Malta's education system has always been something which is up for debate and discussion, purely and simply because it has such a profound impact on how the country is to move forward.

Much is said about the curriculum and philosophy that the country's education system follows, and also about what the end goal of the system is meant to be.

Are we working to create youths who will be good contributors to the workforce?  Are we working to create youths who are capable critical thinkers and who have the skillset to adapt to the situations in front of them?  Are we working to create youths who are happy, and who can empathise with what is happening around them?  Is it a mix of all of the above and more?

These are some of the questions that are posed from time to time when it comes to discussing the education system.

Few are better placed when it comes to such a discussion than the teachers who work within the profession.

Last weekend, The Malta Independent on Sunday carried an interview with ethics teacher Luke Fenech, who has penned a 'Manifesto of Hope' which calls for a fundamental rethink of Malta's education system.

He warned that the system today is merely preparing students for the job market at the expense of their personal growth. "The education system must bear in mind that the human has to be at the centre," he said.

Among his proposals are policies to encourage encounters and the sharing of stories. He suggested a national journal or a magazine for students from across Malta and Gozo to contribute articles and short stories, which could also be used in lessons and teaching resources.

Another major recommendation is the integration of the humanities with STEM (science, technology, engineering and mathematics) subjects, Fenech said.

"I am not saying one should be prioritised over the other, but the philosophy should be to integrate them both. The current National Curriculum Framework was last updated in 2012, and in the government's Vision 2050 document, the priority is clearly on STEM. This shows we are heading towards an end that is solely based on industry rather than building more human and empathetic people," he said.

He is right, at the end of the day, that there must be balance.  One must have a curriculum that prepares children for the workplace and provides them with the necessary skills for this - but at the same time, we also need to remember that there is beauty and meaning to be found within the humanities and that not every student is going to be a technological whizz-kid when they grow up.

Fenech also challenged the concept of "neutrality" in education, which he believes is used to silence educators.

"We are restricting educators. Where do you see educators or students speaking out? In very small instances, if at all. Nothing is neutral, least of all education. Neutralising something just puts a halt on progress," he said.

This is also true - educators are the ones facing the day-to-day pressures of administering the education curriculum; and a curriculum that, at times, they may not be fully sold on.  Even now, any teacher working in a government-administered school must get permission from the Education Ministry in order to speak about their job in public.

Case in point, earlier this year a teacher was given a telling off for speaking out against the new Secondary Education Certificate when she was a guest on a television programme - a clear case of censorship.

Finally, Fenech also spoke of the need for placing an emphasis on community involvement and out-of-classroom activities.

"I proposed self-care measures for students, more parental involvement and building communities. For example, if a student is heavily involved in local feasts, they could spend one day a week during a certain time of year in community activities instead of school," Fenech said.

In a modern age where it seems like any past-time, hobby, or external activity is being replaced by more and more work, this type of focus would only be a positive.

"Empathy and solidarity are lacking in society. Everyone is more individualistic. It has to start from school," Fenech concluded - and that couldn't be more true.