On 28 November on F Living, I had the opportunity to speak with Karl Bonaci about an issue that continues to concern many educators, parents, and students - the examinations system in Malta. This topic is not new, yet it remains as relevant as ever because how we assess learning ultimately shapes the kind of education, and indeed society, we nurture.

Over the years, in my work as an educator, psychologist, and policymaker, I have met countless students whose potential was never fully reflected in their examination results. Some were brilliant thinkers who struggled with time pressure; others excelled in applied or creative tasks that our current assessment models simply do not measure. This mismatch compels us to ask: are we assessing what truly matters?

Our system remains heavily dependent on high-stakes examinations. A student's progress, and often their self-esteem, can hinge on a single paper completed within a few hours. While examinations can serve to ensure standards and comparability, they also tend to reward short-term memorisation rather than sustained understanding, reflection, or creativity.

We must acknowledge that exams are not neutral instruments. They privilege certain types of intelligence - linguistic, analytical, procedural - while marginalising others such as emotional, social, or practical intelligence. In doing so, they risk reinforcing inequality rather than promoting meritocracy.

Malta's education landscape has made strides in aligning academic and vocational routes, yet examinations still dominate entry points to further education and employment. In my own research on transitions from compulsory schooling to work or further study, I have often found that exam performance is a poor predictor of success beyond school. Employers increasingly value teamwork, problem-solving, communication, and emotional resilience - competencies that are seldom assessed through written tests.

If we are to prepare our young people for an economy that is becoming more diversified - from tourism and hospitality to technology and creative industries -  our assessment frameworks must evolve accordingly. We cannot continue to measure 21st-century skills with 19th-century tools.

Examinations also carry an emotional and psychological weight that is too often overlooked. Each year, we witness students experiencing stress, anxiety, and even burnout. As a psychologist, I have seen the toll this can take on self-confidence and motivation. When the emphasis falls solely on performance rather than growth, we risk cultivating a fear of failure instead of a love of learning.

A humane education system must safeguard mental well-being as much as it safeguards academic standards. Providing psychological support, developing students' coping strategies, and creating assessment environments that promote confidence and reflection are all essential steps.

So what would a reimagined system look like? First, we need to diversify assessment methods. Continuous assessment, project work, and collaborative learning can complement examinations to provide a fuller picture of student ability. These methods not only capture knowledge but also the application of learning, problem-solving, and interpersonal skills.

Second, inclusion must be embedded throughout. Students with disabilities or learning differences should never be disadvantaged by assessment formats that fail to accommodate them. Fairness demands flexibility - not uniformity.

Third, we must ensure that assessments remain relevant to the real world. Partnerships between schools, employers, and vocational institutions can help bridge the gap between academic learning and employability. Competency-based evaluations, internships, and applied projects are effective ways to achieve this alignment.

Fourth, we need a national examination system which is not managed by the University of Malta. It seems rather unfair that other independent, tertiary institutions both public and private need to rely on the systems and benchmarks imposed by the University of Malta which is more than the rest more academically oriented than the rest. There should be an autonomous Examinations Authority which sets the goal post for our nation.

Educational reform cannot rest on teachers alone. It requires systemic collaboration: educators, parents, students, policymakers, and industry must all have a voice. Our small size as a nation can actually be an advantage - we are agile enough to pilot reforms, evaluate them quickly, and adapt.

The goal is simple yet profound: to assess learning rather than testing. When we shift our mindset from judging to nurturing, from ranking to developing, we create an education system that reflects our values as a community - fairness, inclusion, and opportunity.

Examinations will always have a place in education, but they should not define it. The future of Maltese education depends on our willingness to balance accountability with empathy, and tradition with innovation.

As educators and policymakers, our responsibility is not only to measure what students know but to help them discover who they can become. The time has come for Malta to move beyond the narrow confines of the examination paper - and towards an assessment culture that truly recognises the full spectrum of human potential.

Dr Katya De Giovanni is a warranted Organisational Psychologist and Member of Parliament