A “revolution” or a “transformation”? a study of system-wide educational reform in Malta

Schembri, Heathcliff (2024) A “revolution” or a “transformation”? a study of system-wide educational reform in Malta. Doctoral thesis, University of East Anglia.

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Abstract

A growing body of research in educational reform investigates how system-wide changes influence teaching practices, curriculum implementation, and school leadership. However, the literature predominantly focuses on large-scale, centrally administered educational systems, often overlooking the challenges of implementing reforms in post-colonial small island states. These unique contexts present distinct socio-economic, cultural, and governance characteristics that require tailored approaches to reform implementation.

Specifically, in Malta where this research was conducted, there is scant systematic investigation of how educational policies, such as the Learning Outcomes Framework (LOF), are conceived, implemented, and enacted by school leaders and teachers. The LOF represents a significant national reform aimed at modernising education by shifting from content-based to outcomes-based learning. Focusing on the context of enactment and its place-based interacting socio-economic and educational characteristics, this thesis offers an in-depth examination of how educational leaders and teachers in Maltese schools experience and respond to system-wide reform in small-island states. This thesis investigates the enactment of the LOF in Malta’s primary schools, with a particular focus on the challenges of leadership, resource allocation, and teacher professional capacity. A mixed-methods approach was adopted, combining quantitative and qualitative data, including a survey of over 400 teachers and leaders across state, church, and independent schools. In parallel, interviews with key stakeholders, including a ministry official, a head of a college network, an education officer, school leaders and teachers, provided depth and width to the understanding of the lived experiences of those enacting the reforms.

The findings of this study reveal a complex interaction between policy directives, school leadership practices, and the realities of resource constraints in such a context. Malta’s educational system, shaped by its colonial legacy, continues to reflect a centralised decision-making structure, which limits the autonomy of school leaders. This dependency on a top-down approach hinders the adaptability of reforms like the LOF, which require more flexible, context-responsive implementation. Additionally, resource constraints typical of small island states aggravate these challenges, with school leaders and teachers struggling to reconcile policy expectations with the specific needs and realities of their schools. Despite these barriers, the resilience and collaboration fostered by school leadership underscore the importance of leadership in mitigating the effects of these systemic constraints.

This thesis offers an understanding of system-wide change in post-colonial small-states, providing insights for policymakers, educational leaders, and researchers. The study concludes by offering recommendations for enhancing the flexibility of policy enactment, improving professional capacity, and fostering school leadership autonomy in reform implementation. These findings contribute to the ongoing global conversation on educational reform, particularly relevant to small-island states and contexts of similar structural challenges to sustainable and autonomous development.

Keywords: educational leadership, educational reform, Learning Outcomes Framework, policy enactment, Malta, primary education

Item Type:	Thesis (Doctoral)
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User:	Nicola Veasy
Date Deposited:	24 Jun 2025 08:20
Last Modified:	24 Jun 2025 08:20
URI:	https://ueaeprints.uea.ac.uk/id/eprint/99689
DOI:

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