Education Minister Louis Galea’s inclusion of “learning by doing” in the new national curriculum, to cater for the less academic students, (TMID, 3 January) augurs well for increased school retention, and inculcating the love of learning.

A fully academic curriculum can only ever cater for about a third of the student population. The majority of the students, the ones who would normally learn a trade or arts and crafts, or worse still end up on the “unemployment scrap heap”, need a more “hands on” education. Thus, “vital” academics are learnt as an integral part of a practical curriculum, which is in tune with demands of industry, workplaces, and the retention of national heritage related to traditional arts and crafts.

It will come as no surprise to the experienced practitioners that students who are engaged in practical subjects will be far more willing to accept the notion of “lifelong learning” than the ones who are totally alienated by an inappropriate curriculum.

Might one suggest the inclusion of Howard Gardner’s classic, Multiple Intelligences as mandatory reading for pre-service teachers, and others in the educational conglomerate, that haven’t yet read it. Also, to revisit it every so many years of teaching, at all levels, in the hope that teaching practice will reflect the theory expounded in the book.

Lucy Calleja

Sydney

Australia