2024

One Device Per Child Scheme

As part of its ongoing efforts to advance digital literacy, the Ministry for Education, Sport, Youth, Research and Innovation announced that the European Union will co-fund the One Device Per Child (ODPC) project (ESF+.03.184).  The ODPC project is the Ministry's largest digital initiative to date, aiming to revolutionize how students learn and interact with technology both in and out of the classroom.

Furthermore, the Ministry for Education is committed to ensuring that at least 80% of the population has access to basic digital skills by 2030.

Draft Digital Education Strategy launched for public consultation

On April 15 2024, a public consultation process was launched for the Draft Digital Education Strategy 2024-2030. This strategy guides Malta towards a future where digital competencies are not only encouraged but fully integrated into the educational system.

The strategy is built on four pillars: Nurturing Digital Global Citizens, Empowering Educators for the 21st Century, Community Engagement and Collaboration, and Enriching Digital Resources. These pillars aim to empower Malta's educational system to produce digitally literate and adaptable individuals ready to face future challenges, reflecting the government’s responsibility to ensure that everyone, regardless of background or socio-economic status, has equal access to high-quality digital education.

The Draft Digital Education Strategy is a blueprint for a more dynamic, inclusive, and digitally advanced educational system. In line with the National Education Strategy 2023-2030, the Digital Education Strategy focuses on adopting 21st-century digital skills, particularly digital literacy, digital well-being, and digital citizenship. This aims to foster a technologically adept society that values inclusivity, creativity, and ethical responsibility.

The online learning infrastructure has also been updated to better reflect the functions of a traditional school.

2023

Launch of new strategy to address early leaving from education and training (ELET)

A new strategy to tackle the issue of ELET was launched on 27th July 2023 by the Early Leaving from Education and Training Unit (ELETU) within the Ministry for Education, Sport, Youth, Research and Innovation.

The strategy aims to reduce the rate of ELET to 9% or lower by 2030, aligning with EU2030 pathways to school success and EU ELET aims. The strategy revolves around three main pillars: prevention, intervention during the educational journey, and compensation: assistance for persons who have finished compulsory schooling with achievement level of up to ISCED2 level (lower secondary education).

Various activities and measures to ensure the strategy's success have been outlined. These include:

•    developing a whole school approach to tackle ELET risk factors, 
•    implementing an early warning system to tackle ELET risk factors,
•    addressing students' aspirations to prevent dropouts,
•    allocating funds and resources based on educational needs,
•    implementing strategies to provide ongoing support during the academic journey,
•    creating a second chance at education for those who left school early.

The measures also target an increased effort to work together with all stakeholders, that is children and salient adults within their lives (parents/guardians and educators) and develop opportunities for all within school and the community.

Launch of The National Quality Standards in Education (3-16 years) and A Quality Assurance Framework for Education in Malta (0-16 years)

In July 2023, the Directorate for Quality and Standards in Education (DQSE) within the Ministry for Education, Sport, Youth, Research and Innovation, is responsible for the quality assurance of ECEC and compulsory School education launched two documents namely The National Quality Standards in Education (3-16 Years) and A Quality Assurance Framework for Education in Malta (0-16 years). 

The National Quality Standards in Education (3-16 Years) define success criteria and quality markers for three sets of standards, namely: Educational Leadership and Management, emphasizing the importance of fostering a shared vision among stakeholders and promoting schools as professional learning communities.

The second set of standards targets Learning and Teaching, highlighting the fulfilment of learners’ educational entitlement as outlined in the National Curriculum Framework.

The third set of standards deal with School Ethos, emphasizing learner support, school climate and culture, and parental engagement.

These standards serve as a guiding framework for schools for both internal and external quality assurance, aiding in the planning, implementation, and monitoring of their school development plans. The standards and criteria have been developed in line with national frameworks, policies, international literature, and good practices observed in schools.

A Quality Assurance Framework for Education in Malta (0-16 years) aims to develop and share a common understanding among stakeholders about what quality assurance in educational institutions entails. It seeks to promote good practices in Quality Assurance as well as inclusive and equitable opportunities for all learners. The Framework supports a systematic monitoring and evaluation system through its evaluative practices, monitoring exercises and constructive feedback. It is meant to inform and guide all educators in their efforts to offer quality education to learners.
 

School-Based Assessment for Year 9 students from 2023 onwards

From academic year 2022/23, school-based assessment (SBA) was implemented in secondary school. SBA is being implemented with students in Year 9 (that is, the first year of secondary school) in this academic year, extending to Year 10 in 2023/24 and Year 11 in 2024/25.

The SBA is any type of assessment set by the school. There is flexibility of content, format and timing, but must be relevant to the respective Secondary Education Certificate (SEC) or Secondary Education Applied Certificate (SEAC) syllabi. Hence, it contributes to the student’s SEC/SEAC attainment at the end of compulsory schooling. The weighting of the SBA in the SEC/SEAC exam varies by subject (see Table 1 below).
 

Table 1: Weighting of Coursework and Controlled Assessment in SEC and SEAC Subjects

In academic subjects, the contribution of each secondary school year towards the MATSEC mark is outlined in Table 2 below. Being the first year in which SBA is being implemented at secondary level, SBA will not contribute to the SEC/SEAC attainment of the 2022/23 Year 9 cohort. Subsequent cohorts, starting with Year 9 in 2023/24, will have their global SBA mark based on Years 9, 10 and 11. The SBA mark to be included as part of the SEC/SEAC each scholastic year is identical to the end-of-year assessment mark that students and parents receive and will contribute to students’ Secondary School Certificate and Profiling certification. 
 

Table 2: Contribution of the SBA towards the MATSEC result of academic subjects, by school year
In vocational subjects, the contribution of each secondary school year towards the MATSEC mark is still under discussion

Launch of the National Quality Assurance Framework for Education in Malta (0-16) and the National Quality Standards in Education (3-16)

In March 2023, the Directorate for Quality and Standards in Education (DQSE) the national regulator for pre-compulsory and compulsory education within the Ministry of Education, Sport, Youth, Research and Innovation launched for Public Consultation, the National Quality Assurance Framework for Education in Malta (0-16) as well as the National Quality Standard in Education (3-16).

Language Policy for the Junior Years in Malta and Gozo

The Language Policy for the Junior Years in Malta and Gozo, published in January 2023, promotes the bilingual development in Maltese and English of pupils (7-11 years) in Malta and Gozo. It is intended to provide national guidelines for bilingual education for this age group. It seeks to promote agency where children, parents and educators are empowered to make informed decisions that promote bilingualism at home and within educational settings so that the two settings support and complement one another in children’s linguistic development. It also provides for continual training to parents and Community of Professional Educators (CoPE) Sessions and literacy support to educators. Other initiatives will be promoted through the Language Policy Unit at the National Literacy Agency, with support from language teams within schools. 

Revision of A National Inclusive Education Framework and A Policy on Inclusive Education in Schools: Route to Quality Inclusion

In 2022, two steering documents in the field of inclusive education, A National Inclusive Education Framework and A Policy on Inclusive Education in Schools: Route to Quality Inclusion, both of which were published in 2019, were revised. These documents invite schools and education stakeholders to embark on a journey towards the development of high-quality inclusion through implementing, reviewing and committing towards inclusive policies and practices. Thus, providing high-quality education for all learners to embrace social equity and achieve an inclusive society. 

A National Inclusive Education Framework provides a clear direction to schools on their journey towards inclusion with a view to provide effective and efficient service to all learners, educators, parents and to the wider community. This framework embraces the principles of Ownership, Diversity, Autonomy, Planning and Research. It addresses inclusion through ten themes: Inclusive and Strategic Leadership; Whole School Development Planning; Whole School Inclusive Environment; Collaboration with parents and community; Individual Education Planning; Teaching and Learning; Learner and Staff; Continuous Professional Development; Positive Behaviour Management; Support Structure and services.

A Policy on Inclusive Education in Schools: Route to Quality Inclusion provides Education stakeholders with a guiding plan towards a more just and holistic education. It among others promotes a collaborative culture where all stakeholders work hand in hand towards the removal of all barriers to learning. This can be achieved by working on various goals related to disability, attendance, gender, promoting a healthy lifestyle and managing behaviour in schools that will address inequalities in schools. The policies Managing Behaviour in Schools Policy and Addressing bullying behaviour in schools were completely rewritten to reflect the current situations in schools and adopt proactive approaches.  A working group was set up with different stakeholders working in schools with students exhibiting challenging behaviour and / or bullying. The revised document was published in January 2023.

The two documents are complementary and were developed within the context of the Framework for the Education Strategy for Malta 2014-2024, the National Curriculum Framework for All and the Respect for All Framework. They also draw on several international commitments to the provision of education for all to which Malta is a signatory, namely, the UN Convention on the Rights of the Child (1989) and the UN Convention on the Rights of Persons with Disabilities (2006). Furthermore, it was developed in the context of Council Resolution on a strategic framework for European cooperation in education and training towards the European Education Area and beyond (2021-2030), which establishes as its first strategic priority improving quality, equity, inclusion and success for all in education and training. This policy also adopts a whole-school approach philosophy of how schools are to develop conducive learning environments for all stakeholders supporting the United Nation’s Sustainable Development Goal 4 – Ensure Inclusive and Equitable quality Education and Promote lifelong Learning opportunities for all (UN, 2015). Hence, it offers flexibility to schools to transform existing pedagogical, personal and professional beliefs, attitudes and discourse, as well as re-design processes and practices in a manner that respond effectively to all learners’ needs and social realities.

2022

Restructuring within the Ministry for Education, Sport, Youth, Research and Innovation

In November 2022, following an analysis of its operational structures, the Ministry for Education, Sport, Youth, Research and Innovation announced a renewal and restructuring exercise affecting a number of Departments and Directorates. Such renewal is critical for the public service to continue transforming its operations so that it is more effective in addressing the needs of both its internal and external stakeholders. The former Strategy and Support Department has been redesignated and it now carries the title of People Management Department. This Department will incorporate the areas of human resources, education resources, scholarships, and logistics. The role of this Department will also include the necessary monitoring structures to ensure the attainment of the Ministry’s goal of a holistic people-centred approach. The Examinations Department, the Finance Directorate and the Students’ Maintenance Grants Unit, which were previously part of the Strategy and Support Department, have been re-assigned to the Office of the Permanent Secretary.

In addition, the Education Strategy and Quality Assurance Department has been newly established, incorporating the new Policy Monitoring and Evaluation Directorate, the Directorate for Quality and Standards in Education, the International Relations and Programme Implementation Directorate and School Internal Review and Audits Unit. 

Furthermore, the Educational Services Department will retain the College Networks and will also encompass the National School Support Services, Transport services and Migrant Learners Unit. 

The Curriculum, Lifelong Learning and Employability Department will remain intact, incorporating the Digital Literacy and Transversal Skills, and the Research, Lifelong Learning and Employability Directorate and the Directorate for Learning and Assessment and Programmes (DLAP). DLAP has been split into two entities: the Directorate for Early Years, Languages and Humanities Programmes, and the Directorate for STEM and VET Programmes. 

A new laptop for each seventh-year student

As from Scholastic year 2023/24 seventh-year students will receive a free laptop to use throughout secondary school. This was announced in October 2022, as a national Budget 2023 measure. This measure aims to promote digital equity amongst secondary school students. Laptops are considered as an essential tool for learning.

Review of key policy documents in education

July, a committee was set up to review the Framework for the Education Strategy for Malta: 2014-2024 and develop a new Strategic Framework for Education and Training    2030. This committee led to the establishment, in 2022, of the National Curriculum Framework (2012) Review Board and four thematic committees dedicated to key areas: (i) prevention of early leaving from education and training; (ii) lifelong learning; (iii) literacy; and (iv) digitalisation and simplification. The Committee brings together all stakeholders in education (state, church and independent schools; workers’ unions; further and higher education establishments) with a view to improve communication between stakeholders, provide strategic focus and direction, as well as outline the strategic priorities of the National Curriculum Framework.

The National Curriculum Framework Review Board is tasked with reviewing the existing National Curriculum Framework and creating synergy between the National Curriculum Framework and the Learning Outcomes Framework.

Three of the four thematic committees are respectively tasked with reviewing and making recommendations on the future policies, while the Committee on digitalisation and simplification is tasked with creating Malta’s first strategy for digitalisation and simplification in education.

MEYR set up 4 working groups to review the Learning Outcomes Framework. Each working group was focused on one of the following school years: Years 1-2, Years 3-6, Years 7-8, Years 9-11.

Glossary with bilingual terms in the subject of mathematics for early years and primary school years - Public Consultation

In July, the National Literacy Agency published a Bilingual Glossary of Mathematics Terms (Glossarju Bilingwi ta’ Termini tal-Matematika), for public consultation. The glossary provides words and expressions used in mathematics communication according to the curriculum, in both Maltese and English languages, that can be used as part of bilingual communication of mathematics at the Early Years and Junior levels of education (ages 3 – 11 years). The glossary will be an important tool for teachers, helping them explain mathematical concepts and processes. The document provides bilingual terms in the areas of Number (counting, number relationships, place value, addition and subtraction), Measurement, Shape and Spatial relationships, with a view to be extended in the future.

Institute for Education - Development of initial teacher training qualification for Resource Centre Teacher

The Institute for Education (IfE) , in collaboration with the National Student Support Service is in the process of developing an accredited teaching qualification specializing in teaching students with disabilities. This programme will provide educators working within Resource Centres with the opportunity to develop their competences in this very specialized field.

Artificial Intelligence in Education pilot project

The Ministry for Education, Sport, Youth, Research and Innovation is implementing the Artificial Inteligence (AI) in Education pilot project as proposed in Malta: The Ultimate AI Launchpad – A Strategy and Vision for Artificial Intelligence in Malta 2030. The project consists of two parts:

Part 1 – The development of an AI-powered adaptive learning system. This system aims to support students’ outcomes through personalised learning programmes based on student performance, ambitions and needs. Teachers will be supported in building more formative assessments of the pupils’ capabilities. 50 educators and 1,000 students across primary and secondary education shall be participating in the project.

Part 2 – The construction of a rich data set and use AI analytics for State Schools to assist in driving insights and actions to enhance the education system. Its focus will be on delivering predictive insights to assist in identifying potential early school-leavers. This shall help educators take preventative actions to drive better educational outcomes for all students and reduce the risk of early school leaving complements components 3 and 5 of Malta’s Recovery & Resilience Plan (RRP) namely,  Fostering a digital, smart and resilient economy and Enhancing quality education and fostering socio-economic sustainability, respectively.

Primary students' assessment reform

In accordance with the Core Competences Policy and Strategy (2009), as from scholastic year 2022/23 alternative annual examination papers for Maltese and English subjects will be discontinued for primary students with learning difficulties in Years 4 and 5. These students will be invited to sit for the standard examination paper. However, the alternative annual examination papers for the Maths subject will be used in Scholastic Year 2022 – 2023 but will be discontinued as of 2023-2024.