https://www.um.edu.mt/library/oar/handle/123456789/33592 Thu, 09 Apr 2026 17:39:35 GMT 2026-04-09T17:39:35Z https://www.um.edu.mt:443/library/oar/retrieve/783e37b4-0d8d-4098-b57f-e7e1b83651b2/ https://www.um.edu.mt/library/oar/handle/123456789/33592 https://www.um.edu.mt/library/oar/handle/123456789/33992 Title: Higher education, socialism and industrial development : Dom Mintoff and the ‘Worker-Student’ Scheme’ Authors: Mayo, Peter Abstract: Dom Mintoff’s death on 20th August 2012 marks the passing of another prominent post-war postcolonial politician. In his time as Leader of the Malta Labour Party (1949-1984) and as Malta’s Prime Minister (1955-58; 1971-1984), Mintoff sought to grapple, among other things, with the complexity of seeking to map out a socialist politics in the context of preparing the small Mediterranean island state’s (population circa 400,000) transition from a situation of mercantile capitalism to one of export-oriented, industrial development. This particular situation, born out of the country’s postcolonial condition, throws up a number of consistencies and contradictions in his party’s and government’s professed socialist politics that surface in many fields. Description: Includes Notes on Contributors Sun, 01 Jan 2017 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/33992 2017-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/33991 Title: The ideological struggle over comprehensive education in Malta Authors: Desmond, Zammit Marmara Abstract: This chapter provides a historical account of the Comprehensive Secondary schooling reform in Malta between 1972 and 1981. It first considers the origins and development of the idea of comprehensive education in Europe. The ideology of comprehensives prevalent among the European political ‘left’, as well as the link between the latter and local policy-makers, are addressed. The political, economic and social contexts in which the comprehensive education reform was launched in Malta in 1972 are discussed, as are the reactions of different sectors of the Maltese population towards it. Attention is given to the likely motives behind the positions adopted by the different power groups, both in education and outside of it. In attempting to consider this complex period of educational development in Malta, I have examined surviving primary sources such as Education Department Circulars, Class Broadsheets and the printed media of the time as well as secondary sources such as scholarly articles written years after the end of the reform. Using multiple methods of investigation,1 I have also interviewed several of the social actors involved in the events being researched. This helps towards ensuring data triangulation. The Comprehensive Education Concept What does one understand by the term ‘comprehensive education’? This term implies an education system that does not differentiate between students, a non-selective type of education that caters for the individual needs of all students according to their different abilities and aptitudes. Instead of having students educated in different schools according to academic achievement, as in selective systems of education, students are educated in one single school, the Comprehensive school, which provides a wide curriculum, including both academic and vocational disciplines, in such a way that each individual student can develop at his/her own pace. Sun, 01 Jan 2017 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/33991 2017-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/33981 Title: Meeting the diversity of student needs : the development of policy and provisions for the education of children with disability in Malta Authors: Bartolo, Paul A. Abstract: Though persons with disability have always been part of humanity, their full participation in the educational system is a recent phenomenon. The history of educational provisions for children with disability is closely tied to the concept of the right of each child for education and development of his or her potential. This is a relatively recent concept.1 It is itself closely related to the development of the wider concept of human rights and the concurrent development of educational institutions, particularly compulsory education for all. Within these developments, children with disability have presented two major challenges to families, educators and society: (a) first of all a social challenge, in terms of catering for solidarity and guaranteeing justice and equity by combating ostracism, stigma, and discrimination by the majority, the ‘non-disabled’; and secondly (b) a technical challenge to families and educators, in terms of developing new pedagogies and resources that enable child’s educational development, despite his or her learning difficulties and disabilities. Sun, 01 Jan 2017 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/33981 2017-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/33980 Title: Why education ‘counts’ : educational trajectories and personal histories Authors: Cutajar, JosAnn Abstract: Salvina: “When I was young, I went to the elementary school in Victoria. I stayed until Standard Five. I left school and started learning how to sew. This was usual in my days. I’m speaking about fifty years ago now. There were four of us in my family—my two sisters, a brother and I. My father worked as a civil servant and my mother was a housewife. My sisters and brother continued their education. One became a clerk and the other two became teachers. I was the oldest and you know what used to happen dari (in the past). Somebody had to be sacrificed to help at home. …When I left school I learned how to sew at the Sorijiet ta’ l-Istilla (Franciscan Order). I continued sewing even when I got married and had children. In fact, my sewing skills helped me pay for my children’s education. I have two children. My eldest went on to Sixth Form and sat for her Advanced levels because she wanted to go to College and become a teacher. Agatha Barbara was Minister of Education in those days. U l-iskola sehtitha (She really threw the education system backwards). Minn dakinhar ilha sejra lura l-edukazzjoni (The education system started deteriorating from that period). My eldest daughter managed to pass her A-levels and go to university. She had to take a B.A. (Hons.) course to become a teacher since the Training College was closed. Imma kollox ajma dahri dakinhar (I had to work hard to help her make it through). I paid for the flat she rented in Malta, the books. In addition, you had to keep up appearances if you went to university in those days. Therefore, I had to invest in some good clothes for her. I had to fork out the money because they only received a stipend of LM30 every three months. This money used to help her pay her rent. When she was at university, there were only three other Gozitan girls studying with her. They used to leave Gozo on Monday and come home Friday evening. Minn jaf kemm kont immur jien nahslilhom (I used to cross over to Malta to clean the flat). They did not have time to clean themselves because they were studying. My son’s experience was totally different. My daughter is almost fifteen years older than her brother is. U dak xortieh donnu ghenitu (Luck was on his side). He wasn’t that bright, not like his sister, but he always managed to pull through. He went to university. The Labour Party was in power in those days. He benefited from the student worker scheme because his sponsor guaranteed him a job once he left university. Not like his poor sister who could not find a job for months after she left school.” Sun, 01 Jan 2017 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/33980 2017-01-01T00:00:00Z