The debate about the granting of the vote to all aged 16 in regard to general elections and European Parliament elections, in addition to the already granted right to vote at local council elections, has rekindled the public discussion about the need for political education in our educational institutions.

This is not something new. Decades ago, I remember one of my professors at University discussing with me the need to introduce political education in schools.

In those days even the term “political education” itself was frowned upon as it immediately brought to mind the political indoctrination practised in many countries under the control of the Soviet Union.

On February 18, 2009, I published an article in this newspaper calling for more political education. This was met with a certain amount of criticism, mostly because for many people the idea of political education was still taboo.

I can also vouch for the fact that, even today, many educators are against the idea of political education in schools.

The Children’s Commissioner, Pauline Miceli, a most respectable person, has been rather lukewarm about the introduction of political education in schools.

She is perfectly right in stating that the present curriculum is already overloaded and I agree that teaching political studies as part of other subjects at school, i.e. a cross-curricular approach, is a positive thing.

In my opinion, however, this leaves much to be desired. Teaching political studies in this manner means that students are only skimming the surface of the mine of information available to them on this subject, which is so relevant to them throughout their lives.

Many adults vote blindly, in an uninformed manner. Many do not even have the foggiest notion of what they are voting for

I would also seriously question the depth of “political discussions” when political studies is taught as part of other subjects.

I say this because I know from experience that many teachers dread having to delve deeply into matters involving politics because of the political polarisation existing in our country where everything is politicised and where even innocent comments of a political nature are often misinterpreted, leading to baseless accusations of political partisanship.

So, how to ameliorate the situation?

I would suggest that political studies should be given a half-day slot just once every month where speakers are invited from all the political parties to explain to students their different ideologies and how their respective political parties function.

These should be complemented by other expert speakers on subjects such as the functioning of the electoral commission and how the system of proportional representation operates; an explanation of the separation of powers and the concepts of the rule of law and good governance; how legislation is enacted and all the functions of Parliament; a thorough explanation of Malta’s Constitution and of such concepts as democracy and the republic; an understanding of the functions of local government and its difference from central government; etc.

All these talks, followed by discussions with the students, should be supplemented by visits to sites such as political parties’ headquarters, the offices of the electoral commission, the office of the Speaker of the House of Representatives, Parliament itself, the office of the Prime Minister and also that of the President of the Republic, local council offices, etc.

All such learning can then be consolidated using the project approach where students can demonstrate what they have learned.

The important point here is that political studies will form part of a structured academic programme where information is im-parted by speakers from outside the school and also through a hands-on approach.

This will ensure that teachers will not be subjected to unnecessary stress due to possible criticism about what is said as it will be outside speakers who will make the presentations on all topics of a political nature.

As to the visits, I know that many enterprising teachers already organise such activities as part of other subjects taught in school. All that is needed is a more structured approach with greater emphasis on political studies proper.

All these are, of course, just suggestions.

There are many different ways to teach political studies in schools.

In fact, it is more about students learning than about educators teaching. Whatever approach we use, the goal remains the same: ensuring that 16-year-old and 17-year-old voters are adequately equipped to vote responsibly and that theirs is a well-informed vote.

I have absolutely no doubt that people of 16 today are mature enough to be able to vote responsibly in all elections. However, like everything else in life, this depends on their being educated in doing so.

Unfortunately, in Malta today there are many adults who vote blindly, in an uninformed manner. Many do not even have the foggiest notion of what they are voting for.

Many others do not even have an idea of what certain political concepts mean.

For instance, ask 10 Maltese what one understands by the political term “republic” and you can rest assured that half of them will answer incorrectly.

Political education in schools is not a luxury, it is an absolute must today.

Desmond Zammit Marmarà is a Balzan Labour councillor.