An insight on the Maltese educational system: a deweyan perspective

Abstract

This dissertation will present an analysis of the Maltese educational system and the ideologies informing it on the basis of John Dewey's philosophy. Since he was a key advocate of progressive and democratic education, his ideas helped me identify the deficiencies and struggles in Maltese education. Our country seems to be retaining a traditional approach to education, even though several reforms and policies have been applied. To understand better the Maltese educational conservatism, I have focused on four core issues. The democratic principle vis-à-vis the power disparity and the hierarchy of our educational system was discussed. This highlighted the centralised, oppressive system we employ, which limits the implementation of child-centred education. In fact, major contradictions will be noted among the principles presented in policy documents and the educational experience offered to the children. For instance, learner-centred education is promoted in the policies; however, our culture is still very exam-driven. This reflects standardisation and en masse education rather than quality schooling which is tailored to the needs of the children. It will also become apparent that the reforms were only a reaction to the shortfalls of Maltese education and were hurriedly put into practice. To provide continuity in the educational process, Colleges were set-up; however, it is argued that secondary school teachers were not well prepared for mixed-ability classes. This study emphasises the worth Dewey's educational theory has in the Maltese context, and the importance that it is revived again so that we develop a truly progressive educational system.