In 1978, as a university student, I was introduced to the idea of experiencing
PDS courses by my friend Ben. ‘Attend’ Ben enthusiastically explained
‘it would really make a difference in your life.’ I approached Dr Maryanne
Agius and Dr Rev. Alfred Darmanin, and this led to my first experience of PSD
or as it was referred to at the time Programme for the Development of Skills.
This was the pioneer work with regard to the introduction of PSD on the
island. It would take another ten years before PSD was introduced into State
schools and across the island, having started much earlier, in 1981, in Stella
Maris College through the enthusiasm of Marianne Borg Cunen, Maud Muscat,
Maryanne Lauri and Brother Mario Zammit, although State School teachers
interested in the subject informally introduced the experience to secondary
school students during mid-day breaks and weekend seminars.
The idea that PSD started
from people who genuinely believed in the subject and used up their free time
to introduce it to students is, I believe, one of its strongest assets. Having
been introduced slowly into schools and having received positive feedback, it
was then quite easy for it to be accepted by the policy makers of the island
and as Sultana (1997) puts it : “…the new education minister(1987)
launched a campaign in favour of the ‘education of the whole
person’.….It was this scenario of stress and anxiety in the Junior Lyceum
and the primary school on the one hand, and absenteeism in trade schools on
the other, which facilitated the acceptance of personal and social education
as a panacea for various ills…PSE would therefore humane institutions and
motivate students.” (pg. 249)
Such a need led to
training from within the Education Division and then followed by the
University of Malta. The Education Division started with week-long training in
1988, although courses had already been run by counsellors on their own
initiative, such as courses run by Maryanne Borg Cunen and Maureen Cole at
Caritas, and credit needs to be given to these pioneer volunteer efforts. The
University picked up on this need and started training through the PGCE course
in 1991 with PSE as an area of study. Then, in 1999, the first B.ED (PSE)
course started where students could choose PSE as one of two main subjects. As
from October 2003 B.Ed (Hons)/PSE will start as a single subject.
The idea of PSE as a
‘panacea’ seems to be reflected in continuous pupils’ comments. PSE,
both in philosophy and in style of facilitation, seems to be moving against
the grain of an educational system which, in spite of a National Minimum
Curriculum professing the need to ‘educate the whole person’ and to
possibly move away from excessive examinations, is still very much
exam-oriented. At the age of ten, children are given a clear message through
the 11+ exams: either that they are worth something or that they are
worthless. I often think of PSE as an oasis for children whose gifts and
intelligences are not being tapped through the present syllabi. PSE also
sometimes goes against the grain of the school’s hidden curriculum. One
addresses assertiveness during PSD sessions and this is interpreted as
rudeness during other lessons; one addresses the philosophy and process of
democracy in PSD session and the child may then receive a ‘Shut up’ if
s/he dares to express his/her opinion or disagrees with the subject teacher.
The new NMC (1999) has
very clearly reflected the importance of PSD to the education of the whole
child and to his/her preparation for the world of work and life, and the
University of Malta has understood that PSD cannot only remain as a
time-tabled slot but must be understood and experienced by all teachers. This
has been actualized by the introduction of Personal and Social Development
courses in the B.Ed (Hons) Core Programme. As the coordinator, I receive
countless requests from students for even more credits, as they find these
credits invaluable for their personal and professional development. Needless
to say, this importance is also reflected in the world of work where several
companies and factories run PSD courses for their employees.
Ultimately, PSD is about Person Empowerment. During PSD sessions, students are
given space to “express feelings, gain insight and determine future
behaviour” (Long 1996) at a personal and a social level. The way forward
is that schools do not remain, as Sultana (1997) puts it “work (ing) against
the goals and intentions of PSE curricula.” but really become havens of the
development of the whole child, no matter her/his challenges and abilities.
This is the next challenge for education in Malta - an educational system and
structure reflective of the principles of PSD and all its positive
repercussions.
Ruth Falzon
References:-
Long V.O. (1996)Communication Skills in
Helping Relationships - A Framework for Facilitating Personal Growth;
London: Brooks/Cole Publishing Company
National Minimum Curriculum (2000) PLEASE QUOTE PROPERLY
Sultana R. & Sammut J. (ed.) (1997) Careers Education and Guidance in
Malta - Issues and Challenges; Malta: Publishes Enterprises Group (PEG)
LTD
