Source document: https://docs-lawep.s3.us-east-2.amazonaws.com/1698136269198.pdf (Malta)
IT-TLETTAX-IL LEĠIŻLATURA P.L.

1672 Dokument imqiegħed fuq il-Mejda tal-Kamra tad-Deputati fis-Seduta Numru 114 tal-21 ta’ Mejju 2018 mill-Ministru għall-Edukazzjoni u x- Xogħol.
___________________________ Raymond Scicluna Skrivan tal-Kamra ANNUAL REPORT 2017 “Inspiring and Fostering Educators Passion for Learning” Institute for Education Annual Report 2017 Contents List of Tables List of Figures List of Photos List of staff members and designations as at December 2017 Participation by staff members in international forums / conferences Section 1: Reviews Minister forward CEO introduction Section 2: Overview of IfE 3 3 Mission Statement & Legal Structure 8 Section 3: Work Overview Quality Assurance Structure: Policy and Procedures listed Courses accredited Courses delivered Student Participation Inset Statistics Research Funding to attend courses / seminars / conferences Signing of MOUs Award giving ceremonies Internal staff Team building events Section 4: Finance 10 25 26 27 28 32 36 37 40 41 42 Statement of Expenditure for year ended 31st December 2017 43 2 Institute for Education Annual Report 2017 List of Tables Table 3.1: List of Accredited Courses by title Table 3.2: List of Delivered Courses by title Table 3.3: List of Funded Courses by designation Table 3.4: List of Funded Courses by course name Table 3.5: List of Funded Courses by department Table 3.6: List of Funded Courses by local / foreign 26 27 37 38 39 39 List of Figures Figure 3.1: Courses Delivered by month Figure 3.2: Attendance for the Phase Courses by designation Figure 3.3: Attendance for the SSIEN course by designation Figure 3.4: Attendance for the Introductory course by designation Figure 3.5: Attendance for the Adaption course by designation Figure 3.6: Attendance for the Stand Alone course by designation Figure 3.7: Attendance for the ‘Award in the use of effective questioning techniques and development of success criteria during lessons course’ by designation Figure 3.8: Attendance for the ‘Action research-based training for Educational Leaders 31 Course’ by designation Figure 3.9: Attendance for all the IfE courses throughout 2017 by designation 31 Figure 3.10: Participation by designation for
 compulsory Courses–July September 33 Figure 3.11: Participation by designation for voluntary Courses–July/September 35 27 28 28 29 29 30 30 List of Photos Staff Group Signing of MOUs Award Ceremonies Internal Staff Team Building Events 4 40 41 42 3 Institute for Education Annual Report 2017 Staff Members as at December 2017 Chief Executive Officer Senior Manager Quality Assurance Senior Manager, Administration & Finance Senior Manager, Programme Development Joanne-Rita Grima Anthony Satariano Mandy Buhagiar John Spiteri Maempel John Trapani Anton Callus Manager, Human Resources James Sultana Carmen Grech Fiona Vassallo Medici Anna Camilleri Marisa Schembri Ann Marie D'Amato Education Officer Training & Development Education Officer Training & Development Manager, Centre Administrator Assistant Principal Assistant Principal Administrative Officer Head of Finance Head of Department, Assessment (Primary) Cheryl Curmi Jennifer Borg Head of Department, Assessment (Primary) Head of Department, Assessment for learning Gertrude Tabone Head of Department, Assessment for learning Elaine Muscat Odette Schembri Head of Department, Assessment for learning 4 Institute for Education Annual Report 2017 Participation in international forums Organization Meeting Kagan Autumn Academy Introduction to Kagan Cooperative Learning Structures ENQA, ESU, EUA & EURASHE 12th European Quality Assurance Forum ENQA ………………………………………………………………………….European Context ENQA Seminar – Quality Assurance in the 5 Institute for Education Annual Report 2017 Section 1: Reviews Minister forward (include a photo) 6 Institute for Education Annual Report 2017 CEO introduction “Knowledge has to be improved, challenged and increased constantly or it vanishes.” Peter Drucker Dear Colleagues, It is my pleasure to present the first annual report of the Institute for Education which highlights the main activities of the Institute during 2017.
Following you will find the accomplishments of the Institute for Education during a year full of continuing professional development.

This professional development targeted different educators who through their teaching have an impact on our future generations.

The scope is to provide the opportunity for professional teachers to improve competences in a day and age when this globalised world has become so dynamic.

This has proven to be quite a challenge since teaching today for tomorrow is no easy feat.
However, the Institute has taken on the challenge and created sixty three stand-alone modules which are very short accredited courses on a variety of aspects from pedagogy to assessment to classroom management, project based learning, STEM subjects and so many more.

Apart from these, the Institute created and delivered a number of courses for the supply grades to ensure employability and also to start giving the possibility to those who already have a teaching degree to become regular teachers.
By virtue of who dreamed of creating the Institute together with the passion of a team of people who work with eagerness and a sense of innovation and initiative, opportunities of professional growth are being continuously created.

The Institute for Education is set to empower teachers to be more self-directed learners.
It aims to inspire educators through the professional learning courses it designs and offers, and augurs for a cascading effect, whereby educators inspire learners to cultivate an inquisitive, critical and creative mind.
The outcome is to provide a structured, coherent and comprehensive professional development system by moving away from traditional methodologies and adopting a more transformative stance, which leads educators to maximise on professional learning and take responsibility for their own development.
I will finish my introduction in a similar way I have started it, that is with another quote by Peter Druker but this time on strategic planning since I strongly believe that no matter how hard a task is, if the planning is SMART, the process will be manageable and effective.
‘What gets measured gets managed.’ Joanne-Rita Grima Chief Executive Officer 7 Institute for Education Annual Report 2017 Section 2: Overview of IfE Mission Statement "The Institute for Education promotes high quality education for all educators and fosters learning communities of the highest standard, educational leaders at all levels and instils education with equity and social justice."
About the Institute for Education The Institute for Education Agency was established through the Public Administration Act, Legal Notice 243 of 2017 to provide various modes of continuing professional development that inject the 21st century skills and competences into the educators at all levels of leadership and infuse equity and social justice within all the learning programmes.
Continuing Professional Learning for Educators Accredited Modules and/or Courses Erasmus + projects Development of courses Increased Accessibility Based on Training Needs Analysis Through the Internal Review done by the school as part of the School Development Plan mechanism, both the school as an institution and the educators on an individual level identify the professional learning support required to be in a position to implement the action plans developed as a school community.
The IfE addresses the identified needs by developing modules/courses that are relevant and accessible to educators.
The functions and duties of the Agency shall be to: (a) create high level accredited courses at various EQF levels for the needs and interests of education practitioners and stakeholders; (b) collaborate with Education Departments, Colleges and schools and other entities and institutions whether government or private, local or international, in designing and providing quality courses that cater for all the professional needs of education practitioners and stakeholders; (c) provide professional formation, skills, attitudes and practices and implement activities consistent with or in support of the Government policies and educational frameworks; (d) provide advice in relation to issues, needs and practices with reference to European and, or international training programmes and furthermore in relation to the socioeconomic needs from time to time; 8 Institute for Education Annual Report 2017 (e) through research, to clarify, understand and widen the various aspects of educational leadership; (f) develop a leadership and autonomous vision for schools; (g) create a learning community act for educators to meet and share common experiences, challenges and possibilities; (h) nurture a meaningful, truly engaging awareness of education in a wider sense and its dialectal relationship with life; (i) encourage reflective educational leadership that is aware of its qualities, possibilities, challenges and limits, personally, socially, and professionally, hence becoming a leadership that nurtures trust and hope; (j) act as a meaningful forum for educational policy discussions; (k) carry out any other function which is related to or ancillary to the above.
9 Institute for Education Annual Report 2017 Section 3: Work Overview Quality Assurance Introduction The Institute for Education, serves as a platform to ascertain, implement and support Government policy where it concerns the formation, quality and standards that promote and develop training and the building of skills within the grades of educators and professional in the education sector and within European and international dimensions and to reach all those who are and, or may become involved in the education sectors and within a socio-economic context (Legal Notice 243 of 2017).
The Institute operates an integrated system for quality assurance and enhancement which makes an effective contribution to the achievement of the Institute’s strategic plan and which underpins the academic planning process.

The ultimate aim, underpinning this system, is the Institute’s commitment to produce the best possible course participant experience.
Such a system must be sufficiently robust to safeguard the standards of the academic awards and clearly articulate with the Legal Notice 243 of 2017 and the National Quality Assurance Framework for Further and Higher Education (2015).
The Institute understands that is crucial to keep abreast of external developments and best practice in further and higher education and sees this as part of being a self-critical academic community which evaluates and enhances its quality assurance procedures to promote that culture.
The maintenance and enhancement of the academic standards of the Institute depend primarily on the commitment of all staff to constantly evaluate and reflect on the quality of the educational experiences provided for course participants.

The IQA Standards For successful quality provision and learning environments, the Institute’s IQA system is underpinned by the eleven standards for quality assurance.
These standards form the basis of the peer review process and incorporate the expectations of the National Quality Assurance Framework for Further and Higher Education (2015) together with the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG, 2015).
The Institute for Education considers these standards in a broader context that also includes the Malta Qualifications Framework and the use of the European Credit Transfer and Accumulation System (ECTS) and European Credit System for Vocational Education and Training (ECVET) learning credits as indicated in the Malta Referencing Report (2016).
10 Institute for Education Annual Report 2017 Policy for Quality Assurance and Enhancement The Quality Assurance Senior Manager employed by the Institute is responsible for providing assurance about the standards of the learning programmes provided and the quality of the learning experience.

The manager is tasked to ensure that expectations of stakeholders with regard to the learning programmes offered and the achievements and capabilities of participants are adhered to.
The manager identifies good practice and establishes structures for the continuous improvement in the quality of provision.
In particular, the Quality Assurance Senior Manager provides assistance with regard to all quality assurance-related procedures within the Institute and keep abreast with standards in line with NCFHE Quality Assurance requirements, the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG), National Quality Assurance Framework for Further and Higher Education (2015), the NCFHE Referencing Report (2016) and Statutory and Regulatory Body requirements, and the systematic development, monitoring and revision of such procedures.
The Institute understands that it is crucial to keep abreast of external developments and best practice in further and higher education and sees this as part of being a self-critical academic community which evaluates and enhances its quality assurance procedures to promote that culture.
The maintenance and enhancement of the academic standards of the Institute depend primarily on the commitment of all staff to constantly evaluate and reflect on the quality of the educational experiences provided for course participants.
The main principles underpinning the Institute’s quality and standards policy are:  Quality assurance and enhancement are best achieved through the fostering of an ethos of critical self-reflection in partnership with course participants;  Employees and lecturers of the Institute for Education should have responsibility for enhancing the quality of the learning experience of their students, whilst acknowledging that course participants, as adult learners, will take responsibility for their own learning;  Collegiality and rigorous external peer review are vital means to identify areas for improvement, to foster collaboration and the exchange of best practice;  The benchmarking of its academic standards is at the heart of the Institute’s procedures;  It is desirable to promote consistency rather than standardisation wherever possible;  Course participants and other stakeholders are key contributors to the shaping of Institute’s policies and mechanisms in the area of quality and standards;  All policies and procedures relating to quality and standards should be subject of regular review to ensure their ongoing fitness for purpose in a rapidly changing internal and external environment.
11 Institute for Education Annual Report 2017 The Institute has also introduced rigorous policies against plagiarism and academic fraud.

The IfE uses a sophisticated detection system (Turnitin®) to scan work for evidence of plagiarism.

This system has access to billions of sources worldwide (websites, journals etc.)

as well as work previously submitted to the IfE and other institutions and universities.
This system can assist the lecturers in ensuring that course participants do not commit any form of academic dishonesty.

Any case of plagiarism and academic fraud is investigated by the Academic Board.

When the decision is communicated to the concerned course participant, she/he has the right to appeal.

Internal Quality Assurance (IQA) System In 2017 an Internal Quality Assurance System was created.

This system aims to improve the quality of its Learning Programmes.
The quality of a Learning Programme lies in its ability to provide appropriate solutions for the expectations of anyone who is interested in the educational services available: course participants and all stakeholders.

The Institute’s IQA System regularly gathers and analyses important information - such as the number of course participants who complete the course in line with the regular programme - and based on this, plans concrete improvement actions.
It is to all extents and purposes a self-assessment system.

The Institute’s IQA system aims to:  Guarantee that the quality of the teaching programmes is well documented, verifiable and assessable;  Facilitate access to information, making it clearer and more understandable for course participants, and all stakeholders;  Promote a process of continuous improvement in Learning Programmes.
The Institute for Education embraces a quality culture, where the actions of its staff and course participants are inspired by a desire to continuously improve their practice, learning experience and outcomes.

The Institute for Education strives to foster an academic community of reflective practice that engages, both internally and externally, in an ongoing cycle of quality as an integral component of its striving for excellence in teaching, learning and research.
The Institute’s Quality Assurance is based on the Quality Cycle which is the overarching principle of the National Quality Assurance Framework for Further and Higher Education (2015).

The Quality Cycle informs both the Institute’s learning process of the IQA as well as the developmental perspective of the Institute’s External Quality Assurance (EQA) and its 12 Institute for Education Annual Report 2017 interaction with the IQA.
It is the IQA of the Institute that is the primary driver for enhanced quality and output, assisted by the EQA process.

Institutional Probity The Institute for Education employs a Head of Division Finance as well as a Senior Manager in Administration and Finance.

Payments in 2017 were administered via the Director of Finance at the Ministry for Education and Employment and communicated via internal registered mail.
In addition to this, the Institute kept records of all transactions, being receipts, invoices and payments within a designated accounts software package.

The Institute’s operations are programmed to adhere to the allotted values.

However, since the Institute is an agency that falls within the remit of the Ministry for Education and Employment measures are in place to allow for extraordinary unexpected shortfalls to be met by Ministry financial reserves.
The Institute is also audited annually as part of the Ministry for Education and Employment.

Budget plans are implemented and reviewed quarterly.

All persons including the legal representative and staff occupying headship positions are employed within the Institute for Education according to their competences, qualifications and experience within the Education sector.

These persons are exposed to internal as well as external monitoring and regular employment reviews.
The output of all staff is clearly requested and followed up via regular staff meetings.

All staff was encouraged to attend continuous professional development sessions, these include sessions delivered by the IPS (Institute for Public Service), the training & development department within the Office of the Prime Minister.

Meetings and exchanges were held regularly both at peer level as well as at Ministry levels.
The Institute for Education is a public agency that falls within the remit of the Ministry for Education and Employment.

The Institute provides continuous professional training for all Educators at no cost or at subsidised rates.

The Institute is fully funded by the Government of Malta and its yearly budget is detailed within the National Budget.

In addition an ESF application for funds has been submitted on the 27th January 2017.
Design and approval of programmes The course participants of the Institute for Education comprise the following educators: Directors General, Directors, College Principals, Assistant Directors, Service Managers, Education Officers, Heads of School, Heads of Department, Assistant Heads of School, Classroom Teachers, Learning Support Educators and Kindergarten Educators.
All programmes at the Institute are recognised and pegged to the Malta Qualifications Framework (MQF) since all courses/professional learning programmes are accredited by the 13 Institute for Education Annual Report 2017 NCFHE.

The workload for each course/professional learning programme is in ECTS.
The course/ professional learning programme are learning outcome based and each course/ professional learning programme description includes specific and defined knowledge, skills and competences that the course participant would gain after the successful completion of the course / professional learning programme.

The adoption of this approach focuses activity on the course participant and away from the lecturer.
It implicates that course participants should be actively involved in the planning and management of their own learning and take more responsibility for this as they progressively develop as independent learners.

This produces an automatic focus on how learners learn and the design of effective learning environments.

There is a cascade effect that links the use of learning outcomes, the selection of appropriate teaching strategies and the development of suitable assessment techniques.
The Senior Manager Programme Development and the Education Officer Training ensured that learning dynamics are appropriate for every course/professional learning programme.

This was done especially through the utilisation of the ‘Procedure for Developing an Accredited Learning Programme’ and the ‘Procedure for Delivering an Accredited already Developed Module’.
They also ensured that lecturers are fully trained to utilise different and appropriate teaching, learning and assessment methodologies during professional learning programmes/courses.

The Institute is equipped with physical and online libraries (Emerald Publishing) which provide a model for inquiry learning and building knowledge and confidence in seeking and processing information for all course participants and lecturers.
Through the online library, course participants and lecturers accessed a vast range of journals, eBooks and case studies.

The Institute’s libraries are a fundamental resource for supporting course participants’ learning, and a key support for all lecturers.

Besides enhancing reflection and encouraging collaborative learning and sharing of ideas, the libraries are pivotal to developing 21st century learners.
Feedback forms for each course/professional learning programme are handed to course participants after each module in order to improve their learning experience.

External stakeholders which include the Directorates, Colleges and Schools are also involved and their feedback on the ongoing courses is highly valued by the Institute.

Consequently, changes to improve the quality of the course/professional learning programme are implemented in a timely manner to make sure that they are effective.
Schools undergo a yearly internal review to identify key areas for which action plans are developed in order to implement a number of strategies that enhance learning.

The schools identify the continuing professional development support required through the questionnaires administered during the internal review and consequently inform the Institute about their needs and together a plan of action is created to be implemented the following year.
14 Institute for Education Annual Report 2017 Student-centred learning, teaching and assessment The Institute for Education is committed to providing high quality teaching, learning and assessment to enable all course participants to achieve their full potential.

This is achieved through; high quality teaching and learning opportunities, rigorous assessment and feedback and the sharing of good practice.
The Institute’s ‘Teaching, Learning and Assessment Policy and Procedures’ provides an effective framework for the delivery of high quality teaching, learning and assessment.

This policy relates to all the Institute for Education staff engaged in facilitating, supporting and managing learning.

It applies to all learning programmes offered through the Institute for Education irrespective of; type of activity, place of delivery, learning environment, level or the duration of the course.
During the year 2017, the Institute adopted a variety of assessment tools, and used assessment to understand and support learning, as well as using learner information to improve teaching as critical in enhancing the course participant’s learning experience.

Assessment at the Institute was consistent with the objectives of what is taught and learnt.
Lecturers were encouraged to use a variety of assessment strategies and assessment tasks to allow a range of different learning outcomes to be assessed and different perspectives of learning to be facilitated and acknowledged.

Lecturers were encouraged to adopt strategies such as self and peer-assessment to increase learners’ metacognitive abilities so that learners can take control and manage their own learning.
Lecturers were also encouraged to provide formative feedback in the form of comments on quality and advice on how to improve.

The provision of quality feedback is an essential part of effective learning as it gives clear guidance to course participants on how to improve their learning.

When course participants are provided with quality feedback and are given the opportunity to act upon it, learning is enhanced and assessment performance is improved.
As course participants’ diverse needs have got more recognized, lecturers and all academic staff at the IfE were advised to differentiate assessment strategies and tasks to identify learning needs and use them to cater for specific needs.

This corroborates with the National Quality Assurance Framework for Further and Higher Education (NCFHE, 2015) and Malta Referencing Report (2016).
Basically, educators at the IfE were always advised to use the information obtained to adapt teaching to the needs of the course participants and to change the traditional form of assessment to a more learner-centred and formative one.
The Institute has offered blended courses/professional learning programmes during 2017 and will be starting to offer completely online courses/ professional learning programmes in 2018 since it believes in the strengths of blended/online learning which lie in course participant empowerment, flexibility, accommodation, customization, collaboration, and creation.

Course participants are empowered through online/blended learning in a number of ways.
They are free to access materials whenever and wherever they want, using a system they are 15 Institute for Education Annual Report 2017 comfortable with.

This flexibility allows course participants to learn in a way in which they are successful.

They are empowered to make choices on how to explore content, which is accommodating to different learning styles.
For instance, a course participant can watch a video lecture if they prefer visual learning, listen to the same lecture while they are driving or exercising if they prefer audio, or even read the transcript if text learning is their preference.
Teaching staff will be advised in 2018 through training sessions that the pedagogical techniques that are ideally employed in blended learning should:  Optimize student engagement and success;  Foster interaction between course participants and content, other course participants, teachers, and outside experts;  Facilitate learning through providing intellectual stimulation, salient questions, ethical options, and resources for further inquiry;  Offer ways to sort out, recognize, and enhance course participants’ unique qualities, interests, and skills;  Allow for critical and reflective thinking, real-world application of concepts and skills, as well as encourage additional dialogue and seeking of assistance.
A constructivist, social, and collaborative learning paradigm can be employed with course participants in online education by teaching staff applying research-based pedagogical techniques through effective incorporation of various online learning tools.

The Institute recognises that course participants may suffer from a sudden illness or other serious and unforeseen event or set of circumstances which adversely affects their ability to complete an assessment or the results they obtain for an assessment.
In such cases the extenuating circumstances regulations and procedures may be applied.

These regulations are designed to ensure the fair and consistent treatment of all course participants.

The IfE also recognizes that situations may arise when a course participant may want to voluntarily interrupt his or her academic studies.

The IfE is committed to handling reasonable requests for leaves in a responsible manner.
A course participant who is granted a voluntary leave while on academic and/or disciplinary status will return to that same status.

Course participants who had any kind of complaint regarding their assessment/s were first required to discuss the matter with their lecturer in an endeavour to resolve the matter satisfactorily and amicably.
If no solution was found, they forwarded their complaint to the Senior Manager Programme Development/Education Officer Training who then discussed the issue with the Appeals Board.
16 Institute for Education Annual Report 2017 Student Admission, Progression, Recognition and Certification To be eligible for admission to a professional learning programme /course at the Institute for Education, a candidate must satisfy both the General Entrance Requirements and the requirements for entry to the particular programme of study as indicated in the course outline available on the IfE website.
The minimum requirement for a course participant to be admitted for professional learning programmes/courses at the Institute is a relevant qualification at one MQF level lower than the MQF level of the course they apply for.

During 2017, the vetting of all applications submitted by prospective course participants was carried out by the Institute’s Academic Board who formed a collective judgment on whether or not to approve the application or seek further information from the applicant.
The Academic Board indicated its recommendations based on the eligibility criteria listed in the course outline.

The Institute is in the process of starting to recognise and accredit prior learning.
Through this process credit may be awarded for formal, informal/non-formal learning undertaken prior to the commencement of a professional learning programme/course offered by the Institute or learning completed together with, but not a part of the IfE professional learning programme/course for which a course participant has applied or is registered.
The Institute for Education seeks to provide a learning environment designed to help course participants achieve their fullest academic potential, and to maximise the availability of places for course participants who actively engage with their studies.

The Institute is committed to provide support to assist course participants to complete the programme in which they have enrolled.
The Institute has fair, transparent and effective processes to monitor course participant progression, to identify course participants who may need additional assistance, and to enable the certification of successful course participants.
These processes include but are not limited to routine attendance audits, lecturers monitoring course participant performance during lectures, and at end of teaching period or module reviews of course participant grade outcomes and progression issues for course participants who have not met course progression requirements.
As outlined earlier, it is the responsibility of each lecturer to monitor the progress of course participants in the relevant module(s) they are responsible for and it is the responsibility of the Senior Manager Programme Development/Education Officer Training to monitor the progress of course participants in the programmes of study she/he is responsible for.
The progress of each course participant is monitored against the professional learning programme/course requirements by the Lecturer and Senior Manager Programme Development.

Such information is collected, monitored and managed through the use of Microsoft Excel.

The web portal will include such software.


After each relevant period of study or module, progression is evaluated to ensure that the course participant is in a position to finish the professional learning programme/course within the expected duration.
After the publication of results for each period of study, the Lecturer will refer the 17 Institute for Education Annual Report 2017 case of any course participant who has failed to meet the course progress requirements to the Senior Manager Programme Development, Education Officer Training and the Manager Centre Administrator.

The Senior Manager Programme Development/Education Officer Training is also responsible to provide academic advice and guidance to course participants.
The Institute believes that academic advising and guidance is an important opportunity to exchange information designed to help course participants understand options, determine resources and, when necessary, identify alternatives.

The Manager Centre Administrator is responsible for ensuring the publication of official assessment timetables, the authorisation and release of official result statements, and the authorisation of academic records.
Normally each course participant receives the assignment grade with feedback.

Results in individual assessments and grades awarded in a module/study unit are displayed or published on the IfE noticeboard.

No course participant’s grade or mark is lowered after it has been released except in the case of proven academic misconduct by the course participant or an administrative error, with any final decision to be made by the Senior Manager Programme Development/Education Officer Training.
Upon successful programme completion, course participants receive written confirmation of the level, amount of credit, status of qualifications with reference to achieved learning outcomes, in line with NCFHE regulations.

This is done through the provision of a certificate together with a Europass Diploma Supplement when requested.

Teaching Staff As outlined earlier, recruitment of the Institute’s teaching staff/lecturers on a contract for service involved a transparent process.
Lecturers were selected by a Selection Board and they needed to fulfil the requirements indicated in the particular expression of interest.

Teaching staff/lecturers, who were first recruited as Learning Programme Development Experts (LPDEs), first developed separate individual Modules as indicated in the Course Framework in the format required by the NCFHE Application for Partial Higher Education Qualification under the supervision of the IfE.
This work was be carried out for every Module within the course.

The Learning Programmes Development Experts ensured that the work being developed was relevant to the Maltese educational context in line with Government policy.

The separate Modules were then be presented to NCFHE for validation and accreditation.

The Learning Programme Development Experts then performed the necessary amendments as indicated in the feedback sent by the NCFHE validators within the timeframe indicated.
The LPDEs, who then became the teaching staff/lecturers, delivered the number of contact hours of professional learning per module as outlined in the Course Framework while providing guidance throughout the self-study hours through e-mails.
In some of the Institute’s professional learning programmes/courses, two out of the five contact hours of each ECTS 18 Institute for Education Annual Report 2017 were delivered online in the blended modules while the whole five (5) hours will be delivered online in the completely online modules.
The Institute is currently adjudicating the tender that has been issued for the web portal through which the course participants would be able to participate in online/blended professional learning programmes/courses.

The Institute has issued a call for Manager System Administrators who will administer the web portal.

All face-to-face professional learning programmes/courses being delivered were regularly monitored in order to assess and improve their quality.
This monitoring was carried out mainly by the Senior Manager Quality Assurance who ensured the competence and effectiveness of the Institute’s teaching staff by monitoring that the teaching staff/lecturers have the competences as required by the validated learning programme and established feedback procedures during and after every learning programme.

Teaching staff/lecturers were given feedback about any observed lecture by the Senior Manager Quality Assurance.
The monitoring and evaluation of the quality of lecturers’ delivery at the Institute is designed to ensure that the interests of the course participants come first.

In addition, lecturers are assessed on whether the module objectives and outcomes are being met, whether the learning outcomes, teaching and assessment are being aligned and the performance of course participants in assessment is up to the required standards.
Other indicators of the lecturer’s performance include the vibrancy of the classroom and the ownership of the learning by course participants, the achievement indicators of course participants with formalised mechanisms for record keeping and follow-up interventions and the regular course participant feedback on teaching effectiveness.

Lecturers are well informed that strong module content is also a critical component in teaching and learning process.
Strong module content encompasses comprehensive and relevant professional learning programme/course material, augmented by the thoughtful deployment of case studies, examples and classroom discussions and workshops.

After each module delivered at the Institute, feedback forms were handed to course participants in order to improve their learning experience.
The Institute also gathered first- hand feedback for long courses during mid-course feedback sessions which also proved to be critical in enhancing the course participants’ professional learning experience.

External stakeholders which include the Directorates, Colleges and Schools were also involved and their feedback on the ongoing courses was highly valued by the Institute.
Consequently, changes to improve the quality of the course/professional learning programme were implemented in a timely manner to make sure that they are effective.

The Institute strongly encouraged teaching staff/lecturers to be aware of up-to-date teaching and learning methodologies as well as of Continuing Professional Development (CPD) 19 Institute for Education Annual Report 2017 opportunities.
CPD in the context of an educational institution, is increasingly seen as a requirement rather than an option.

While lecturers do need to keep abreast with updates and development in their own specific fields of expertise, they are also expected at the same time to enhance their knowledge and skills in teaching and learning approaches as well as managerial and leadership skills in an academic setting.
The Institute firmly believes that CPD in its broadest sense encompasses all those activities that help teaching staff/lecturers to improve their capacity to become more effective instructors, as well as perform other parts of their multifaceted tasks.
The Institute is therefore committed to provide teaching staff/lecturers with regular CPD opportunities such as in-house workshops, discussions with other professionals in their field, attending and presenting in seminars and conferences (local and abroad), participating in accredited and non-accredited courses (local and abroad), phase sessions, yearly INSET organised by the Institute etc.
Teaching staff/lecturers were strongly encouraged to make use of the physical and online libraries (Emerald Publishing, Fronter) through which a vast range of journals, eBooks and case studies can be accessed.

All teaching staff/lecturers should be committed to continuous improvement.

The Institute for Education recognises that research and education go hand-in-hand.

Teaching staff can improve their practices by taking the time to conduct research.
Research can help teaching staff to understand what works and why, what the short and long-term implications are, provide a justification and rationale for decisions and actions, help to build a repertoire to help deal with the unexpected, identify problems.

The Institute is liaising with the Research Department within the Ministry for Education and Employment to access all the research being held within compulsory education.
Learning resources and course participant support The Institute administers its resources in an ethical manner and assures effective systems of enterprise risk management, regulatory compliance, internal controls, and contingency management.
The Institute is equipped with all the necessary learning facilities and resources including; a physical library with new books added regularly according to the suggested reading list provided by the Learning Programme Development Experts; a virtual library through which a vast range of journals, eBooks and case studies can be accessed; wireless internet access which is available at the Institute and at our centre located at San Ġorg Preca College, Secondary School, Ħamrun; and an Interactive Whiteboard and an All-in-One computer which are available in each lecture room.
The Institute’s facilities are constructed and maintained in accordance with legal requirements to ensure access, safety, security, and a healthy environment with consideration for environmental and ecological concerns.

20 Institute for Education Annual Report 2017 During the past year, whenever course participants needed, they had access to academic tutors via email which can be an effective means to providing support.
Support and guidance to course participants was also provided by the Senior Manager Programme Development, Education Officer Training or the Manager Centre Administrator.

Flexible learning has implications for the Institute’s allocation and use of resources.

In particular, attention is paid to support staff and course participants, and to the provision of appropriate technical support.
To adequately resource flexible learning initiatives, the Institute:  Ensured the availability of appropriate learning support services, as mentioned above, to make available appropriate resource materials;  Considered, in the development of flexibly offered programmes/courses, issues of workload, and the implications of program participation for academic staff;  Considered the ways in which services provided by different units within the Institute can: - support flexible learning initiatives, and - support the course participant population, and  Ensured appropriate structures and processes are development of flexible learning initiatives.
in place to support the As indicated previously, the Institute employs qualified personnel to fulfil its mission.

The Institute’s policies provide for the fair redress of grievances.

Terms of employment are clear, and compensation is adequate to ensure that the institution can attract and retain qualified administrators, employees, and staff.

The Institute employs effective procedures for the regular evaluation of all personnel.
The Institute ensures sufficient opportunities for continuous professional development for administrators, employees, and staff.

The Institute for Education is an academic community committed to fostering intellectual inquiry in a climate of academic freedom and integrity.

Its academic members are expected to uphold these principles and to exhibit tolerance and respect for others.
Accordingly, the IfE condemns all forms of misconduct and works incessantly to assure that its course participants are accorded tolerance, dignity and respect.

In case of serious matters such as when the course participant feels that there has been a breach of protocol, acts of discrimination or unfair treatment by academic and/or administrative staff, cases are brought to the Institute’s Academic Board which assesses the case and decides a plan of action.
The course participant may be called to appear before the Board at some stage during the investigation.

21 Institute for Education Annual Report 2017 The Institute is continuously updating its policies to take into consideration all course participants’ needs in order to ensure that every course participant is academically successful and personally fulfilled and that no discrimination and/or difficulties are encountered especially by vulnerable groups such as course participants with disabilities.
The Institute demonstrates the effectiveness of its policies and procedures in ensuring the reliability of its technology systems, the integrity and security of data, and the privacy of individuals.

The Institute establishes and applies clear policies and procedures and monitors and responds to illegal or inappropriate uses of its technology systems and resources.

It has regularly updated planning and recovery policies and procedures.
Information management As a responsible institution, the Institute believes it has a duty to follow-up promptly on matters of non-attendance so that course participants can be supported and given every opportunity to succeed.

The Institute for Education, for its part, will continue to build excellence in academic practice and course participant engagement across the institution in order to provide a friendly and welcoming learning community.
Course participation, retention and success rates were monitored through the data sheets by the Senior Manager Programme Development/Education Officer Training together with the Institute’s Academic Board.

Course participants were obliged to attend at least 80% of a professional learning programme/course to be eligible for the final assessment.
In order to collect information about course participant satisfaction, the Institute has introduced mid-course feedback sessions for long/short courses where course participants have the opportunity to give feedback about their course.

Mid-Course participant feedback is very important to the Institute as it is an assessment technique designed to elicit formative feedback from course participants during the course, when it can be acted on to improve the course and course participants’ learning.
Gathering course participant feedback at mid-course is optimal for the Institute to get the pulse of the course - to find out what course participants are thinking about the lecturers, the course material, and their own learning - when it is not too late to make adjustments if necessary.

Course participants’ appreciate the Lecturers’ concern about their learning and the opportunity to express their responses to the course.
Through these reviews the Institute’s professional learning programmes/courses will continue to offer course participants learning experiences that are transformational, inspiring, and intellectually challenging.

Course participants were also requested to fill out course evaluation forms prior to the publication of their results so that the Institute gathers information on teacher performance 22 Institute for Education Annual Report 2017 and teaching and learning methodologies used.
The Academic Board meets regularly to discuss and analyse the collected information and make decisions on said information.

The Institute’s web portal will have a profile for each course participant which will include information about the progress in career.
Public information Information on selection criteria, main objectives, learning outcomes, MQF level, total hours of learning, number of ECTSs, teaching methodologies, assessment procedures and suggested readings were included in every study unit/module description available on the Institute’s website.

It is the task of the Senior Manager Programme Development/Education Officer Training to ensure that all the information listed above is available online.
Letter Circulars are also sent to all educators to inform them about all the Institute’s courses.

All professional learning programmes/courses are weighed in terms of ECTS and are in full accordance with the Malta Qualifications Framework and the European Qualifications Framework.
Mid-Course Feedback Sessions and course participant questionnaires mentioned previously are used to verify that the actual workload is in accordance with that indicated in the description in order to ensure that the professional learning programmes/courses are fully in compliance with their accreditation by the NCFHE.
On-going monitoring and periodic review of programmes To ensure the effective implementation of its quality management system, the Institute for Education adopts the ‘Plan-Do-Check-Act’ Quality Cycle approach.
The Institute implements this cycle by; planning the required changes through setting of strategic and quality objectives, design and development of accredited learning programmes and development of course participant support services (Plan); making the changes (Do); checking through the analysis of results of strategic objectives, internal and external feedback, internal and external auditing and management review whether the implemented changes have the desired effect (Check or study); and institutionalizing the changes (Act).
The Institute reviews professional learning programmes and individual study units/modules continuously to be in line with the Directorates, Colleges and Schools’ educational needs.

The course participants’ feedback is taken into consideration as part of the review process.

Feedback is analysed by the Institute’s Academic Board.
Training Needs Analysis and School Development Plans and collaboration with the Quality Assurance Department within the Directorate for Quality and Standards in Education within the Ministry for Education and Employment is highly valued and is also taken into consideration when designing and reviewing the professional learning programmes/courses, modules/study units.
The Institute 23 Institute for Education Annual Report 2017 ensures that the professional learning programmes/courses of study are at an acceptable standard in terms of content, progression and delivery, that the assessment system is fair and is operated equitably, and that the awards are of an appropriate standard, nationally and learning internationally.

programmes/courses will continue to offer course participants learning experiences that are transformational, inspiring, and intellectually challenging.
professional Institute’s Through reviews these the 24 Institute for Education Annual Report 2017 Structure: List of policy and procedures  Academic Dishonesty and Plagiarism Policy  Admission Regulations  Appeals Policy and Procedures  Attendance Policy and Procedures  Board and Committees  Code of Ethics  Course Participants' Complaints Policy and Procedures  Course Participants’ Enrolment Procedures  Course Participants’ Grievance Policy and Procedures  Course Participants’ Induction Policy  Course Participants’ Progression and Certification Policy  Course Participants' Records Policy  Employee Grievance Policy and Procedures  Extenuating Circumstances Policy  Extension to Duration of Studies Policy  Funding Policy and Procedures  Leave of Absence Policy  Library Policy and Regulations  Procedure to develop a Professional Learning Programme, Course or Module  Public Information Policy  Teaching, Learning and Assessment Policy and Procedures  Recognition of Prior Learning Policy and Procedures  Environmental Quality Policy  Policy for Quality Assurance and Enhancement  Course Participants’ Conduct Policy and Procedures 25 Institute for Education Annual Report 2017 Institute for Education List of Accredited Courses as at 2017 Table 3.1: List of Accredited Courses by title 26 Name of ProgrammeMQF LevelNo.
of ECTSOperational Start DateAward in the Use of Effective Questioning Techniques and Development of Success CriteriaLevel 63 ECTS17/01/2017Award in Project Based Learning for the 21st Century: Skills for the FutureLevel 61 ECTS26/01/2017Award in Project-based Learning for Parents Actively Involed in SchoolsLevel 52 ECTS23/02/2017Award in Receiving and Giving FeedbackLevel 51 ECTS23/02/2017Award in Including International Learners in the Learning Experience in the ClassroomLevel 61 ECTS02/03/2017Award in Project Based Learning in the Secondary SectorLevel 62 ECTS07/03/2017Award in Inquiry based learning in STEM SubjectsLevel 62 ECTS07/03/2017Award in the Use of Narratives in the Early YearsLevel 51 ECTS09/03/2017Award in involving and collaborating with parents in the Early Years (KG1 - Yr 2 or ages 3 to 7 )Level 62 ECTS28/03/2017Award in Promoting Moral Development through play during early yearsLevel 61 ECTS28/03/2017Award in Parental Involvement in SchoolsLevel 52 ECTS13/04/2017Award in Introduction to Educational Policy for Parents Collaborating with SchoolsLevel 52 ECTS13/04/2017Award in Practical Teaching Model for Mathematics Learning and Performance Level 61 ECTS13/04/2017Award in Training Needs Analysis of College or SchoolLevel 72 ECTS14/04/2017Award in Developing and Implementing Policy at College and School Level Level 72 ECTS17/04/2017Award in Involving and Collaborating with Parents in the Middle and Secondary School – Forms 1 Level 62 ECTS04/05/2017Award in Involving and Collaborating with Parents in the Primary School Years 3 to 6 (ages 7 to 10)Level 62 ECTS04/05/2017Award in Developing Learning Stories During Child Care and Early YearsLevel 51 ECTS09/05/2017Award in Developing Emotional Intelligence at schoolLevel 71 ECTS17/05/2017Award in Setting Examination PapersLevel 61 ECTS01/06/2017Award in Conducting External Reviews of Education InstitutionsLevel 75 ECTS12/06/2017Award in Effective Educational Leadership in Multicultural SchoolsLevel 72 ECTS10/08/2017Award in Technology Enhanced Learning
 – Using Web 2.0 Tools in the Classroom​Level 61 ECTS22/08/2017Award in Using Tablets in the Primary ClassroomLevel 62 ECTS28/08/2017Award in An Understanding of Career Guidance and DevelopmentLevel 73 ECTS06/11/2017 Institute for Education Annual Report 2017 Institute for Education List of Delivered Courses as at 2017 Table 3.2: List of Delivered Courses by title Figure 3.1: Courses Delivered by month 27 Type of courseCourse NameMonth / Date DeliveredNo of ECTSMQF LevelLeadership Educational Leaders as Action Researchers - Improving Problem Solving and Communication Competences through Self Reflection, Partnership Coaching and Learning Communities​Jan-1786Phase SessionsAccess Arrangements18/10/201700Phase SessionsHalf Yearly Examinations Committee 18/10/201700Phase SessionsThe role of the learning Support Assistant 19/10/201700Phase SessionsThe Internal Review25/10/201700Phase SessionsPolicies in Education26/10/201700Phase SessionsThe induction of NQTs27/10/201700Phase SessionsPractical Tips re Administration - attendance sheet still missing 10/11/201700Phase SessionsAccessing EU Funds - attendance sheet still missing 10/11/201700Phase SessionsThe role of an Assistant Head (Primary)10/11/201700Phase SessionsThe Individualised Educational Programme (IEP)15/11/201700Phase SessionsSIS Information session - Fronter20/11/201700Phase SessionsSIS Information session - MIS20/11/201700Short CoursesAward in Supporting Students with Individual Educational Needs (10 week Supply LSA course for those already in employment)​Feb-17164Short CoursesAward in Supporting Students with Individual Educational Needs (10 week Supply LSA course for those already in employment)​Jun-17164Short CoursesAward in Supporting Students with Individual Educational Needs (10 week Supply LSA course for those already in employment)​Oct-17164Short CoursesIntroductory Course​ for Supply Teachers AwardFeb-17154Short CoursesIntroductory Course​ for Supply Teachers AwardJun-17154Short CoursesIntroductory Course​ for Supply
 Teachers AwardOct-17154Short CoursesAward in Multiculturalism in Education: Facing and Interpreting the Challenges AheadNov-1786Short CoursesIn ServiceSep-1700Short CoursesIn ServiceJul-1700Stand Alone Award in Planning Project Based Learning (PBL) in the Primary ClassroomJan-1726Stand Alone Award in Classroom ManagementFeb-1727Stand Alone Award In AssessmentFeb-1716Stand Alone Award in Emotional well beingMar-1717Stand Alone Award in Rubrics Mar-1736Stand Alone Award in Student EngagementApr-1716Stand Alone Award In AssessmentOct-1716Stand Alone Award in the use of effective questioning techniques and development of success criteria during lessonsOct-1736Stand Alone Award in promoting moral development through play during early yearsOct-1715Stand Alone Award in embracing numeracy strategies in primary classroomsNov-1717Stand Alone Award in interculturalism in the primary classroomNov-1717Stand Alone Award in rubrics - A framework for success criteria, self and peer assessment and feedback (secondary)Nov-1737Stand Alone Award in paper setttingNov-1716QualificationAdaptation courseJun-17307 Institute for Education Annual Report 2017 Student Participation The graphs below provide an illustration outlining attendance for courses throughout 2017 by designation Phase Courses 2017 Figure 3.2: Attendance for the Phase Courses by designation Total no.
of participants who completed the course “Supporting Students with Individual Educational Needs” Figure 3.3: Attendance for the SSIEN course by designation 28 Institute for Education Annual Report 2017 Introductory Course Figure 3.4: Attendance for the Introductory course by designation Adaptation Course Figure 3.5: Attendance for the Adaption course by designation 29 Institute for Education Annual Report 2017 Stand Alone 2017 - Completed courses Figure 3.6: Attendance for the Stand Alone course by designation Award in the use of effective questioning techniques and development of success criteria during lessons Figure 3.7: Attendance for the ‘Award in the use of effective questioning techniques and development of success criteria during lessons course’ by designation 30 Institute for Education Annual Report 2017 Action research-based training for Educational Leaders Figure 3.8: Attendance for the ‘Action research-based training for Educational Leaders’ course by designation Total amount of participants who completed IfE courses throughout 2017 Figure 3.9: Attendance for all the IfE courses throughout 2017 by designation 31 Institute for Education Annual Report 2017 Inset Statistics 3Compulsory Courses – July / September  Mathematics – A Step Further  Maths Matters  The Use of Tablets in Primary Classrooms  C3 ICT Professional Development  D&T- The Iterative Design Project  PSCD - A Step Further  Geography - A Step Further  History - A Step Further  Making Social Studies Great  Home Economics - A Step Further  Textile Studies Matters  Assessment in the Foreign Language Classroom (German)  Assessment in the Foreign Language Classroom (French)  Assessment in the Foreign Language Classroom (Italian)  Assessment in the Foreign Language Classroom (Spanish)  Assessment in the 21st Century English Secondary Classroom  Prattiċi Alternattivi għat-Tagħlim u l-Assessjar tal-Ħiliet Ewlenin fil-Malti  Examination Paper Setting and Marking in SEC Physical Education  Looking Ahead  A Balanced Literacy
 Approach to Literacy Instruction in the Early and Primary Years  Science - A Step Further  Formative Assessment Practices in Biology  Children, Play and Development  Nurture Groups & Learning Support Zones: The How and the Why?
 Assessing Ethics  Teaching Chemistry Using the Interactive Whiteboard  Making European Studies Great  Children, Play and Development  Updated Computing Syllabus  Nurture Groups & Learning Support Zones: The How and the Why?
32 Institute for Education Annual Report 2017 Figure 3.10: Participation by designation for compulsory Courses – July / September Voluntary Courses - July / September  Substance Misuse amongst School Age Students  Key Word Signing  Supporting Students with ADHD in the classroom: Strategies and Solutions  Creating Dyslexia Friendly Classrooms  The Relevance of Occupational Therapy within a Classroom  Epilepsy: What Should Educators Know?
 Dealing with Autism  PE for Health  Health for All Children  Managing Challenging Behaviour  Winning Without Fighting: Effective Intervention for Managing Children’s Difficulties  Conflict Management and Dispute Resolution within an Educational Context  Shall I Tell You a Story?

 Self-reflexivity: The Tool for Best Practice in the Classroom  Classics in the Curriculum  Planning Matters!

The Impact of School Development Planning on School Improvement in Primary Schools  Planning Matters!
The Impact of School Development Planning on School Improvement in Middle and Secondary Schools  Astronomy – Earth and the Universe Around Us!
 Learning through Engagement with Lego StoryStarter & WeDo  Learning to Teach Mathematics through Inquiry 33 Institute for Education Annual Report 2017  Using Argotti Gardens as an Outdoor Teaching Resource  Environmental Sustainability in Early Childhood Education  Media Literacy Production  Noħolqu Riżorsa mill-Iskart  First Aid & AED for Work & Private Life  Breathe – Relax – Enjoy  Sew Eco  Ejja Nagħmlu Presepju!
– Part 1 (Basic Crib Construction)  Techniques in Maltese Lace  Creative Hands  Voices Against Violence: Hands on Workshops  Creativity in the Classroom: A Professional Development for Primary School Teachers  MIS, e1 Finance and Timetabling Updates Relevant to Support Personnel  Key Word Signing  Supporting Students with ADHD in the classroom; Strategies and Solutions  Can You Sit Still and Concentrate?
 PE for Health  The Impact of Domestic Violence: Children’s Behaviour and What to do  Managing Challenging Behaviour  Winning Without Fighting: Effective Intervention for Managing Children’s Difficulties  Adolescent Health  Conflict Management and Dispute Resolution within an Educational Context  There Must be Another Way  Shall I Tell You a Story?

 First Aid & AED for Work & Private Life  Developing Intercultural Competence: What does it mean to be an Interculturally Competent Educator?
 Classics in the Curriculum  Astronomy – Earth and the Universe Around Us!

 Environmental Sustainability in Early Childhood Education  Learning through Engagement with Lego StoryStarter & WeDo  Breathe – Relax – Enjoy  Sew What!

 Ejja Naghmlu Presepju!
(Part 2)  Techniques in Maltese Lace  Creative Hands  Voices Against Violence: Hands on Workshops  Teaching English to Beginners in the Secondary Classroom 34 Institute for Education Annual Report 2017 Figure 3.11: Participation by designation for voluntary Courses – July / September Voluntary courses in conjunction with the secretariat for catholic education and culture - July / September Sustainable Water Education: Water Management and Landscape Development RESCUR Surfing the Waves: Building Resilience in Young Children The Skill of Writing School based courses - September Reporting and Marking - Music Performance and Written Assessments/Examinations 35 Institute for Education Annual Report 2017 Research Training needs analysis carried out for the Masters in Applied Educational Leadership The Institute for Education has been entrusted with an Electoral Manifesto Measure proposing the creation of leadership programmes for the continuing professional development of College Principals, Heads of School and Assistant Heads in schools and colleges.
The Institute decided to include also Heads of Department and Education Officers.

To reach the aim, the Institute thus carried out a training needs analysis among the above mentioned categories.

The exercise was carried out in the month of October 2018.

An official from the Institute was entrusted with meeting, interviewing and discussing with a representative sample of the above officials.
In total sixty-two officials were interviewed, consisting of nine College Principals, twenty-six Heads of School, fourteen Assistant Heads, nine Heads of Department and four Education Officers.

These were interviewed both on an individual and group basis from all colleges and at all levels (from Kinder to Post-secondary level).

The results of this analysis were then used to formulate the framework for the Masters in Applied Educational Leadership.
There were a number of interesting suggestions coming out from this training needs analysis.

Among these one finds the need for flexibility, where a number of interviewees suggested online delivery.

The participants also agreed on the need for tackling legal issues for Educational Leaders, wellbeing, research and report writing, managing lesson observation, peer collaboration and relationship with stakeholders.
36 Institute for Education Annual Report 2017 Funding to attend courses / seminars / conferences The table below provides a further breakdown of these courses / seminars / conferences by designation Table 3.3: List of Funded Courses by designation 37 DesignationTotalAdult Educator, lifelong learning1Anti-bullying DSS8Assistant Director1Child safety services guidance teacher1College counsellor2Counsellor1CP1DES - Career Guidance Teacher1DES - CSS 6DQSE1DQSE/Maths Support Team2DSS - Autism Support Teacher4DSS - LSC Manager4DSS - SEBD Specialist2Early Intervention Teacher11Education Support Practitioner11EO1EO Inclusive Education 2EO Drama1EO Inclusion3Guidance teacher2Guidance teacher child safety services1Head of School2HOD Computing1KGA21LSA1LSC Manager2Manager Centre Administrator1OT within ACTU2OT within the ACTU2Principal Education support pract.
Resource worker2Principal Education Support Practitioner3Principal Social Worker2Psych.
Asst1Psychologist2Quality Assurance Department1Senior Manager QA1Service Manager6Teacher18Trainee Cousellor1Grand Total116 Institute for Education Annual Report 2017 The table below provides a further breakdown of these courses / seminars / conferences by course name Table 3.4: List of Funded Courses by course name 38 NameTotal12th European Quality Assurance Forum12nd National child well being conference 21-22/10/201630Autism Spectrum disorders and it co-morbitites - 20174Clinical Observations conference (22-23 May 2017)2Course in Welding2Creative thinking in Education (Creolabs)1Drama in Education 3-5 April 20171Education Accountabilty and Evaluation UCL - Institute for Education1European Regional Conference on Child Abuse and Neglect 1st Oct 2017 - 4th Oct 20171Games for learning.
Creating effective game experiences for learning - 01/02/20177IfE - ADHD Adult Coaching Course - 7th - 18th Nov 20165IFE Resiliency Curriculum Course 30th June 3rd & 4th July 20171IFE-Trainer of Mindfulness in Education MALTA - Cancelled1Introduction to kagan cooperative learning structures for active engagement1Introduction to Occupational Health and Safety1Kids Yoga Teacher Training1Mathematical Learning Journey10-13 April 20172MEDE IFE teacher training seminar misconceptions in chemistry1Mental Health Recovery Conference - 17.11.20163Perinatal Infant and Early Years Mental Health Conference 28 29 March 201710Psychological practice and guidance regarding disclosures of non-recent child secual abuse1Seminar 'This is who I am'4Short-term online courses1Short-term online courses3/7/17 - 27/8/171The Mental Health Association Gozo Annual Conference - 24 Siegha kuljum bizzejjed?
- 28.10.167Training course in delivering sex and relationships work with people with learning disabilities practical approaches2Training for Early Intervention Service.
07 - 16.11.201623UEB Online Braille Training for Sighted Learners2UEB Online Braille Training for Sighted Learners (ONLINE)1Wellbeing Post-Trauma Conference2Grand Total120 Institute for Education Annual Report 2017 The table below provides a further breakdown of these courses / seminars / conferences by department Table 3.5: List of Funded Courses by department The table below provides a further breakdown of these courses / seminars / conferences by Foreign / Local / Online Table 3.6: List of Funded Courses by Foreign / Local / Online 39 NameDES / NSSSDQSEIFE10th International conference of education research and innovation ICERI 2017112th European Quality Assurance Forum12nd National child well being conference 21-22/10/20161Autism Spectrum disorders and it co-morbitites1Challenging Behavior Conference1Clinical Observations conference (22-23 May 2017)1Course in Welding1Creative thinking in Education (Creolabs)1Drama in Education1Education Accountabilty and Evaluation UCL - Institute for Education1European Regional Conference on Child Abuse and Neglect 1st Oct 2017 - 4th Oct 20171Games for learning.
Creating effective game experiences for learning1IfE - ADHD Adult Coaching Course1IFE Resiliency Curriculum Course 30th June 3rd & 4th July 20171Introduction to kagan cooperative learning structures for active engagement1Introduction to Occupational Health and Safety1Kids Yoga Teacher Training1Mathematical Learning Journey1Mental Health Recovery Conference1Perinatal Infant and Early Years Mental Health Conference 28 29 March 20171Psychological practice and guidance regarding disclosures of non-recent child sexual abuse1Seminar 'This is who I am'1Short-term online courses1The Mental Health Association Gozo Annual Conference - 24 Siegha kuljum bizzejjed?1Trainer of Mindfulness in Education - cancelled1Training course in delivering sex and relationships work with people with learning disabilities practical approaches1Training for Early Intervention Service1UEB Online Braille Training for Sighted Learners1Wellbeing Post-Trauma Conference1Grand Total1892Local / ForeignTotalForeign18Local93Online10Grand Total121 Institute for Education Annual Report 2017 Signing of MOUs The Institute for Education has signed a number of MOUs with educational institutions.
The first MOU was signed with the University of Haaga Helia, MCAST, University of Malta and the Institute for Tourism Studies.

This agreement outlined the collaboration between the institutions with regard to the development of Vocational Education and Training programmes.

In January 2017 and December 2017 another two MoUs were signed with MCAST and ITS consecutively to further enhance the collaboration since both institutions are known to be the best in the area of vocational education.
In December 2017, the Institute for Education signed an MOU with the National literacy Agency.

This was done to ensure that all the courses about Literacy offered by the Institute are within the parameters of the Literacy strategy.

40 Institute for Education Annual Report 2017 Award Giving Ceremonies The Institute for Education celebrated the success of its participants through a number of award giving ceremonies.
These events held in March, July and September of 2017 acclaimed the achievement of another goal within the professional development of all educators.

The achievements awarded ranged from Long Courses to Short Courses as well as Stand-alone modules with accredited levels at MQF 6 and 7.
The Institute provides various modes of professional development that inject the 21st century skills and competences into educators at all levels of leadership and infuse equity and social justice within all the learning programmes.

The successful educators come from the various areas within the education sector and encompassed amongst others, Heads of Schools, Assistant Heads, Primary and Secondary Teachers as well as Learning Support Educators and Kinder Garten Educators.
Course participants of the Institute are those educators who want to expand their knowledge about what contributes to the enhancement and continuing improvement of an effective educator and those who want to explore innovative approaches to professional growth.
Amongst the certificates awarded throughout these ceremonies we had the ‘Post Graduate Certificate in Teaching and Learning in the Primary Sector’ a 30 ECTS Award at MQF Level 7, the ‘Introductory Course for Supply Teachers’ a 6 ECTS Award at MQF Level 6.

The ‘Award in Conducting External Reviews of Education Institutions’ a 5 ECTS Award at MQF Level 7.

The ‘Award in the use of Effective Questioning Techniques and Development of Success Criteria during Lessons’ which is a 3 ECTS Award at MQF Level 6.
Course participants have also enrolled and successfully completed other short accredited Awards in Project-Based Learning, Assessment, Emotional Well-Being, Student Engagement, Rubrics and Classroom Management.

41 Institute for Education Annual Report 2017 Internal Staff Team Building Events Team Building events held during November/December 2017 as follows: 1.

Internal workshop on Teambuilding 2.


Organised Teambuilding session at Dingli The first workshop included discussions on the various types of team leadership and an analysis on the different type of team members.

The event concluded with a survey on ‘what type of team player am I?’.

The second team building event involved an off-site activity day at Villa Psaigon.

An external facilitator was brought in to help and lead the team building sessions.
The facilitator organised various activities which targeted various values within teams such as: Interpersonal communication and listening skills  Group dynamics   Building trust  Problem solving All this was done in line with keeping in mind the Institute’s mission statement ‘Inspiring & Fostering Educators’ Passion for Learning.’ 42 Institute for Education Annual Report 2017 Section 4: Finance Statement of Expenditure for year ended 31st December 2017 Institute for Education (Vote 6828) Statement of Expenditure for year ended 31st December, 2017 € Accreditation fees Advertising Conferences and seminars Travelling expenses Board fees Repairs and maintenance Office equipment Gozo Tickets Stationery and supplies Library Cleaning and utilities Training expenses Turnitin Hospitality Erasmus Sub-Total Funds taken over by Ministry Total Expenditure 4,053 3,290 21,188 4,903 17,575 1,678 4,785 483 3,534 5,594 1,282 52,496 9,000 3,993 11,369 145,223 54,662 €199,885 43