Issue link: https://maltatoday.uberflip.com/i/702141
maltatoday, SUNDAY, 10 JULY 2016 16 THE effectiveness of the Maltese 'cookie-cutter' education system is now one of the most recurring discussions for parents and teach- ers who fear that every generation after them seem to be slipping in standards. An upcoming reform in education laws, one which will reg- ulate homeschooling, perhaps only makes this an even more acute de- bate. When a benchmarking study on English language in Maltese schools made the news recently, it brought to light difficulties pre- sented by 'mixed-ability classes' and the necessity for non-tradi- tional teaching methods and new exercises in pair-work and self- assessment. Parents complain of inclusivity in state colleges having failed students who, years before the college system, would have been streamed into a lyceum; teachers who welcomed learning support assistants (LSAs) in their classroom have been amongst the most apprehensive. One person at the heart of Mal- tese education's conundrum is aware that there is a general idea 'out there' that standards are fall- ing. But Gaetano Bugeja, the direc- tor for curriculum management at the education ministry says, stud- ies and personal experience indi- cate that educational levels have in fact improved. "Today, local schools are more inclusive and make use of the lat- est educational tools available so that the educational environment has improved and quality teaching has become a priority like never before." Bugeja says results are slowly improving in both attainment and continuation of studies. In 2014, 23% of the population aged 23-54 had opted for a tertiary education, compared to 8.6% of those aged 55-74, indicating more interest in education by younger generations. The changes in education over the past decade have seen a wider educational sys- tem that is more s t u d e n t - c e n t r e d and capable of dealing with the different abili- ties of students. But Bugeja hastens to add that the ultimate goal is to increas- ingly focus on pro- viding a well-rounded educational experience: one that fosters inclusion, respect, citizenship and personal values. These are much needed values for a generation that belongs to a society where these very same collective ideals appear to be faltering. Are tertiary education statistics really that comforting about what is being achieved? Prof. Sandro Caruana, the dean of the Faculty of Education at the University of Malta, thinks not. Progressing to a university education, he says, simply cannot suffice for us to think that educa- tional levels have improved. A teacher of Italian formerly, he cites languages as one area where the 'old school' of teaching is no longer as effective today, which is where people like him come in: improving teacher education and career support, including a complete rethink of the "local frame of mind" when it comes to… exami- nations. "One of the main issues that must be tackled locally is our obsession with exami- nations, which lead to lots of hours of 'coaching', thereby robbing time that should be dedi- cated to educating our children," he says. Prof. Caruana pointed out that learners sitting for their O'levels spend an entire year poring through pass papers and priming themselves to simply pass these exams that will leader to their Secondary Education Certificate. "In Form 5 I have reason to be- lieve that very little education, in the true sense of the word, oc- curs," Prof. Caruana says, point- ing out that it will take a sub- stantial amount of courage to ultimately shake off the mentality and introduce alternative assess- ment methods. Less exams, more collaboration? For teachers themselves, teaching mixed ability classes and catering for individual needs, remains by far one of their greatest challenges in the face of the time-constraining syllabi they must abide with. Buge- ja concedes this, and suggests pair- work and self-assessment should be e used to replace traditional methods in teaching some skills. "These activities are a response to how teachers wish learners to be- come as adults in society, methods of encouraging children to become reflective adults, able to work in teams, with critical minds and e n t r e p r e n e u r i a l skills." Bugeja says most current learning theories are a combina- tion of cognitive and social con- structivism: that is, a form of collaborative leaning that should be de- veloping critical thinking and problem-solving skills… not just knowledge 'suspended in a vacuum'. "Teaching is most effective when learners are provided with op- portunities to make sense of new knowledge, in a context which allows them to interact with the teacher and other learners to dis- cuss and negotiate their under- standing," he says. And it is in this setting that he says that assessment can take place, right there alongside learn- ing. Prof. Caruana adds that this kind of collaborative learning is espe- cially effective when it comes to languages, although self-assess- ment also depends largely on a stu- dent's motivation to learn as well as their ability to evaluate their skill and take action to improve it. "These are successful when they are implemented correctly, and re- quire adequate time and settings to be carried out effectively… Collab- orative learning, like many other strategies, is much harder to im- plement effectively in classes with a large number of learners." Prof. Caruana stressed that if syl- labi continue to be rigid or highly prescriptive – and if teaching oc- curs mainly with the objec- tive of getting students to pass an exam – this education strategy will simply lose ef- ficacy. Bugeja says teach- ers must adopt dif- ferent approaches to help learners inside mixed-ability classrooms, by building on children's and young people's previous learning and help them progress. "Mixed ability classes may at times translate themselves to teaching the average ability learn- er. Such instances may affect negatively both the high- and the low-ability learners, but the min- istry has tried to create guidelines and material (under the Learning Outcomes Framework) to suggest the measures that need to be taken to ensure that this does not occur, and provide material for teachers to support the extreme abilities in the classroom." There's an answer: Finland Prof. Caruana, on the other hand, takes a much firmer stance, calling it "intrinsically unjust". Special Report HealthCare Professions Act, 2003 (Act No. XII of 2003) Elections for the Appeals Committee Nominations of Candidates It is hereby notified that, for the purpose of Regulations 4 of the Appeals Committee (Elections) Regulations 2004, the nomination/s of candidate/s to fill the post of one registered nurse OR one licensed midwife as member of the Appeals Committee, in accordance with the provisions of Section 49 of the Health Care Professions Act 2003 (Cap. 464) will be received by the Registrar of the Council for Nurses and Midwives, at the Council's Registrar office, Level 1, OPD St Luke's Hospital G'Mangia, on, Thursday 14 th July and Friday 15 th July 2016 between 9.00 a.m. and 12.00 MD(midday). The nomination forms for candidates are obtainable from the Council's Registrar Office in Malta from the 8 th July till 15 th July 2016 between 9am to 12 MD (midday). Charles Galea Adrian Farrugia Giselle Curmi Electoral Commissioner Electoral Commissioner Electoral Commissioner We're doing it all wrong Parents chill out: exams are a load of tosh. Streaming your precious child into the 'A' class? You're perpetuating more inequality. There is a way out, if only you can relax and let children learn, MARTINA BORG finds out Carmel Borg Sandro Caruana