School effectiveness

Abstract

The education authorities claim that the system is providing countless opportunities for students. Perhaps it is time to take stock of the situation, examine the effect which the system is having on the learner and come up with answers to questions such as: • What has the student learnt after six years at primary school level? • What has the student learnt after five years at secondary school level? • What should s/he have learnt? • Why are so many school leavers almost if not completely illiterate? • Why is the educational (if not instructional) level of University students so low? • Why do many students lack communicative ability? • Why are our youngsters inarticulate and unable to string a few words together in one meaningful sentence when asked to comment on issues which are of National importance. • Why do students have no opinion at all on issues such as the state of our prehistoric temples or the rebuilding of the Royal Opera House. • Is the system responding to the ever-changing pattern of needs, demands, attitudes and circumstances of the students, of the community and of society? The Constitution of the Republic of Malta and the Education Act of 1988 provide the constitutional and legal framework and the main aims and objectives of the Maltese educational system. It is the duty of the State: • to promote education and instruction; • to ensure the existence of a system of schools and institutions accessible to all Maltese citizens catering for the full development of the whole personality including the ability of every person to work; and • to provide for such schools and institutions where these do not exist. However: • Are these objectives being met? • Are State schools as effective as they could be? • How effective are they? The system at present is in the throes of reform and innovation. One major reform is decentralisation. "In conformity with the decentralisation process at government level, both the educational system and the educational institutions are being gradually but steadily decentralised so that decisions are made and taken at the lowest possible level and action become more effective.” The top management structure of the Education Division has been reformed in order to decentralise the system. The now defunct Education department has become the Education Division with six departments. Each new department is headed by a Director, supported by Assistant Directors and is responsible for an educational area/sector/unit to ensure that all educational areas are adequately catered for as well as to ensure accountability. […]