The education officer within the Curriculum Department

Abstract

The general aim of this research is the study of the role of the Education Officer (EO) within the Curriculum Department. The writer wants to find out what EOs are presently doing, how they feel about their role, what are the constraints and the challenges they have to face and how their role is being interpreted particularly in view of the policies presented in the National Minimum Curriculum (NMC). This work is a case study of the role and the following main findings have been identified. As in other small states the role is very often multi-functional. A situation is presented where the role incumbents perform duties that are over and above their Position Description. It is fair to say that the Maltese EO is involved in a variety of initiatives and is indeed committed to the profession. Learning is the main focus of the EO who is very much involved in the production of original learning material. Great importance is therefore given to the supportive aspect of the role. However, particularly in view of the policy of decentralisation, EOs wish to strengthen the monitoring aspect of the role. EOs are in favour of the decentralisation of the curriculum. However, they want to make sure that standards are kept. This is also the opinion of four Heads of School (two males and two females heading Junior Lyceums and Secondary Schools) who were interviewed for the purpose of this research. In view of the above, EOs emphasise, among other things, the importance of monitoring and on-going staff development. Relations with teachers seem to be quite healthy. However, more than 46% of teachers want EOs in the school but not in the classroom. EOs have to face many constraining and challenging situations such as resistance to change and understaffing. Moreover, in the majority of cases, EOs have been excluded from School Development Planning. There are indications that a more collegial approach is developing, for example with Subject Co-ordinators and with Heads of School. This does not mean that no problems are envisaged for the future or that there is no room for improvement. In fact three Heads are very disappointed with the number of school visits by EOs. They believe that school autonomy would make support from the centre even more essential. Perhaps this would necessitate more co-operation than exists at present, among EOs themselves. The NMC is presenting great challenges to EOs, a number of who still hold some reservations about it. Lack of consultation and involvement has left some ill feeling among a few EOs, four of who said they do not own the NMC. In spite of all this the role is offering job satisfaction to most EOs. Unfortunately, however, nine are not happy in their post. One of the reasons is that the role lacks focus. Given this study a number of recommendations to render the role more effective are put forward.