Beyond the exam figures

The recent results of the 2009 Junior Lyceum (JL) examination indicate that this year's pass rate was the highest ever achieved.

The students' high level of achievement this year led many to conclude that either the examination papers were easier than previous years, or that weak students from different schools were advised not to sit for the exam in order not to negatively affect the particular schools' pass rate.

While in the past three years the pass rate was around 61 per cent, this year it increased to 67.1 per cent. It was significantly higher both overall, and for boys and girls separately. Every year, girls' results have been about three per cent higher than those for boys and this year was no exception: the pass rate for girls was 68.7 per cent compared to that of the boys', which was 65.6 per cent.

What was the difficulty level of the JL exams this year?

Below are the 2009 average (mean) results for each subject:

Subject: Result
English: 56.4
Maths: 59.6
Maltese: 67.3
Religion: 73.3
Social Studies: 74.4

The results are similar to the trend in previous years. English and Maths were again the subjects with the lowest results. Generally, students experience most difficulty in these subjects. Religion and Social Studies again had the highest results, although this year, performance in the Social Studies exam was more compact than in Religion.

Although resit papers have been prepared for the five subjects, this year, resits will only take place in English and Maths since the students who failed the other subjects failed more than one subject. In total, 367 (92 per cent) of the students eligible to resit one exam took advantage of this innovation this year; 171/188 (91 per cent) for English and 196/211 (93 per cent) for Maths. The resit will take place on July 31 and the result will be issued in August.

What proportion of Year 6 students in state schools applied for the JL exam this year?

Over the years, on average about 88 to 90 per cent Year 6 students consistently sat for the JL exam, which is not obligatory. This year's proportion, 89 per cent, was similar to previous years, both nationally and also when the different regions in Malta and Gozo are considered separately:

Region: % Year 6
Northern District: 88%
Northern Harbour: 86%
Western District: 88%
South Eastern District: 91%
Southern Harbour: 90%
Gozo: 93%

This brief analysis can, at best, present a snapshot of the performance of the JL candidates this year.

While providing some indication about how the students performed, they do not provide in-depth answers that some stakeholders may be after. The analysis indicates that results themselves do not reveal the reasons why this year's pass rate was higher - the realities surrounding these results are complex and cannot necessarily be explained by a few observable factors.

Exam results on their own do not determine the success or otherwise of an education system, although they are continually used and misused as measure of performance of a school, a system and a country. Naturally, the experience of writing student-friendly exam papers, the teachers' vast experience in preparing students for these exams, and the effort and investment made by parents and schools are all reflected in these results.

The questions that we all need to take time to reflect upon and answer are the following:

What do these results mean in educational terms?
What price are we paying as a nation for these results?
Is this the education our children deserve and need?
Is this what education in the 21st century is about?

The current education reform is addressing these questions seriously. It emphasises the fact that our focus should not remain on classifying students as winners or losers from a young age. Rather, the education community should consider the opportunities that the current system should offer to the 33 per cent of students who did not pass this year's examination.

Does the education system allow these students to grow and develop in the remaining five years of their compulsory schooling with their peers?

Why do children need to be condemned with this life sentence at such a tender age?

Is this the best measure of success at the end of our primary schooling?

The examination culture and selectivity in the primary education cycle that we are all accustomed to are no longer relevant now that opportunities are abundant for all. Lifelong learning is about exploring new skills, talents and attitudes to improve one's life chances.

Our education model must become more democratic. In the system we are planning together, there is room for all students, with different talents, aspirations, needs and potential. Let us work together to ensure that all our children are winners by providing them with experiences that are relevant, engaging and long-lasting.

This is the true success of an education system.

Dr Grima is director general of the Education Ministry's Directorate for Quality and Standards in Education.