In 2006, I wrote in The Times about the desirability of introducing co-education at the secondary school level in the state sector of education. To my dismay, today, six years later, the situation is still the same and secondary schools in the state sector of education are still single-sex schools.

This is an anachronistic situation in a day and age when everybody agrees that segregation of any sort between males and females in society is something totally undesirable and negative in its effects. Yet, incredibly, in education we still make certain exceptions and co-education is frowned upon by some people.

Those who oppose introducing co-education in state secondary schools often cite research results that seem to indicate that single-sex secondary schools are more beneficial to the academic achievement of their students compared to co-educational secondary schools. However, even here, renowned educationalists have questioned the interpretation of the results of such research and have stated that there are so many variables involved that one cannot say with a great amount of certainty what the empirical evidence seems to indicate.

Irrespective of the results of educational research, however, the crux of the argument lies in the fact that segregation of secondary school students is inherently wrong because it reinforces the negative view that males and females cannot work together beneficially at certain ages of their development. Here, we cannot accept the argument that “the end justifies the means” because we cannot accept something wrong for the sake of an arguably positive goal.

Does it make sense to mix males and females in the primary schools, separate them in the secondary schools and mix them again at the post-secondary and tertiary levels?

Co-education does not even feature in the national curriculum framework, something that has been pointed out by the Malta Union of Teachers. This is regrettable because in Malta itself we have examples of co-education being successfully implemented in independent schools. If such is the case, what is holding us back from also implementing it in the state sector of education?

Let us not come up with nonsensical arguments, as some people (who should know better) do. We are sometimes presented with the argument that mixing boys and girls in state secondary schools could lead to an alarming rise in the number of schoolgirl pregnancies. I would state that the opposite is the case.

Today, it is an acknowledged fact that schoolchildren, young enough to be still in Form 1, start experimenting with nightlife at such places as Paceville. Being forcibly kept away from members of the opposite sex at school makes the prospect of meeting them at places of entertainment, free from all restraint, even more alluring. Which is why some youngsters make mistakes for which they pay a heavy price, sometimes even ruining their future prospects in life.

In fact, this is why co-education has many beneficial consequences. If boys and girls, aged from 11 to 16, were to mix together in school, they would learn to respect each other’s different views towards life and treat each other with dignity and respect. They would learn that sexual appeal is only one of the many attractions of the opposite sex. The value of friendly relationships without necessarily being intimate would be enhanced.

Sharing the burden of the duties of scholastic life with the opposite sex is an excellent preparation for sharing the duties of married life later on. Realising early on in life that the male and female outlooks on life are different but enrich life through complementing each other is a very positive and rewarding experience. It also equips students with the social skills necessary when they enter the world of work and have to work with colleagues of a different sex.

In my long experience as an educator, I have taught at the primary, secondary, post-secondary and tertiary levels of education. From my vast experience, I believe that the prime determinants of a student’s success are personal ability, the quality of the education provided at the educational institution attended and a student’s social background. Gender mix or otherwise is not a prime determinant of a student’s academic success.

Segregation of students in state secondary schools should end as soon as possible. If we want to go ahead with the present reforms in the educational system, then we need to have the courage to go all the way. Yes, of course, there will be criticism! Remember, however, that all progressive educational changes usually come in for a lot of criticism at their inception.

Those educators, myself included, who many years ago advocated doing away with our selective system of education and introducing mixed-ability teaching were ridiculed by many in those days. Today, everybody accepts that this was a much-needed reform. Likewise, single-sex state secondary schools are dinosaurs in a progressive educational environment.

Co-education is the next step forward.