With the announcement by the Ministry of Education that banding may be introduced in Year 5 and Year 6 as from the next scholastic year, educationists, parents and all those who have education at heart, are questioning the validity of such a decision.

For the past decade we have revolutionised the concept of education by making it more child-centred and giving it a more holistic approach.

The concept of inclusion has emphasised the need to promote quality and equity education for all. We have abolished streaming and introduced mixed-ability classes with their problems and challenges.

One teacher interviewed by Times of Malta (April 9), retorted “teaching a mixed-ability class is impossible”, while another said “mixed classes only work if we have smaller classes or have support”.

Trying to address problems that crop up while teaching mixed-ability students is imperative, but saying that teaching a mixed-ability class is impossible is too sweeping a statement.

It is a fact, though, that no amount of good intentions and correct educational theories can be effective unless schools are restructured and geared to be able to put into practice such ideals.

That some schools were lumped with the idea of inclusion without making it part and parcel of their mission statement is a fact. One cannot deny that numbers of students in most classes are still large. But, perhaps, the biggest hurdle for mixed-ability classes is that teachers, especially in primary schools, are left on their own without being given the necessary support.

The introduction of banding, where students are grouped according to their performance in Maths, English and Maltese, may improve the process of teaching and lessen the burden on teachers, but one has to be on guard not to allow this phenomenon to revert education to the concept of streaming.

Reviewing one’s teaching in mixed-ability classes helps to improve one’s position but the concept and principle of inclusion should remain. Giving support to students in basic subjects when needed means addressing the needs of specific students, and encouraging and pushing gifted students to excel is part of the equation.

The reason why, therefore, some teachers feel that teaching mixed-ability classes has failed is not because this concept is wrong but because teachers aren’t given the correct skills and support needed to address such classes.

Let us remain focused on the child. Let the holistic child be the centre of the whole education system, and let all stakeholders work towards this ideal by bringing about the necessary structural changes and giving the necessary support and resources to all concerned.