Mixed reaction by academics to Labour's reception class proposal

Academics have mixed feelings about the Labour Party's reception class proposal even though most concurred on the need for an open-minded debate about the issue.

Of the academics contacted by The Times only three agreed to comment on record about the proposal, fearing the partisan tinge the debate has now taken. "This proposal should lead to a wide and informed debate around the issue that transcends the kind of blinkered partisan views expressed on the eve of an election," educational sociologist Peter Mayo said in a comment that more or less summed up the attitude of his colleagues.

Without committing himself categorically to the measure he said: "I would like to think that this 'extra' year would be complemented by an overhaul of the curriculum which would allow more space and time for consolidation and assimilation."

The longer period of compulsory schooling would, if used properly, allow for a holistic curriculum that forges greater links between learning and life. "At present, our children's education suffers from a crammed and often irrelevant curriculum that denies this possibility.

When compared to certain industrially-advanced European countries, Malta has a shorter period of compulsory schooling," Prof. Mayo insisted.

Philosopher and educationalist Kenneth Wain disagrees that an extra class at that stage would make any difference. "I honestly cannot see the rationale behind this proposal. I don't think it will solve anything really". If it is intended to deal with certain social problems these can be addressed at kindergarten specifically without the need to extend the school years. Moreover, the real problem with the present system lies with the Junior Lyceum exam, which forces teachers to dedicate Year Four to Year Six to preparations for this exam.

"Introducing another year without dealing with this will simply waste time without being effective," Prof. Wain said.

He stressed the pressure the system was placing on students was a real problem and reviewing this exam should have a more considerable effect on easing stress and making schools generally more human.

Ronald Sultana, also from the University's Faculty of Education, on the other hand says the intentions behind the MLP's proposal to introduce a reception class, as far as he can see, are laudable.

"There is implied here a recognition of the fact that not all children start formal education on the same footing, that schooling, curricula and pedagogy tend to be organised in ways that select on the basis of social background, and not just 'ability', and that efforts to ensure that basic literacy and numeracy skills are mastered by all in the early years of primary schooling are fundamental to a child's progress through educational pathways," he said.

International research and research carried out by the Faculty of Education over the past 20 odd years, reinforce these points.

He did point out, however, that just by treating everybody in the same way would not necessarily get equitable outcomes. Introducing a further year without addressing the key problem of Malta's educational system, and what he called "its obsession with streaming and selection", is the same as dealing with the symptom, not the cause.

"We have powerful evidence from other countries as to what might work locally if we want to attain both excellence and equity."

Finland's remarkable success with its students, he pointed out, consistently scoring higher than most in the PISA (Programme for International Student Assessment) exercise, is attributed to a number of factors, not least comprehensive education throughout the compulsory school years, individualised student support by dedicated and well-trained teachers and a policy to have high expectations from all students. This may be counter-intuitive, but educationally and socially sound.

"Naturally, we cannot import models without attending to Malta's own specificity and this applies to the notion of a reception class, which also seems to be a borrowed idea. But neither should we turn a blind eye to evidence and serious debate, transforming education into a battlefield where politicians enjoy the limelight at the expense of children's futures. I had hoped that those days were over," he said.