1. MulticulturalismMulticulturalismMulticulturalismMulticulturalism

2. OUR MOTTO – Embracing Diversity The principle of diversity summarizes the commitment of a College community in promoting differentiated, inclusive, and lifelong education to all of its stakeholders. OUR MISSION Gozo College firmly believes that the principle of diversity is to be embraced and nurtured within an inclusive college community, in an endeavour to fulfil the potential of all learners, in partnership with parents, local stakeholders and possibly other colleges, both on a national, European and International level.

3. KINDER AND PRIMARY LEVEL Gozo College Għajnsielem Primary Gozo College Għarb Primary Gozo College Kerċem Primary Gozo College Nadur Primary Gozo College Qala Primary Gozo College Rabat Primary Gozo College San Lawrenz Primary Gozo College Sannat Primary Gozo College Xagħra Primary Gozo College Xewkija Primary Gozo College Żebbuġ Primary THE SCHOOLS WITHIN THE GOZO COLLEGE The Gozo College network comprises officially of eleven Primary Schools and two Secondary Schools. SECONDARY LEVEL Gozo College Boys’ Secondary, Rabat Gozo College Secondary, Rabat CENTRES Gozo College Education, Science & Culture Centre (Lunzjata Valley), Victoria Gozo College Literacy Centre, Sannat

4. Why Multicultural Education? To strengthen EU’s competiveness; To create a safe, accepting and successful learning environment for all; To address current and future demographic challenges;

5. The way forward To raise awareness amongst educators and to question current provision and practice. To explore experiences of integration and entitlement within the Maltese Educational system. To consider challenges and opposition these students, families, and schools face. To highlight best practices in schools and view latest policies and initiatives taken at EU, Directorates and College level.

6. Facts Eurostat, the EU statistics office, said that 5.9% persons who live in Malta are foreigners, of whom 3.2% (of the total) are citizens of other EU states and 2.7% are non-EU citizens. (Source: Timesofmalta.com on December 18, 2015)

7. Facts Foreigners working in Malta. Source: Head of Economic Research Department of the Central Bank from Timesofmalta.com on February 9, 2016

8. EDUCATION ACT 1988 TOMORROW’S SCHOOLS 1994 NATIONAL MINIMUM CURRICULUM 1999 FOR ALL CHILDREN TO SUCCEED 2005 EDUCATION (AMENDMENT) ACT 2006 COLLEGES 2008 NATIONAL CURRICULUM FRAMEWORK 2012 THE FRAMEWORK FOR EDUCATION STRATEGY FOR MALTA 2014-2024 Historical Overview

9. National Minimum Curriculum 1999 The National Minimum Curriculum stresses that in “a society that is increasingly becoming multi-cultural, the educational system should enable students to develop a sense of respect, cooperation and solidarity among cultures” (p. 30) Major Educational Reforms

10. For all Children to Succeed 2005 Networking Policy – Collaborative Mindset Schools work in partnership, share resources, jointly solve problems and create new practices so that no child would be left behind. Major Educational Reforms

11. Education Act 2006 The reform advocated a change in educational governance from a ‘top-down’ bureaucracy to ‘communities’ where parents and practitioners, who work within them, come together for the benefit of the learning child. Major Educational Reforms

12. National Curriculum Framework 2012 The NCF acknowledges and respects individual differences of age, gender, sexual orientation, beliefs, personal development, socio-cultural background, geographical location and ethnicity. (Principle 2: Diversity, NCF, 2012, p.32) Major Educational Reforms

13. Education for Diversity NCF (2012, p.38) ‘It will ensure the inclusion of multiple perspectives and voices within the learning environment, provides spaces for learning about the languages, histories, traditions and cultures of non-dominant groups in a society, encourages team work and cooperative learning in multicultural, multi- ethnic and other diverse contexts, combines traditional and local knowledge and know-how with advanced science and technology, and values the practise of multilingualism. In doing so it encourages an understanding of global issues and the need for living together with different cultures and values.’

14. Framework for Education Strategy 2014-2024 all children, young people and adults The Ministry is proposing a coherent strategy for lifelong learning opportunities from early childhood education and care to adult learning to ensure that all children, young people and adults have the opportunity to obtain the necessary skills and attitudes to be active citizens and to succeed at work and in society. This should not be hindered by differences in socio-economic, cultural, racial, ethnic, religious, gender and sexual status. Major Educational Reforms

15. Children find it difficult when confronted with a different way of life, a different culture, and all that living in another country, rather than their own entails. “…children of immigrants face several difficulties that children of native-born parents do not, including adopting to culture norms that may differ from those of their parents and learning a language that may not be spoken at home…” (Haskins and Greenberg, 2004) Problems faced by Immigrants

16. Multicultural Education Multiculturalism is a system of beliefs and behaviors that recognizes and respects the presence of all diverse groups in an organization or society, acknowledges and values their socio-cultural differences, and encourages and enables their continued contribution within an inclusive cultural context which empowers all within the organization or society. Caleb Rosado (2014)

17. Goals of Multicultural Education creating a safe, accepting and successful learning environment for all, increasing awareness of global issues, strengthening cultural consciousness, strengthening intercultural awareness, students become aware of multiple historical perspectives, encouraging critical thinking preventing prejudice and discrimination

18. Advantages helps students develop positive self-image, offers students an equitable educational opportunity, allows multiple perspectives and ways of thinking, combats stereotypes and prejudicial behaviour, teaches students to critique society in the interest of social justice. National Association for Multicultural Education (NAME 2013 )

19. Areas of Improvement It is most successful when implemented as a school wide approach with reconstruction of not only curriculum but organisational and institutional policy. In fact the Education Division should take the initiate to train its graduate teachers. In-service training SDP- specific plans regards multicultural education proficiency tests Adapted Syllabi differentiated examination more use of technology

20. In schools and classrooms According to Garcia (2013): “Just because we’re facing an uphill battle doesn’t mean we shouldn't take those first steps.” In fact, although parents have a lifelong relationship with their children teachers have a short-term but intense impact on the children’s lives. (Ramsey 1998) Teachers and school administrators are seen as agents of change.

21. Initiatives to enhance multiculturalism in schools during PSCD lessons. Gozo College Sannat Primary School Gozo College Victoria Primary School

22. Initiatives to enhance multiculturalism in schools during PSCD lessons. Gozo College Żebbuġ Primary School