compiled by Ms. Maud Muscat (2009)

Introduction

Personal and Social Development (PSD) in the Maltese islands developed in a unique way, in that it was not imposed as a policy, but gained ground as people started understanding its positive effects. Its development and implementation is in itself a journey in the way educators started viewing a more democratic system of education and teaching. The mission statement of the PSD syllabus states: ‘PSD aims at empowering students to develop skills, knowledge and attitudes which will enable them to live and participate fruitfully and effectively in their environment (Abela et al, 2002, p. 2).

PSD aims at empowering students to fulfil their potential effectively and positively. Although the pedagogical skills used in PSD in Malta, promote the concept that students/participants arrive at their own value system, the inherent philosophy and implementation of the subject promotes universally regarded positive values such as respect for self and others, diversity, critical thinking, problem solving and democracy.

The Growth of PSD in Malta

According to Sultana (1992), the socio-economic situation brought about by high unemployment in countries such as England and Australia, instigated the introduction of this subject. Sultana reports that locally 'the first experiments in the introduction of PSD curricula were carried out in Church private schools' (Sultana, 1997, p.249) and concludes that the introduction of PSD in Malta in state schools, as far back as 1988. was 'as a panacea for various ills'. These included a growing concern about the health and well-being of young people in Malta. (Abela, 1994)

It was precisely this concern which prompted the first lifeskills course on the islands in the late 1980s. When strategies for intervention were being considered, part of the solution was found to be in educational programmes based on the concepts and teaching materials of Button (1974), Hopson & Scally (1981), and Nelson-Jones (1991). Caritas Malta held the first lifeskills course in the history of our education as part of its drug prevention. programme. An open invitation was issued to all teachers and Headteachers employed in Church schools. Dr Cole (Interviewed 2008),who at the time worked at Caritas and was responsible for this training programme notes: ‘the fact that teachers and heads of schools were exposed to training that used participatory training methods proved critical in gaining schools’ support to lifeskills.’
In October 1986, two Church schools, whose heads had attended these initial courses, incorporated the subject in the school curriculum. Lifeskills, as it was then known, was introduced as a specific subject on the timetable throughout their Senior Schools. It was allotted a double lesson every two weeks and each class of thirty was divided into two groups. The whole content of this subject was transmitted in an experiential way and the foundation was based on team work at the planning, implementation and evaluation stage of the curriculum. (Muscat, 2006). Dr Cole ( Interviewed 2008) notes that she believes that the fact that the Caritas ‘training was given by a team of four people from different disciplines – Mr and Ms Fava (educators), Ms Borg Cunen (Psychologist) and myself (Social Worker)’, was important for the later ethos and development of PSD.

This practice became a model for the introduction of PSD in state schools. A person who proved important in this process was Mr Joe Sammut, who was working at the Guidance and Counselling Services of the Department of Education and who was also a volunteer of the Caritas Malta Volunteer Group working on Drug Prevention. As Dr Cole puts it: ‘I really believe that there was an important element of serendipity that played a part.’ (Interviewed 2008). According to Sultana (1997) the stress and anxiety in Junior Lyceums caused by an emphasis on examinations and competitive assessments and, coupled with absenteeism in trade schools, facilitated the acceptance of personal and social education.

According to Lawrence Muscat (Interviewed 2008), Maryann Agius, a state school counsellor at the time, was a key figure in the introduction of PSD in state schools. Counsellors took the initiative to carry out lifeskills projects during school breaks and occasionally during weekends. Therefore PSD appeared as an attitude and approach to teaching and learning across the curriculum. In 1987, when a change in government took place, the new Minister of Education launched a campaign in favour of the ‘education of the whole person’ (Sultana, 1997). In the 1988 Education Act, problem solving was included as a learning method, promoting ‘self learning and self education…..(and) educated to exercise freedom with responsibility’ (Zammit Ciantar, 1992, page 66) and PSD was introduced in state schools.

In 1997, Muscat was appointed the first and only Education Officer for PSD and PSD was referred to as a compulsory subject (NMC, 1999). Muscat also introduced the concept of PSD in the primary school setting. He has since retired and been replaced by two subject coordinators. His post remains vacant.

In 1995, a report drawn up by the Consultative Committee on Education (Ministry of Education 1995) included discourse about creating 'a caring school' and 'lifelong learning' (p.18). On the other hand, it was observed that employers find a lack of communicative ability in many students due to 'the underdevelopment of personal and social skills which is normally assumed the school is best placed to inculcate' (p.18). One of the proposals to develop a caring school community included the setting up of a pastoral team, something which had been running in some schools for some time, and of which PSD specialists were members.

In March 1998, the draft of the National Minimum Curriculum (NMC) was published. In the section referring to PSD, it was suggested that PSD would have a slot on the timetable only up to Form II. This was seen as going against the same declarations in the draft. There was an open invitation for any interested party to bring forward observations and suggestions and concern was voiced. This decision was revoked and PSD now has a slot on the time table of every year in the Secondary School, lessons varying from one to two a week. PSD was also introduced in the primary sector as from 2003.

When the working groups for the NMC were set up in 1999, a PSD working group was included. This group changed the name from PSE (education) to Personal and Social Development to denote a more umbrella perspective and to better reflect its content and methodology.



Adapted from paper PSD in a Small Island Community – Presenting The Maltese Democratic Model presented at ETEN Conference – Liverpool 2008.

References:

Abela, A. (1994). Shifting values in Malta. Malta: Media Centre.
Abela, G., Camilleri, K., Zammit Pulo, S., & Vancell, J. (2002). PSD Syllabus. Malta: Ministry of Education.
Button, L. (1974) Developmental groupwork wth adolescents UK: University of London Press
Giordmaina, J. (2000). Proceedings – national minimum curriculum on its way. (Ed.) Ministry of Education: Malta.
Hopson, B. and Scally, M. (1981). Lifeskills teaching. UK: McGraw-Hill Publications.
Ministry of Education (1998). 1998 New education act. Malta: Ministry of Education.
Ministry of Education, (1995). Tomorrow's schools : developing effective learning cultures. Malta: Ministry of Education.
Ministry of Education, (1999). Creating the future together: National Minimum Curriculum. Malta: Ministry of Education.
Ministry of Education, Youth and Employment. (2004). Personal and social development syllabus for primary schools. Curriculum Department, Floriana: Malta.
Ministry of Education, Youth and Employment (2005). Personal and social development syllabus for secondary schools. PSD Section - Curriculum Department, Floriana: Malta.
Muscat, M. (2006). Evaluation of the PSD programme. (M. Ed. Dissertation).
Nelson-Jones, R. (1991). Lifeskills - a handbook. London, UK: Cassell Educational Ltd.
Sultana, R.G. (1992). Personal and social education: curriculum innovation and school bureaucracies in Malta. British Journal of Guidance and Counselling 20:2 164-185
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Zammit Ciantar, J. (1992). Education in Malta. Malta: Studia Editions