Illiteracy is still a problem in Malta, as in many other countries to a lesser or higher degree. It has been an ongoing challenge for past education administrations in Malta and abroad. The education reform over the past decades under different governments has had at its core the tackling of illiteracy through the numerous changes that were implemented.

No administration has ever done enough to eradicate illiteracy. More initiatives taken by the current Labour government are most welcome and will be appreciated and supported by the Nationalist Party, as long as they are planned well and rooted in concrete action and not just some whimsical off-the-cuff idea.

The evolvement of the Education Division into two Educational Directorates, one focusing on service delivery and the other concentrating mainly on curriculum development, implementation and review, had a specific aim of tackling issues of illiteracy and the delivery of quality education. 

The removal of streaming, the introduction of the benchmark examination to replace the Junior Lyceum examination, the introduction of the Core Competences policy in the early years, the promotion of child care centres, the upgrading of kindergarten assistant training and the introduction of a multitude of student services professionals all had the specific aim of detecting literacy and curricular difficulties as early as possible and providing services to tackle and overcome such difficulties.

The Dyslexia unit has been performing sterling work in tackling illiteracy and its services have been extended over the years.  The Inclusive Education Co-ordinators are doing an excellent job at school level in promoting, supporting and evaluating the various literacy programmes in schools.

For decades now, Learning Support Assistants have been providing individual support to students assigned to them as well as supporting class teachers. Today, the majority of primary classes enjoy the services of Learning Support Assistants, both in State, Church and Independent schools. Past administrations have been generous in providing such a service in Church and Independent schools.

Student teachers prepared for mixed ability teaching

Moreover, student teachers at university have been receiving appropriate training in identifying and providing for the needs of students requiring special attention as early as possible. Faculty of Education academics have, for years now, been preparing and training student teachers to teach in mixed ability classes, which Minister Bartolo rightly considers a major challenge to class teachers both at primary and secondary levels. 

Mixed ability classes have been with us for several decades within a comprehensive and inclusive system of education. Moreover, teachers in Church and Independent schools as well in State smaller schools have been effectively teaching mixed ability classes for a long, long time.

The Curriculum Management Department within the DQSE has been providing various literacy programmes for several years in order to facilitate the teachers’ very onerous tasks not only in the field of illiteracy but across the curriculum board. In-service training as well as induction and mentoring services for teachers were introduced under the new Education Directorates.

Never so many support services

In addition to all this government provision, never has there been so many psycho-social support services and staff in State schools, including more social workers, youth workers, counsellors, guidance teachers, prefects of discipline, resource workers, career advisors, psychotherapists, psychologists and other professionals who all can contribute in a particular way to face the challenge of literacy.

Minister Bartolo can rest assured that the Nationalist Party will always support any additional schemes, programmes and services to fight illiteracy. However, Minister Bartolo must accept that the sun did not rise for the first time last March. A great deal has already been done and achieved in the very sensitive area of illiteracy thanks to the daily unstinting efforts of school administrators and, especially, teachers and Learning Support Assistants in class aided by the specialist staff at school and central levels. 

Further consolidation required

What has already been established and achieved needs to be consolidated and built on. What Minister Bartolo needs to ensure that all the good work that has been carried out over the years is supported, maintained and enhanced, rather than destroyed, dismantled or eradicated to create new projects and programmes. Education is an ongoing process that needs stability and continuity. 

At this point in time, school professionals are not experiencing a continuity of vision, a clear direction of what is expected of them and a sense of support to the work being carried out in the classroom, within the school and within the College. Directions seem to be flying in from all angles. Confusion and a sense of loss damage the education system. 

It is thus the Minister’s duty to take the bull by the horns, and carry out the responsibility. He should provide clear vision, aims and direction to the whole educational system for the next four years, indicating what the targets are and what strategy is going to be implemented to reach such targets. 

Besides indicating areas that are still failing in the education system, the Minister of Education also needs to celebrate ell past and current successes. The State education system should not be the main target for ongoing negative criticism. 

It is now time for the presentation of the roadmap, Hon. Minister. The ball is in your court. 

Dr Cassar is the shadow minister for education