school population or even if they are considered to be slow learners. All this would require a substantial financial investment by the government but I am sure that Lawrence Gonzi and his colleagues in the Nationalist government are committed to improving our educational system for the benefit of all our children as are all Maltese politicians of whatever political party.

To conclude, yes, we need to dismantle our present selective system of education and replace it with one that is non-selective because this is fairer, more democratic and is in the country's long-term interests. Educational segregation of children at an early age means losing a substantial number who have the potential to succeed in a non-selective system of education and Malta cannot afford this.

However, we first have to set the right conditions for such a reform. Then, we should implement the reform at the right time when the conditions are ripe for its success and when the people entrusted with its implementation are themselves convinced of its absolute necessity. Finally, we have to provide the tools necessary for the reform to succeed, avoiding the mistakes of the past through the fruits of our experience.