Issue link: https://maltatoday.uberflip.com/i/702141
maltatoday, SUNDAY, 10 JULY 2016 17 Special Report "Educators cannot foster a sys- tem which favours the strongest, often because of their family back- ground, and deprives the weakest of their learning, which is an intel- lectual birthright." He adds that a successful mixed ability class must have contained class sizes, well-prepared teach- ers, added support for learners who require it. But above all, a system not completely geared to passing summative examinations. Prof. Carmel Borg, University of Malta associate professor in the faculty of education, illustrates how different students can simply consume knowledge in a different way to each other. "You might have three pupils of stereotypically 'equal' ability in the same classroom, who differ in their relationship with knowl- edge. In other words, those who access knowledge through con- crete experiences are very differ- ent learners from students who access knowledge predominantly through sequence, repetition and transmission." So it's not just about lazily con- ceding that students must be streamed off into higher and lower ability classrooms, Prof. Borg in- sists. "Diversity and differentiation will characterize the classroom context irrespective of how we perceive and measure 'ability'." And here he suggests that Malta looks towards the model provided by Finnish schools, where egali- tarianism seeps into every aspect of education. Forty years ago, Finland took the step to make all schools public and set all children up with the same possibilities. There are no stand- ardized tests except for entrance into universities, giving teachers the leeway to experiment with dif- ferent methods to find the best one to reach their students. Schools in Finland are well prepared to dif- ferentiate, through the support of resources and other professionals ready at the school to encourage further inclusion. "These are some of the charac- teristics that distinguish Finland from our country, accounting for Finland's impressive record in nar- rowing the performance gap be- tween children inhabiting differ- ent socio-economic statuses," Prof Borg says, adding that Finland's egalitarian model sees children succeeding inclusive cultures and curricula. The kicker is Finland's focus on social justice. "Gaps in performance remain largely correlated with socio-eco- nomic status, in two of the most strategic subjects – mathematics and literacy – and the chances of furthering one's education to the tertiary level are also strongly cor- related with the educational back- ground of parents," Prof. Borg says. So unless the educational system moves from its one-size-fits-all strain, "those who had been failed by the educational system could not be expected to encourage their children to value it," Prof. Borg warns. Prof. Caruana concurs. Ditch mixed-ability and you continue to enhance socio-economic and cultural gaps, hindering the build- ing up of respect for other back- grounds. "Mixed ability classes are a repre- sentation of the society we live in. Of course, addressing a heteroge- neous group may not be as easy as addressing a homogenous one: but when one streams, one groups stu- dents by ability and this generally allows very little movement be- tween such groups. So low-achiev- ers may be placed in a stream which they are unable to get out of, and this often affects their self- esteem negatively. A mixed-ability class, by its own nature, can limit this danger. Furthermore, it helps appreciate differences and fosters respect to others of different back- ground and upbringing." Mixed-ability classrooms re- main the norm in many countries around the world, and in countries where high-stakes exams don't de- termine one's success, don't keep 'high performers' down. "It is with great regret – as an in- formed parent and as a curriculum specialist – to suggest that most of our curricular experiences reflect an insecure education commu- nity that wants to read rigorous by puffing up, in a very superficial way, the ground that needs to be covered," Prof. Borg says. In a nutshell? Parents in Malta simply are fixated with valuing quantity, rather than quality. "Malta's inability to confront the root causes of our educational malaise and discrepancies suggest that many children will continue to be doomed for a long time to come," Prof. Borg warns, "regard- less of the methods used." What makes Finland's educational system great? TOUTED as one of Europe's strongest educational systems, Finland's educational policies have made the country one of the main countries of comparison. Not least of all because the country has ce- mented itself in among the top three Programmes for International Student Assessment (PISA) scores for European countries in the past three editions of the report alone. However it might be worth looking into why the country seems to get it right, year after year… One of the key concepts used in Finnish schools is "whatever works". The national curriculum, in itself consisting of guidelines compiled by educational profes- sionals, is not prescriptive, and teachers are allowed to veer from it as they deem necessary in or- der to get their message across. To further support this some- what fluid approach, there is no standardized testing method for students until their last year in high school, which effectively means that there are no compari- sons or rankings of schools. Classrooms themselves look entirely different in Finland, with children not being required to wear a uniform, and lessons be- ing largely interactive and game- like in structure, with a notable absence of homework to allow for extra-curricular activities and development. Children also enjoy frequent breaks outdoors, and their schooldays typically include les- sons in music, art, crafts and sports, beside the more tradi- tional subjects. Indeed although education itself is only compul- sory from the age of seven, par- ents almost invariably send their children to pre-schools, where the focus is on playing and learn- ing social values of inclusion and acceptance of different nationali- ties, cultures and races. The idea is for children to learn through play and for them to start formal education "once they are ready for it". In addition, parents can opt for an extended maternity leave period of three years, to give day care to their children, against payment from the state. The country only has public schools, effectively putting stu- dents on an equal footing, and providing them with books, materials and even meals and healthcare. In addition, teachers themselves follow a fully subsi- dized five-year Master's course, giving the profession an elevated status, and ultimately securing a level of expertise in the methods used in the classroom. Finland's position over the past three PISA reports PISA 2012 PISA 2009 PISA 2006 Mathematics 12th in the world, 5th in Europe 6th in the world 1st in Europe 2nd in the world 1st in Europe Science 5th in the world, 1st in Europe 2nd in the world 1st in Europe 1st in the world 1st in Europe Reading 6th in the world, 1st in Europe 3rd in the world 1st in Europe 2nd in the world 1st in Europe 'Our insecure education community wants to read rigorous by puffing up, in a very superficial way, the ground that needs to be covered' 'Malta's inability to confront the root causes of our educational malaise [means] many children will continue to be doomed for a long time to come'