Evolving our educational system

By Alexiei Dingli and Rose Marie Azzopardi

Education is dynamic, continuously evolving and shifting to cater to the needs of the generations it serves. A comprehensive understanding of this dynamic landscape requires a holistic approach, viewing education from local, regional, and global perspectives. This interconnected view helps to understand how policies, innovations, and methodologies in one domain can influence other areas, sometimes continents apart.

If we look at Malta's deployment of the National Minimum Curriculum through the implementation of the Learning Outcomes Framework, this significant pivot is much more than a policy change. It's a transformative leap in the approach to education. For instance, it fosters interdisciplinary learning, departing from the siloed approach and merging elements to create novel study area combinations. Such shifts reflect a global trend towards integrating diverse fields to nurture well- rounded learners.

The Maltese educational system has been experiencing a significant reform, emblematic of the global shift away from the 'one size fits all' model. The idea is to adopt a more comprehensive and equitable structure tailored to students' unique learning abilities. Initiatives like “My Journey” have also been implemented to improve student outcomes and combat early school leaving. This significant change takes us closer towards creating an education system with finer granularity, acknowledging the individual differences among students.

However, while the National Minimum Curriculum actively pushes for such changes, the effect of such a reform is taking time to percolate slowly through the system. A crucial part of this reform is focusing on a continuous assessment framework, moving away from the conventional approach of high-stakes, end-of- year exams. This focus on ongoing evaluation allows for a more accurate representation of students' academic performance instead of a snapshot view from an annual exam.

Yet, this shift comes with its own set of challenges. Not everyone has accepted such a system. Whereas the midyear exams no longer exist, some educators retained the old system but stopped calling them exams, thus rendering the exercise less effective. As a result, students are still under pressure, which means we need to do everything we can to assist educators in adapting to the new system.

Towards the end of compulsory schooling, the secondary certificate is no longer based on just the examination; 30% of it is a School-Based Assessment—a welcome move which imparts trust in the educators and once again reduces the pressure on the students.

But if post-secondary institutions don't accept such a system, such a good initiative will lose its efficacy. Issues like these need careful attention; we must pull the same rope and not shoot ourselves in the foot.

Despite these changes, dropout rates remain a concern. Even though today, more students continue their education beyond compulsory schooling, we must examine what happens after that stage. It is a known fact that several students who enter post-secondary school with a lower education level tend to discontinue their education prematurely. This fact is unsurprising since many would have passed through 12 years of compulsory schooling without gaining much from it. So the challenge lies in refining compulsory education to become a system that can cater to students with different inclinations and abilities. Not everyone thrives in a typical academic setting; our education system must acknowledge and address this reality.

From a European Perspective, the EU focuses a lot on technology and digital pedagogy in education. Working groups have been instrumental in advancing shared policy goals and fostering collaboration. Yet, the transition to digital education hasn't been smooth sailing. A substantial number of teachers are still uncomfortable incorporating digital tools into their curriculum, seeing them as an add-on rather than an essential component. Thus at the primary level, the focus on digital rests on the teacher while in secondary schooling, one lesson per week is not enough to create digital citizens.

As the demand for workers with digital skills continues to grow, it is crucial to prioritize digital literacy education at all levels of schooling. Digital literacy should be added as one of the core subjects rather than treated as a separate intervention. The pandemic has only emphasised this need, revealing stark digital divides that must be bridged.

A crucial step in the evolution of education is linking academia and industry. Tech giants like Google, Microsoft, and Amazon have made significant contributions by providing funding schemes that support educational initiatives, research, and innovation. This symbiotic relationship benefits both parties, with industry gaining skilled professionals and academia getting much-needed funding. Yet, Malta has a unique challenge. Limited local resources and an absence of large corporations necessitate alternative solutions.

Artificial Intelligence (AI), particularly tools like chatGPT, is changing education forever. They provide unprecedented access to knowledge and learning resources, reducing dependency on rote learning. While this AI influence is welcomed, we need to ensure that the human element of education isn't lost in the process. Education is much more than just the absorption of information. It's about understanding, application, and transformation. As we embrace AI in education, we need to concurrently foster uniquely human skills, such as critical thinking, creativity, and empathy. Many of which are highly sought by employers today.

Whilst we acknowledge that the evolution of education is a complex, multifaceted process, we have to keep in mind that it's a journey that requires continuous reflection, adaptation, and innovation.

But things are accelerating now, and we must take swift yet bold actions. By observing these changes from a holistic perspective and grounding our understanding in specific contexts, we can contribute to shaping a future of learning that is inclusive, adaptable, and prepared for the challenges of the 21st century.

The Human Capital Research Project, sponsored by the HSBC Foundation, is in its second year of research and analysis. The main aim is to develop strategies which will inform economic actors and educators as to the type of economy and skills- set we need to focus on, given the changes expected where the future of work is concerned.

The project is co-led by Prof Alexiei Dingli, a Professor in Artificial Intelligence and Prof Rose Marie Azzopardi, an Economist focusing on the labour market.