The section addresses several interrelated areas. It refers to planning for recruiting educators and the entry requirements for educators, the induction process of diverse educators once recruited and their respective professional status. It also outlines replacement measures, support measures, salaries, working time, career prospects for educators, issues of mobility, transfers and dismissals as well as issues of retirement and pensions.

A list of teachers due to retire in the forthcoming two calendar years is drawn up annually to allow for projections and the necessary measures to be taken to replace retiring teachers. Pre-retirement leave (a maximum of three months) is taken into consideration such that teachers retiring in the first term of the scholastic year (from September till December) or teachers who will be availing themselves of pre-retirement leave during this first term are not given a teaching load so as to create the least disruption possible in the school timetable. Such teachers are replaced immediately. Teachers retiring from the second term onwards are replaced gradually.

The Head of School implements a classification exercise to assess the number of teachers required to address the school’s needs. This request is forwarded, through the Head of College Network, to the Assistant Director Education Resources for endorsement before any changes in class sizes can be affected. Teacher demand is often affected by subject options at Year 9 (when students are between 13 and 14 years old) as students opt for specific subjects to study. The demand for specific subjects may fluctuate from year to year. 

During the course of their service, teachers can apply for posts of special responsibilities, promotions or go on periods of study leave or apply for other posts in foreign countries. This would result in an increase in demand for more teachers. Posts of special responsibilities include posts such as guidance teachers and teacher librarians. The duties entailed by these posts mean that teachers have a reduced teaching load thereby increasing the demand for more teachers. The demand is further increased when teachers successfully apply for such posts as Heads of Departments or Deputy Heads of School.

Another factor affecting teacher demand and supply is the number of teachers availing themselves of maternal, parental, responsibility and study leave. The average age of teachers in Malta is generally young and a significant amount of them makes use of parental leave. The established procedure is to first replace such teachers from the existing pool of teachers and then to employ supply teachers or relief teachers. Supply teachers are employed on a definite contract basis and are paid pro-rata according to the number of hours they work. Relief teachers may include retired teachers, university students or teachers on parental leave (with a reduced load).

The purpose of the classification exercises carried out by all schools each year is to quantify the number of teaching personnel required to effectively carry out the National Curriculum Framework and any other school and/or college-based curricular activities as approved by Directorate for Learning and Assessment Programmes in consultation with the Directorate for Educational Services. 

Guidelines for the Annual School Classification Exercise for State Schools are available to help primary and secondary schools in the planning involved. Heads of Schools utilise the ‘Classification Programme’ software which is the official software distributed to each school by the Schools Information System Training Centre. Any recommended changes in class cohorts/subject groups and/or deployment of teaching staff must first be justified and endorsed by both the Head of College Network and the Director of the Education Resources Department. An updated list of students with a statement of needs must also accompany the classification document at all times.

Qualification requirements of each educator grade has been described in sections 9.1.5a, 9.1.5b, 9.1.5c and 9.1.5d above. These requirements apply to both the state and the non-state sectors.

Each childcare centre provider organises open recruitment. This generally involves a competitive process, comprising an interview. Providers with more than one centre may recruit centrally and deploy workers in any of their centres.

Kindergarten Educators and teachers employed within state schools sit for a competitive interview organised centrally by the Human Resources Department within the ministry in charge of education. Recruited Kindergarten Educators are then deployed in different schools depending on exigencies. Results are retained for two years following publication.

The centralised call of application also requires applicants to be citizens of Malta, or citizens of other Member States of the European Union or any other persons who are entitled to equal treatment to Maltese citizens in matters related to employment or third country nationals who have been granted long-term resident status or residence permit or in possession of a residence document. Teachers need to be able to communicate in Maltese and English. 

No person may practise the teaching profession in compulsory education (ages 5 to 16) in Malta unless such person is in possession of a teacher’s warrant. The Council for the Teaching Profession is in charge of considering all applications for a teacher’s warrant. In order for a person to be eligible for a teacher’s warrant the applicant must be a Maltese citizen, an EU citizen or be otherwise permitted to work in Malta under any law. Applicants must also be of good conduct and have full legal capacity. A person is eligible for a teacher’s warrant also needs to be in possession of qualifications as listed in 9.1.5c above.Appointment as a teacher is conditioned to applicants being awarded the Teacher's Warrant. 

Non-state kindergartens and schools employ open recruitment procedures and require equivalent qualification requirements to state schools.     

Induction

Induction for educators working in Early Childhood Education and Care (0-5)

Induction of Childhood Educators and Kindergarten Educators follow the regulations outlined in the  Employment and Industrial Relations Act (2002). This includes a probation period during which the employment may be terminated at will by either party without assigning any reason. As part of their Induction period, Childcare Educators are supported by the Childcare Manager and given a copy of the centre’s Manual of Policies and Procedures, while KGEs are supported by the Head of School and by the Education Officer in charge of Early Years.

Induction for educators working in Primary and Secondary Schools (ages 5-16)

As from October 2010, following an agreement between the Ministry of Education and the Malta Union of Teachers (MUT), mentoring and an induction period were formally introduced as an integral condition of employment for all education grades. This requires a one-year period for Newly Recruited Teachers (NRTs) extended to two years for Newly Qualified Teachers (NQTs), that is, fully qualified teachers without prior teaching experience.  The induction period kicks off with a mandatory 3-day seminar that takes place annually prior to the start of the scholastic year, during which they receive an overview of the various functions of the directorates within the Ministry responsible for education, legislation concerning education, and their role in schools. Catholic Church school educators follow a similar induction process however during the latter two days attend seminars led and coordinated by the Secretariat for Catholic Education so that they are helped to understand the mission and ethos of Catholic Church schools.

Each Head of School assigns an induction coordinator (such as an Assistant Head of School or a Head of Department) to co-ordinate the induction programme within the school. The programme includes at least two formal mentoring meetings every term, during which any challenges the mentee might be facing are discussed and advised upon. Such meetings are governed by a preset agenda and minutes, outcomes and action plans are recorded in a logbook. At the end of the second year, a final report is drawn up by the mentor and forwarded to the Head of School and Head of College Network for their consideration. A positive report is required for the NQT/NRT to be confirmed in their post as a teacher and move towards acquiring their permanent teachers’ warrant and be employed on an indefinite status. 

Induction for educators working in Post-Secondary Schools (ages 16 – 18)

Different post-secondary education institutions have their own induction systems according to their regulations. The Giovanni Curmi Higher Secondary institution which caters for students between the ages of 16 and 18 and prepare them for their A-Levels, follows induction procedures that are identical to those which apply to state secondary schools. The Junior College, MCAST, ITS and other institutions catering for post-secondary education, including the two Sixth Forms belonging to Catholic Church Schools,  have their own systems of induction and on-boarding.  

Professional status for educators working in Early Childhood Education and Care (0-3) 

Childcare Educators employed in Childcare Centres are appointed in accordance with general employment legislation as outlined in the Employment and Industrial Relations Act (2002). Childcare Educators do not require a warrant to work but they still need to be approved in their role (Centre Manager, Childcare Educator and Assistant to the Childcare Educator) by the Ministry for Education, Sport, Youth, Research and Development.  The Teachers’ Code of Ethics and Practice does not apply to Childcare Educators because they are not teachers. The Public Administration Act does not apply to them because they do not form part of the civil service. 

Professional status for educators working in Kindergarten Education (ages 3-5)

Kindergarten Educators employed in state schools are civil servants (public officers).Their employment is regulated by the Public Administration Act, Chapter 595 of the Laws of Malta and by the Agreement between the Government of Malta and Malta Union of Teachers (which agreement includes all teaching grades). Kindergarten Educators employed in church and independent schools are engaged in accordance with general employment legislation as outlined in the Employment and Industrial Relations Act (2002) and in accordance with relative collective agreements. Kindergarten Educators do not require a warrant to work. The Teachers’ Code of Ethics and Practice does not apply to Kindergarten Educators, yet those employed with state schools, as civil servants, must abide with the First Schedule of the Public Administration Act, that is, the Code of Ethics for Public Employees and Board Members. 

Professional status for educators working in Primary and Secondary Schools (ages 5-16)

Teachers employed in state schools are civil servants (public officers). Their employment is regulated by the Public Administration Act, Chapter 595 of the Laws of Malta and by the Agreement between the Government of Malta and Malta Union of Teachers (which agreement includes all teaching grades). Teachers employed in church and independent schools are engaged in accordance with general employment legislation as outlined in the Employment and Industrial Relations Act (2002) and in accordance with relative collective agreements. As part of the mandatory legal requirements necessary to obtain a permanent teacher’s warrant, newly qualified teachers must also receive adequate experience in the practice of the teaching profession under supervision in a school or provider of further education for an aggregate period of at least two scholastic years full-time or its equivalent in part-time following the completion of their degree or professional qualification. For the said two scholastic years, these newly qualified teachers are issued a temporary teacher’s warrant by the Minister responsible for Education following a positive recommendation by  the Council for the Teaching Profession (CTP). Following successful completion of the said teaching under supervision for two scholastic years, the newly qualified teacher will become eligible for a permanent teacher’s warrant, provided all the other applicable requirements necessary to obtain said warrant in terms of Chapter 327 of the Laws of Malta have been satisfied (including that such person must be of good conduct and has full legal capacity). A permanent teacher’s warrant is granted by the Minister responsible for Education following a positive recommendation by the CTP. The Education Act, Chapter 327 of the Laws of Malta, including a Teachers’ Code of Ethics and Practice, issued in terms of the same, regulates and governs warranted teachers. Said Code of Ethics and Practice serves to guide teachers inter alia with regards to their professional conduct and responsibilities towards students in their care, towards colleagues, parents, the community and the teaching profession in general.

At childcare level, where the provision is completely privatised, except for 15 childcare centres run by state entities, childcare centres recruit their own pool of full-time and part-time Childcare Educators. 

In the non-state sector (that is Catholic Church and Independent) at Kindergarten, Primary and Secondary school levels, each individual school is fully responsible to recruit teachers and make sure that supply meets demand. Recruitment demands may be met through the employment of regular and supply teachers on full-time and part-time basis.

Within the state sector, at Kindergarten, Primary and Secondary, and Post-Secondary School levels, when there are less teachers than required, efforts are first made to redistribute teachers from the existing workforce through intra-and inter-college arrangements. If this does not suffice, the Education Department employs temporary teachers who may include supply teachers or retired teachers or teachers on reduced hours. Supply teachers are usually either graduates or university students. These work on a definite contract basis and are paid pro-rata according to the number of hours they work. Supply teachers can be given a full teaching load however, retired teachers are normally given a load not exceeding 25 lessons per week. Temporary teachers follow the same job description of a teacher and must submit feedback to the class teachers and School Management Team (SMT) about the work carried out. Due to the exigencies of the public service, especially special leaves granted to teachers, a considerable amount of supply teachers is required at all times. 

Supporting measures for all educators working in the non-state sector 

There are no national support measures provided to employees in the non-state sector. As regards Childcare Centres, these are privately owned, most of which are micro enterprises, with some falling within the category of Small Enterprises. Hence, support structures are limited to the capability of the management to support employees. The same can be said for independent Kindergarten Centres. Independent schools have their own support structures. As with the case of all employers, they can make use of NGO services. Catholic Church schools are generally guided and supported by the Secretariat for Catholic Education which employs just over 100 professionals primarily in the areas of Operations (Finance, Human Resources and Administration), Student Psychosocial Services and Curriculum Entitlement. Although Catholic Church schools are autonomous in their governance and leadership, they follow national frameworks and policies in the various areas and receive support in implementation from the Secretariat. Furthermore, Catholic Church schools that fall under the 1991 agreement belong to and receive additional support from the Church School Association, an NGO that works closely with the Secretariat for Catholic Education in supporting the mission of Church schools falling under the Archdiocese of Malta and Diocese of Gozo.

Supporting measures for all educators working in the state sector

All educators in state schools can avail themselves of the Employee Support Programme (ESP), which is a support service available for all public service employees who may be experiencing personal or work-related difficulties. The service addresses issues such as stress, mental health difficulties, relationship and family concerns, bereavement support, alcohol and substance misuse, and any other difficulty that may be affecting their wellbeing. The service is provided by a team of professionals, is confidential and free of charge. 

Childcare Educators employed in Childcare Centres are not civil servants.  They are appointed in accordance with general employment legislation as outlined in the Employment and Industrial Relations Act (2002). Every Childcare Educator is paid according to an ad hoc agreement with the employer. There are no Wage Regulation Orders that govern the Childcare Industry. 

Salaries for educators working in Kindergarten Education (ages 3-5) and educators working in Primary and Secondary Schools (ages 5-16)

Kindergarten Educators and Teachers employed in independent schools are not civil servants. They are appointed in accordance with general employment legislation as outlined in the Employment and Industrial Relations Act (2002). Every educator is paid according to an ad hoc agreement with the employer or according to a collective agreement with the teachers’ trade union, where there is such agreement in place. There are Wage Regulation Orders that govern teachers working in independent schools. 

Kindergarten Educators and Teachers employed in Catholic Church schools are not civil servants. They are appointed in accordance with general employment legislation as outlined in the Employment and Industrial Relations Act (2002). Every educator is paid in accordance with the Collective Agreement between the Church Authorities and the Malta Union of Teachers for Education Grades in Church Schools and in the Secretariat for Catholic Education (August 2018, currently in progress of renegotiation to reflect the 2023 Agreement signed between the same MUT and the State). Salaries for all human resources, including all educators, across the fifty-five Kindergarten, Primary, Secondary and Sixth Form Schools deemed necessary for operational purposes in comparison with State Schools, are reimbursed by the state through the Church-State 1991 agreement.

Salaries of Kindergarten Educators and of Primary and Secondary School Teachers employed in state schools are regulated by the Collective Agreement between the Government of Malta and the Malta Union of Teachers (2023-2027). The agreement is renewed every seven years. 

Staff members employed within the grade of Kindergarten Educators who hold a bachelor’s degree or equivalent), are pegged at Salary Scale 9 applicable to public officers, which in the year 2024 is €24,854 per annum, rising by annual increments of €447.33 up to a maximum of €27,538. A Kindergarten Educator in Salary Scale 9 progresses to Salary Scale 8 (€26,417 x €486.83 to €29,338 in 2024) on completion of five years of service Salary Scale 9, subject to satisfactory performance.

The salary for the grade of Kindergarten Educators who hold an MQF Level 5 qualification of 60 ECTS credits) is Salary Scale 11, which in the year 2024 is equivalent to €21,957 per annum, rising by annual increments of €375.17 up to a maximum of €24,208. A Kindergarten Educator in Salary Scale 11 progresses to Salary Scale 10 (€23,376 x €407.67 - €25,822 in 2024) on completion of five years of service in the grade in Salary Scale 11, subject to satisfactory performance. A Kindergarten Educator in Salary Scale 10 progresses to Salary Scale 9 (€24,854 x €447.33 to €27,583 in 2024) on completion of 15 years of service subject to satisfactory performance.

The salary for the post of a Kindergarten Educators who hold an MQF Level 5 certificate pegged to Salary Scale 13, which in the year 2024 was equivalent to, €19,224 per annum, rising by annual increments of €335.50 up to a maximum of €21,237. A Kindergarten Educator in Salary Scale 13 progresses to Salary Scale 12 (€20,572 x €354.00 - €22,696 in 2024) on completion of five years of service in Salary Scale 13, subject to satisfactory performance, and then progress to Salary Scale 11 (€21,957 x €375.17 to €24,208) on completion of another five years of service (subject to satisfactory performance). 

Kindergarten Educators who take the initiative and successfully complete a higher qualification as indicated above (i.e. Level 5 Certificate, Level 5 Diploma, Level 6 Degree), automatically move up to the respective higher Salary Scales. 

Primary and Secondary School Teachers

The salary for the post of Teacher is pegged to Salary Scale 9 applicable to public officers. In 2024, this is equivalent to €24,854 per annum, rising by annual increments of €447.33 up to a maximum of €27,538. This salary is supplemented by a Class Allowance and a Works Resources Allowance which together make €6500 per annum in 2024. A teacher progresses to Salary Scale 8 (€26,417 x €486.83 to €29,338 in 2024) on completion of two years of satisfactory service in the grade, and to Salary Scale 7 (€28,006 x €531.17 to €31,256 in 2024) on completion of five years satisfactory service in Salary Scale 8. Teachers in salary scale 8 receive €7,000 in Class Allowance and a Works Resources Allowance, while teachers in salary scale 7 receive €7,500 in Class Allowance and a Works Resources Allowance in 2024.

Furthermore, a selected candidate who proves any teaching experience in accordance with the Addendum Freedom of Movement of workers within member states of the EU and/or The Agreement to Facilitate Mobility for Educators between Licensed Schools (29th July 2015) qualifies for an adjustment in salary subject to entitlement.

Due to the nature of the work, a Special Education Programme Allowance is given to those teaching grades who are deployed within Resource Centres and Learning Support Centres. In the year 2024, this allowance is of €1,000 for all educators.  

Working time and holidays for educators working in Early Childhood Education and Care (0-3)

Childcare Educators employed in Childcare Centres are private employees.  They are appointed in accordance with general employment legislation as outlined in the Employment and Industrial Relations Act (2002). Like every employee, full-time Childcare Educators work 40-hour per week. They are also entitled to paid annual leave of at least the equivalent in hours of four weeks and thirty-two hours (192 hours). When a Public Holiday falls on any day that the full-time employee is not scheduled to work from midnight to midnight of such day as part of the normal weekly roster (being an off-day of the employee), the equivalent in hours of one working day is to be added to the employee’s vacation leave entitlement. (DIER, 2023)

Working time and holidays for educators working in in Kindergarten Education (ages 3-5) and educators working in Primary and Secondary Schools (ages 5-16)

The working time and holidays of all educator grades are determined by agreement between the Government of Malta and the Malta Union of Teachers. The scholastic year for both students and teaching grades governed by this agreement comprises 12 months from 1st September till 31st August and is split into 3 scholastic terms and 5 recesses. Therefore, working days are organised as follows:

• 1st Scholastic Term (from the fourth Monday of September till the last school day preceding the 23rd December) 

• 2nd Scholastic Term (from the first school day following the 6th of January till the last Tuesday preceding Easter)

• 3rd Scholastic Term (from the first Thursday following Easter till the last school day preceding the 30th June)

School Holidays take place as follows: 

• First Mid-Term Recess: the first three school days in November 

• Christmas Recess: from the 23rd December to the 6th January

• Second Mid-Term Recess: Monday and Tuesday preceding Ash Wednesday

• The Easter Recess: from Wednesday preceding Easter and Wednesday following Easter

• Summer Recess: 1^st week in July till the weekday preceding the fourth Monday of September.

The total working hours for a scholastic year for teaching grades is worked on a formula based on the duration of the scholastic year. The school week is a 5-day week from Monday to Friday. The duration of a full school day, including fifteen minutes mid-morning break but excluding mid-day break of thirty minutes, is of 5.5 hours. This makes a total of 27.5 hours per week on a five-day week.

All school days are full days (i.e. 5.5 hrs) except the first two working days before the fourth Monday of September, which are considered to be preparation days for teaching grades and as from the first school day in June till the 6th of July. 

The duration of a half school day, including fifteen minutes midmorning break is of 3.75 hours per day in Early, Junior and Secondary Years cycles (i.e 18.75 hours per week on a five-day week). 

Class teachers and Subject Specialist teachers in the Primary cycle cannot exceed 25 hours of contact hours per week. The remaining 2.5 hours of non-contact hours are on-site working time to be utilised for activities such as the execution of administrative, curricular and professional functions including attending any meetings for up to 60 minutes per week that may be required. These can take place at the respective school or elsewhere as directed by management.

For non-compulsory schooling years, all Kindergarten Educators are entitled to 2 hours per week of non-contact, curriculum time in scholastic year 2024-2025 and to 2.5 hours from scholastic year 2025-2026.

As from scholastic year 2024-2024, educators may avail themselves of up to 34 hours of special leave which includes the statutory emergency leave. 35% of this special leave can be transferred to the next scholastic year.

The working time of teachers mentioned right above refers to the number of hours during which duties have to be performed at the school (availability at school). The collective agreement does not specify the overall working time, that is, including preparation of activities/lessons. It is understood that teachers perform these duties outside of school hours. 

The contract of employment of teachers includes diverse tasks. This does not stipulate the proportion of working time allotted to each.  The duties expected from teachers include: 

i. Keep abreast of developments in education, particularly in relation to the respective Cycle and/or area, including but not limited to curriculum, pedagogy, assessment, recording and reporting of learning, content and diverse learner development;

ii. Create optimal conditions which facilitate a learner’s holistic development according to guidelines provided by the national and local designated authorities;

iii. Plan, create, and evaluate stimulating, enjoyable and positive learning experiences, including through lesson preparation and delivery, development and administration of varied modalities of assessment for and of learning, as well as give feedback also through recording and reporting of learning;

iv. Address diversity by creating opportunities for all learners to reach their potential without either formally or informally erecting barriers or lowering expectations;

v. Contribute towards the incremental attainment of the expected outcomes at subject, learning area, and cross-curricular theme level by all students entrusted under his/her care raising the bar of achievement for every individual and narrowing the attainment gaps that may exist in the process facilitating the fulfilment of each learner’s potential;

vi. Teach and educate students according to guidelines provided by the National Curriculum Framework under the overall guidance of the competent education authority;

vii. Teach and educate students according to the educational needs, abilities and attainment potential of individual students entrusted to his/her care by the Head of School or Head of Section;

viii. Conduct themselves and teach and educate students in accordance with principles set out in the Teachers’ Code of Ethics and Practice;

ix. undertake any other tasks, which the superior may delegate to him/her, as may be required;

x. any other duties as directed by the Principal Permanent Secretary.

Promotion and advancement for educators working in Early Childhood Education and Care (0-3) 

Childcare Centres function in flat organisational structures. These are exclusively made up of Childcare Educators and Childcare Managers. In very rare cases there may be Assistant to the Childcare Educators employed as well. This means that Childcare Educators have no possibility for advancement if they remain at Childcare Level. Childcare Educators who wish to progress in their career generally further their qualifications to Level 5 or Level 6 in early years, which makes them eligible to apply for vacancies of Kindergarten Educators or Childcare Centre Managers. Some opt to change career and go into Inclusive Education as Learning Support Educators.

Promotion and advancement for educators working in Kindergarten Education (ages 3-5)

Kindergarten Educators who wish to progress within the same role may further their education to obtain the necessary requirements to make them eligible to a higher salary scale, i.e. MQF Level 5 Diploma (60 ECTS) in ECEC or MQF Level 6 Degree (180 ECTS) BA (Hons.) degree in ECEC. KGEs who meet the established criteria are eligible to apply for the grade of Head of Department (Kindergarten). This is a newly established post resulting from the 2023-2027 collective agreement.

Furthermore, Kindergarten Educators who hold a first degree in ECEC, or equivalent, can enrol for a Masters’ in Teaching and Learning, which makes them eligible to apply for the posts of teacher at primary or secondary level depending on their chosen specialisation. Eventually, once becoming a teacher, they will also be able to apply to become Heads of Department or Assistant Heads of School once they meet the requested eligibility requirements. 

Promotion and advancement for educators working in Primary and Secondary Schools (ages 5-16)

As regards promotions, Teachers can apply to more senior posts through the appropriate calls of application. Selection is made following a competitive interview with posts being assigned according to the order of merit of the published results. Such promotions include the posts of Senior Teacher, Head of Department, Prefect of Discipline, and Assistant Head of School. These posts are pegged at Salary Scale 6.

Mobility and transfers for educators working in nonstate entities

Most non-state entities own only one education establishment and, thus, the only mobility opportunity requires resigning from their current position and seeking employment in another education establishment. 

Educators who work within a chain of education establishments may request to move from one setting to another, which request is considered according to the exigencies of the service. 

Catholic Church school educators benefit from provisions enacted by the State allowing salary scales, that reflect accrued experience and qualifications, to be maintained when there is movement between Church schools themselves and indeed across the other sectors.

Mobility and transfers for educators working in state entities 

Educators who are employed with state education institutions are employed centrally and deployed depending on the changing exigencies of the service. Redeployments of educators working within schools may be demanded by the Education Resources Directorate within the Ministry responsible for Education or may be requested by the educator.      

Educators working within state schools can also resign and apply to work in non-state schools. Those wishing to take up employment within church schools retain their salary entitlements as the working conditions in state and church sectors are identical since the salaries of educators in church schools are paid for by the state under the agreement between the state and the Holy See. However, educators moving from state schools to independent schools relinquish their salary entitlement since independent schools are governed by their own collective agreements.

All contracts of educators working in non-state entities are governed by the Employment and Industrial Relations Act (2002), which establishes, among other things, dismissal grounds. Additionally, dismissal for both Kindergarten Educators and Teachers takes place in accordance with their own particular discipline code and procedures, as formally agreed with the union representing the staff.

Within state educational establishments, educators become liable to disciplinary proceedings if instances of misconduct, breach of discipline or code of ethics or unsatisfactory work are reported. Offences are reported to the Head of School. A written warning may be issued to the teacher concerned depending on the case. The Head of College Network is kept informed at all times and if necessary, the case is to be referred to the Director General for Education Services. Allegations of a serious breach of conduct are referred to the Council for the Teaching Profession who have the remit to investigate further into the merit of the case. If the allegations are ascertained, then the teacher involved could be given a reprimand or even have their Permanent Teacher’s Warrant revoked. In cases deemed to necessitate criminal proceedings, employees are referred to the Public Service Commission (PSC).  

The Manual on Disciplinary Procedures in the Public Service applies to educators working within state schools . Sanctions for minor cases are progressive, and include:

 

1st case	Written warning
2nd case	Suspension without pay for a definite period up to five (5) working days
3rd case	Suspension without pay for a definite period up to ten (10) working days and a Warning of dismissal, which shall be valid for two (2) years.
4th case	Dismissal [When the case is a fourth minor case, the categorisation of the offence is to be listed as serious potentially leading to dismissal.]

 

The penalties applicable to serious cases are not progressive and are outlined below:

• Suspension without pay for a definite period not exceeding ten working days

• Withholding of increment for a period of not less than one year and not exceeding three(3) years

• Suspension without pay for a definite period not exceeding fifteen working days and a warning of dismissal valid for four years

• Dismissal

Public officers holding an indefinite appointment who terminate their employment are subject to an employment termination notice period according to their length of service, as outlined below:

Length of Service	Period of Notice
More than 1 month but less than 6 months	1 week
More than 6 months but less than 2 years	2 weeks
More than 2 years but less than 4 years	4 weeks
More than 4 years	8 weeks

 

The notice period does not apply to officers seeking alternative employment within the public service or a public entity.

Retirement regulations apply equally to all employees whether they work in state or non-state educational institutions. Currently, the official retirement age in Malta for both males and females is 62 years of age for individuals born between 1952 and 1955, 63 years for those born between 1956 and 1958, 64 years for those born between 1959 and 1961, and 65 years for those born in 1962 onwards. 

The accumulation period and the calculation period to obtain the pensionable income are as follows:

Accumulation and calculation period for the purposes of Pensionable Income
Year of birth	Pension Age	Accumulation period	Calculation period
1969 - onwards	65	41 years	Best 10 calendar years out of the full 41 years.
1962 - 1968	65	40 years	Best 10 calendar years out of the full 40 years.
1959 - 1961	64	35 years	Best 3 consecutive calendar years out of the last 13 years.
1956 - 1958	63	35 years	Best 3 consecutive calendar years out of the last 12 years.
1952 - 1955	62	35 years	Best 3 consecutive calendar years out of the last 11 years.

 

An employee who reaches sixty-one years of age can opt for an earlier pension entitlement provided that they will not remain in any gainful occupation and have paid the stipulated contributions between age eighteen 18 and date of retirement, as follows:

• Thirty-five (35) years, paid or credited contributions for a person born during calendar years 1952 to 1961. Total number of Social Security Contributions required for this period is 1820.

• Forty (40) years, paid or credited contributions for a person born during calendar years 1962 to 1968. Total number of Social Security Contributions required for this period is 2080.

• Forty-one (41) years, paid or credited contributions for a person born on or after 1st January 1969, of which thirty-five need to be paid contributions. Total number of Social Security Contributions required for this period is 2132.