We have come a long way since November 2013, when the Maltese Minister for Education and Employment, Mr Evarist Bartolo asked the Agency to conduct an external audit of the special needs education system in Malta. This activity is a new area for the Agency and it can be seen as a confirmation of the Agency’s competences, knowledge and skills. I am very proud that we are perceived as a professional body that can undertake the complex task of an external audit of policies and practices.
The Audit took place from February to December 2014 and it involved Agency staff and additional consultants. The activities included an extensive desk-based literature review, an analysis of background information, as well as analyses of the results of an online survey, of data collected during school visits, in focus groups and at interviews.
On 4 February we presented the Audit report Education for All: Special Needs and Inclusive Education in Malta at a press conference, together with the Maltese Ministry of Education. The report assesses the current special needs and education system in Malta, presenting strengths and areas for further development. The Audit used a series of standards as statements of aspirations for policy and practice. These were identified through work conducted by the Ministry team, as well as wider desk research. All standards were agreed upon by the Ministry before the audit commenced.
Among all the inter-connected recommendations based on these standards, the report calls for legislation and policy that promotes a rights-based approach to supporting the active participation of all learners. The study points out how important it is to build the capacity of mainstream schools for all learners, by maximising the resources already available within the system. Strong leaders and greater collaboration are critical in building an inclusive culture.
Based on the recommendations, the Audit report identifies a number of priority steps that will be necessary short and long-term to further develop effective policy and practice for inclusive education. One of them is an issue that is identified at the beginning of every Agency project involving up to 29 countries: there must be a common understanding of the concept of inclusion as an approach for all learners.
I believe this report constitutes a good basis for further action involving all the relevant stakeholders.
For more information on the audit visit the webpage of the Maltese Ministry of Education.
Cor J. W. Meijer
Agency Director