Church schools feel duty bound to contribute to the drawing up of a national education policy and the State is obliged to include them in the continuous and participatory process, according to the Christian Education Secretariat.

In a memorandum to political parties, the secretariat says that such work, in partnership with the State, should lead to the full respect of Church schools’ responsible autonomy, not just in principle but also in practice.

Respecting the schools’ auto­nomy translates into responsible autonomy when it comes to curriculum material so that Church schools can steer towards diverse and innovative educational practices.

It also means autonomy when it comes to staff appointment and deployment, in keeping with the circumstantial mission of Church schools that is different from that of State schools.

“This implies more flexibility when it comes to the central formula, which is at times too narrow to answer specific needs. Church schools understand that this flexibility should be employed in total respect to working conditions.”

The memorandum adds that respecting Church schools’ auto­nomy translates into strengthening the central administration. For the schools to work in a coordinated manner, the Christian Education Secretariat should be strengthened through adequate resources in the same manner that the Educational Services Directorate works to coordinate State schools.

The Gozitan Diocese should also have an administrative office to serve the needs of the Church schools there.

The secretariat says that Church schools are looking forward to working with the State, irrespective of the party elected to government, to continue to instil in children Christian and human values inspired by the Gospel.

In the past 40 years, Church schools have kept evolving and the 1991 agreement saw the introduction of an entrance system to primary schools through ballot and enrolment becoming free.

This, and the introduction of a ballot system for secondary schools three years ago, led to an increase in mixed ability students. It was felt that if this educational system with mixed abilities were to work, the continuity in the educational process had to be guaranteed. This saw the increase of three primary schools.

In its memorandum, the secretariat says that the distinct identity of Church schools has two important implications.

The first is that they are obliged not only to work together but also hand-in-hand with independent and State schools.

It also implies equality between Church and State schools when it comes to the allocation of resources. Allocating resources should not be seen as some type of generous allocation from the State but a natural way of integrating and recognising the Church school’s substantial contribution.