In Malta, all schools are encouraged to participate in an internal and external quality assurance process:

• Internal quality assurance in early childhood education and school education is the responsibility of the respective education establishment. The Research and School Internal Review Unit supports schools to develop and implement their own internal quality assurance mechanisms. Internal quality assurance of subject teaching is supported and promoted by the Directorate for Early Years, Languages and Humanities and the Directorate for STEM and VET Programmes. The internal quality assurance of newly qualified teachers following the induction programme during the first two years of teaching experience is the responsibility of the Directorate for Education Resources. 

• External quality assurance of education establishments, irrespective of the sector, is the responsibility of the Directorate for Quality and Standards in Education. Regulation of the teaching profession is carried out by the Council for the Teaching Profession.
  In Malta, all schools are encouraged to participate in an internal and external quality assurance process:
  -    Internal quality assurance in early childhood education and school education is the responsibility of the respective education establishment. The Research and School Internal Review Unit supports schools to develop and implement their own internal quality assurance mechanisms. Internal quality assurance of subject teaching is supported and promoted by the Directorate for Early Years, Languages and Humanities and the Directorate for STEM and VET Programmes. The internal quality assurance of newly qualified teachers following the induction programme during the first two years of teaching experience is the responsibility of the Directorate for Education Resources.

Responsible bodies

The Ministry for Education, Youth, Sport, Research and Innovation has assigned its quality assurance responsibility, in early childhood and school education, to the following entities:

•   Internal quality assurance performed by the educational institution – schools offering compulsory education are supported by the School Internal Review and Support Unit, upon request;

•   Internal quality assurance performed by the Department for Curriculum, Lifelong Learning and Employability, through its Directorate for VET & STEM Programmes, Directorate for Early Years, Languages and Humanities and Educational Assessment Unit;

• Internal Quality Assurance by the Directorate for Education Resources;

•   Setting standards and guidelines, monitoring and enforcing external quality assurance by the Directorate for Quality and Standards in Education (DQSE); and

•   Regulation of the practice of the teaching profession by the Council for the Teaching Profession as provided by the Education Act. Chapter 327 of the Laws of Malta.

Approaches and methods for quality assurance

The Directorate for Quality and Standards in Education

The Education Act, Chapter 605 of the Laws of Malta, assigns external quality assurance to the Directorate of Quality and Standards in Education (DQSE), which forms part of the Education Strategy and Quality Assurance Department (ESQAD) within the Ministry for Education, Sport, Youth, Research and Innovation. The DQSE is required to establish, regulate, assure and monitor standards and quality in education of all the educational establishments attended by students of compulsory and pre-compulsory school age. The DQSE’s remit extends to state and non-state provision. Such reviews are required to guarantee optimum quality in educational programmes and services and operations. Schools are encouraged to follow the Quality Assurance Framework for Education in Malta (0-16 years). This is an essential tool for reflection on three important areas of education: leadership and management; teaching and learning; and school ethos.

Within the early years sector, the DQSE regulates both ChildCare Centres (0-3 years) and Kindergarten schools (3-5 years). Regulation starts at the pre-operational stage to ensure that prospective childcare centres meet the highest standards of service and conform to both the National Standards for Early Childhood Education and Care Services (0-3) and the National Occupational Standards (2012). Furthermore, once operational, childcare centres are licensed for a three-year period, which license is renewed following an external evaluation as well as yearly compliance checks. A report of the external evaluation is given to each childcare centre to support its continual improvement. This practice facilitates compliance with the applicable national standards.

External quality assurance also takes place at Kindergarten, Primary and Secondary level. This evaluation procedure aims to ensure that Kindergarten Centres and Schools are in line with the vision and goals outlined in the various education policies, which guide provision at the various levels. Furthermore, special attention is given to internal evaluation systems, school development planning, the learning process and assessment strategies. Collectively, these quality assurance mechanisms ensure that there is effective implementation of the principles of quality assurance, as enshrined in the National Curriculum Framework (2012, p.32) and the National Quality Standards in Education (3-16 years), while they also contribute to the successful achievement of the Framework for the Education Strategy for Malta 2014-2024.

The DQSE is made up of three internal sections:

1. The Education Review Section (ERS), which focuses on process quality

2. The Regulation and Compliance Section (RCS), which focuses on structure quality

3. The Accreditation Unit, which focuses on programme accreditation and non-formal education. 

These are elaborated upon hereunder.

The Education Review Section (ERS) 

The ERS carries out external reviews in educational institutions including childcare centres. It assures high standards in such institutions by evaluating and giving recommendations on the process quality. Process quality refers to the schools’ practices and processes related to three key areas, primarily educational leadership and management, learning and teaching, and ethos. 

External reviews in childcare centres regulate the service provided by these institutions in line with National Standards for Early Childhood Education and Care Services (0-3). DQSE officials monitor and regulate these centres and help providers meet the expected standards.

The mission objectives of the ERS are to:   

• ​ensure that all learners receive equitable entitlement to quality education and care,  

• establish and revise the National Quality Standards in education, 

• monitor and evaluate the educational institutions’ practices and progress with respect to

the National Quality Standards, and assure accountability, 

• provide educational institutions with clear feedback regarding the effectiveness of their educational provision, and provide recommendations for improvement purposes,  

• keep key stakeholders informed about the performance and progress of the educational

provision in educational institutions, 

• share practices for effective and ongoing internal review processes with educational

institutions,  

• collaborate with various stakeholders as required, to sustain the achievement of the above objectives. 

The Regulation and Compliance Section

The Regulatory Compliance Section (RCS), within the DQSE, is responsible for the Non-State Educational Sector, namely Church Schools, Independent Schools, International Schools, Independent Summer Clubs and Childcare Centres. The main functions of this section are to:

• Regulate and ensure compliance on the part of Non-State Schools;

• Register new schools and summer clubs;

• Renew Childcare Centre Registrations on a yearly basis;

• Evaluate applications and issue registrations for new childcare centres;

• Renew licenses of schools and educational establishments;

• Evaluate applications and issue registrations for educational establishments;

• Ensure that all schools follow the National Curriculum Framework and the National Quality Standards in Education (3-16 years), which 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; and

• Ensure that all schools adhere to Subsidiary Legislation 605.02 namely the National Minimum Conditions for all Schools which deals with physical facilities and staff requirements among others, as outlined in the Education Act of 2021, and to related legal notices.

Accreditation Unit

Since 2017, the Accreditation Unit within the DQSE is responsible for programme accreditation given to students of compulsory school age. Licensed educational institutions can seek accreditation for both formal (Academic, Applied, Vocational) and non-formal programmes. These programmes are assessed and pegged to the Malta Qualifications Framework. This accreditation process is based on a number of principles, including:

- the Referencing Report for Malta (2024) (including the level descriptors and the number of credits assigned for the learning outcomes stated);

- the National Curriculum Framework (2012); and

- all national policies related to compulsory schooling. 

An essential element of quality assurance is the induction process for newly qualified and newly recruited teachers. In state schools, the induction process is managed by the Directorate for Education Resources. Newly Qualified Teachers (NQTs) implies teachers who have just completed their teaching studies and qualifications.  The Education Act requires that all newly graduated teachers undergo two years of supervised experience in a registered school to be eligible for a Permanent Teachers’ Warrant. These two years are also known as the induction process. The induction process is considered an essential initial process for teachers to gain the necessary guided practical experience after following theoretical preparation during their studies. This induction process is in fact intended to facilitate the full integration of new teachers to become effective, reflective and successful professionals within the education system.

Newly Recruited Teachers (NRTs) are teachers already having teaching experience in a licensed educational institution and a permanent warrant, who are newly recruited in the public service. NRTs are required to undergo a one-year induction programme, in line with the confirmation of appointment, subject to extension if needed. In state schools, the induction process runs in parallel with the probation period and consists of: 

• Participating in a three-day Induction Seminar held before the beginning of the school year;

• Keeping a Personal Reflective Journal;

• Attending a minimum of three formal meetings with the mentor, during school hours;

• Attending for a concluding meeting at the end of the school year organised by the Head of College Network.

The Education Resources Directorate also promotes quality through providing training for Education Officers, Heads of School, Assistant Heads, Heads of Department, and prospective Teacher Mentors. It is also envisaged that any other officers and employees within the state-managed Directorates, Colleges and schools could request to be mentored at any time in their career for guidance, support and/or encouragement as required by them.

The School Internal Review function, assigned to the Research and School Internal Review Unit (RSIRU), supports schools in developing their capacity to become communities of reflexive practice. More specifically, RSIRU seeks to assist Colleges and schools in the execution of an effective internal review process, that is the school self-evaluation exercise, which is an integral part of school development planning. To reach this goal, RSIRU conducts several school visits and provides feedback on internal review processes and development planning, aimed at bringing about improvement.

To further support schools in developing their action plans, RSIRU delivers a series of training sessions to all teaching grades and members of the Senior Management Team (SMT), both as part of the Community of Professional Educators (CoPE) training sessions, as well as other professional development programmes that are held from time to time, as the need arises.

The key areas of Curriculum and Assessment which fall under the Department for Curriculum, Lifelong Learning and Employability (DCLE), are the leadership and management of all learning and assessment programmes, classroom support related to teaching and learning, provision of textbooks and continuous teacher training. Two directorates are active in this area namely, the Directorate for Early Years, Languages and Humanities (DELH) and the Directorate for STEM and VET Programmes (DSVP). DELH and DSVP support and promote quality subject teaching through Education Officers, who are responsible for monitoring the teaching and learning of a particular subject, mainly through classroom visits and issuing guidelines on interpreting the curriculum. Both directorates according to their designated areas, coordinate the work of Education Officers (Curriculum), who work within each College and are tasked with supporting the quality of teaching and learning in Kindergartens, Primary and Secondary schools within the respective College. 

The Educational Assessment Unit (EAU) falls within the remit of the Director General for Curriculum, Lifelong Learning and Employability. Assessment for Learning (AfL) is one of the sections within the EAU in which, the Education Officer and team of Heads of Department support educators and school leaders by offering direction and guidance to enrich teaching and learning experiences through formative assessment practices that empower all learners. The work of the team is aligned with the learning outcomes approach and focuses on specific targets according to the needs, culture of each school and related to School Development Plan targets. Sessions are targeted at familiarising teachers with the AfL process and how these principles can be embedded in the day-to-day teaching and learning. 

The Council for the Teaching Profession (CTP) is established by virtue of Article 26 of the Education Act (Chapter 327 of the Laws of Malta) to regulate the practice of the teaching profession in Malta, within compulsory education (i.e. with students aged 5 to 16 years), inter alia to recommend the granting of permanent or temporary teachers’ warrants; to review and assess education and training standards; and to inquire into any allegation of professional misconduct, gross negligence or incompetence by a teacher.