Literacy value-added - the whole picture

In view of some misconceptions about the value-added National Literacy Survey conducted in 2002 by the Education Division and the Literacy Unit of the University, reported in other sections of the press, I would like to make the following clarifications.

The study was based on what is internationally considered to be the most just way to measure progress as it takes into account a range of socio-economic variables.

It followed the progress of all Maltese children, who in 1999 were seven years of age, and showed that when considering all the relevant variables, substantial literacy gains were made by the cohort of children studied during the period of investigation.

Areas for further development were identified. Also, the study showed clearly that most state schools provide literacy value-added to their pupils to a high degree.

Therefore most state schools come out very strongly in this scientific report, contrary to the negative impression which may have been mistakenly given by other press reports.

Further to the sterling work carried out by most of our schools, both state and private, it would be appropriate to refer to the extensive support services and intervention programmes run by the Education Division, like the Complementary Teacher Service, the Literacy tutors, the Specific Learning Difficulties Centre, etc., and the parent education and family literacy programmes offered by the Foundation for Educational Services.

These services, in conjunction with the research back-up offered by the Literacy Unit of the Education Division and the University, and the work carried out by the NGOs who labour in this field, represent a wide array of specialist support services offered to schools, communities and parents.