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Eurydice

EACEA National Policies Platform:Eurydice

Malta

Persons wishing to work as teachers in adult education teaching compulsory subjects must hold qualifications related to the teaching profession such as:

Organisation aspects

Organisational aspects for Educators working with independent education providers including Childcare Centres, Independent Kindergarten Centres as well as Independent Primary and Secondary schools and post-secondary schools in relation to their CPD

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.

Different levels of schooling are governed by different regulatory frameworks which, in turn, differ in terms of the nomenclature used for educators and in terms of the qualifications they require educators to have. 

This chapter focuses on the main aspects of education system organisation with regard to teachers and education staff. The chapter is differentiated into the main education levels, that is: early childhood, school education, higher education and adult education. 

For each main level it focuses on three major aspects: 

  • initial teacher education and training

  • conditions of service

The validation of informal and non-formal learning in Malta (VINFL) is regulated by the Subsidiary Legislation 327.432 of 2012. This validation process of informal and non-formal learning identifies, assesses and formally certifies the knowledge, skills and competences that individuals develop throughout their lives by means of participation in non-formal and informal learning.