education & learning The Malta Independent on Sunday 15 September 2019
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SEPTEMBER 2019
A lesson in OVER EATING Where do you stand on children snacking at school?
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topic that has made it to parenting websites is when it is acceptable to eat snacks at school. In a country with a childhood obesity rate of epic proportions, the answer should certainly be never. The argument that growing children need extra calories, outside the
usual three meals a day is questionable, especially considering most of the extra calories are found in foods brimming with sugar and fats. The very fact that this is an issue draws attention to the dietary diversity within pupil groups. And teachers are observing the results of this and have mixed views on the place of snacks in schools.
A nourishing breakfast would normally see a child through to the lunch break. But there are children who, for whatever reason, do not get this basic start to their day. As a result their concentration and energy levels are low, the discomfort of hunger distracts them, they are accused of not paying attention and, eventually, their school work suffers. It is hard to take in a lesson and complete any subsequent homework or revision when you genuinely need food. This has prompted staff in some schools to agree to children snacking during lessons. The pros include anything from the plight of children who leave home in too much of a rush to eat breakfast, to the fact that children have smaller stomachs than adults and cannot necessarily eat enough to stay full in one meal. This could well be true, depending on the quality of their food they are given for meals. The theory is out there that nibbling
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education & learning
away throughout the day not only prevents hunger, it also helps them learn to eat healthily by sticking to appropriate amounts and not eating unless they’re really hungry. This apparently stops children eating out of boredom or for emotional reasons. This is unacceptable to those who do not wish their classes to be interrupted by the sound of crunching and sucking, the rustle of wrapping paper and quite possibly the sweet or spicy aroma of each tempting and delicious mouthful. Food in class would be a distraction to others, and make other students who have no food hungry. Food eaten during lessons held in science labs, libraries, gyms or art rooms, could become contaminated or cause a danger or damage. Teachers would have to be even more aware of possible allergic reactions, especially if children hand some of their snacks around. And, as most children do not have the gift of knowing when they are genuinely full, or the self control not to binge on their favourite snack, or the discipline to eat only food that doesn't pile on the kilos or rot their teeth, it's hard to see any school embracing the idea of food during lessons. What would work is more attention given to spotting the children who look as if they really do not have enough to eat, the rebooting of children's breakfast clubs, school shops selling only healthy snacks and parents who take the trouble to source snacks that provide their children with the nutrients they need. There is a huge assortment of good sweet and savoury varieties to be found for parents who don’t always have time to make their own. Then there would be no need for children to snack during lessons and their actual lunch and break boxes would be far more interesting and tasty, which would go a long way to way lowering our place on the obesity ladder.
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SEPTEMBER 2019
Start the day in a HEALTHY WAY W
e all know the old adage: breakfast is the most important meal of the day. After all, breakfast fuels the body after an overnight fast and kick-starts the metabolism. But it’s important to not just eat any breakfast but to choose a meal that’s packed full of essential nutrients including calcium, fibre and a variety of vitamins and minerals including B1 and B6. And that is exactly where cereals come in. “Cereals are a great choice for breakfast”, says Italian-registered Nestlé dietician Mirko Cirolli. “In fact, they represent the base of the Mediterranean diet pyramid, which recommends which foods should be eaten at every meal – and whole grains are among them.” Nestlé is helping to ‘make breakfast better every day’ by underlining the fact that whole grain is the main ingredient across its delicious range of cereals, including Nestlé Fitness, Cheerios, Nesquik, Lion, Golden Nuggets, Oats & More, Curiously Cinnamon and Corn Flakes Gluten Free. “If you skip breakfast, then you are forcing your body to use other sources of energy to survive – such as protein from lean meat – which often sets off hunger attacks later in the afternoon or evening. This can lead you to binge on unhealthy foods later on during the day”, Mr Cirolli explains. With this in mind, complex carbohydrates – like whole grains – are ideal breakfast foods, as they allow for the storage of new glycogen in the liver and muscles without sudden changes in insulin, in the same way that the proteins present provide the amino acids necessary for protein synthesis. “Beyond that, cereals also provide a considerable amount of fibre, which is important for the regularisation of bowel movements, to protect cells from oxidative stress. They also provide the necessary energy to maintain the health of our microbiota, which is increasingly in the spotlight because it is involved in the genesis of many diseases”,
Mr Cirolli says, adding that cereals are also rich in B Vitamins, which are essential for the maintenance of cellular functions, iron and calcium. “We recommend cereal as a fantastic family-friendly breakfast that will
Healthy whole grains are an integral part of the most important meal of the day: breakfast.
set you up for the day. Just be sure to look out for the green banner on Nestlé Breakfast Cereals which shows that they contain 8g of whole grain per serving”, the nutritionist adds.
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SEPTEMBER 2019
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education & learning
The ROAD to SUCCESS
Contrary to what many people believe, you can gain useful and valuable qualifications outside university.
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ant to work for a multi international company, earn while you learn, avoid student-budget juggling and get a foot on the career ladder ahead of the game? If you didn't get the grades you needed in certain subjects, or your cash flow is not as good as you'd like, you may be looking at ways of studying or training that offers other options. University is only essential for certain careers, mostly based on academic or scientific qualifications. Other wonderful jobs are open to anyone who shows capability and a willingness to do what it takes to get on. The world is full of people who chose a job they could love and then set out to be as successful as they possibly could. Ask yourself: ‘Will I be able to do the job? Am I prepared to study, train, travel, start at the bottom – whatever it takes?’
THEN TAKE IT FROM HERE Have a good idea of what your want to do and a plan how to begin. If you will require specialist training consider whether to go for a full time course, or training on the job backed up with parttime study. If you go down that route be sure you are able to give equal importance to both aspects and that one doesn't get in the way of the other. Research the workplaces that interest you. Find out what qualifications and experience they are looking for and what their recruitment policies are. Even free-lance or part-time posts are a useful way of deciding if you going in the right direction. Working as an intern is an excellent way of getting a foot in the door of a company or organisation you have your eye on for the future. Supplement this with courses in subjects linked to the road you want to take. And always consider those that will also compliment your choice, like a language, further IT training, even psychology, as an insight
Working as an intern is an excellent way of getting a foot in the door of a company or organisation you have your eye on for the future. into your contacts and colleagues. Don't rule out one-offs like advanced first aid, fire-safety and driving skills that could be a real asset in certain work circumstances. Careers for life are rare these days and job descriptions can change as the demands and demographics in companies alter. Being able to adjust to these developments is more useful than being stuck in an ‘I'm trained to do this, it should be enough, they are lucky to have me', attitude. FURTHER EDUCATION When you are choosing further education in any subjects, pick a reputable college or course that guarantees a recognised diploma or certificate at the end. Check with possible employers as to what they accept. And ask for proof from the college that this is the standard you could attain; subject to
the necessary amount of work and effort, of course. If it looks too easy or promises the earth you may end up with a worthless scrap of paper. Study the prospectus and any information about the college or the course you would take, and talk to someone who attends, to get an idea of how detailed it is and how dedicated the staff members are. If you are job-hunting while you are studying include details of what you are working on in your application or résumé. And send copies of these wherever you can see an opportunity. Some employers may list certain job requirements as a way to avoid time wasters. But they are also looking for someone who will be good for their company. If you can show that you have the skills and experience needed for the job, or are willing to build them up, one way or another, and have some special talent or enthusiasm that gives you a certain edge, you will make the right impression. Your continued study, and going for different skills, even outside a university environment really can take you into a worthwhile and fulfilling future.
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SEPTEMBER 2019
PARENTAL involvement
Whatever school your child goes to, the support you are able to give it can have very positive effects
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ducation budgets and the constant need for equipment and upgrades are putting a huge strain on government, independent and Church schools alike. Parents are being encouraged to contribute in many ways to help alleviate some of the pressures. Frequent open exchanges of communication between school staff and parents will make it easy enough to know where help is needed and how much it will be appreciated. It is often supposed that the State has the sole obligation of supporting its schools, so why should parents have to fork out for one thing or another? But in this day and age that is a selfish and unrealistic attitude and, luckily, is not the view of the
most parents. All schools go out of their way to give whatever support their pupils need, as far as they can. The smallest donations in cash and kind mean so much. And your time, a really precious commodity, can also help. You may have a talent or qualification that you could put to good use by volunteering to help with extra reading and language lessons, acting as a guide for school trips, running a book or uniform swap shop, heading discussions and debates with older children, or offering services like games coaching or teenage counselling. There are endless ways to raise funds for your child's school and, busy as parents who both work must be, they are in the best position to know what inspires people to part with their cash these days.
because they valued and benefitted from their education and want to see other children have the same opportunities. GET INVOLVED BECAUSE... Children develop better social skills and behaviour when their parents are involved at school. They are less likely to be absent from school, disrupt classes or neglect their homework. Parents' involvement can improve the quality of a school and even its reputation. It can raise the morale of the teachers, who will respect the parents
School fundraisers need more shake up rather than bake up. And parents with retail, creative and social media skills and information at their finger tips know how to make this happen. Of course, not every school has a parent with access to a London theatre, including all stage hands and technicians, which they can hand over every year for the English and drama department to put on a fundraising theatre production. (Yes, it did happen, more than once.) But, we could push the envelope here a bit more. Parent teacher associations and school boards and committees should always be open to new ideas; it's the school's image and needs that count here, not the social status and pecking order of whoever is in these organisations. Former pupils, current parents, foundations, businesses and cooperatives may all find themselves supporting a school, sponsoring kit or equipment, or a scholarship fund, at some time or another. And it will be
who are prepared to do their best for their children's school. Children seeing their school through their parents' eyes, to such an extent, are more likely to work harder, with increased self confidence and trust in their school. And, consequently, they do better academically. More than at any time, schools are having to rethink their approach to teaching what children actually need for the rapidly developing world they will find when they leave school. Parents have never been in a better position to make sure this happens.
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SEPTEMBER 2019
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HOMEWORK for PARENTS The eager enthusiasm of schools to involve parents in their children's lessons and projects has left parents with extra homework.
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ot so very long ago, parents received their child's school report and the odd assessment and apart from acknowledging the receipt, nothing further was required. They could, of course, make an appointment to see a teacher or the head of school if they wished; and such visits often took them mentally back to when they 10, and standing in the corridor outside the school offices. Once or twice a year there were parents' days, when everyone's copy books were laid out on desks and proud pupils showed off their best work. Art rooms and labs became animated with displays and experiments; and everyone wandered around speaking in the hushed tones that befitted a place of serious learning. Things are very different now. Parents seem to have more homework as a parent than they did as a student. Hardly a week goes by when they do not receive notification of some school trip, project, activity, collection or publication that demands their attention one way or another. They are emailed, messaged and Facebooked at any time and failure to respond positively, at the double, risks a suggestion that they may perhaps not have their child's best interests at heart. Turning to social media to save a child the discipline of remembering a message or assignment, is doing it no favours at all. And just when you thought 'school' was finished forever, life becomes a whirl of recycling various materials into some sort of artistic project, creating an elaborate costume for a class or school production, baking cakes and manning stalls at school fundraising events, collecting books and outgrown uniforms, and very often volunteering, at a school shop, going along as a parent/helper on school outings, knocking up wooden nesting boxes for school grounds, nurturing potted plants for ecology classes and fostering furry creatures during the school holidays. Children bring home assignments to be seen and ticked off, spellings and reading to be tested and heard and work sheets to be filled in. In most cases adults also have to supervise any research their children must do for various term projects. Most parents are even expected to
check their child's homework, including maths, for accuracy. Pity the poor parents who have no head for figures. In many families several children, all in different years, may need anything up to 30 minutes supervision an evening each. There are mothers who work full time and feel, justifiably, that children and teachers should be responsible for the content and assessment of homework. Especially if they overhear nanna or nannu muttering that in their day no teacher would dare expect a parent to be
involved in homework for fear of being accused of shirking their job. Other parents will be eager enough to take on a tutorial role, so their child hands in a piece of perfection. But, a mistake in homework can be evidence that a child has not understood a lesson and is a way for teachers to keep track of its progress. If a parent has spoon fed his or her child just to get homework time out of the way, how are teachers going to pick up on this? And if a parent has to correct the child's work, thereby explaining why or how it was wrong, how well is the teacher actually teaching? It should not be a parent's job to feel the need to correct their child's homework. How many parents, eager for their children to get full marks at every turn, can resist the temptation to just do the work themselves? It probably avoids rows, saves precious time and is altogether a lot easier in the long run. But it does not encourage children to be responsible adults, or teach them the value of learning. They should be expected to complete their homework or face the consequences; without requesting or requiring a vast input from their parents. The amount of homework children are expected to do has lessened in recent years, and education department guide lines have been laid down. But given the level of parents' ambitions for their children's success, involvement in the academic side of their children's schooling will remain. And until our country becomes confident enough to join those European schools with minimum or no homework policies which, incidentally, have some of the highest academic standards and exam passes in the world, there will still be parents struggling and sighing at how much of their children's work seems to fall on them.
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SEPTEMBER 2019
MY JOURNEY... achieving through different paths n late 2016, the Ministry for Education and Employment proposed a more equitable quality secondary education intended to provide inclusive and comprehensive learning programmes for the compulsory secondary schooling structure. The My Journey reform is driven both by the values of inclusion, social justice, equity and diversity, and the four main targets of the Framework for the Education Strategy for Malta 2014-2024. The new system builds on the current one but ambitiously moves forward in democratising academic, vocational and applied learning for all students within a framework of parity of esteem.This reform sees the educational sector move from a 'one size fits all' system to a more inclusive and comprehensive learning system which equitably support all children's individual talents and needs, through quality academic, vocational and applied learning programmes. In this regard, Malta introduced learning
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outcomes instead of prescribed syllabi. The aim here is to promote inclusion and respond to diversity by allowing students to choose from several education routes among general, vocational or applied subjects, for their elective subjects (beyond the core curriculum). My Journey retains key competences and sustains traditional academic learning programmes. Complementarily, vocational and applied learning programmes leading up to MQF Level 3, are also made available to all students and are provided within the same school and in all secondary schools. Following compulsory education, students may opt to continue their studies at the University of Malta (UoM), Malta College of Arts, Science and Technology (MCAST), Institute of Tourism Studies (ITS) or another higher education institution of their choice. The introduction of equitable learning programmes enables more quality time for in-depth learning whilst increasing learning opportunities, eliminating dead ends and
In ensuring a steady supply of educators to teach VET and applied subjects, teachersare being trained in pedagogy and assessment techniques. easing labour market entry. My Journey seeks to promote increased links between education and industry. Close cooperation between schools and workplaces assures the currency of subject learning outcomes (SLOs), provides real-life work environments, thus warranting the assimilation of the aims of work life, establishing fruitful relationships with companies and facilitating the learning of entrepreneurship competencies. These processes contribute to their development of expertise in the occupation that cannot be simulated in a school-based environment. While welcoming the possibility of choosing vocational and/or applied paths at the age of 13, the reform is implemented in a manner, which avoids the possibility of later exclusion Throughout 2018/2019, all State colleges undertook an exercise among Year 8 students and their parents/guardians to enable them to choose the option subjects for the following scholastic year. This exercise guided them to choose between academic, vocational and applied subjects. In addition, the Erasmus+ project Explore More platform was officially launched in last
quarter of 2018. This interactive platform facilitates subject option for students aged between 13 and 15. The explore more web portal was also complemented by the My Journey national fair which took place in 2019. All Year 8 State schools’ students attended the fair through a number of organised visits held during school hours, while on Friday evening and Saturday morning the fair was open to the public, whereby Year 8 students attended again with parents/legal guardians. Through the introduction of My Journey, the Ministry for Education and Employment also focused on the infrastructure of schools so that the students have appropriate environment to practice. Through national and EU Funds, Malta is investing in expanding and modernising the physical infrastructure in order to be able to provide quality vocational education and applied training. The investment involved the setting up of aroundeightyworkshops in thirteen schools in Malta and Gozo in the areas of Engineering Technology, Information Technology, Hospitality, Health and Social Care, Agribusiness, Retail, Textiles and Fashion. Hairdressing and Beauty, and Media Literacy. In ensuring a steady supply of educators to teach VET and applied subjects, teachersare being trained in pedagogy and assessment techniques.The Faculty of Education within the University of Malta and the Institute for Education within the MEDE have offeredfull-time and part-time courses for teachers who wish to teach vocational and applied subjects.The Faculty of Education also offers a full-time Master’s in Teaching and Learning (MTL) in vocational and applied subjects. Almost 60 % of Year 9 students in State schools have opted to study at least one applied subject. Malta is investing heavily in its education and training system and is taking measures to modernise curricula, improve quality in teaching and assesment and promote digital skills.The aim behind the reforms in the education system is to ensure that all children develop into young people and adults equipped with the necessary skills and attitudes to be active citizens.