Since the 2006 amendments to the Education Act, the compulsory education sector in Malta has been going through a profound transformation. This is intended to ensure all learners really do get the highest quality of education they are entitled to, so as to succeed to the best of their ability.

As part of this reform process, in 2009 the Education Ministry addressed a key practice that has been the subject of raging controversy since the 1970s. As of September 2009, streaming is no longer practised in Year 5 classes.

Last September, this reform was extended to Year 6 classes. This means that, for the first time, practically all state, Church and independent primary schools in Malta now have a mixed-ability educational environment. This greatly enhances the prospects for national educational development.

Last April, the Quality Assurance Department (QAD) within the Directorate for Quality and Standards in Education conducted a survey on the perceptions of school administrators and Year 5 teachers on the effects of this change. The aim of the survey was to help the ministry’s directorates to take an initial sounding of the progress achieved and the challenges encountered, so as to fine-tune their strategy and supporting role.

The questionnaire was distributed among 22 state primary schools with three or more Year 5 classes, including one school in Gozo. It was sent to 82 school heads and assistant heads – referred to collectively as senior management team (SMT) – and 85 Year 5 teachers. Respondents could answer anonymously.

A total of 67 teachers (79 per cent), and 57 of the SMT (70 per cent) participated in the survey, which is a very satisfactory response rate. The survey results presented here can therefore be considered as representative of the two surveyed groups; this gives validity to the results.

Ninety per cent of the teachers and 86 per cent of the SMT felt the professional training they had received prior to this reform, that focused on mixed ability teaching, was useful. On the other hand, only 28 per cent of the teachers felt they were provided with sufficient resources related to differentiated teaching.

Indeed, the need for more resources was one of the main challenges that SMT members mentioned was being encountered since the introduction of mixed ability teaching in Year 5 classes.

The introduction of mixed ability teaching necessitates resource adaptation skills to suit the learners’ individual needs. This adaptation proved to be time-consuming for 93 per cent of the teachers. Seventy-seven per cent of the SMT members felt the same way. Similarly, lesson preparation was seen as becoming increasingly time-consuming for 91per cent of teachers and SMT members.

The survey indicated that teachers and SMT members felt the change to a mixed-ability setting had a positive impact on the learners’ academic and social skills as well as on their behaviour.

Sixty-nine per cent of the teachers and 63 per cent of the SMT noticed an improvement in the learners’ academic performance. The increase in students’ motivation and performance was mentioned by both teachers and SMT members as one of the main benefits gained from a mixed ability practice. Respondents indicated that more needed to be done to ensure high-achieving learners performed at their best.

According to 46 per cent of the teachers and 56 per cent of the SMT, learners’ behaviour also improved after the introduction of mixed-ability teaching. Moreover, 69 per cent of the teachers and 75 per cent of the SMT noticed an improvement in the learners’ social skills. The improvement in the learners’ behaviour and social skills, as well as reduced labelling and stress, were indicated by teachers as key benefits gained from a mixed-ability practice.

Contrary to initial fears by many teachers and parents prior to the abolition of streaming, only two per cent of the SMT and 14 per cent of the teachers indicated that learners’ behaviour had deteriorated.

Understandably, teachers are still facing a number of challenges mainly related to the transition phase towards a mixed-ability practice. Twenty-five per cent of the SMT felt teachers were finding it difficult to adapt to the new system. The main challenges indicated by teachers were the difficulty to adapt to a wide range of abilities (25 per cent), time management in class (21 per cent) and a lack of time for individual attention (15 per cent).

Despite these, in the open response section of the questionnaire, only 18 per cent of the teachers expressed continued preference for streaming. This is in contrast with the 80 per cent previously indicating such a preference in local educational literature.

The survey results give a generally positive picture of the initial results of the transition from streaming to mixed ability. However, this reform is far from complete – indeed, it has only just started. There are a number of challenges that need to be addressed to ensure that teachers get the effective support they need on a variety of levels. Substantial investment in training, resources and ongoing professional support has already been made and will be enhanced.

Indeed, the state primary sector has over 100 specialised teachers working full-time to support literacy attainment and improvement in mixed-ability contexts. Other groups are being upgraded to address numeracy needs and differentiated teaching/learning.

From a medium-term perspective, the directorates are working hard on a number of major policies and services to ensure the reform has the necessary supporting structures. These include: the revamping of the physical environment of all state secondary schools; a new National Curriculum Framework and syllabi; the strengthening of student services; and a new system of formative assessment and exams.

The directorates will continue to provide support and direction to schools and families so that these educational stakeholders together continue to strive for an equitable, effective national educational system, where all learners can succeed.

Mr Spiteri is director, Quality Assurance Department in the Education Ministry’s Directorate for Quality and Standards in Education.

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