As part of Malta’s National Education Strategy, the Government of Malta have published a new homework policy that supports homework across all educational stages, aiming to ‘transform it from a routine task to a meaningful extension of learning’.
The policy acts as a framework for education establishments at all phases of education and is based on extensive consultation with educators, learners, families and other stakeholders to create an evidence informed and learner-centred framework. The policy’s objectives include: provide clear national guidance on the design, assignment, coordination, and review of homework across all educational stages; support educators in planning inclusive, flexible, and developmentally appropriate tasks; strengthen learners’ capacity for responsibility, self-regulation, and independent learning; and foster constructive and realistic family engagement in learning.
The policy responds to concerns raised by students, parents and educators about homework-related stress and unclear expectations; and aims to seek balance between academic development with student wellbeing, starting that ‘homework should not interfere with rest, family life, play, or extracurricular activities, reflecting a broader commitment to a more inclusive and student-centred education system’.
The three pillars
The policy is built on three pillars. Each pillar contains three measures which are broken down into short, medium and long term actions to help educators work towards establishing these in their settings.
Empowering the learner
The first pillar is focused on putting the leaner at the centre and recognising them as active participants rather than passive recipients. The pillar ensures that homework supports the development of essential skills with tasks that are meaningful, age-appropriate, increasingly self-managed, and provides opportunities for learners to apply knowledge in real-life contexts.
The measures within this pillar include:
- Measure 1.1: Strengthen learner independence, responsibility, and self-management through homework
- Measure 1.2: Ensure homework provides meaningful, varied, and developmentally appropriate learning experiences
- Measure 1.3: Safeguard learner wellbeing, balance, and equity in homework practices
Enabling the educator
The second pillar highlights the importance of purposeful planning to ensure homework is a deliberate extension of classroom learning supported by formative feedback and aligned curriculum goals. It also recognises educators as professional leaders and designers of high-quality learning experiences. The pillar reflects the policies commitment to quality over quantity of homework.
The measures within this pillar include:
- Measure 2.1: Strengthen homework planning and coordination.
- Measure 2.2: Strengthen formative assessment and feedback practices related to homework.
- Measure 2.3: Strengthen inclusive, differentiated, and developmentally appropriate homework practices.
Engaging the family
The Third pillar acknowledges that families play an essential role in support learners and should be seen as learning partners. It promotes a constructive relationship between schools and families and provides a framework to ensure that homework tasks are accessible, fair and manageable for all learners regardless of home circumstances. The pillar does however note the importance of ‘clearly affirming that homework should foster learner independence rather than dependency’.
The measures within this pillar include:
- Measure 3.1: Strengthen school–family communication and shared understanding of homework expectations.
- Measure 3.2: Promote supportive parental engagement that fosters learner independence.
- Measure 3.3: Support balance, wellbeing, and fairness in the home learning environment.
“Ultimately, homework should serve learning, not dominate it. It should help students grow in confidence, discipline, and curiosity, while respecting the realities of contemporary childhood and adolescence. It is in this spirit that this policy has been developed: to ensure that homework remains purposeful, balanced, and aligned with the educational needs of our time.” – Jude Zammit, Direct General of the Department for Curriculum, Lifelong Learning and Employability
Learn more
References
- Eurydice (2026) ‘Malta: Launch of New National Homework Policy’. Available at: https://eurydice.eacea.ec.europa.eu/news/malta-launch-new-national-homework-policy (Accessed: 29th June 2026)
- Government of Malta (2026) ‘National Homework Policy’. Available at: https://education.gov.mt/wp-content/uploads/2026/04/National-Homework-Policy-ENG.pdf 9 (Accessed: 29th June 2026)
