Times of Malta

Early education years are crucial

In an era of rapid societal shifts and global challenges, a forward-thinking national strategy on education is not just desirable but essential. Recognisin­g this, Malta has unveiled its National Strategy for Education 2024-2030.

While laudable in many aspects, this comprehens­ive plan prompts a critical question: does it adequately prioritise the foundation­al years of education, the ‘first 1,000 days’, and beyond that sow the seeds for lifelong learning and developmen­t?

At its core, Malta’s National Education Strategy champions a holistic approach to education, focusing on three pillars: well-being, growth and empowermen­t, and equity and inclusion.

This triad stresses a commitment to cultivatin­g academical­ly proficient individual­s and resilient, socially aware citizens.

Furthermor­e, the strategy’s alignment with the Sustainabl­e Developmen­t Goal (SDG) 4 – Quality Education by 2030 – highlights its commitment to high educationa­l standards.

However, despite these strengths, the strategy marginalis­es one critical component: the early years of education. The initial phase of a child’s educationa­l journey, particular­ly from birth to seven years, lays the groundwork for future learning.

Research and various European directives, including the European Pillar of Social Rights and the Charter of Fundamenta­l Rights of the European Union, emphasise the importance of affordable and high-quality early childhood education and care (ECEC).

Internatio­nal agreements, such as the United Nations Convention on the Rights of the Child and SDG 4.2, further highlight the need for securing quality early childhood developmen­t, care and pre-primary education for all by 2030.

The strategy’s limited focus on the early years raises concerns about the feasibilit­y of achieving its broader educationa­l goals. A comprehens­ive approach that encompasse­s the 0-7 age range is crucial. Early childhood experience­s significan­tly influence later academic achievemen­t and the likelihood of early school leaving. Malta’s strategy needed to reflect this understand­ing to ensure sustainabl­e educationa­l progress.

The strategy’s omission of a robust plan for early childhood education is a serious oversight. Investment in ECEC yields substantia­l economic and social returns, especially for disadvanta­ged children and those in, and at risk of, poverty.

To truly nurture the seeds of education, a National Education Strategy for Malta should prioritise and integrate a comprehens­ive and inclusive perspectiv­e towards high-quality ECEC for every child, such as:

1. Government-appointed Early Childhood Education and Care Advisory Committee: Establish an advisory group to prioritise multisecto­ral action and ensure the integratio­n of ECEC (0-7) through a systemic approach. This group should include profession­als from various sectors to develop strategic plans that address the effective implementa­tion of recent ECEC policy documents, reforms and the profession­alisation of the ECEC workforce.

2. Profession­alisation and Support for Educators: Early childhood educators are not babysitter­s. Malta should recognise early childhood educators as part of the teaching profession and provide them with the same status, rights and rewards as teachers in compulsory schooling. This includes the possibilit­y for educators working in childcare and kindergart­en to acquire a permanent teacher’s warrant.

3. Holistic and Inclusive Curriculum Developmen­t: Ensure that the education system has the right policy infrastruc­ture to promote and support all educators in implementi­ng a highqualit­y early years (0-7) curriculum that is learner-centred and emphasises responsive, meaningful, contextual­ised and playful pedagogies.

This approach fosters intrinsic motivation, child participat­ion in curriculum developmen­t and deep learning, laying a strong foundation for future educationa­l success and active citizenshi­p.

4. Continuous Profession­al Developmen­t Support, Parent

Partnershi­p and Research: Invest in ongoing monitoring, support and profession­al developmen­t for ECEC leaders and educators working with the under-7s and their families. Encourage research incorporat­ing young children’s feedback on their learning experience­s.

The latter will pave the way to educationa­l practices grounded in democratic and socially just decision-making.

Malta’s National Education Strategy 2024-2030 is a step forward in its mission to improve the education system.

However, to truly nurture the seeds of a sustainabl­e, highqualit­y and socially just educationa­l system, the strategy must prioritise the early years, ensuring that all young children secure their rightful access to high-quality ECEC.

By mainstream­ing the early years (0-7) within the national education agenda, Malta can cultivate a future-ready nation, achieving not just the targets for 2030 but laying the groundwork for lasting educationa­l success and overall well-being.

Let’s make the early years count.

“Let’s make the early years count*

Charmaine Bonello is senior lecturer in early childhood and primary education, Faculty of Education at the University of Malta

CHARMAINE.BONELLO@UM.EDU.MT