More Voice to Legalize Homeschooling in Malta by 2016
The Issue
Malta Homeschool Families
Email: maltahomeschoolfamilies@gmail.com
19th April, 2016
We are a group of Maltese parents who have already stated our wish to home educate our children. We were promised that home education will form part of the new Education Act and that we will be able to homeschool by January 2016. This did not happen and we are still waiting for the White Paper to be out for consultation. Whilst we know these matters take a lot of effort to be set we are appealing again to the Ministry of Education that home education is available before the scholastic year of 2016-2017. For this reason, this petition is a follow-up of the one presented to the Ministry on 7th April, 2014 and is acting as a reinforcement and voice to other parents who, since then, wish to homeschool and so want the opportunity to have their voices heard and represented.
The parents involved in this group come from different backgrounds and experiences. Each family has a number of reasons for their inclination to pursue home education rather than traditional schooling. We also believe that the introduction of home education in Malta would be advantageous and would further enhance the level of education in our country.
These are some known facts about the pros of home education:
· Home Education allows for individualised learning.
o Children receive individualized instruction tailored to fit their learning styles as well as their distinctive needs and gifts.
o Enhances their strength and gives time for other skills to develop.
o Allows more flexibility in a student’s schedule, in the teaching methods applied in the time spent with individual courses, with the materials used for course work, and for students to be involved in real life activities.
o Gives more time to explore other interests or pursue the development of special talents and skills.
o It is tailor made for the needs of the individual child; the educational experience is less stressful and will encourage the child to eventually pursue advanced education and encourage lifelong learning because it instills a passion for learning with interest.
· Home education allows for better social outcomes.
o It allows for community-based socialization, rather than a classroom-based socialization.
o Gives the students the possibility to be regularly involved in outdoor activities, therefore contributing to healthier lifestyles.
o Tends to enhance the social experience of the students and enrich their overall understanding by giving them capacity to spend time with children and adults of all ages, rather than same-age peers.
o Protects the children from exposure to the harmful influences of peer pressure, bullying, deficient attitudes, inappropriate behaviour, etc. Home education wisely gives the ability to learn about these things from afar instead of being personally involved in such behaviour or perhaps from being a victim.
· Home Education allows for stronger family connection.
o It strengthens family relationships because it gives parents more time with their children.
o It provides the opportunity for parents to be more closely involved in their children’s learning.
o Parents get to know their children on a level that is not typically possible without homeschooling. They also get the possibility to devote more quality time to their children individually.
o Parents now have a greater prospect to work on the child’s character development encouraging the traits for a responsible future generation of citizens.
· Home education allows for positive and supportive outcomes.
o Encourages individuality; homeschoolers learn how to think for themselves, how to think critically, and how to be independent and self-confident.
o Enables children to adjust more quickly to a University setting. This is due to the fact that they are already familiar with independent study techniques, and have a vast experience in managing their own time and interaction with adults. The latter renders them unafraid to ask questions and seek further explanation.
o Helps develop a stronger work ethic from a young age as they learn to be self-directed in their work.
o Advances the understanding of the practical applications of the things being learned, thus giving a more lifelong grasp to the importance of what is being learned.
o Promotes an integrated and consistent education. Since a homeschooled child's education is managed by the same person over a long period of time,that education can be consistent with a long-term plan in which each topic taught and the experience gained benefits seamlessly with those that have come before. Because the parent is intimately involved with the student over that student's life, the parent understands the child's experiences and background and uses that knowledge to design future educational activities.
In countries like the USA, Canada, Australia, France, New Zealand and the UK, home education has long been an option for parents, and studies show that contrary to popular belief, children are able to thrive in a homeschool environment and that creativity, which is at times, unfortunately stifled in the classroom setting, is able to flourish more readily. Moreover, from an academic point of view, home-schooled children’s results are at par with their colleagues in regular schools, and most often than not, even superior.
Parents do not need to have a teaching warrant in order to home educate their children. Some of the countries mentioned above require that parents need to have a diploma level of education, whereas others have no restrictions at all. In the UK it is not even required to follow the national curriculum as long as the child is receiving a full-time education (https://www.gov.uk/home-education It is recognised that the parents are responsible for providing their children with education at school or otherwise.
We are aware that one of the main concerns to be expressed when the subject of home education is raised is the social aspect. Many educators fear that the home-schooled child would lack interaction with other children and be deprived of the social aspect of education. But surely, this is not the case in our country for one of Malta’s main strengths is our strong social lifestyle; this is a problem that need not be feared here. Unlike so many other countries, outdoor activities are possible all year round, providing ample venues for home-schooled children to interact between them as well as with others, whether in the many playgrounds, the beaches or at the numerous extra-curricular activities readily available to children locally: football, athletics, swimming, ballet, music, singing, theatre etc.
The study quoted below is one of several that have been conducted, all reach the same conclusion, i.e. the average homeschooler excels in the society and is far from being isolated.
“Public school children are confined to a classroom for at least 180 days each year with little opportunity to be exposed to the workplace or to go on field trips. The children are trapped with a group of children their own age with little chance to relate to children of other ages or adults. They learn in a vacuum where there are no absolute standards. They are given little to no responsibility, and everything is provided for them. The opportunity to pursue their interests and to apply their unique talents is stifled. Actions by public students rarely have consequences, as discipline is lax and passing from grade to grade is automatic. The students are not really prepared to operate in the home (family) or the workplace, which comprise a major part of the “real world” after graduation.
Homeschoolers, on the other hand, do not have the above problems. They are completely prepared for the “real world” of the workplace and the home. They relate regularly with adults and follow their examples rather than the examples of peers. They learn based on “hands on” experiences and early apprenticeship training. In fact, the only “socialization” or aspect of the “real world” which they miss out on by not attending the public school is unhealthy peer pressure, crime, and immorality. Of course, the average homeschooler wisely learns about these things from afar instead of being personally involved in crime or immorality or perhaps from being a victim.
Practically, homeschoolers generally overcome the potential for “isolation” through heavy involvement in church youth groups, 4H clubs, music and art lessons, Little League sports participation, YMCA, Scouts, singing groups, activities with neighborhood children, academic contests (spelling bees, orations, creative and research papers), and regular involvement in field trips. In fact, one researcher stated, “The investigator was not prepared for the level of commitment exhibited by the parents in getting the child to various activities … It appeared that these students are involved in more social activities, whether by design or being with the parent in various situations, than the average middle school-aged child.”[1]
Furthermore, as shown by the studies enclosed, the percentage of homeschoolers attending University is far superior to students from public schools and homeschool graduates are engaged in a wide variety of occupations from homemakers to business owners.
It is our belief that Malta’s best interest would be to adjust legislation to allow homeschooling for the benefit of future generation. It should be a matter of ‘freedom of choice’ in order for parents to be allowed to make their own decisions as to their preferred method of education for their own children. This step would also enhance Malta’s image by fulfilling two clauses, Article 6 of the Education Act (Ch. 327) which states that “It is the right of every parent of a minor to give his decision with regard to any matter concerning the education which the minor is to receive.” and Article 26 (3) of the Universal Declaration of Human Rights which states that “Parents have a prior right to choose the kind of education that shall be given to their children.”
It is for the reasons listed above that we submit our petition to urge the Education Ministry to set things in motion before the termination of this scholastic year.
[1] “Socialization Practices of Christian Home School Educators in the State of Virginia,” a study of ten Virginia home school families, performed by Dr. Kathie Carwile, appeared in the Home School Researcher, Vol. 7, No. 1, December 1991.
The Issue
Malta Homeschool Families
Email: maltahomeschoolfamilies@gmail.com
19th April, 2016
We are a group of Maltese parents who have already stated our wish to home educate our children. We were promised that home education will form part of the new Education Act and that we will be able to homeschool by January 2016. This did not happen and we are still waiting for the White Paper to be out for consultation. Whilst we know these matters take a lot of effort to be set we are appealing again to the Ministry of Education that home education is available before the scholastic year of 2016-2017. For this reason, this petition is a follow-up of the one presented to the Ministry on 7th April, 2014 and is acting as a reinforcement and voice to other parents who, since then, wish to homeschool and so want the opportunity to have their voices heard and represented.
The parents involved in this group come from different backgrounds and experiences. Each family has a number of reasons for their inclination to pursue home education rather than traditional schooling. We also believe that the introduction of home education in Malta would be advantageous and would further enhance the level of education in our country.
These are some known facts about the pros of home education:
· Home Education allows for individualised learning.
o Children receive individualized instruction tailored to fit their learning styles as well as their distinctive needs and gifts.
o Enhances their strength and gives time for other skills to develop.
o Allows more flexibility in a student’s schedule, in the teaching methods applied in the time spent with individual courses, with the materials used for course work, and for students to be involved in real life activities.
o Gives more time to explore other interests or pursue the development of special talents and skills.
o It is tailor made for the needs of the individual child; the educational experience is less stressful and will encourage the child to eventually pursue advanced education and encourage lifelong learning because it instills a passion for learning with interest.
· Home education allows for better social outcomes.
o It allows for community-based socialization, rather than a classroom-based socialization.
o Gives the students the possibility to be regularly involved in outdoor activities, therefore contributing to healthier lifestyles.
o Tends to enhance the social experience of the students and enrich their overall understanding by giving them capacity to spend time with children and adults of all ages, rather than same-age peers.
o Protects the children from exposure to the harmful influences of peer pressure, bullying, deficient attitudes, inappropriate behaviour, etc. Home education wisely gives the ability to learn about these things from afar instead of being personally involved in such behaviour or perhaps from being a victim.
· Home Education allows for stronger family connection.
o It strengthens family relationships because it gives parents more time with their children.
o It provides the opportunity for parents to be more closely involved in their children’s learning.
o Parents get to know their children on a level that is not typically possible without homeschooling. They also get the possibility to devote more quality time to their children individually.
o Parents now have a greater prospect to work on the child’s character development encouraging the traits for a responsible future generation of citizens.
· Home education allows for positive and supportive outcomes.
o Encourages individuality; homeschoolers learn how to think for themselves, how to think critically, and how to be independent and self-confident.
o Enables children to adjust more quickly to a University setting. This is due to the fact that they are already familiar with independent study techniques, and have a vast experience in managing their own time and interaction with adults. The latter renders them unafraid to ask questions and seek further explanation.
o Helps develop a stronger work ethic from a young age as they learn to be self-directed in their work.
o Advances the understanding of the practical applications of the things being learned, thus giving a more lifelong grasp to the importance of what is being learned.
o Promotes an integrated and consistent education. Since a homeschooled child's education is managed by the same person over a long period of time,that education can be consistent with a long-term plan in which each topic taught and the experience gained benefits seamlessly with those that have come before. Because the parent is intimately involved with the student over that student's life, the parent understands the child's experiences and background and uses that knowledge to design future educational activities.
In countries like the USA, Canada, Australia, France, New Zealand and the UK, home education has long been an option for parents, and studies show that contrary to popular belief, children are able to thrive in a homeschool environment and that creativity, which is at times, unfortunately stifled in the classroom setting, is able to flourish more readily. Moreover, from an academic point of view, home-schooled children’s results are at par with their colleagues in regular schools, and most often than not, even superior.
Parents do not need to have a teaching warrant in order to home educate their children. Some of the countries mentioned above require that parents need to have a diploma level of education, whereas others have no restrictions at all. In the UK it is not even required to follow the national curriculum as long as the child is receiving a full-time education (https://www.gov.uk/home-education It is recognised that the parents are responsible for providing their children with education at school or otherwise.
We are aware that one of the main concerns to be expressed when the subject of home education is raised is the social aspect. Many educators fear that the home-schooled child would lack interaction with other children and be deprived of the social aspect of education. But surely, this is not the case in our country for one of Malta’s main strengths is our strong social lifestyle; this is a problem that need not be feared here. Unlike so many other countries, outdoor activities are possible all year round, providing ample venues for home-schooled children to interact between them as well as with others, whether in the many playgrounds, the beaches or at the numerous extra-curricular activities readily available to children locally: football, athletics, swimming, ballet, music, singing, theatre etc.
The study quoted below is one of several that have been conducted, all reach the same conclusion, i.e. the average homeschooler excels in the society and is far from being isolated.
“Public school children are confined to a classroom for at least 180 days each year with little opportunity to be exposed to the workplace or to go on field trips. The children are trapped with a group of children their own age with little chance to relate to children of other ages or adults. They learn in a vacuum where there are no absolute standards. They are given little to no responsibility, and everything is provided for them. The opportunity to pursue their interests and to apply their unique talents is stifled. Actions by public students rarely have consequences, as discipline is lax and passing from grade to grade is automatic. The students are not really prepared to operate in the home (family) or the workplace, which comprise a major part of the “real world” after graduation.
Homeschoolers, on the other hand, do not have the above problems. They are completely prepared for the “real world” of the workplace and the home. They relate regularly with adults and follow their examples rather than the examples of peers. They learn based on “hands on” experiences and early apprenticeship training. In fact, the only “socialization” or aspect of the “real world” which they miss out on by not attending the public school is unhealthy peer pressure, crime, and immorality. Of course, the average homeschooler wisely learns about these things from afar instead of being personally involved in crime or immorality or perhaps from being a victim.
Practically, homeschoolers generally overcome the potential for “isolation” through heavy involvement in church youth groups, 4H clubs, music and art lessons, Little League sports participation, YMCA, Scouts, singing groups, activities with neighborhood children, academic contests (spelling bees, orations, creative and research papers), and regular involvement in field trips. In fact, one researcher stated, “The investigator was not prepared for the level of commitment exhibited by the parents in getting the child to various activities … It appeared that these students are involved in more social activities, whether by design or being with the parent in various situations, than the average middle school-aged child.”[1]
Furthermore, as shown by the studies enclosed, the percentage of homeschoolers attending University is far superior to students from public schools and homeschool graduates are engaged in a wide variety of occupations from homemakers to business owners.
It is our belief that Malta’s best interest would be to adjust legislation to allow homeschooling for the benefit of future generation. It should be a matter of ‘freedom of choice’ in order for parents to be allowed to make their own decisions as to their preferred method of education for their own children. This step would also enhance Malta’s image by fulfilling two clauses, Article 6 of the Education Act (Ch. 327) which states that “It is the right of every parent of a minor to give his decision with regard to any matter concerning the education which the minor is to receive.” and Article 26 (3) of the Universal Declaration of Human Rights which states that “Parents have a prior right to choose the kind of education that shall be given to their children.”
It is for the reasons listed above that we submit our petition to urge the Education Ministry to set things in motion before the termination of this scholastic year.
[1] “Socialization Practices of Christian Home School Educators in the State of Virginia,” a study of ten Virginia home school families, performed by Dr. Kathie Carwile, appeared in the Home School Researcher, Vol. 7, No. 1, December 1991.
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Petition created on 21 April 2016