The CEO of the Institute for Education, Joanne Grima, hopes for every young student to have their own personal programme in schools. She believes that artificial intelligence could be the tool needed to make this idea become a reality.

Grima gave these comments to this newsroom while discussing IfE and, more specifically, her proposal for compulsory education to take up growth profiles for students, so that educators can document the progress/development and academic areas of improvement of their students across the years up until the culmination of secondary school.

The IfE chief executive pitched for such a system to be installed in schools nationwide, from kindergartens to secondary schools, so that educational systems veer away from their sustained reliance on exams, in favour of other assessment methods that promote the holistic growth of the country's children and adolescents.

In this context, Grima spoke about her hope that, one day, each particular child may have their own personal programme designated for their holistic development. While stating this, Grima envisioned that AI could "become our co-pilot" if this strategic direction is taken - given that it used "in a structured and positive manner."

The IfE CEO advocated for AI's usage, commenting that if one is capable of using it in their work, then they will remain in charge of AI to everyone's benefit.

"It will not replace us - whoever thinks that is not reading enough," Grima said.

Grima remarked that several kinds of people are involved in creating a "best programme" for each respective child. Here, she emphasised the importance of doing so for each individual student, and not generalise this approach by creating such "best programmes" for whole classrooms or schools.

During this interview, IfE CEO Grima specified that her Institute for Education does not just offer courses to support (prospective) teachers, but for several kinds of people who work with children and cover their various needs. This also includes social workers, heads of schools, educational and clinical psychologists, and even parents.

She observed that if her institute had to exclusively offer its services to just educators, then it could end up closing itself off, therefore risking ghettoising the education sector and making it more difficult for other professions that deal with children to cooperate with it. She spoke against this idea noting that it would risk leading to teachers speaking their own unique discourse and jargon, which could create difficulty with other professions that also cater to the development of children and adolescents.

Maltese schools are some of the best-funded in Europe, Grima says

Grima also said that Maltese schools are amongst the best-funded educational institutions in Europe. She said that she's visited classrooms in other EU countries, she believes that in terms of resources Maltese schools "are at the forefront" on the continent. Grima just hopes that educators are making the most out of these resources.

"Undoubtedly, our schools have the best resources - better than countries we like to call 'more advanced' than us. I've been to schools in Europe where they do not have what we do," she said.

'Schools are not babysitting facilities' - Grima against extending schooling hours in present context

When asked whether she believes schooling hours should be extended or amended, the Institute for Education's chief executive answered that "schools are not babysitting facilities" and was wary of their duration times.

She said that "schools are places where boys and girls may grow holistically" and hence, this discussion depends on how that time would be utilised.

Grima told this newsroom that she is in favour of extending schooling hours "if there is a programme for [students] to grow as much as they can," however, she is against this idea if it's just to "deposit" the children there for any longer.

Earlier this January, this idea was being discussed in public. The Minister for Education, on behalf of the government, and the Nationalist Party had both spoken against this.

Grima highlighted the importance of family time for children and adolescents to discover and hone their values, for "school is not just about growing academically, it's also about learning empathy, growing in the values your parents taught you and learning how one must be around others."

In addition, she raised concern that "we have to invest in time at home" and place greater importance in promoting good values "than we have in recent years." She described that "indifference is growing greatly," that greater emphasis has been placed on making a lot of money, and that as focus has been prioritised towards assessment marks, she feels that "values have been put on the backbench" since they cannot be measured or assessed at the moment.