A REPORT ON THE MALTESE EDUCATION SYSTEM
2016
DISCLAIMER Pulse understands that the Education System is progressive in nature when it comes to some subjects, and that in its entirety it worked in the past at the best of its capacity. Nowadays however more respondents believe that the Education System is not interactive enough, something which has been ongoing for a lengthy period of time. Notwithstanding, Pulse believes that it is high time that students were to be given form of platform to voice their concerns in what may affect their future. Something which as a student organisation, Pulse is not obliged to ensure that this happens but one which the organisation and its members believed to be attainable; giving rise to the first Education Campaign of its kind - Change the System. This campaign was based on a survey and various questions to which there were more than 4,500 respondents from all over Malta and Gozo, between the ages of 15 and over 30. 59% of which were female, and 41% were male. It has been vital that throughout the analysis of the surveys and the compilation of the report we remained unbiased, understanding and non-judgemental, something which has always been at the core of the organisation's values. As of now this acts as a surety to the readers and the highest authorities that the report being presented to them is of the highest moral standards. Thus, it is also due to this that we hope that it will be of great value to the educational system, adding insight and perspective to any changes which are to take place. We hope that the government takes on some of the proposals within this document, adding to a positive development to our Educational System.
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TABLE OF
CONTENTS 1.
Foreword
p. 3
2.
Chapter 1. Research and Comparisons
p. 4
2.1
p. p. p. p. p.
Educational Models 2.1.1 The Japanese Model 2.1.2 The UK Model 2.1.3 The Finnish Model 2.1.4 The French Model
5 5 6 7 8
3.
Chapter 2. Statistics
p. 9
4.
Chapter 3. Proposals
p. 14
5.
Conclusion
p. 20
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FOREWORD After various months of learning and committing ourselves to understanding the education system, whilst compiling an analysis of the surveys which were filled by students from across various educational institutions, and parents alike; Pulse is proud to present its final product: CHANGE THE SYSTEM: THE REPORT This is a report that we would like to dedicate, to all those students who have helped us create something which we hope will be influential, to the academics who took the time to teach us, aswell as to the parents or guardians of each and every student across all institutions for supporting and helping the student develop better skills. Above all we dedicate this report to the students and their nights awake studying to achieve their dreams.
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RESEARCH AND
COMPARISONS
It is believed that Malta’s education system is failing the student, and it fails to help them understand the importance of education in life as a whole. Something which might be off putting for the students themselves is the fact that they do not have a say in their own education system, so much so that students from different institutions and at different levels tend to compare our systems with the educational systems of other countries. It is this comparative outlook that we shall be undertaking within this chapter. In so doing we shall focus on the baccalaureat (Le Bac) which is the French Secondary Education system, the British, the Swiss, the Finnish, and the Japanese. The sequential order shall depend on the latest rankings given 1 by various articles . It is only after having drawn the strengths of the aforementioned systems that we can really compare them with our own.
EDUCATIONAL MODELS
The Japanese Model Such a model has over the years proven to be one of the most efficient educational systems worldwide, more so when one takes into account that the creators of the current education system analyzed the best of various systems and created what is today ranked second in the world, the Japanese Educational Systems. They have used features from England, Germany, France and the United States. At no point did this mean that they lost touch with the Japanese Core Values; as a matter of fact they place a high value on acceptance and support from the group as it is common practice that if one of the group fails to perform it is the failure of the entire class, teacher and parents. This is mainly because they have not tried their utmost to help the student out in the best way possible. Students cannot skip a year nor are they held back, for the reason that as they are expected to have mastered the curriculum.
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MBCTimes - 20 Best Education Systems in the World; http://www.mbctimes.com/english/20-best-education-systems-world
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Their curriculum is world famous. Young students are often expected to know more about another country’s history, economy and geography than the student who is a citizen of said country. Their curriculum in mathematics and science is amongst the most demanding. However, employers place more focus on the overall knowledge rather their academic records, something which in Malta is yet to be implemented in most sectors of employments. A mind set which should start from educational institutions. What is more it is imperative that in Malta, teachers and academics instill the mentality that the student is to help those who may find a difficulty as this will not only allow for them to become better, but to gain a better understanding of societal respect something which as the years go by seems to be decreasing; and something which Pulse’s Educational Coordinator confirmed after having spoken with various teachers.
The UK Model Their system is divided as is highlighted in the following chart: STAGES AND DIVISION 1.
Primary Education 2
2.
Secondary Education
3.
Further Education
4.
Higher Education
When the student finishes from his Secondary Education he is subjected to 3 GCSE’s. These will allow the student to pursue their career and attend what under the Maltese Educational System we refer to as a sixth form. Once they have done so, they are to sit for their A Levels, GNVQ’s (General National Vocational Qualifications), BTEC or similar qualifications. 2
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From Primary to Secondary Education; the system divides into four Key Stages. This depends on the ages and divides as follows: Key Stage 1: 5-7 Years old Key Stage 2: 7 - 11 Years old Key Stage 3: 11 - 14 Years old Key Stage 4: 14 - 16 Years old http://www.internationalstudent.com/study_uk/education_system/ GCSE’s - These are equivalent to what we in Malta refer to as SEC Exams or O’levels.
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Having analyzed the education system prior to drafting up this report, it is interesting to take note of the fact that their educational system as from Primary to Further Education is similar to our own in Malta. However it differs when one gets to go and analyse the University system. This is so, since they are to sit for a Bachelor’s degree with the specific intent to go into a career of any sort, mainly because the Bachelor’s degree is viewed as a stepping stone to another degree to really pursue the career one desires. For example it may be the case when one wants to pursue a legal or medical career.
The Finnish Model
It is an unorthodox system, one which throughout the years presented positive results mostly due to the fact that throughout the years it remained consistent in its reforms. As an educational system it goes against the evalua4 tion-driven and traditional approach used by much of the Western world. The system consists in a 9 year Compulsory Comprehensive Education ( starting at the age of 7 and ending at the age of 15). Each class consists of not more than twenty students as it is believed that it aids performance and students will perform well when they are subject to any form of examination or test. What is more, the Finnish model at this stage stresses upon outdoor activities, so much so that the students are given minimal homework to leave time for extracurricular activities. To make this possible school days have to be shorter than our own, and they start at 9:00am something which in Malta has long been debated. Post - Basic Comprehensive Education, a student is given the option to undergo Upper Secondary Education, lasting for an average of 3 to 4 years or commence vocational / occupational training to develop their competences. Should the student choose to continue his studies in pursuit of an academically oriented career, they are to sit for a Matriculation Exam the level of which is free for the candidate to choose. This choice is available also prior to choosing the subject to study and later on it is given once again to aid 5 students as has already been explained. 4 5
Business Insider -Why Finland’s Unorthodox Education System is the Best in the World (2012) Vocation and occupation training prepare students for the Polytechnic Institute.
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The French Model It has long been known that the Baccalaureat is the system adopted, chosen and used in France. A system which is adopted by two colleges in Malta, these being St.Edward’s and Verdala School. It is a system wherein the students are allowed to sit for those subjects which they believe will help them in their future careers without the necessary need of sitting for extra subjects. The way through which Le Bac functions via three different categories 6 - Le Bac generale’ - shown in the table below:
S/E Sciences
ES Economics and Social Sciences
The natural sciences stream requires a high level in mathematics, physics & chemistry, and biology or, if available, engineering sciences.
The bac ES is centered around economic and social courses of studies but also mathematics. Students must take an economics and social sciences exam.
L Literature The bac L weighs French literature, philosophy, history & geography, and foreign languages heavily.
After having chosen one of the above sections the student is allowed to sit for extra subjects should the student wish to do so. Such is a vast list of 60 languages which include but are not limited to Serbian, Slovak, Russian, Chinese, Japanese and Cambodian. Thus, the French Educational System tends to focus on the student’s career path rather than a holistic approach which is the one the Maltese Educational System takes on.
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Reference: https://en.wikipedia.org/wiki/Baccalauréat#Content
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STATISTICS
INFORMATION STRICTLY GATHERED FROM THE 4500 SURVEYS FILLED
GENDER
MALE - 59% FEMALE - 41%
EDUCATIONAL LEVEL
AGE GROUP
15-18 : 40% 19-21 : 20% 22-25 : 15% 25-30 : 10% 30+ : 5%
SHOULD THE SECONDARY EDUCATION SYSTEM CHANGE?
NO 32%
YES 52%
NOT SURE 13%
SECONDARY - 38% POST-SECONDARY - 56% TERTIARY - 16%
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When taking note of the result, one cannot help but notice that various respondents agreed. Thus it is imperative, that the Ministry of Education looks into the possibility of changing the way the students are either taught or to the exams they are being subjected.
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ACCORDING TO YOU WHICH OF THE FOLLOWING WOULD BE, THE MOST STUDENT FRIENDLY AND EFFICIENT SYSTEM?
DO YOU AGREE WITH THE CURRENT EDUCATION SYSTEM TO ENTER UOM?
2 A’LEVELS AND 4 INTERMEDIATES - 18% 3 A’ LEVELS AND 1 INTERMEDIATE - 47% 2 A’LEVELS AND 3 INTERMEDIATES - 35%
YES - 32 % NOT SURE - 19% NO - 49%
SOK SHOULD BE...
Taking note of the options offered, and the knowledge of the previous systems the drafters of this surveys felt. That adding the option of 3 A’levels and 1 intermediate really did include all options, especially since this system was used in the past. A system which is believed to aid the student mainly because it prepares the students mentally for those subjects, without being burdened with unnecessary information. Doing so creates a generation of robotic workers, and not critical thinkers who reserve the capability to think outside the box, as has been pointed out by the Commissioner for children. 7
ARE YOU SATISFIED WITH THE CURRENT EDUCATIONAL SYSTEM?
OPTIONAL - 69% COMPULSORY - 24 % NOT SURE - 7% This is once again an ongoing debate between students, and one which the students believed would best result if Systems of Knowledge was optional rather than compulsory. Whilst some have in their surveys written, that it is the project which must be removed. Having observed their answers, one notices a pattern of respondents which see this particular subject as time consuming which may be used for studying especially when one takes it into account that in Malta we tend to have longer school days; starting at 8:00 in the morning. 7
YES 44% NO 41% NOT SURE 15%
http://www.timesofmalta.com/articles/view/20160307/local/children-being-burdened-with-useless-information.604702
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STUDENT’S SHOULD BE ABLE TO CHOOSE WHETHER TO STUDY A SCIENCE, LANGUAGE OR HUMANITIES SUBJECT AT POST-SECONDARY LEVEL.
PRACTICALS & FIELDWORKS SHOULD BE INCREASED.
35 30 25 20 15 10 5 0
STRONGLY AGREE - 31% AGREE - 29% NOT SURE - 20% DISAGREE - 11% STRONGLY DISAGREE - 9%
YES - 42% NOT SURE - 19% NO - 39%
ASSESSMENTS THROUGHOUT THE YEAR SHOULD BE GIVEN IMPORTANCE
SIXTH FORM PREPARES STUDENTS FOR UOM.
30 25 20 15 10 5 0
STRONGLY AGREE - 29% AGREE - 20% NOT SURE - 12% STRONGLY DISAGREE - 21% DISAGREE - 18%
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YES - 41% NOT SURE - 20% NO - 39%
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OUR CURRENT EDUCATION PREPARES STUDENTS FOR WORK.
YES - 26 % NOT SURE - 12 % NO - 62 %
This result can be worrying, even more so when we delve into the real reason why students keep on studying which is to enter the workforce. Something which can lead to a culture shock, this is because there is no real understanding of the difference between the university ambience and that of work. Job shadowing must be something which is added to the curriculum of all schools in Malta whether they are government, church or private schools. In doing so, the students will be given life skills something which no textbook based education system can really offer.
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PROPOSALS
job shadowing Pulse proposes that the concept of job shadowing becomes national, and thus becomes part of the curriculum for students across the board.
september session system
As it stands today the resit sessions blacklists the students due to the fact that it limits the options that the student has in relation to a second chance. Thus we propose that:
1. Students who are sitting for their o’level re-sits should be given the chance to sit for either paper A or B without being forced only to sit for paper B. This is mainly because there are students who want to improve their own personal grade. 2. The students should resit as many subjects as would like without being restricted. 3. Furthermore, students should have the possibility of getting a higher grade than D at the University of Malta as this might affect the student's average in their future course.
division of final mark
Pulse proposes that in Secondary and post-Secondary schools the final mark is not based entirely on the examination which they have been subjected to, though it should be divided into various parts. These are to include: presentations, research, assignments and public speaking opportunities.
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introduction of more option subjects 1. Pulse encourages more subjects to be introduced as optional at a national level. The choices are to include, but not limited to, Accounts, Economics, Theatre studies and European Studies. 2. Physics should be optional in all schools across Malta and Gozo. In doing so, the student may have a greater chance of doing well in his science subject, especially when one takes it into account that not all candidates sitting for physics have a numerical mind.
change in assessment for mathematical and science based subjects Various scholars have argued that it is high time to adopt a hypotheses approach to mathematical and science based subjects. Rather than stressing the student to answer a question which a computer machine can answer in a few seconds, the student should focus more on research and a hypothesis based mentality. There are better ways for judging new theories than the Argument of Omniscience that the current approach withholds, creating not only a rigid approach in teaching these subjects but also a rigid way of understanding. An understanding which fails the very understanding of the mathematical and science based sub8 jects.
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Focus - July 2015; “Inside Science� by Robert Matthews
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remove a one size fits all approach The one size fits all approach is failing students as there really is no one size fits all. It is impossible to expect all students to follow and understand every single curriculum in the same manner, even more so when one takes it into account that students may have different academic strengths. Strengths which in themselves may not always be academic, since they can be artistic, theatrical, manual or sports.9
introduction of veterinary courses in Malta and others Pulse proposes that the government invests in partially subsiding those students who would like to become Commercial Pilots and Vets. The implementation of which can take place if the government tries to agree with the relevant authorities or foreign universities that there will be partial subsidiary by the government, thereby increasing the chances of submissions. It is the government's sole discretion to decide the limited number of scholarships which shall be given to students, on rules which the same government will decide.
more sports centred courses at university level Such a proposal have long been requested by the respondents who have filled our surveys, this is because there are lacking sports centred courses at University Level when compared with abroad. It will not only aid the student, but it will also aid the University of Malta should the government manage to create some form of partnering with foreign universities, as this may bring more research and foreign students to our university.
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“The curriculum, he said was too restricted and did not allow teachers the necessary room to manoeuvre according to the needs of their class. People learnt in different ways but the education system in Malta was only recognising academic achievement at the expense of vocational learning. Different ways of learning had to be recognised and treated as different but equal.� - Onor. Min Evarist Bartolo -‘Evarist Bartolo warns against 'one size fits all' in minimum curriculum. (Times of Malta - January 10 2012)
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re-introduction of the junior lyceum exams and common entrance exams This was a proposal many respondents put forward. Respondents have argued that the mixed ability classes do not aid those students of High Academic understanding resulting in loss of time and a chance of not covering the entire syllabus. This is a concern which even teachers brought forward. Although such a proposal can be controversial, it must be pointed out that reference was made solely to what respondents said in their respective survey and it is not Pulse’s official position.
rise in teacher’s wages In the light that recently the government embarked on increasing pensions, we believe that the next step should be a rise in teachers’ wages. This will not only help the educators themselves, but give added value to the profession and encourage more students to choose a Bachelors in Education course at University. Apart from such benefits, the chances of teachers ensuring that their students perform well will be a challenging issue for them as the passion for this professions seems to be on the decrease, which is a shame when taking into account that they are the ones who are teaching future generations.
3 a’levels and 1 intermediate system Respondents proposed a 3 A’levels and 1 intermediate system as such implementation would allow students to really focus on their career path in an intense manner without the burden of knowing unnecessary information. Such a proposed idea can give rise to a debate whether the requirements of University courses should change and be re-evaluated. The aforementioned system was implemented in previous years. Hence, should we have wider subjects to be tested upon or should emphasis be more specific?
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awareness on how one can utilize the positive side of the ‘gap year’ This is important mainly because a gap year in Malta is frowned upon, which in turn results in students feeling coerced to continue their studies right after their A’levels, even more so when one takes it into account that some students might not necessarily know which career they want to pursue. This uncertainty in the mind of such students will not only be apparent when it comes to the marks, but even if they decide to take on a different path; As social democrats we believe in a changed mentality and we will be seeking to offer guidance assistance to students who opt for a gap year in relation to work, financial problems and choosing their future career.
systems of knowledge to be optional When respondents were asked about the Systems of Knowledge subject, many argued that they would prefer SOK to be optional rather than compulsory. Whereas others have suggested that the SOK project should be removed as voluntary work cannot be imposed. As stated earlier, this is not Pulse’s official positions but rather what the respondents wrote down. The aim of such a statement is ultimately to initiate a debate in this regard and evaluate deeply the advantages and disadvantages. One could argue that SOK enables one’s mind to think more and enhance interesting knowledge, however others tend to look at such a subject as being merely an extra burden on the student.
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CONCLUSION
Having observed the proposals, statistics and what the respondents suggested, Pulse would like to call upon the Ministry of Education to read this report and evaluate our findings. Should this exercise be carried out, they will understand the reasons for which students might not perform or decide not to continue their studies. Something which as we know has time and time again, been on the minds of academics, the government and parliament as a whole. It is imperative that one understands the current situation of textbook teaching and parrot like reasoning which does not prepare students for the work force, or even for their daily lives. Students must be prepared to be critical thinkers, to think beyond the confinements of what they are taught in class, and to ask questions without the fear of failure or self-embarrassment. This being the essence of one of the explanations given earlier on in this report, being that students should be assessed through more than one method. One mode of assessment such as examinations, prepare students to sit for an exam paper, but not for their career. This should be a priority undertaken by each and every education system, and thus creates a stronger workforce and an even better economy than we already have today. A lot has been done, yet we, as students, believe we still have a long way to go.
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THE
TEAM Fleur Abela Pulse Education Coordinator
Ad-Hoc Sub-Committee members Lara Attard Mildred Attard Ryan Attard Gabriel Mallia Lian Pace
Design JohnLuke Ellul Proof Reading Wayne Sammut Ayrton Mifsud
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SOCIAL DEMOCRATIC STUDENTS OF MALTA