‘Students want a different approach’: Government launches new Homework Policy

Malta has launched a new National Homework Policy aimed at transforming how homework is assigned and experienced, shifting the focus from what it said was “quantity to quality” while safeguarding student wellbeing.

The policy was unveiled on Monday by Minister for Education, Sport, Youth, Research and Innovation Clifton Grima, alongside Permanent Secretary Matthew Vella and Director General Jude Zammit.

The reform positions homework as a purposeful extension of classroom learning rather than a routine obligation, aligning with Malta’s long-term vision for a more inclusive and future-ready education system. Central to the policy is a clear principle: every homework task must have a defined learning purpose.

Speaking at the launch, Grima emphasised that students are not opposed to homework itself but to ineffective practices. He highlighted the need for balance between academic demands and childhood development, noting that homework should support learning without compromising wellbeing.

The policy responds to widespread concerns from students, parents and educators, many of whom described homework as stressful, unclear in purpose, or ineffective. One student remarked, “I don’t understand it but we still have to do it,” while a school leader admitted uncertainty about its impact. Parents, meanwhile, described homework as “a daily battle”.

Director General Jude Zammit stressed that the issue is not homework itself, but how it is designed and used. The new framework aims to replace what officials described as a system driven by “quantity over quality” and “compliance over learning” with one rooted in intentional, meaningful practice.

Key changes include reducing the volume of homework while improving its relevance, ensuring clear feedback, adapting tasks to students’ ages and abilities, and allowing greater flexibility for educators. At the same time, core values such as accountability, responsibility and professional judgement will remain.

A strong emphasis is also placed on fairness and differentiation, with the policy rejecting a one-size-fits-all approach. The framework highlights that equal tasks for all learners can lead to inequitable outcomes, encouraging teachers to tailor work to individual needs.

Permanent Secretary Matthew Vella highlighted the collaborative nature of the reform, noting that it incorporates input from across the education community. He said the policy aims to ensure that “teachers, parents and students are placed at the centre” and that it will not remain merely a document but be actively implemented in classrooms.

The policy introduces age-specific guidelines, including no written homework in kindergarten and limited written tasks in early primary years. As students progress, expectations around independence, organisation and self-management will gradually increase. Schools are also encouraged to offer optional enrichment tasks without adding to compulsory workloads.

In response to the digital age, the policy addresses the growing influence of technology and artificial intelligence on learning. While recognising the benefits of digital tools, it warns against over-reliance and calls for homework that promotes genuine thinking, reflection and independent effort.

Crucially, the framework seeks to protect students’ wellbeing by ensuring homework does not interfere with rest, family life, play, or extracurricular activities. It also underscores the importance of parental support while encouraging students to complete tasks independently.

Grima concluded by stressing that successful implementation will depend on collaboration between schools, families and educators. He expressed confidence in teachers’ ability to adapt the policy effectively, adding that improving homework practices can contribute to broader societal progress.

The policy will be reviewed every four years to assess its impact and ensure it remains relevant to Malta’s evolving educational needs.

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