We are living in exciting times. They are exciting times for those who want to be directly involved and engaged in the educational reforms promised by the Education Reform encompassed in the amendments to the Education Act (2006), in the Reform Agreement entered into between the government and the Malta Union of Teachers in July 2007 and the various policy documents that have come out through the ministry responsible for education over the past few years.

They are also challenging times as we are experiencing something we have not experienced before, something unique to the education reform process. We are experiencing developments which are aimed at strengthening the centre through the setting up of two directorates with the specific brief of setting standards, providing adequate support to schools and establishing a system of school-based and national level accountability.

At the same time we are witnessing a drive to strengthen schools through the setting up of 10 colleges. The main challenge for colleges is that they need to work within a networked approach to learning so as to identify the specific needs of their students and as a result introduce programmes and create learning opportunities which they themselves have created. This is a unique experience as we see schools directly focusing on ways and means of making their educational programmes more meaningful for their students.

The colleges aim to counter a one-size-fits-all mentality. Colleges and their schools need to find their own paths. The directorates are there to provide direction and support especially in relation to national goals and the setting of standards. As a result, one of the challenges facing the colleges is the need to create systems of internal evaluation, which in time can withstand external reviews.

This is no mean task, but I am confident that together, given a strong spirit and a set of core values that are not to be compromised, we can succeed. One way that can lead to success is by recognising and respecting the talents that already exist in our schools. This is what the college principals are focusing on in their drive to establish a unifying ethos across the schools making up their respective colleges.

Teachers, heads and principals are the frontline of reform. Both the National Minimum Curriculum (NMC) back in 1999 and more recently the amended Education Act of 2006 recognise this. Their work is what ultimately determines student learning. We have slowly learnt to appreciate that we need to work closely and with the educators at the school site.

Both the Education Act and the subsequent Collective Reform Agreement (2007) recognise the need to create a context for professional learning to take place within schools and their networks and outside, and to have professional staff that work within the networks and support the networks from outside to improve and enhance the learning capabilities of everyone - adults and students alike.

However, we need to make sure that the momentum that had been aspired to, for various reasons that I will not go into here, has not been hampered by apathy, indifference and a lack of conviction by the various major stakeholders.

I am not trying to put the blame on anyone. We all share part of that responsibility. However, we can surely relate to this adventure and so, in different ways given the position we hold and maybe the values we uphold, we all have a say in relation to the implementation of the educational reform in general.

I am sure that we will all agree that people (at various levels) may have been demoralised by attitudes and practices that often intentionally or unintentionally diminished their collective desire and capacity for improvement.

On the other hand, when outsiders interact with educators at the school site in ways that enable the latter to feel in control and competent, their commitment to improvement increases. I have experienced this in many ways throughout my teaching career and recently through the project I co-ordinated titled Converging Paths. There are some excellent examples of learning taking place. However, it is important that at times, such initiatives do not go beyond the classroom, or may be limited to a grade/department or a school.

The quality of interactions between people both within and outside schools, I believe, is at the heart of the issue. Far too often, we have used the model that "outsiders" act as if there is a single "correct" solution to a school's problem; that outside "experts" know the solution.

But there is another way. The philosophy behind networks and networking that the document For All Children to Succeed (2005) purported is now being witnessed in practice.

Principals working within the College of Heads structure and their senior management teams (SMTs) are identifying the needs that have to be addressed and how to address them through the respective internal capacity. Those of us outside the schools can tap into the expertise and creative potential that already exists within them rather than provide prescriptions that can breed resistance and resignation. For such an approach to work, of course, requires skilful leadership by the directorates, by the college principals, SMTs and teacher leaders that changes the conversations about teaching and learning and establishes a deep appreciation of the talents that already reside within the schools. Of course, even the most potent form of outside intervention will also fail without such internal leadership.

All of this does not negate the value of research and outside assistance if it is offered in respectful and empowering ways.

Furthermore, educators will desire such assistance and use it effectively when they are energised by self-determination and the act of creating a better future for their students within a system that provides both high expectations and high support.

As already stated, examples of such intervention exist in many schools. A starting point is acknowledging the already existing and often untapped capacity of virtually all teachers and school/college leaders to create dramatically better schools. We can begin today by nurturing relationships based on mutual respect and a recognition of the worth of each individual but more so as educators.

This is what will bring us together and keep us together as we address the challenges that await us.

It is indeed an exciting time to be in education. Together we can make a difference for the youth and young adults of tomorrow.

Dr Bezzina is director, Quality Assurance Department in the Directorate for Quality and Standards in Education, Ministry of Education, Culture, Youth and Sport.