To Maltese non-educators, Comenius perhaps is practically an unknown name. To educators, he may be one of those educational philosophers often quoted in education courses. However, to today's practising educators, their students and also the parents, Comenius has become a household name.
One of the Socrates Actions (the EU Educational Programme) is named after Comenius - a 17th century Czech philosopher who rightly felt that schools should be outward looking. He also believed that only through education could man achieve his full potential and lead a truly harmonious life. Comenius was a cosmopolitan and universalist who strove incessantly for human rights and peace between nations, social peace and the unity of mankind. The EU was very right to name the Action within Socrates dealing with school education (from kindergarten to post-secondary level) after Comenius.
In the first phase of Comenius (1995-1999), 10,000 European schools participated. In the second phase (2000-2005), many more schools are expected to participate. The second phase coincides practically with the participation of almost 15 new applicant states, including Malta. As with other EU programmes, Malta was invited to participate in these programmes soon after reactivation of its membership application. In January 2000, Malta started participating in Socrates (including Comenius) and Leonardo da Vinci. Notwithstanding the initial start-up difficulties, Maltese participation in Comenius since January 2000 was exceptional. The educational leaders and parents immediately recognised the benefits of such participation and the students thoroughly enjoyed their participation.
The EU funding, complemented by ministry of education funds, has facilitated Malta's participation. Part of the EU pre-accession funds are channelled to fund two-thirds of Malta's 'entry-ticket', the other third provided by Maltese funds. On accession to the EU, Malta would not be obliged to pay an 'entry ticket'.
The results of Maltese participation in Comenius over the last 12 months reflect the excellent response to this programme by Maltese schools. A brief look at a parliamentary question (No. 34573) tabled by Dr Jason Azzopardi gives your readers enough proof of the excellent response of Maltese schools to Comenius.
In Comenius 1.1 (school projects), there were 30 Maltese primary schools participating, that is, 17 state schools (15 in Malta and two in Gozo), seven Church schools, five independent schools and one special school.
In the secondary sector, there were 16 Maltese schools participating, that is, 12 state schools, two Church and two independent schools.
In the post-secondary sector, there were four participating schools, that is, three state and one Church school. Therefore there was a total of 50 schools representing about 25 per cent of Maltese schools participating in Comenius. It is surely a remarkable achievement and reflects the enthusiasm of heads of school and staff to Comenius.
In another action within Comenius, Malta was represented by five post-secondary schools, that is, four state (two in Malta and two in Gozo) and a Church school. Efforts will be made this year to augment this participation, although proportionately it is also very significant.
In the School Development Project of Comenius, we had eight Maltese schools participating - six state schools (five in Malta and one in Gozo), one independent school and one special school.
In Comenius 2.2 (in-service for teachers), a total of 22 teachers benefited from this programme. In 2001-2002, out of this total, 14 teachers come from state schools, two from Church, four from independent schools and two from university. During the next academic year, at least 14 other teachers will benefit - 12 from state and two from Church schools. These 36 teachers will have spent a one-week training course in other EU countries, obviously beneficial both to themselves and their pupils.
One final remark about the variety of partners for our school projects. Maltese schools were partnered to schools from 26 different countries, practically from all EU member and applicant states. Such wide spread of partners and themes is very much in line with the Comenius philosophy that schools should be outward looking. This diversity of cultures has greatly benefited our students as Comenius has brought them in direct contact through internet, telephone and mail with students from every corner in Europe.
It is worth noting that so intense was the enthusiasm in Maltese schools for Comenius that a number of schools (where facilities permit) have put up a Comenius Room where students can work on Comenius projects and display their work. This initiative has been warmly welcomed and supported by officials from the Comenius Team in the European Commission.
Malta's participation in Comenius (as also in Leonardo da Vinci, Youth and Fifth Framework Programme) fortunately coincided with the introduction of the new National Minimum Curriculum. Comenius participation strengthens, complements and helps in implementing the basic principles of the National Minimum Curriculum. The Comenius philosophy appeals to the aspirations of our educators and parents as laid down in the NMC and is also an effective and modern tool for its implementation.
We must also note that due to the extensive use of IT equipment in all our schools (introduced by the present government), it is now much easier and more effective to communicate with overseas schools. Our students and teachers can now effectively and speedily communicate through e-mail and internet, thus complementing the use of traditional means of communication like mail and telephone. All these and other reforms are helping us to provide a quality education for all our students at par with that provided in other EU member and applicant countries.
However, all these benefits of Comenius participation (as well as other EU programmes) were only made available to our schools because of our application for membership in the EU. In case Malta again changes its mind on EU membership, Comenius (and the other EU educational programmes) will only become a distant memory. A few crumbs may perhaps be made available to us, like being invited as partner school on condition that we pay our full fee. Educators, parents and students will have to make up their minds on which type of Comenius (and other EU programmes) participation we would like to have for our schools. The choice is clear: either full participation, funded by the EU, or very limited (if at all) participation totally funded by our schools.