Students from five different schools aged between 12 and 14 years yesterday articulately, if, at times, somewhat vociferously, debated several topics related to quality education.
The debates centred on whether education should include work-related experience, whether education in the family was more important than at school and whether homework should be abolished.
The educational debate, characterised by loud applause and enthusiastic cheers, was organised jointly by the Malta Union of Teachers and Aġenzija Żgħażagħ through the Ministry for Education.
Joelle Farrugia, Kersty Jo Zammit and Josefa Muscat from St Dorothy’s Senior School argued that school should be extended by two hours to allow students to complete their homework in class.
On returning home from school, the students argued, pupils were expected to complete their homework, study and participate in extracurricular activities. Often enough, however, it was homework that suffered in light of all the commitments.
“I know students who spend two hours stuck on a mathematical sum. Having your teacher close by while carrying out your work would mean you can easily get help,” Joelle said.
On the other side of the debate were Leah Govè, Gabrielle Bezzina and Veronique Farrugia from St Monica’s, Gżira, who professed themselves in favour of retaining homework.
Few students would be disciplined and motivated enough to revise and study in their free time if they were not required to do their homework, they argued.
Doing ‘homework’ at school would mean longer school hours, an impractical option for students and teachers alike. They would also be tempted to chat with their schoolmates rather than concentrate on the work at hand.
Another heated debate focused on whether education provided by one’s family was more important than that given at school.
Raffaella Baldacchino, Sharon Micallef and Marzia Cassar from the Immaculate Conception, Tarxien, argued that children spent the majority of their time at school, where they were taught valuable academic and interpersonal skills which influenced their work opportunities.
Not all children were fortunate enough to hail from privileged backgrounds – some children were not privy to the physical and emotional support received by more fortunate children. Guidance teachers were readily available to support all students.
Maria Emma Law, Julia Zammit Spadaro and Julia Balzan from St Monica’s, Gżira, argued that a child’s formative years were the first three years, which was why education received from one’s family was so important. Parents encouraged their children to study and, unlike what happened with teachers, there were no unfair preferences with certain students.
Marzia commented that instances of preferring a child over another also occurred within families, causing a lively uproar among the seated students.
“Friends are the family we choose for ourselves.”