More educational news has hit the headlines and again there is not much reason to celebrate. While education is not a subject that stirs most people’s emotions, it remains the single most important critical success factor that will determine our social and economic success in the coming decades.

The Education Minister quoted some worrying statistics on the number of students who have taken up the offers envisaged in the Youth Guarantee Scheme, “an EU-funded initiative to tackle youth unemployment by securing a job offer, training, apprenticeship or continued education for the unemployed under 25”.

Out of 7,000 jobless young people, only 400 “were persuaded to take part”. Equally disappointing news was that out of 1,337 students who “applied for the free tuition for SEC ‘O’ level re-sits offered by the education ministry”, only 68 per cent were turning up for lessons. When one considers that only 60 per cent of those who failed actually bothered to apply for free tuition, one can understand why the minister was so disappointed.

The question that needs to be asked is whether the tactics being used by our educational leaders are indeed effective, or whether it is time to go back to the drawing board and come up with an effective strategy to tackle students’ underachievement.

Clearly it is not enough for the minister to express disappointment as he is ultimately the person politically responsible for defining and implementing an effective educational strategy.

Many stakeholders are asking very relevant, even if disturbing, questions.

Why is it necessary for the educational authorities to resort to providing free tuition rather than ensure that normal lessons throughout the year suffice to enable more students to pass their SEC exams at their first attempt?

It seems that the education authorities are more intent to tackle the symptoms rather than the cause of the problemof underachievement.

Another issue that needs to be tackled is whether the incentives being offered to students to continue with their studies are in fact giving the country the right results.

The stipend system has now been in place for many years. But it requires a radical overhaul and should only be available to those who need it most – yet no politician in Malta is brave enough to take such a wise step.

One worrying feature in the ongoing educational debate is the lack of involvement of teachers, many of whom are reluctant to publicly express their pragmatic opinions of what is not functioning in our educational system.

Teachers work in the coalface of the system. They can contribute with their assessment of issues that impact on the effectiveness of their efforts in the classroom. Teachers can add value to the debate on educational under-achievement by commenting on the way their school is managed, the school discipline process, the social issues they face on a day-to-day basis, the challenges of dealing with students with different learning abilities and their working conditions that often lead to serious demotivation.

Time will soon start running out for this administration to show it has the right strategy for upgrading educational standards. Tactical moves to tackle particular minor issues, like the reduction of book theft from the University library, will always be important.

But sterile strategic documents will not bring about the necessary changes.

Good political leadership and an ability to implement tough change programmes are the only effective way ahead for education.