Views and experiences of the initial implementation of the education reform : a case study

Abstract

This dissertation collects the views and experiences of a few players within one primary State school about the removal of streaming and approaching benchmarking examination as the initial implementation of the education reform in Malta initiated in 2009. The methodology is qualitative and involved three sets of interviews with: teachers; children; and their parents. Ten Year 5 and Year 6 teachers, eight Year 6 children and seven of their parents participated in this study. The results show that the teachers felt that mixed-ability classes brought along certain changes in the school, these being: a demand for differentiated teaching; promoted better relationships amongst parents; and improved the self-concept and self-esteem of learners; and less labelling amongst children. Nonetheless, mixed-ability classes were not yet thoroughly accepted by the parents and children in the study. Examined subjects, mainly those examined in benchmarking exams, Mathematics, English and Maltese are still considered as the most important. It appears that tension levels in children and their families are less due to the removal of Junior Lyceum exams although there was concern and stress related to the benchmarking exams which were being introduced. The main conclusion is that the stakeholders of the education reform need more time to completely accept and adapt to the changes it has brought along with it to appreciate its benefits.