نبذة مختصرة : No other curricular innovation in the past two decades has, arguably, stirred such controversy within the Maltese education system as the introduction of the subject called Systems of Knowledge at the post-secondary level of education (16- to 18-year-olds). Its introduction led to the publication of an unprecedented number of letters and articles in local newspapers, and to the dissemination of leaflets opposing the subject. Questions were asked in Parliament, student protests were held, and Ministers, Parliamentary Secretaries and high officials from the Education Division had to meet students and teachers in order to justify the introduction of this ‘new’ subject. In the first part of this case study a historical interpretation is given of how Systems of Knowledge came into existence. In the second part, a detailed review of the present curriculum is provided, and the issues that arise are set out. In the last part, my personal view is given about how the subject can be developed further. In order to provide as precise an account as possible, all articles on the subject published in local newspapers since 1987 have been examined. Local research in the area, mainly that conducted by Debono (1994), D’Amato (1993), Schembri and Spiteri (1998), and the Matriculation and Secondary Education Certificate (MATSEC) Examinations Board of the University of Malta in 1998, has also been investigated. In addition, information has been obtained from students and teachers. This approach has ensured that most of the ‘arenas’ where the specific curriculum development in question is taking place are explored. ; non peer-reviewed
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