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Title: The implementation of development education in the primary school sector : the case of Malta
Authors: Testa, Mary
Keywords: Education, Primary -- Malta
International education -- Malta
Social justice and education -- Malta
Critical pedagogy -- Malta
Transformative learning -- Malta
Issue Date: 2017
Citation: Testa, M. (2017). The implementation of development education in the primary school sector : the case of Malta (Bachelor's dissertation).
Abstract: The study aimed at exploring the practice of Development Education (DE) in formal primary education. It outlines DE implementation influencing factors and puts forward recommendations for effective practice in schools. The research methodology adopted a single case study approach using multiple sources of data gathering. The case was developed through seven in-depth qualitative semi-structured interviews and secondary data sources. To develop the Malta case, a non-probability, non-representative, sampling technique was adopted. Two research questions were used as a point of departure to build the interview questions. The case classified its exploration into: a) the Educational System Level; b) the Whole-school Level; and c) the Individual Teacher Level. Findings show that there is no National DE Strategy in Malta. Primary schools include limited elements of learning and engagement through certain subjects, across the curriculum, whole-school activities and one-off projects. Schools lack a whole-school adopted DE culture with DE mainly incorporated through beneficial short-term initiatives, which are not borne by the schools, but through external entities such as Non-Government Organisations and a few motivated educators. Schools hold a traditional view of charity and DE is implemented through a ‘soft’ pedagogy with the absence of ‘critical’ or transformative pedagogies. Schools are advised to work in partnership with external entities with a goal for DE to become a whole-school approach. Long-term strategies need to be adopted and opportunities need to be created for extracurricular experiences which offer connections between knowledge and skills through linking schools with the local and global community. Besides DE awareness and understanding, critical and transformative pedagogies need to be adopted in schools and form part of initial teacher education and professional learning. One of the means to further the aims and visions of DE, is to manage its tenets through the already existing ESD Strategy.
Description: B.ED.(HONS)
Appears in Collections:Dissertations - FacEdu - 2017

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