On January 27, the Directorate for Quality and Standards in Education launched National Policy and Strategy for the Attainment of Core Competences, its second major national policy proposal in less than three months.

The first one, also known as the 11+ reform, proposed trans-forming the transition from primary to secondary schools by changing the end-of-primary-cycle exams from selective to diagnostic tools, and by removing streaming. Feedback is still being received on that proposal.

This second national policy proposal follows closely on the 11+ reform not only in time but also in its support function, to ensure that the transition from primary to secondary is as effective and as smooth as possible. The proposed policy aims to ensure that by the end of the primary education, all pupils have mastered the required 'core competences' and fulfil their potential.

To this end it proposes a national policy and strategy for pupils to acquire these core competences by the end of Year 3, and for intervention to be provided, if required, to enable all pupils to gain access the full curriculum and become lifelong learners.

The document is divided in four parts:

• A national policy on the attainment of core competences, outlining the values and beliefs that underpin the strategy;

• A national strategy framework for schools to consider when developing their action plans (examples are included);

• A set of checklists for Maltese, English, Mathematics and ICT for pupils in Years 1, 2 and 3, which teachers can use these to identify the precise core competence needs of their pupils;

• A range of resources and an example of an action plan for teachers to implement.

Literacy, e-literacy and mathematics form the foundations on which a quality education is built. Although much debate surrounds attempts to define 'quality education', there is consensus that quality must be seen in the light of how a society defines the purpose of education. The cognitive development of learners remains a priority within quality education. This policy attempts to address basic aspects of cognitive development which are essential for all learners.

At a time when we are talking of Malta developing as a centre of excellence in education in the context of the 2015 Vision, it is morally indefensible to justify that some children still leave the primary cycle of compulsory education without having mastered these essential competences, which are a right in themselves, essential as tools and critically important for development within a knowledge society.

Crucially, the policy clearly sets out the prime responsibility of schools to ensure that pupils have mastered the core competences by the end of Year 4. While schools should, of course, work with parents, the local community and other service providers, it is the schools that will be ultimately held accountable as to whether the pupils in their care attain these competences or not.

Of course, this implies that schools (a) have to be flexible enough to develop and take on board the necessary tools and resources to reach this goal, and (b) receive the necessary support to do so.

The purpose of the core competences strategy is to build upon successful initiatives already in place in individual schools and colleges, to address the lacunae in present provision of education and to make proposals at college and school level aimed to help all pupils attain the selected core competences. The strategy also leads to the formulation of college- and/or school-based action plans.

The strategy uses both an additive as well as a transformative approach. The additive approach entails adding to the education services already in place; most after-school provision falls in this category.

The transformative approach involves assisting schools and colleges to review and rethink their schooling practices, with the main emphasis being on teaching/learning strategies and home-school links.

The strategy has the following four priorities:

• To prevent pupils from developing a 'core competences attainment deficit' through early support at kindergarten and early primary levels. This also includes strong school-home-community links, as well as proven methodologies and practices prior to and during schooling;

• The early identificaton of pupils with such a deficit in the lower primary, through systematic screening, needs assessment and development as well as the implementation of individual learning plans where necessary;

• The integration in mainstream primary level teaching, of strategies, methodologies and practices that sustain and help all pupils attain the core competences;

• Intervention of specific strategies to help primary classes attain the core competences, includes a network of proven differentiated and individual learning strategies and methodologies that would be implemented in the classroom, the home and the community.

The strategy's four priorities, namely early support, early identification, integration and intervention, are to be implemented not only through teacher-led actions at school, but also through actions within the community. Thus, each of the priorities will have a school-based and community-based component, which together will form a framework for the action plans as shown below.

The strategy is not intended to promote a particular approach in literacy, e-literacy or mathematics to the exclusion of all others. The underlying principle should always be to teach the pupil, not the method. Indeed, ideally teachers would have available a range of approaches, and choose their teaching methods according to the learning style and needs of each pupil in their classroom. Although teachers may not have all the necessary skills, knowledge and learning environments in place at present, these are being planned.

The strategy suggests ways of mastering core competences that are enlightened by the latest research and practice and therefore would be prioritised especially where intervention is required for reluctant learners. At the same time, the strategy strongly recommends adding such practice to the teacher's already rich and varied toolkit so that they can use the appropriate tool at the appropriate time.

To reach the strategy's targets the present range of education services available to colleges and schools needs to be rationalised to ensure greater equity and effectiveness. A National Core Competences Support Service is therefore being proposed; this entity would incorporate and subsume all the present literacy support state entities. It would be a three-tiered structure, with teacher support available at school, college and national level.

Church and independent schools would also be able to make use of these support services. Indeed, these schools have been invited to take part in the piloting of the strategy and its tools, which should take place this scholastic year up to June, as well as in the training that is to be given to all teachers of Years 1 to 3.

The national policy document is available on the Education Ministry website www.education.gov.mt. Feedback should be sent to e-mail skola@gov.mt.

Mr Spiteri is principal, St Margaret College.