Restructuring schools as a means to quality improvement in education is one of the major challenges facing education in Malta. This article calls for a critique of school policy‐making and planning processes. Attention is directed towards school‐based development with focus on the school as the unit of change. School development is described as a process by which a school develops the capacity for reflective action. It is a planned, continuing effort, with personnel committed to a search for increasing school effectiveness and expresses a commitment towards professional growth. The article stresses the need for policy and decision makers to fundamentally rethink the way schools function at present by shifting attention towards establishing a professionally oriented structure which gives educators at school level more responsibility, accountability and professionalism.
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