Government’s new homework policy: Pre-election appeasement or a necessity?

Government published a new homework policy last week and its timing on what is ostensibly the eve of an election, has raised some eyebrows.

Does the new policy stem from a need to actually reduce homework given to students, or is it a pre-election gimmick to appease parents?

Educators speaking to MaltaToday offered a cautious assessment. While the policy acknowledges real pressures on students, many argued it risks treating symptoms rather than addressing deeper structural issues within Malta’s education system.

Addressing a press conference on the new policy, Education Minister Clifton Grima said it is based on four innovative types of homework “fostering independence, responsibility, and curiosity in students”.

The policy emphasises the importance of students’ families’ involvement in fostering a balanced learning environment. “Time for rest, family life, creativity, sport and community involvement is essential for healthy development and well-being,” Grima said. “Therefore, a balanced homework culture must support learning while respecting these important dimensions of childhood and adolescence.”

Speaking on condition of anonymity to be able to share frank thoughts, a secondary school head described the policy as “partially reactionary” to parental complaints about extra workloads. However, the head did recognise the concern itself is valid.

“There is a reality of sometimes excessive homework,” they said, noting the need for homework varies significantly by subject. “In maths, for example, homework is essential to consolidate what is done in class.”

However, the head pointed to broader systemic factors driving the volume of work. A recent revision of the SEC syllabus, they said, failed to reduce content, leaving teachers with a lot of material to cover.

“Teachers have too much to teach, and homework becomes a way to ensure everything is covered,” they added.

Mixed-ability classrooms further complicate matters.

“One student may finish in 10 minutes, another in an hour. I don’t see how a one-size-fits-all policy can work,” the head said.

The head also highlighted inequality issues, noting not all parents are equipped to support their children academically when carrying out their homework. This, he said, fuels a cycle where families turn to private lessons, often at the expense of extracurricular activities and family time.

“Some children need homework to learn, that is the bottom line,” they added. “Large amounts of homework are a symptom of the problem, and the education system is not progressing in this respect.”

Well-intentioned, but minimal impact

A primary school head echoed similar concerns, describing the policy as “well-intentioned” but likely to have limited impact on students’ workload.

“It acknowledges concerns around student wellbeing and workload. That’s necessary and overdue,” they said. “However, it risks addressing a symptom rather than the cause.”

According to the primary head, homework levels are dictated by curriculum demands and assessment pressures rather than teacher preference.

“Teachers rely on homework to reinforce content they don’t have time to consolidate in class,” they said, arguing that Malta’s reliance on content-heavy, standardised assessments prioritise coverage over depth and “reward memorisation”.

“As long as assessment expectations remain unchanged, reducing homework becomes structurally difficult,” the head said. “There is a growing disconnect between educational goals, such as critical thinking and creativity, and what is actually measured in exams. Homework, in this context, becomes a compensatory mechanism.”

Another issue teachers are facing is conflicting pressures, having to juggle policy directives to reduce homework, systemic demands for results, and parental expectations.

“This creates a professional tension: Reduce homework and risk under-preparing students, or maintain it and risk non-compliance,” they said.

Homework necessary, and problematic

Education Faculty Dean Colin Calleja also acknowledged the complexity of the issue, describing homework as both necessary and problematic.

“There is a reality where children’s afternoons have become a chore instead of time for play,” he said. “Yes, homework is taking a lot of time.”

At the same time, he stressed homework remains important in consolidating learning in certain subjects.

The key concern, he said, is when homework is used to compensate for curriculum pressures, as was detailed by the headmasters who spoke to MaltaToday.

“It should not be given to cover the curriculum, and it should not be parents’ job to teach. That creates inequality. Some parents can help, others cannot,” he said.

Calleja noted debates over syllabus size have been ongoing for years, with little tangible reduction in workload despite reforms.

He called for a balanced approach, pointing out that while some forms of homework, such as language assignments, could be reduced in favour of reading and listening, certain students still require structured tasks to stay engaged.

On the policy itself, Calleja was critical of its lack of clarity.

“There are good principles on paper, but no clear indicators or guidance on what should be done,” he said. “Will homework actually be reduced, or is it just rhetoric? I fear it may be the latter.”

He said there is still obscurity surrounding the policy, and teachers need better guidance, or else the policy will have been presented for nothing.