Source document: https://docs-lawep.s3.us-east-2.amazonaws.com/1697811117953.pdf (Malta)
IT-TNAX-IL LEĠIŻLATURA P.L.

6979 Dokument imqiegħed fuq il-Mejda tal-Kamra tad-Deputati fis-Seduta Numru 380 tal-25 ta’ April 2016 mill-Ministru għall-Edukazzjoni u x-Xogħol.

_______________________________ Raymond Scicluna Skrivan tal-Kamra STUDJI XJENTIFIĊI GĦALL-ISTRATEĠIJI *24970.

L-ONOR.
L-ONOR.

GEORGE PULLICINO staqsa lill-Ministru għall-Edukazzjoni u x- Xogħol: Jista’ l-Ministru jpoġġi fuq il-Mejda tal-Kamra l-istudji riċerkati xjentifiċi li saru għal kull strateġija mħabbra mill-Gvern fil-kamp tal-edukazzjoni minn Marzu 2013 sal-lum?

19/04/2016 ONOR.

EVARIST BARTOLO: Ngħarraf lill-Onorevoli Interpellat li l-filosofija, strateġiji u proċeduri f’kull policy mħabbra mill-Gvern fil-qasam tal-edukazzjoni minn Marzu 2013 sal- lum issawwru minn fuq ricerka nazzjonali u/jew internazzjonali.
Il-Ministeru għall-Edukazzjoni u x-Xogħol ikompli jimpenja ruħu sabiex jagħti l-importanza meħtieġa lill-iżvilupp tal-ħsieb, kapaċitajiet u abiltajiet hekk kif stipulat u stabbilit fil-Qafas tal-Kurrikulu Nazzjonali (2012).
Filwaqt li dan il-qafas jindirizza l-aspett akkademiku, jiġifieri l-kontenut akkademiku, il-qafas il-ġdid favur rispett lejn kulħadd jindirizza żewġ pilastri edukattivi importanti oħra: dak li l-istudenti jitgħalmu jidentifikaw, jesponu u jsaħħu l-ħiliet kreattivi tagħhom u dak li l-istudenti kollha mingħajr distinzjoni jitgħalmu jgħixu flimkien mingħajr problemi.
Il-Ministeru jemmen li dawn l-aspetti kollha jgħinu sabiex l- istudenti jitgħallmu b’mod ħolistiku jkabbru l-potenzjal personali tagħhom kif ukoll li joffru kontribut siewi lis-soċjetà permezz ta’ ħiliet u għerf aktar irfinat u ffukat.

Il-qafas il-ġdid favur rispett lejn kulħadd jinkludi fih ħames policies li qed jitpoġġew fuq il-Mejda tal-Kamra.
Dawn huma: ‘Addressing Bullying Behaviour in Schools Policy’; ‘Managing Behaviour in Schools Policy’; ‘Addressing Attendance in Schools Policy’; ‘Healthy Eating and Physical Activity Policy’ u ‘Trans, Gender Variant and Intersex Students in Schools Policy’.

Kull waħda minn dawn il-policies fiha magħha wkoll sett ta’ strateġiji u proċeduri li għandhom jgħinu lill-iskejjel sabiex l-implimentazzjoni tagħhom tkun suċċess.

Dawn l-istrateġiji u proċeduri wkoll qed jitpoġġew fuq il-Mejda tal-Kamra.
Inqiegħed ukoll fuq il-Mejda tal-Kamra l-istudji marbuta mal-Istrateġija Nazzjonali tal- Litteriżmu.
Dawn huma kif se nsemmi: Politika Lingwistika għas-Snin Bikrin f’Malta u Għawdex – Dokument ta’ konsultazzjoni/A Language Policy for the Early Years in Malta and Gozo – A consultation document; L-Istrateġija Nazzjonali tal-Litteriżmu għal Kulħadd f’Malta u Għawdex 2014-2019/A National Literacy Strategy for All in Malta and Gozo 2014- 2019; Language Education Policy Profile – Malta – March 2015; u Country Report – Malta – Ministry for Education and Employment 2014 – Language in Education Policy Profile.
Infurmat ukoll mid-Direttorat għat-Tagħlim Tul il-Ħajja u Studenti li Jħallu l-Iskola Kmieni fi ħdan id-Direttorat għal Servizzi Edukattivi li fl-istess perjodu saru dawn it-tliet rapporti li wkoll qed jitpoġġew fuq il-Mejda tal-Kamra.

Adult Learning in Malta: Knowledge Gaps and Methodological Challenges.
Malta: Directorate for Lifelong Learning and Early School Leavers/Faculty of Education Tracking the Effectiveness of Basic Skills Courses Offered by the Directorate for Lifelong Learning and Early School Leavers.

Malta: Directorate for Lifelong Learning and Early School Leavers A report on the implementation of the Strategic Plan for the Prevention of Early School Leaving in Malta 2014.

Malta: Directorate for Lifelong Learning and Early School Leavers.
Barra minn hekk, id-Direttorat tal-Affarijiet tal-UE u Relazzjonijiet Internazzjonali, Riċerka u Żvilupp Politiku għamel żewġ studji li huma: 1.

Fis-sena skolastika 2014/15 sar studju dwar il-perċezzjoni tal-għalliema rigward proċeduri burokratiċi permezz ta’ kwestjonarju onlajn.

2.

F’din s-sena skolastika ingħata bidu għal studju dwar l-obeżità fit-tfal bejn ħames snin u sittax-il sena.

Rapport dwar dan l-istudju huwa mistenni joħroġ mill-Ministeru għall-Enerġija u s-Saħħa aktar tard din is-sena.
Seduta Numru 380 25/04/2016 RESPECT FOR ALL FRAMEWORK Version 1: 10/14 Addressing BULLYING BEHAVIOUR in Schools POLICY OCTOBER 2o14 PB 1 2 RESPECT FOR ALL FRAMEWORK Version 1: 10/14 ADDRESSING BULLYING BEHAVIOUR in Schools POLICY The Director General, Directorate for Educational Services and Director General, Directorate for Quality and Standards in Education would like to acknowledge the work and thank the following: Contributors: Ms Sandra Cortis Ms Sara Baldachino Mr Joseph Borg Ms Joanna Buhagiar Mr Louis Gauci Education Psycho-Social Services within the Department of Student Services Acknowledgements: Mr George Said Zammit Dr Charmaine Cristiano Prof Mark Borg Mr Franklin Barbara Ms Gabriella Calleja Ms Micheline Sciberras Editorial Team: Ms Dolores Gauci Ms Elizabeth Pisani 1 2 CONTENT Terminology 01 Aims of the Policy 02 Background 03 Relevant Legislation and Legal Instruments 04 Addressing Bullying Behaviour In Schools 05 Vulnerable Students 06 Restorative Justice for Schools 07 Related Documents 08 Owner 08 Review Date 10 References 2 3 5 6 9 11 14 RESPECT FOR ALL FRAMEWORK Version 1: 10/14 TERMINOLOGY College refers to a network of schools, within them State boys and girls schools, and which would ensure educational experience and services in a full and continuous process starting from early childhood education, and through the primary and secondary levels.
Every College shall be under the responsibility, guidance and administration of a Principal.

Gender Identity refers to how an individual identifies themselves in terms of gender.

Identities may be: male, female, androgynous, bigender, transgender, genderqueer.

Homophobia refers to a range of negative attitudes and feelings toward homosexuality or people who are identified or perceived as being lesbian, gay, bisexual, transgender or intersex.
Parent means the father or the mother and includes any person who has the care and custody, whether legal or actual, of a child; Racism refers to the belief that all members of each race possess characteristics, abilities and/ or rights specific to that race.

Also includes prejudice or discrimination directed against someone of a different race based on the above belief.

Sexual Orientation refers to a person’s emotional, physical and sexual attraction and the expression of that attraction.
School Support Staff refers to all members of staff working in the school including teachers, LSAs, clerical staff, technicians and ancillary staff (caretakers, general hands and watchmen) and other visiting staff.

Students refers to all students attending the school of the respective College.
School Community refers to the Senior Management Team, teachers, and staff members who work in a school; the students who attend the school and their parents and families; and local residents and organizations that have a stake in the school’s success.

School means an institution, the resources of which, both of persons and of things, are ordained towards the promotion of the education and training of other persons through the dissemination of knowledge.
2 3 Designated member of Staff refers to the designated key person who is responsible for the implementation of the Addressing Bullying Behaviour in School Policy.

S/He is therefore, also responsible for investigating alleged bullying incidents, resolving any issues and restoring as far as possible the relationships between the students using the restorative justice approach.

It is being recommended that the designated member of staff is a member of the SMT.
Minority Groups refer to categories of people who are so identified by race, disability, religion, gender, sexual orientation and gender identity.

Vulnerable Groups refer to students with disabilities, those pertaining to ethnic minorities, migrant groups and/or other minority groups, religious faiths; lesbian, gay, bisexual, transgender and intersex (LGBTI) students, as well as those students perceived to be LGBTI.

General Note: / The use of ‘he’, ‘him’ and ‘his’ shall be used for all genders.
/ Perpetrator and Bully are used interchangeably.

/ Victim and bullied are also used interchangeably.

ABBREVIATIONS SMT refers to the Senior Management Team which is composed of Head of School, Assistant Heads and Subject Co-Ordinators.

INCO refers to the Inclusion Coordinators.

LSZ refers to Learning Support Zone within the College.

NG refers to Nurture Group in the Primary Schools within the College.

LGBTI refers to Lesbian, Gay, Bisexual, Trans and Intersex.
NCF refers to the National Curriculum Framework (2012).

NGO refers to Non-Governmental Organization.

4 RESPECT FOR ALL FRAMEWORK Version 1: 10/14 o1 PHILOSOPHY AND AIMS OF THE POLICY The Addressing Bullying Behaviour in Schools Policy adopts a whole school approach philosophy.
This approach is defined as a unified collective and collaborative action in and by educators, administrators, parents and students that has been strategically constituted to improve student learning behaviour and well being and the conditions that support these.

1.1 Aims of Addressing Bullying Behaviour in Schools Policy Violence, harassment and bullying are human rights issues that profoundly affect the lives of children (United Nations 1989).
Governments, schools and individuals all have a role in safeguarding these rights.

Since bullying implies a lack of respect towards other people, it therefore brings about the violation of the following rights amongst others: / The right to a safe and supportive educational environment free from violence and aggression both on an emotional and physical level.

/ The right to be safeguarded from physical injuries and emotional distress, taking into account a person’s self-worth, dignity and wellbeing.
/ The right to healthy mental, physical, spiritual, moral, sexual and social development.

/ The right to be treated equally, free from discriminatory comments, labelling and stereotyping.

/ The right to adequate access to recreation and play.

/ The right to freedom of expression and involvement.

/ The right to privacy.

1.2 National Objectives / Developing child-friendly services.

/ Curtail violence against and amongst children.

/ Ensure that the rights of all children are being safe-guarded.
/ Encourage child participation.

Increase student attainment.

/ 5 o2 BACKGROUND 2.1 The role of the school is to provide an appropriate education for all its students.

A stable and safe learning environment is an essential requirement to achieve this goal as stated in the Respect for All Framework (MEDE 2014).

Respect is a core value which should be embraced within all schools.

Bullying behaviour undermines this value and the quality of education.
Research shows that bullying can have short and long-term effects on the physical and mental wellbeing of pupils, on engagement with school, on self-confidence and on the ability to pursue ambitions and interests.
Research studies in mental health (Raphael, 2000; Rowling, 2005), anti-bullying programmes (McGrath and Noble, 2006) and school effectiveness and wellbeing initiatives (Zins et al., 2004) have made links between the quality of relationships in schools, prosocial behaviour, resilience and academic outcomes.

Schools should promote a positive environment, with an inclination towards acceptance and proactive peer relationships, Roffey (2011).
The valuing of cultural diversity with an onus to increase connectedness is also underlined.

In order for this to take place it is imperative to develop mindful strategies to increase social capital – “Where there is little sense of connectedness there is little relational trust and few shared goals.

This is the atmosphere in which prejudice, intolerance and bullying thrive” (Roffey, 2011:125).
6 RESPECT FOR ALL FRAMEWORK Version 1: 10/14 An anti-bullying philosophy is imperative in order to safeguard the children’s coping skills (Skrzypiec et al., 2011).

No matter how resilient children are, their coping skills may still be affected to some extent by being repeatedly targeted (Kochenderfer-Ladd and Ladd, 2001).
Hence the principles of prevention and early intervention are imperative against bullying behaviours in order to help all children involved overcome their difficulties without entering into repetitive habitual bullying behaviour cycles, or denial and avoidance.

Schools are to ensure that the relevant stakeholders are involved in whole school initiatives to support students with emotional literacy difficulties.
For interventions to be successful they ought to be timely, consistent and applied across the board (Roffrey, 2008).

2.2 The school environment needs to enable students to perceive “themselves to be ‘of’ the school, rather than just in it” (Griffith, 2013).

This sense of belonging enhances the inclusion of diverse populations, thus preventing identity-based bullying.

Giving students this level of acknowledgement, leads the latter to feel respected and thus be more accountable for their behaviour.
2.3 Furthermore the school environment needs to also embrace the collaboration of parents within the school life.

Seeing parents as partners (Griffiths, 2013) from the onset of each scholastic year enables and encourages parents to provide their support and participation in various school activities is considered to be beneficial to the entire school community.

Such empowerment increasing the parents’ awareness of school dynamics resulting in collaboration.
2.4 The Framework for the Education Strategy for Malta 2014-2024 focuses its attention on supporting the educational achievement of all students including those coming from vulnerable groups.

It highlights the conviction that “students develop their personal and social potential and acquire the appropriate knowledge, key skills, competences and attitudes through a value-oriented formation including equity, social justice, diversity, and inclusivity” (p.2).
2.5 7 Bullying can be positively and firmly addressed through a range of school-based measures and strategies which empower all members of the school community to individually and collectively act effectively in dealing with this unacceptable behaviour.

Whilst it is recognised that home and societal factors play a substantial role both in the cause and in the resolution of bullying incidents, the role of the school in preventive work and timely interventions is also crucial.
School-based initiatives not only serve to reinforce the positive efforts of the major stakeholders but it can actually help to counteract unsuccessful attempts of parents to change the unacceptable behaviour manifested by their children.
As key stakeholders parents and students have the responsibility and an important role to help the school to prevent and address bullying behaviour that occurs within the school community as well as to deal with any negative impact within the school as a result of bullying behaviour that occurs elsewhere.
The National Curriculum Framework (2012) is tailored on the following major principles, the: Principle of Entitlement, Principle of Diversity, Principle of Continuum, Principle of Learner-Centred Learning, Principle of Quality Assurance and the Principle of Teacher Professional Support.

Furthermore, the NCF (2012) sheds light upon the importance of having schools that provide an environment which nurtures wellbeing whilst fostering the adequate opportunities for developing social competence.
“A safe environment which offers children security is one where there is stability and consistency… They can develop individual strategies which help them to cope with new challenges, become autonomous, self- regulating and self-determining individuals who make progress, overcome difficulties and feel satisfied with their endeavours” (Ministry of Education and Employment, 2012: 48).
This environment is developed mainly through the type of relationships that the children have with their peers and teachers as these impact their lives in different ways (Goodenow, 2003; Lantieri, 2009; Cefai and Camilleri, 2011).

Children need to feel accepted, valued and respected by their peers as well as by the people caring for them.
Inherent within these social ties is the potential to generate the kinds of valuable support and resources necessary to create change in the way behaviours are addressed.

This relationship-building can be understood as the development of social capital (Valenzuela, 1999), which will help increase prosocial behaviours in contrast to bullying behaviours.
8 RESPECT FOR ALL FRAMEWORK Version 1: 10/14 o3 Relevant legislation and legal instruments 3.1 The European Convention on Human Rights (1950) outlines the the right to education and the right to fair procedures are provided for in the European Convention on Human Rights which was transposed into Maltese law.
3.2 The United Nations Convention on the Rights of the Child (1989), ratified by Malta in 1990, provides that the State shall ensure that school discipline is administered in a manner consistent with the dignity of the child.

The Convention requires that the voice of the child must be heard on matters that affect them, having regard to the age and maturity of the child.

3.3 The Education Act (1988), Chap.


327 of the Laws of Malta, binds the Directorate of Educational Services with the duty to provide adequate services that can commendably tackle bullying behaviours and other undesirable behaviours.
9 3.6 The Equal Opportunities Act (2000) states that all environments are to work towards the elimination of discrimination against people with disabilities, and that it is expected that schools make reasonable adjustments to accommodate such students, making sure they are not being discriminated against.
3.7 The International Convention on Elimination of All Forms of Racial Discrimination, Article 1, 21st December 1965 – entry into force 4th January, 1969) outlines that racial discrimination often takes the form of bullying and defines racial discrimination as “any distinction, exclusion, restriction or preference based on race, colour, descent, or national or ethnic origin which has the purpose or effect of nullifying or impairing the recognition, enjoyment or exercise, on an equal footing, of human rights and fundamental freedom in the political, economic, social, cultural, or any other field of public life”.
Equal treatment of persons order – Subsidiary legislation 460.15 transposes the provisions of council directive 200/43/EC of 29th June, 2000 on the implementation of the principle of equal treatment between persons irrespective of racial or ethnic origin.

This order protects from discrimination/harassment on the basis of racial or ethnic origin.
The Directorate is to “ensure the provision of services required to deal effectively with issues of good conduct and discipline, of child abuse, of bullying and of drug abuse” (Government of Malta, 1988).

Furthermore, it stresses the importance of cooperation amongst the primary stakeholders in schools; it brings to the fore that promoting good behaviour is a responsibility that schools share with parents.
Parents remain the primary stakeholders in a child’s life and they are legally obliged to discuss and cooperate with the Head of School and the teachers to tackle issues of behaviour.

The parents’ involvement to liaise with the school’s staff in the formative education of the child is clearly crucial.

3.4 Article 82A of the Criminal Code identifies certain types of bullying behaviours as constituting a criminal offence.
These include harassment behaviours or communications or violence, hate crime and hate messages on the grounds of gender, gender identity, sexual orientation, race, colour, language, ethnic origin, religion or belief or political or other opinion.

The Head of School may need to seek the advice of the police should they have any difficulties in this regard.
3.5 The Council of Europe (Council of Europe Strategy for the Rights of the Child (2012- 2015) and the United Nations Programme ‘Building a Europe for and with Children’ recognise the need for support systems, including bullying prevention, within schools to be set up.

The Early School Leaving Prevention document (2011) for the EU2020 target, together with the Joint Oireachtas Education Committee report on the fact that early school leaving is linked with bullying.
1o RESPECT FOR ALL FRAMEWORK Version 1: 10/14 o4 Addressing Bullying Behaviour in Schools 4.1 Defintion of Bullying Bullying behaviours are those behaviours which are repeated over time by an individual or a group and which are intentionally hurtful (Sharp and Smith, 1994; Rigby, 1996) in a direct or indirect manner (Rivers and Smith, 1994; Sanders and Phye, 2004; Pepler and Craig, 2008) against a person who has difficulty defending himself or herself (Olweus, 2011).
Bullying behaviours can be manifested in many different ways and they are often driven by a preconception made about a particular individual or group, with the preconceived idea that there exists a difference in power.

The differences which elicit the aforementioned preconceptions might be real or perceived differences.

Bullying behaviour therefore is any form of aggressive behaviour that encroaches upon the rights of the victim(s) involved.
11 4.2 Types of bullying behaviour Bullying can be divided into a number of categories.

The types of bullying include: 4.2.1 Direct Bullying happens when there is face to face interaction with the target.

It can be divided into two categories: 1.

Physical bullying includes any physical act, which results in hurting or injuring the target.

Examples include hitting, kicking and punching.

Taking something that belongs to someone else and destroying it, is also considered a type of physical bullying.
Boys tend to engage more in physical bullying than girls (Wylie & Hopkins, 2006).

2.

Verbal bullying is the most common form of bullying and includes name calling, insults, teasing, intimidation and racist remarks.

Verbal bullying is more common in girls than in boys (The George Washington University, 2004).

4.2.2 Indirect bullying takes place through gossip and the spreading of rumours.

It is a more subtle type of bullying and hence it is often harder to identify.
This type of bullying is carried out behind the target’s back but in the presence of others.

It is designed to harm the target’s social reputation and/or cause humiliation through isolating/ostracizing, spreading lies and rumours about the target, making humiliating facial or physical gestures and menacing looks, playing nasty jokes meant to embarrass and humiliate, hurtful mimicking and teasing, and encouraging others to ignore or socially exclude the target child.
Girls tend to engage in social or relational indirect bullying more than boys (Wylie & Hopkins, 2006).

4.2.3 Cyberbullying is harressment through the use of technology and/or online media.

Cyberbullying can be either overt or covert.

Although most cyberbullying incidents occur within the home environment, however, the repercussions of these acts often spill over into the school context.
Examples of cyberbullying include using electronic means to intimidate, harm, exclude or ruin the reputation of the target child through the use of emails and instant messaging, texting, or digital imaging sent on cell phones, web pages and weblogs (blogs), chat rooms and discussion groups.

The misuse of social media leads to the breach of an individual’s human rights and therefore is illegal.
12 RESPECT FOR ALL FRAMEWORK Version 1: 10/14 4.2.4 Racial and Religious Discrimination Schools are duty bound to promote equality of opportunity and good relations among members of different racial and religious groups.

Therefore they need to be aware of any possible discrimination occurring between students and actively tackle all instances of discrimination.
Examples of these types of bullying include: physical assault because of colour, ethnicity, nationality or religious beliefs, use of derogatory names, insults or racist jokes, bringing racist materials into the school, verbal abuse or threats, incitement of others to behave in a racist way, racist comments in the course of a discussion, ridicule of an individual for cultural and religious differences (e.g.

dress, food, music, ways of praying).


4.2.5 Sexual Bullying (referred in legislation as sexual harassment) 4.2.5.1 Schools are duty bound to provide a safe and accepting environment for all.

Therefore any type of sexual bullying behaviour is unacceptable.

Sexual bullying is when sexuality or gender is used as a weapon by children towards other boys or girls.

It is “any bullying behaviour, whether physical or non-physical, that is based on a person’s sexuality or gender.
Very often this type of bullying is more commonly directed at girls.

It can be carried out to a person’s face, behind their back or through the use of technology” (NSPCC).

Examples of sexual harassment include: inappropriate touching, use of derogatory names, sexist insults, jokes and graffiti, bringing sexist materials into the school, sexist comments or innuendo through any medium, ridicule of an individual on the basis of stereotypes, and inappropriate comments of a sexual nature.
Most students refuse to report sexual bullying due to feelings of embarrassment (Pepler and Craig, 2008).

Sexual matters, sexual bullying and cyberbullying are to be appropriately discussed within schools.

4.2.5.2 There is an overlap between sexual bullying and homophobic and transphobic bullying.

Homophobic and transphobic bullying is present in schools.
One of the principal messages is that “schools need to appreciate how difficult it can be for an LGBT child or young person to speak up about homophobic or transphobic bullying if the issue of homophobia or transphobia is never discussed or they perceive the culture within their school to be homophobic or tolerant of homophobic attitudes and behaviours” (Ombudsman for Children, 2012, p. 22).
The perceptions of safety affect not just the reporting of bullying but also the disclosure of one’s sexual orientation or gender identity and the ability to question and explore this aspect of one’s identity.
Examples of homophobic bullying include: use of derogatory names, homophobic or transphobic insults, jokes or graffiti, bringing homophobic or transphobic materials into the school, homophobic or transphobic comments or innuendo through any medium, ridicule of an individual on the basis of stereotypes, spreading rumours about the person’s perceived sexual orientation or gender identity, and ostracizing/isolating children on account of their sexual orientation or gender identity.
13 o5 Vulnerable Students 5.1 In the two decades since the Ministry for Education (1999) Guidelines were published, a greater understanding has been gained of how a significant proportion of bullying in schools is rooted in the lack of respect for diversity and in social inequalities, so called “identity-based bullying”.

This term takes into account the extent to which students may be more vulnerable to bullying because of prejudices, stereotyping and stigma against people with particular identities.
Students with learning difficulties are more likely to report being victims of all types of bullying (Green et al, 2010).

Students with SEBD and learning difficulties, students from ethnic minority and migrant groups and/or minority religious faiths, lesbian, gay, bisexual, transgender and intersex (LGBTI) students, as well as those students perceived to be LGBTI are more susceptible to bullying.
14 RESPECT FOR ALL FRAMEWORK Version 1: 10/14 5.2 Students with SEBD and/or Learning Difficulties Students who have been diagnosed with the above difficulties are often victims of bullying.

In particular, there can be a greater vulnerability for students who do not understand social cues and have difficulty communicating.

Some students with complex needs do not understand the concept of friendship and boundaries, whilst others do not know how to make judgments about what is safe information to share.
Due to difficulties with their social skills, these students are often rejected by their peers, and are also often teased and ridiculed.

5.3 Other reasons for bullying Other common reasons for bullying may include physical attributes such as hair colour, weight or even the fact that someone wears glasses and jealousy.

Intelligent and gifted students are quite often picked on as well.

It is also important to remember that children and young people can be bullied for no apparent reason.
14 15 o6 Restorative Justice for Schools Schools are to create a learning environment in which students acquire the necessary skills to regulate their behaviour which enables them to function properly in the school community.

When their behaviour becomes unacceptable students must be allowed to take responsibility for their behaviour, change their behaviour to a manner that is acceptable, and be required to make proper amends.
All this can be facilitated in a context where restorative justice is promoted; where the needs of victims and bullies are addressed.

Restorative justice, when implemented correctly, “improves the school environment, enhances learning and encourages young people to become more responsible and empathetic” (Bitel, 2005).

“Restorative justice is a positive discipline approach towards the search for a long term solution to the problems” (Basar and Akan, 2013: 26).
Restorative justice will fit in within a wider context of empowerment, whole school community involvement and towards a commitment to zero tolerance to bullying.
16 RESPECT FOR ALL FRAMEWORK Version 1: 10/14 o7 RELATED DOCUMENTS Other related documents to this policy include: Respect for All Policy Framework (MEDE 2014) Managing Behaviour in Schools Policy (MEDE 2014) L-Imġiba tajba fl-iskejjel: Il-Politika Nazzjonali u l-Pjan ta’ Azzjoni dwar l-Ibbuljar (1999) Addressing Attendance in Schools Policy (MEDE 2014) 16 17 o8 OWNER Director General, Directorate for Educational Services Director of Student Services 18 RESPECT FOR ALL FRAMEWORK Version 1: 10/14 o9 REVIEW DATE This document will be reviewed during August 2015.
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22 23 ADDRESSING BULLYING BEHAVIOUR in Schools 24 RESPECT FOR ALL FRAMEWORK Version 1: 10/14 24 25 www.education.gov.mt 26 RESPECT FOR ALL FRAMEWORK Version 1: 02/15 A WHOLE SCHOOL APPROACH TO A HEALTHY LIFESTYLE: HEALTHY EATING AND PHYSICAL ACTIVITY POLICY FEBRUARY 2o15 PB 1 2 RESPECT FOR ALL FRAMEWORK Version 1: 02/15 A WHOLE SCHOOL APPROACH TO A HEALTHY LIFESTYLE: HEALTHY EATING AND PHYSICAL ACTIVITY POLICY The Ministry for Education and Employment and the Parliamentary Secretariat for Health, within the Ministry for Energy and Health, would like to acknowledge the work of and thank the following: Contributors and Coordinators of Project Dr Charmaine Gauci Ms Anna Maria Gilson Contributors Dr Mariella Borg Buontempo Ms Lorraine Dimech Magrin Mr Stephen Grima Ms Lucienne Pace Mr Kenneth Scicluna Dr Paula Vassallo Editorial Team Ms Dolores Gauci Dr Charmaine Gauci Ms Anna Maria Gilson Ms Elizabeth Pisani Acknowledgements Ms Doriette Agius Ms Alison Aquilina Ms Natalie Armstrong Mr Christopher Attard Ms Margaret Attard Mintoff Ms Stefania Attard Vella Mr George Borg Ms Daphne Borg Ms Therese Borg Mifsud Dr Mario Caruana Dr Claire Copperstone Ms Mariella Farrugia Ms Josette Fenech Ms Lara Gerada Ms Stephania Grima Ms Elizabeth Mallia Ms Charlene Vassallo Ms Sonia Muscat Dr Suzanne Piscopo Mr George Said Zammit Ms Helen Sciberras Ms Micheline Sciberras Ms Charlene Vassallo Ms Winnie Alfrida Vella Ms Stephanie Zammit Dr Elaine Zerafa Student Councils School Councils 1 2 CONTENT Message from the Minister Message from the Parliamentary Secretary Terminology Abbreviations 01 Vision and Aims 02 Background 03 Legislation 04 Eating Behaviours of Children and Adolescents 05 Physical Activities 06 Overweight and Obesity 07 Allergies 08 Related Documents 09 Owners 10 Review Date 11 References 2 3 26 27 28 29 3O Message by the Minister for Education and Employment RESPECT FOR ALL FRAMEWORK Version 1: 02/15 My Ministry is committed to implementing the ‘Education for Life’ concept which is promoted by UNESCO through its four Pillars of Learning namely: learning to know, learning to do, learning to live together and learning to be.
An integral component of the ‘learning to be’, is learning how to make healthy choices and live a healthy life.

The overall consumption of healthy foods has declined amidst the changing demand and accessibility of food, increasing convenience of ‘junk’ and ‘ready-made’ food, poor eating habits, and prevalence of a more sedentary lifestyle.
Interventions targeted at healthy nutrition need to occur early in childhood and adolescence to prevent or reverse the adverse health effects of overweight and poor eating habits.

Therefore, knowing and understanding that proper nutrition and physical activity have a significant impact on one’s ability to learn is crucial for students, bringing with it the realisation that learning, attainment and health are intrinsically linked.
We are therefore committed to continue addressing the health of our students through a Whole School Approach to a Healthy Lifestyle: Healthy Eating and Physical Activity Policy.

The Policy builds on the experience gained through the implementation of the Healthy Eating Lifestyle Plan.

Our schools provide an especially critical environment for encouraging healthy behaviours.

In many cases, life-long habits and behaviours are formed during primary and middle school years.
Schools, therefore, offer an opportunity to engage students in healthy eating and regular physical activity and to reinforce important health messages.

Schools also provide a bridge to stimulate parental involvement in shaping children’s habits and attitudes about healthy lifestyle choices.

It is with the above in mind that this Policy places healthy food, improved nutrition and physical activity high in priority on every school agenda.
The success of this Policy requires that our schools work together with policymakers, parents and communities to create an environment where students eat healthfully, become physically fit and develop lifelong habits that contribute to wellness.
Whilst the Policy creates a framework for planning, organizing, and clarifying roles and responsibilities to ensure efficiency and commitment to change, it is the motivation, input and commitment of each and every one of us that determines whether change takes place.

To accommodate the new and ongoing demands of the various initiatives required by this policy, we must all be prepared to be dynamic and flexible.
We will actively support the College and School Administration in their readiness for its implementation.

We will continue to collaborate with the Ministry for Energy and Health and with our other stakeholders, both internal and external, to implement an effective strategy that creates a school environment conducive to educate our children and young people in the importance of healthy eating and physical activity as part of a healthy life style.
I take this opportunity to commend and thank all of you who have collaborated to the development of this Policy and the College Principals, Heads of School and the school communities together with the many stakeholders for the commitment which you will demonstrate to successfully implement the strategy for the benefit of our students, their family and society.
Evarist Bartolo | Minister 2 3 4 RESPECT FOR ALL FRAMEWORK Version 1: 02/15 Message by the Parliamentary Secretary for Health The prevalence of overweight and obesity among Maltese schoolchildren and adolescents has been increasing over recent years, as it has in other southern European countries.

Evidence shows that environments with barriers of access to healthy foods and fewer occasions to engage in physical activity are associated with higher rates of obesity.
The dietary and physical activity behaviours of children and adolescents are influenced by many sectors of society, including families, communities, schools, child care settings, health-care providers, governmental entities, the media, and the food, beverage and entertainment industry.

Each of these sectors has an important, independent role to play in improving the dietary and physical activity behaviours of children.
Schools play a particularly critical role by establishing a safe and supportive environment with policies and practices that support healthy behaviours.

Schools also provide opportunities for children to learn about and practice healthy eating and physical activity behaviours by developing the necessary skills required.
This whole of government and whole of society approach is a necessity for us to be able to tackle this ever growing problem of overweight and obesity which is affecting the whole of our population at all ages.

Besides the promotion of healthy eating, this Policy also includes the promotion of physical activity.
These two main themes will be addressed by schools, at home as well as by their surrounding communities such that healthy messages initiated within schools are maintained throughout the child’s life and in all settings.

It is a known fact that children who are obese or overweight are more at risk of being obese as adults and of developing a range of related health problems.

It is increasingly important, therefore, that we take action to seek to improve the health and well-being of children.
A healthy, balanced diet and regular physical activity make an important contribution to children’s growth and development, to their educational performance and attainment and to their long-term health and well-being.
The new document is in line with recommendations from recently developed health documents including the Non Communicable Disease Strategy (2010), the National Cancer Plan (2011), the National Healthy Weight for Life Strategy (2012), the Food and Nutrition Policy and Action Plan for Malta (2014) as well as the NAO Report on Physical Education and Sports (2010).
The Secretariat for Health has collaborated with the Ministry for Education and Employment, as in previous years, in the preparation of this policy which is based on evidence and good practices.

We are committed that over the coming scholastic years, we will continue to give our input towards its successful implementation, its monitoring process as well as in its evaluation.
Only in this way, will we be able to help support families of children and adolescents to adopt a healthy diet and physical activity patterns, thus improving the health of the Maltese population.

Chris Fearne | Parliamentary Secretary for Health 5 4 TERMINOLOGY School culture refers to the set of norms, values and beliefs, rituals and ceremonies, symbols and stories that make up the ‘persona’ of the school.

School includes primary, middle, secondary schools, resource centres and learning support centres.
College refers to a network of schools, within them State boys and girls schools, and which would ensure educational experience and services in a full and continuous process starting from early childhood education, and through the primary and secondary levels.

Every College shall be under the responsibility, guidance and administration of a Principal (Education Act, 2012).

Parents refers to the biological or legal guardians of the students attending the school (Education Act, 2012).
School community refers to the Senior Management team, teachers and staff members who work in the school, the students who attend the school, their parents and families, local residents and organisations that have a stake in the school’s success.
6 RESPECT FOR ALL FRAMEWORK Version 1: 02/15 ABBREVIATIONS CDC DES Centre for Disease Prevention and Control Directorate for Educational Services DQSE Directorate for Quality and Standards in Education ECOSI European Childhood Obesity Surveillance Initiative FAO Food and Agricultural Organisation HBSC Health Behaviour School-aged Children Survey HFSS High in fats, sugar and salt HPDPD Health Promotion and Disease Prevention Directorate MVPA Moderate to vigorous physical activity NAO National Audit Office NCD NCF Non Communicable Disease National Curriculum Framework NGO Non-Governmental Organisation PE Physical Education WHO World Health Organisation KMS Kunsill Malti Għall-iSport 6 7 o1 Vision and Aims The vision of the Ministry for Education and Employment and the Ministry for Energy and Health foresees a future in which children, their families and the whole community are physically active, eat healthy food and live in environments that support healthy behaviours in order to reduce obesity, chronic disease and enhance well-being.
The Whole School Approach to Healthy Lifestyle: Healthy Eating and Physical Activity Policy aims to: / Give high priority to healthy eating and physical activity through holistic education.

/ Strengthen the necessary framework and support an enabling school environment to help the whole school community to adopt healthier patterns of living by encouraging physical activity, promoting healthy foods and limiting the availability of products high in salt, sugar and fats.
/ Empower children to achieve the required physical and health literacy, to adopt a healthy lifestyle from an early age and to make informed choices about their lifestyles throughout the life course.

/ Make provision for a flexible curriculum which highlights health, nutrition, food safety and hygiene and food preparation, which promotes physical activity.
/ Ensure that clear and consistent messages about food, drink and physical activity are delivered across the school day as to reinforce the health messages consistent with those promoted by the Health Authorities.

8 RESPECT FOR ALL FRAMEWORK Version 1: 02/15 o2 BACKGROUND Interventions targeted at health and well-being need to start early in childhood in order to prevent or reverse the adverse effects of overweight, obesity and poor eating habits (St-Onge et al., 2003).
Schools can function as an important opportunity for well-being and prevention (Carter, 2002) as they provide the most effective way of reaching large numbers of people including children and youths, school staff, families and community members (WHO, 2006).

Initiatives carried out in school settings can contribute to an improvement in children’s lifestyle.
The WHO Global Strategy on Diet, Physical Activity and Health (WHO, 2004) highlights that “Bringing about changes in dietary habits and patterns of physical activity will require the combined efforts of many stakeholders, public and private, over several decades”.

Health promotion is about helping people to have more control over their lives, and thereby improve their health.
As more people are empowered to live healthier lifestyles, more social capital is generated as these people set their own goals, mobilise resources, and develop action plans to address problems they have collectively identified.

Education by itself is not sufficient and there is an ever growing need to implement ecological approaches that recognise that individuals cannot be extracted from the environment in which they interact (Loper et al., 2003).
8 9 A student is a member of a larger community and the actions and attitudes of any given student can only be understood in the context of his family, school, village/town, country.

In ensuring greater social capital, schools need to develop as communities of learners and network with other entities to ensure greater community mobilisation.

While support needs to be given, schools need to be free from socially engineered paradigms that often stifle initiatives that can be tailored to particular needs.
Students are often influenced by the whole community so if they are to be educated about their lifestyle, the wider community needs to be involved.

It is an opportunity to work with people, rather than for people and this can yield greater sustainability (CDC, 2011).

Malnutrition, in particular obesity, is a multi-faceted ever growing problem which requires a multi-disciplinary approach that includes all the stakeholders concerned to rectify the situation.
Nutrition is one of the important elements for healthy living in school-aged children and it should be given high priority on every school agenda.

There is evidence to suggest that improved nutrition enhances learning ability, leading to better academic performance (WHO, 2006).

Exposing children to balanced and nutritious food throughout childhood reinforces lifelong eating habits thus contributing to children’s overall well-being and helping them enjoy a healthy and fulfilling life in the future.
Environments in which children are brought up, contribute substantially to children’s upbringing and well-being.

The school therefore has the responsibility to promote healthy eating patterns whilst acknowledging that improving the nutritional status of school-aged children is an important investment for future generations.

Education holds an unrivalled potential as an avenue which promotes a proactive disposition towards health and well- being in children.
Research shows that the school environment influences children’s attitudes, preferences, and behaviours.

Unfortunately, when nutritionally inadequate foods and beverages are consumed at school during special activities the wrong message is transmitted to the children (EU Action Plan on Childhood Obesity, 2014-2020).

Physical education and physical activity have an educational value in their own right and provide the child with a more holistic education.
There is strong evidence that children and adolescents benefit from physical activity through improved: cardio respiratory and muscular fitness, bone health, cardiovascular and metabolic health biomarkers.

There is a growing body of evidence that inactive children are more likely to become inactive adults (Gordon-Larsen et al., 2007; Ratakin et al., 1994; Ebbeling, 2002).

Hence, the importance of introducing physical activity at an early age.
1O Children’s level of physical activity or sport is positively associated with cognitive functioning and academic success.

(Trudaeo & Shepard, 2008).
A comprehensive literature review of evidence suggests that: 1. physical activity can help improve academic achievement, including grades and standardised test scores; 2. physical activity can affect cognitive skills and attitudes and academic behaviour (including enhanced concentration, attention, and improved classroom behaviour); and 3. increasing or maintaining time dedicated to physical education might help and does not appear to adversely affect academic performance (CDC, 2010).
All students, regardless of sex, race/ ethnicity, health status, physical or cognitive ability or disability, should have access to physical education and other physical activity programmes.

Schools can provide important opportunities for physical activity to children across all grade levels.

Evidence based strategies for enhancing physical education, recess and in-class activity breaks help children be more active during the school day (Ward, 2011).
Research has shown that school-based approaches to supporting child health and well-being can be effective, but only if they adopt a whole school approach.

A whole school approach to food, nutrition and physical activity involves addressing the full range of issues (Lee, 2009).
RESPECT FOR ALL FRAMEWORK Version 1: 02/15 11 o3 legislation In terms of Article 5 of the Education Act, Chapter 327 of the Laws of Malta, the responsibility to promote the physical health of students, through health information and promotion and healthy lifestyle programmes, falls under the Ministry for Education and Employment, particularly the Directorate for Educational Services.
The Ministry for Education and Employment therefore has the lead responsibility for monitoring the implementation of this policy.

12 RESPECT FOR ALL FRAMEWORK Version 1: 02/15 o4 Eating Behaviours of Children and Adolescents Eating patterns have a significant effect on health and well-being.

Childhood and adolescence are critical periods and the provision of a healthy diet reduces the risk of diet-related health conditions including obesity and oral health issues.
Multiple factors influence the eating behaviours of children and adolescents.
These include individual or intrapersonal influences (eg, psychosocial, biological); social environmental or interpersonal (eg, family and peers); physical environmental or community settings (eg, schools, fast food outlets, convenience stores); and macrosystem or societal (eg, mass media, marketing and advertising, social and cultural norms (Neumark-Sztainer et al., 2003; Larson et al., 2006; Van der Horst et al., 2007; Story et al., 2002; O’Toole et al., 2006; Federal Trade Commission, 2008).
Several studies found that the ‘cost’ of food plays a very important role in what the consumer chooses to buy and therefore eats (Chandon, 2012) Fat and sugar, known to play an important part in the current obesity epidemic, provide dietary energy at very low cost.

Food habits in most European countries have changed in recent decades.

The diet is characterised by a high consumption of animal products and processed foods and low consumption of plant food.
This has led to a high proportion of calories from fat, especially saturated fat, and sugar.

This change in food habits is also very evident in Malta.

13 4.1 Breakfast Breakfast is one of the most important meals of the day.

It provides the necessary energy and nutrients to achieve physical and mental performance as well as controls satiety while reducing hunger (Brown et al., 2013).
The prevalence of childhood obesity is increasing due to the consumption of high density foods and may also be attributed to breakfast skipping.

Studies have shown that the likelihood of childhood obesity is less in those children who eat breakfast (Dubois et al., 2006).

Children who eat a healthy breakfast have better motor functional skills and a lower body mass index than children not regularly eating breakfast (Baldinger et al., 2012).
Skipped breakfast has a negative impact on academic achievement affecting cognitive development resulting in increased absenteeism (Basch, 2011).

Studies show that children who eat breakfast are healthier and exhibit positive behaviour resulting in higher achievement in school (Mahoney et al., 2005).

Studies show that the introduction of healthy breakfast clubs in primary schools targeting children aged 3 – 10 years will be supportive in reducing obesity in the long term (Gleason et al., 2009).
One of the major advantages of eating breakfast was the reduction of unplanned, impulsive snacking on foods high in calories and fats (Schlundt et al., 1992).

Provision of breakfast to early arrival children can provide valued support to families coping with varying degrees of difficulty in their material, environmental, relational and social circumstances (Shemilt et al , 2003).

Involving students and parents in breakfast clubs is more likely to increase success.
Data from the Health Behaviour Study in School-aged Children (HBSC) carried out in 2010 showed that an average of 49% of 11—15 year old children consume breakfast every school day (Table 1).
PERCENTAGE WHO CONSUME BREAKFAST EVERY SCHOOL DAY 2002 2006 2010 HSBC international average 2010 11 Age 13 15 Girl Boy Girl 58.1% Girl Boy 58.8% 42.6% 53.9% 46.9% 53.0% 52.0% 49.0% 41.0% 46.0% 38.0% 55.8% 59.8% 45.2% 37.6% 50.4% 46.8% 72.0% 69.0% 65.0% 57.0% 59.0% 50.0% Boy 53.1% Table 1: Percentage of children consuming breakfast daily (HBSC Survey for 2002, 2006 and 2010 HPDP, 2012).
14 RESPECT FOR ALL FRAMEWORK Version 1: 02/15 4.2 Vegetables and fruit consumption Fruits and vegetables include a diverse group of plant foods that vary greatly in content of energy and nutrients.

They supply dietary fibre which is linked to lower incidence of cardiovascular disease and obesity.
Fruits and vegetables also supply vitamins and minerals to the diet and are sources of phytochemicals that function as antioxidants, phytoestrogens, and anti-inflammatory agents and through other protective mechanisms.
The HBSC survey carried out in 2010 showed that on average less than 40 per cent of Maltese children between the ages of 11 and 15 years of age consume only one portion of fruit a day whilst less than 15 per cent of children in the same age group consume a portion of vegetables daily (Tables 2 and 3 respectively).
PERCENTAGE EATING FRUIT DAILY 11 Age 13 15 2002 2006 2010 HSBC international average 2010 Girl 59.4% Boy Girl Boy 44.1% 49.6% 37.7% Girl Boy 51.5% 43.8% 42.0% 46.0% 33.0% 47.0% 35.0% 34.0% 40.9% 42.4% 40.4% 43.2% 25.3% 41.0% 38.0% 46.0% 33.0% 40.0% 27.0% 35.0% Table 2: Percentage of children consuming fruit on a daily basis (HBSC survey years 2002, 2006 and 2010, HPDP, 2012).
PERCENTAGE EATING VEGETABLES DAILY 2002 2006 2010 HSBC international average 2010 11 Girl 25% 15% 15% 40% Boy 19% 10% 12% 32% Age 13 Boy 12% 7% 8% 29% Girl 19% 14% 14% 35% 15 Girl 18% 21% 23% 35% Boy 16% 16% 15% 26% Table 3: Percentage of children consuming vegetables on a daily basis (HBSC survey years 2002, 2006 and 2010 HPDPD, 2012).
14 15 There are various economic, institutional, behavioural, and sociocultural barriers that preclude many people worldwide from consuming the daily minimum 400g of fruit and vegetables recommended by the World Health Organisation (WHO/FAO, 2004).
School-based nutrition education should focus not only on nutrition information, but also on developing skills and behaviours related to areas such as food preparation, food preservation and storage, social and cultural aspects of food and eating; enhancing of self-esteem and positive body image and consumer aspects (Contento, 1981; Dixey et al., 1999).
School gardens, agricultural education, fruit and vegetable preparation, and tasting activities are concrete, hands-on experiences that can help students to develop a personal connection to their food and a lasting relationship to healthy eating.

By providing students access to fruit and vegetables through, for example, the fruit and vegetables scheme being provided by the Ministry for Sustainable Development, the Environment and Climate Change and supported by EU funding, food preferences are influenced.
The schools’ setting can be taken as an opportunity whereby peer influences, social support and teacher role models can influence healthy behaviours.

School-based, hands-on experiences with fruits and vegetables may also empower children to prepare these foods at home with their family and influence the quality of the food their family buys and prepares (Heim et al., 2009).
4.3 Foods high in fat, sugar and salt (HFSS) It has become evident that many children are eating a diet which is too high in fat, salt and sugar and too low in fruit, vegetables and fibre.

A healthy diet is one that is rich in fruits and vegetables, whole grains, and fat-free and low-fat dairy products for children under 2 years of age.
Children, adolescents, and adults need to limit their intake of solid fats (major sources of saturated and trans fatty acids), cholesterol, sodium, added sugars, and refined grains.

Exposure to unhealthy food items in schools gives an inconsistent message and hence schools are the perfect setting whereby foods which are HFSS are not permitted.
Schools should also have restrictions on sponsorships and marketing of HFSS products as evidence shows that children are highly influenced by the marketing of such products.

16 RESPECT FOR ALL FRAMEWORK Version 1: 02/15 4.4 Sugar sweetened beverages and foods high in sugar Sugar sweetened beverages are major contributors to obesity and dental caries.

In the US it was estimated to contribute to nearly 11 percent of children’s total calorie consumption.

(Wang et al., 2008).


Each additional daily serving of sugared soda increases a child’s risk of obesity by 60 percent (Ludwig et al 2001).

Malta is considered as one of the highest soda consumers in the world.

Data from the HBSC study shows that consumption of soft drinks increased among nearly all age groups and was much higher than the HBSC international average for 2010 as indicated in Table 4 (HBSC, 2012).
In the HBSC 2001-2002 (HBSC, 2002) study, Malta had the highest percentage (54 per cent) of consumers of sweets or chocolates once or more every day compared to the other countries participating in this study.

The consumption of soft drinks and sweets/chocolates is likely to be compromising the intake of more nutritious foods among schoolchildren and may be impeding compliance with current dietary recommendations.
PERCENTAGE CONSUMING SOFT DRINKS DAILY 11 Age 13 15 Boy Girl Boy Girl Boy Girl 2002 2006 2010 HSBC international average 2010 36.5% 38.8% 45.7% 39.2% 45.0% 35.9% 44.0% 34.0% 47.0% 37.0% 49.0% 35.0% 44.3% 44.3% 46.9% 43.8% 49.3% 34.3% 16.0% 25.0% 20.0% 28.0% 22.0% 19.0% Table 4: Percentage of 11, 13 and 15 year old Maltese schoolchildren who consume soft drinks daily (HBSC survey years 2002, 2006 and 2010, HPDPD,2012).
Drinking water instead of sugar sweetened beverages would reduce caloric intake among children and adolescents.

Studies have shown that European children and adolescents do not drink enough water (Sichert-Hellert et al., 2001).

Restricting sugar sweetened beverages and ensuring free access and promotion of regular intake of plain water throughout the school day ensures a reduction in caloric intake and ensures that children consume water as the best choice of fluid for meeting daily fluid requirements.
The findings above clearly indicate the need of proactive future measures to be adopted to promote a healthier diet.

17 4.5 Oral Health Oral diseases and tooth loss have a significant and negative impact on the quality of life and wellbeing of people and affects them functionally, psychologically and socially.

Poor oral health also impacts on poor school attendance and performance in children (Jackson et al., 2011).

Oral health is more than just good teeth.


It is an integral part of general health as the condition of the mouth mirrors the condition of the body as a whole.

Recent scientific studies show a distinct relationship between gum diseases and stroke, heart disease, diabetes, osteoporosis and pre-term low-birth-weight babies (Kim & Amar S, 2006).

Dental caries is still very common amongst schoolchildren.
The results from the national survey carried out in 2014 co-jointly by the Dental Public Health Unit and the Faculty of Dental Surgery, University of Malta showed that 31% of three year olds are already at risk of developing decay (early enamel caries) whereas 10% of 3-year old children already have caries into dentine and require dental treatment – some children needing as much as 9 fillings (out of 20 teeth) (Data still unpublished).
The most important dietary cause of dental caries is the frequency and amount of sugars consumed in products which are found in confectionary, soft drinks, biscuits, cake, fruit juices, honey and added sugar (Sheiham, 2001).

Dental erosion is associated with consumption of acidic soft drinks and juices (Moynihan & Petersen, 2004).. Schools need to enforce healthy snacks with restrictions on sugar products so as to promote children’s oral health (WHO, 2003).
18 RESPECT FOR ALL FRAMEWORK Version 1: 02/15 o5 Physical Activity 5.1 Physical activity Physical activity is one of the most basic human functions and needs which has benefits across the lifespan.

There is strong evidence that children and adolescents benefit from physical activity through improved: cardio respiratory and muscular fitness, bone health, cardiovascular and metabolic health biomarkers.
Children’s level of physical activity or sport is positively associated with cognitive functioning or academic success.

(Trudaeo & Shepard, 2008).

There is a growing body of evidence that shows that inactive children are more likely to become inactive adults (Gordon-Larsen et al., 2007; Ratakin et al., 1994).

It is recommended that individuals engage in adequate levels of physical activity throughout their lives.
Different types and amounts of physical activity are required for different health outcomes.

The WHO (WHO, 2010) recommended levels of physical activity for children aged 5 - 17 years are: / Children and youth aged 5–17 should accumulate at least 60 minutes of moderate- to vigorous-intensity physical activity daily.

/ Amounts of physical activity greater than 60 minutes provide additional health benefits.

/ Most of the daily physical activity should be aerobic.
Vigorous-intensity activities should be incorporated, including those that strengthen muscle and bone, at least 3 times per week.

18 19 Recent research has also suggested that people should reduce extended periods of sedentary behaviour, such as sitting at work or watching TV, which may constitute an independent risk factor for health regardless of activity levels.
Schools, through effective organisation and delivery, are well placed to maximise participation, enjoyment and skill development for all students including those with diverse needs, abilities and interests.

Comprehensive physical activity programmes that offer PE breaks and safe and active ways to get to school not only offer children the skills to learn how to be physically active for a lifetime, but also provide physical and mental benefits which help them perform better in school.
Hence every effort should be made to encourage schools to provide physical activities on a daily basis in all grades, inside or outside the curriculum and in cooperation with partners from the local community, as well as to promote interest in life-time physical activities in all pupils.
The HBSC 2006 data show that up to 14% of Maltese 13-year old children did not undertake any moderate-to-vigorous physical activity (MVPA); 4.5% participated in MVPA once a month and 8% performed MVPA at a frequency of less than once a month.

In the 2010 HBSC study (Table 5), more boys and girls aged between 11 and 15 years of age were carrying out physical activity on a regular basis.
Moreover, this survey showed that 26.3% of boys and girls aged between 11 and 15 years practised at least one hour of physical activity on a daily basis.

It should be noted that there has been a significant increase in overall physical activity from 2006 to 2010 with levels above the HBSC average.
PERCENTAGE PARTICIPATING IN 60 MINUTES OF MODERATE TO VIGOROUS PHYSICAL ACTIVITY DAILY 2006 2010 HSBC international average 2010 11 Age 13 Girl Boy 27.0% 42.6% 24.6% 36.2% 24% 19.0% 28% Boy 18.0% 20.0% 14.0% 14.6% 13.0% Girl 15 Boy 19.0% 26.3% 19.0% Girl 13.0% 13.6% 10.0% Table 5: Percentage of Maltese children (aged 11-15 years) participating in 60 minutes of moderate to vigorous physical activity daily (HBSC surveys 2006 and 2010, HPDPD, 2012).
2O RESPECT FOR ALL FRAMEWORK Version 1: 02/15 Data collected, in 2008, by the School Health Services within the Ministry for Health, as part of the European Child Obesity Surveillance Initiative (ECOSI) compared the amount of physical activity carried out in State, Church and Independent schools at primary level.

The data showed that in 62 per cent of State schools in Malta, children are allowed between 61 to 120 minutes of Physical Education lessons per week.
Half of Church schools offer their students less than one hour of PE lessons per week; whereas half of Independent schools offer 61-120 minutes of PE lessons per week and almost half offer more than 2 hours of PE lessons per week.

A study in 2012 showed that a quarter of 10-11 year old children spent large amounts of time engaged in screen time; with only 39% of boys and 10% of girls meeting the recommendation of one hour of daily MVPA.
Obese children were found to be less active than non-obese children (Decelis, et al., 2014).

The authors recommend an increase of MVPA in schools amongst school-age children as a possible important strategy to promote MVPA since children spend most of their waking time at school.

They also mention the importance of targeting discreetly the less active and obese children.
A review of studies concludes that up to an hour of daily physical activity programs can be added to a school curriculum by taking time from other subjects without hurting students’ academic achievement in those subjects (Trudaeo & Shepard, 2008).

Conversely, taking time from physical education and adding it to the academic curriculum does not enhance either the students’ grades in these subjects or their physical fitness (Marsh, 1992).
21 5.2 Sedentary Behaviour According to the 2010 HBSC study (Table 6), the proportion of Maltese adolescents who watch television for more than two hours per weekday was found to be similar to the HBSC international average for 2010.
PERCENTAGE WATCHING TV FOR MORE THAN 2HRS PER WEEKDAY 11 Age 13 15 Boy Girl Boy Girl Boy Girl 2010 HSBC international average 2010 60.4% 54.7% 60.6% 58.6% 60.0% 58.5% 58.0% 54.0% 65.0% 64.0% 64.0% 62.0% Table 6: Percentage of Maltese children (aged 11-15 years) who watch television for more than 2 hours per weekday (2010 HBSC survey.
HPDP, 2012) Decelis A et al., (2012) also found that a quarter of 10-11 year old children exceeded the guidelines of two hours of TV on weekends; with double the amount on weekdays.

In view of the findings above, measures need to be taken to address the sedentary lifestyle amongst schoolchildren.
22 RESPECT FOR ALL FRAMEWORK Version 1: 02/15 o6 Overweight and Obesity 6.1 Dietary factors The WHO and the Food and Agricultural Organisation (FAO) expert group found ‘convincing’ evidence that high intake of energy dense foods is a risk factor for obesity.

It also found that heavy marketing of foods high in fat, sugar and salt (HFSS) as well as large portion sizes were also contributory risk factors ( WHO/FAO, 2004).
6.2 Physical Activity Changes in patterns of physical activity and the adoption of sedentary lifestyles are also important factors behind obesity (WHO Observatory, 2014; Prentice & Jebb, 1995).

However, the benefits of physical activity go beyond maintenance of energy balance and therefore, the prevention of weight gain.

Physical activity also contributes to children’s physical development, well-being, bone strength and mobility (Janssen & Leblanc, 2010).
Play and recreation are essential in learning motor and social skills and in the development of creativity (Gleave & Cole-Hamilton, 2012).

22 23 6.3 Epidemiology The major health challenge affecting Maltese schoolchildren is that of overweight and obesity as current national data shows.

A cohort of children who were measured at age 7, 9 and 11 years showed on average a 19% increase in the proportion of total overweight and obese children along the years (Farrugia Sant’Angelo et al., 2011).
In fact 46.95% of 11 year olds in 2012 were either overweight or obese (23.05% overweight and 23.9% obese).

A noticeable effect however is that whereas for boys both overweight and obesity are increasing, the proportion of obesity in girls has decreased; which is a positive outlook (Table 7).
CHILDREN BORN IN 2001 O/W + Obese % O/W % Obese % 7 Boy 26.1 8.8 17.3 Age 9 11 Girl 29.6 16.1 13.5 Boy 44.4 17.6 26.4 Girl 39.6 16.6 23 Boy 50.2 22.4 27.8 Girl 43.7 23.7 20 Table 7: Percentage of overweight and obesity of a cohort of children followed up at age 7, 9 and 11 years, ECOSI, 2012.

The Health Behaviour in Schoolchildren Study (HBSC, 2010) assessed self-reported data for overweight and obesity among 11 – 15 year old Maltese children.
The average total overweight and obesity for 11 year olds was 33.5%, 33% for 13 year olds and 25.5% for 15 year olds.

Compared to the 2006 study, there are increasing rates in 11 year old boys and girls and in 13 year old boys and decreasing rates for 13 year old girls and 15 year old boys and girls (Table 8).
24 RESPECT FOR ALL FRAMEWORK Version 1: 02/15 PERCENTAGE OVERWEIGHT OR OBESE 2002 2006 2010 HSBC international average 2010 11 Boy N/A 30% 41% 17% Girl N/A 25% 26% 13% Age 13 Boy 34% 31% 37% 17% Girl 24% 31% 29% 11% 15 Girl 20% 28% 23% 10% Boy 28% 32% 28% 18% Table 8: Percentage of overweight or obese Maltese children (aged 11-15 years) (Health Behaviour School-aged Children Survey (HBSC) for the years 2002, 2006 and 2010 HPDPD, 2012).
Overweight and obesity in childhood have a significant impact on both physical and psychological health (Dehghan et al., 2005).

Mossberg HO (1989) in his study of a ‘40-year follow-up study of obesity’ among children found that, overweight children when followed up after 40 years were more likely to have cardiovascular and digestive diseases and increased mortality from any cause, compared to those who were lean.
Several studies have shown that a child who is obese between the ages of 10 and 13 has an 80 per cent chance of becoming an obese adult (Torgan et al., 2002).

One of the areas for action recommended by the ‘Healthy Weight for Life’ Strategy (2012) is to ensure that fewer people, especially children are overweight.

Weight gain among children is considered normal as long as the weight gained by children does not deviate from established weight curves.
Overweight children do not need to achieve weight loss since their body mass index can be normalised if they are able to maintain a fixed weight while still growing in height.

However, obese children need to be provided with professional advice to reduce excess weight.

The prevention and management of obesity requires a range of coordinated policies to improve diet and physical activity levels in the early years at school and in families and communities (WHO, 2012).
Schools have the potential of offering various opportunities to promote healthy dietary patterns for children and also a potential access point in engaging parents and the community.

24 25 o7 Allergies Food allergies are presenting increasing challenges for schools.

These conditions can be life-threatening in nature and hence schools need to be prepared for the entry of students with food allergies.
26 RESPECT FOR ALL FRAMEWORK Version 1: 02/15 o8 Related documents Other related documents to this policy include: Respect for All Framework (MEDE, 2014) Food and Nutrition Policy and Action Plan For Malta ( Ministry for Energy and Health, 2014) EU Action Plan on Childhood Obesity, 2014-2020 (EC, 2014) European Action Plan for Food and Nutrition Policy (WHO, 2014) Food and Nutrition Policy and Action Plan for Malta 2015-2020 (2014) Malta’s National Healthy Weight for Life Strategy (MHEC, 2012) Healthy Weight for Life: A National Strategy for Malta (MHEC, 2012) National Cancer Plan (MHEC, 2011) Strategy for the Prevention and Control of Non Communicable Disease in Malta (MHEC, 2010) Physical Education and Sport in State Primary and Secondary Schools (NAO, 2010) School Policy Framework (WHO, 2008) Healthy Eating Lifestyle Plan (MEYE, 2007) 26 27 o9 Owners Director General, Directorate for Educational Services Director, Student Services Director, Health Promotion and Disease Prevention Directorate 28 RESPECT FOR ALL FRAMEWORK Version 1: 02/15 1O Review Date This document will be reviewed during February 2016.
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Retrieved from http://www.who.int/gho/ncd/risk_ factors/physical_activity/en/ 34 35 A WHOLE SCHOOL APPROACH TO HEALTHY LIFESTYLE: HEALTHY EATING AND PHISICAL ACTIVITY 36 RESPECT FOR ALL FRAMEWORK Version 1: 02/15 36 37 www.education.gov.mt 38 A WHOLE SCHOOL APPROACH TO A HEALTHY LIFESTYLE: HEALTHY EATING AND PHYSICAL ACTIVITY STRATEGY FEBRUARY 2o15 1 RESPECT FOR ALL FRAMEWORK Version 1: 02/15 2 A WHOLE SCHOOL APPROACH TO A HEALTHY LIFESTYLE: HEALTHY EATING AND PHYSICAL ACTIVITY STRATEGY 1 RESPECT FOR ALL FRAMEWORK Version 1: 02/15 2 CONTENT 01 Whole School Approach 02 School Environments 03 Healthy Food and Beverages 04 Implement Health Education 05 Implement Physical Activity 06 Programme Development 07 Professional Development 08 Develop School Health Services 09 Food Allergies 3 8 11 17 20 23 27 29 34 o1 a Whole School Approach to develop, implement and evaluate healthy eating and physical activity actions 3 RESPECT FOR ALL FRAMEWORK Version 1: 02/15 4 Measure 1.1 Adopt a holistic approach to healthy eating and physical activity in all phases of school life.
Owner Stakeholder College Principal Head of School Health Promotion and Disease Prevention Directorate School Support Staff Parents Students EO Health & Safety EO Home Economics EO Physical Education Commissioner for Children Local Council Outcome 1.1.1 School Staff knowledgeable on the policy.

Timeline October 2015 – December 2017 1.1.2 Informed parents.

1.1.3 Informed students.

1.1.4 Informed community.


October 2015 – December 2017 October 2015 – December 2017 October 2015 – December 2017 Measure Owner Stakeholder 1.2 Adopt a life course approach to develop sustainable school environment to support healthy living.
College Principal School Support Staff Head of School Parents Students School Council Student Council E.O Health & Safety EO Home Economics EO Physical Education College Precincts Officer Health Promotion and Disease Prevention Directorate Dental Public Health Unit Local Council Measure Owner Stakeholder Head of School NGOs Designated member of staff School Community 1.3 Head of School identifies key member of staff to assume responsibility for Healthy Eating and Physical Activity Policy.
Outcome 1.2.1 Students from early childhood are informed and become empowered to adopt a healthy lifestyle.

1.2.2 School community empowered to adopt a healthy lifestyle.

Timeline October 2015 – December 2017 October 2015 – December 2017 Outcome 1.3.1 School Support Staff, students and parents informed who the designated member of staff is.

Timeline May 2015 5 Measure 1.4 An integrated plan with co-ordinated school measures addressing healthy eating and physical activity to be developed.
RESPECT FOR ALL FRAMEWORK Version 1: 02/15 6 Owner Stakeholder Head of School School Community Designated Member of Staff EO Health & Safety EO Home Economics Outcome 1.4.1 Baseline assessment of nutrition and physical activity within the school.

Timeline December 2015 EO Physical Education School Council Student Council 1.4.2 An integrated action plan with co-ordinated schemes of actions addressing healthy eating and physical activity developed.

July 2015 1.4.3 Students informed about action plan.
December 2016 1.4.4 Parents informed about action plan.

November 2015 1.4.5 School Support Staff informed about action plan.

November 2015 1.4.6 Community informed about action plan.

November 2015 1.4.7 An implemented, evaluated action plan.

May 2015 – 2017 Measure Owner Stakeholder 1.5 Head of School and designated member of staff are to meet regularly.
Head of School Designated member of staff School Community Health Promotion and Disease Prevention Directorate Measure 1.6 Use participatory models for planning and implementing interventions.

Owner Stakeholder College Principal School Support Staff Head of School School Council Designated member of staff Student Council NGOs Local council Outcome 1.5.1 Head of School and designated member of staff are well informed on the state of healthy eating and physical activity within the school.
1.5.2 Timely and accurate decisions about healthy eating and physical activity measures are taken.

Timeline May 2015 – 2017 May 2015 – 2017 1.5.3 Timely action is taken when infringements occur.

May 2015 – 2017 Outcome 1.6.1 Ongoing consultation with the school council and with other stakeholders including NGOs, clubs, local council.

1.6.2 Empowered and informed stakeholders.


Timeline May 2015 – 2017 May 2015 – 2017 7 o2 RESPECT FOR ALL FRAMEWORK Version 1: 02/15 8 Enhance the school environments to support healthy eating and physical activity taking into account the environmental determinants of behaviour Measure Owner Stakeholder 2.1 Improve accessibility to healthy food options.

College Principal School Community Head of School Tuck shops Environmental Health Directorate Outcome 2.1.1 Healthy food options available and accessible.
Timeline October 2015 – 2017 Measure Owner Stakeholder 2.2 Identify space and set up a food lab in each school.

Director General Directorate for Educational Services Director School Resources College Principal Head of School School Community EO Home Economics College Precincts Officer EO Health & Safety Outcome 2.2.1 Hands on interventions for students and parents is provided.

Timeline October 2015 – 2017 Measure Owner Stakeholder 2.3 Identify space to facilitate brushing of teeth at school.
Head of School Dental Public Health Unit Designated member of staff Outcome 2.3.1 Healthy school environment facilitating brushing of teeth.

Timeline Scholastic year 2015 -2017 9 RESPECT FOR ALL FRAMEWORK Version 1: 02/15 10 Measure 2.4 Encourage schools to develop school grounds and playing facilities to support physical activity.
Owner Stakeholder Director General Directorate for Educational Services Foundation for Tomorrow’s Schools College Precincts Officer Director School Resources College Principal Head of School School Community Local Council Sports Associations Outcome 2.4.1 Safe and adequate play facilities in schools.
Timeline March 2015 – 2017 Owner Stakeholder Director General Directorate for Educational Services Director School Resources College Principal School Community Transport Malta Local Council Transport Supervisors Outcome 2.5.1 Safe, active transport to and from school.

Timeline March 2015 – 2017 Measure 2.5 Collaborate with transportation service providers to ensure adequate and safe facilities to support active commuting to and from school.
o3 Only healthy food and beverage choices (low in energy, fats, sugars and salt) are available within the school environment 11 Measure Owner Stakeholder College Principal Designated Member of staff Head of School School Council Designated Member of Staff Student Council Health Promotion and Disease Prevention Directorate 3.1 Develop school guidelines regarding sale, cost, availability and advertising of food and beverages in the school including tuck shop, vending machines, food brought by students or organised for special activities according to the Policy.
RESPECT FOR ALL FRAMEWORK Version 1: 02/15 12 Outcome 3.1.1 School guidelines regarding the sale and availability of food and beverages in all schools (including tuck shops, vending machines, food brought by students and food provided at special activities) are developed.

3.1.2 School tuck shops are in line with guidelines outlined on the list of the permissible/ non- permissible food/ beverages.

Timeline October 2015 March 2015 3.1.3 Tuck shop prices charged are fair and reasonable.
October 2015 – December 2015 3.1.4 Advertising and Marketing of food and beverages reflect policy guidelines.

3.1.5 Students will be able to make an informed choice about the consumption and quality of food found at school.

March 2015 - 2017 March 2015 - 2017 Measure 3.2 Promote healthy food options at recommended portion size and make provision for their promotion and accessibility .
Owner Stakeholder College Principal Head of School Students Parents Designated member of staff School Support Staff EO Home Economics EO Health & Safety Health Promotion and Disease Prevention Directorate Outcome 3.2.1 Students informed of what constitutes a healthy portion size according to age.

Timeline May 2015 3.2.2 School Support Staff informed of what constitutes a healthy portion size according to age.

May 2015 3.2.3 Parents informed of what constitutes a healthy portion size according to age.
May 2015 3.2.4 Food available in school reflects portion size guidelines.

October 2015 13 RESPECT FOR ALL FRAMEWORK Version 1: 02/15 14 Measure Owner 3.3 Promote the consumption of vegetables and fruit and increase their availability.
Director General Directorate for Educational Services Director Student Services Head of School Designated member of staff Stakeholder Students Parents School Support Staff EO Home Economics Agriculture Department Health Promotion and Disease Prevention Directorate Designated Member of Staff Outcome 3.3.1 Students and School Support Staff informed of the benefits of consumption of fruit and vegetables.

3.3.2 Fruit and vegetable scheme including complementary initiatives are more available.
Timeline May 2015 - 2017 May 2015 - 2017 Measure Owner 3.4 Access to free, clean drinking water at different vantage points within the school to encourage frequent consumption of water.
Director General Directorate for Educational Services Director School Resources Foundation for Tomorrow’s Schools College Principal Head of School Stakeholder Students School Support Staff Designated member of staff Health Promotion and Disease Prevention Directorate 3.3.3 Students are widely exposed to a variety of vegetables and fruits.

May 2015 - 2017 Outcome 3.4.1 Availability of free potable water.

Scholastic year 2016 - 2017 Timeline 3.4.2 Increased consumption of water.
Scholastic year 2016 - 2017 3.4.3 Decreased consumption of sugared sweetened beverages.

Scholastic year 2016 - 2017 Measure Owner 3.5 Primary School to participate in milk schemes to provide for low fat milk consumption and allocate funds for the provision of daily milk.
Director General Directorate for Educational Services Director Student Services Director School Resources College Principal Head of School Stakeholder Students Parents Health Promotion and Disease Prevention Directorate Health Promotion and Disease Prevention Directorate Timeline Scholastic year 2016 - 2017 Scholastic year 2016 - 2017 Outcome 3.5.1 Students drink plain (unflavoured) milk at least once daily.
3.5.2 Students are provided with the necessary nutrients essential for healthy bone growth and development, for the development and maintenance of healthy teeth, for the reduction of obesity and as protection against cardiovascular disease.

Measure 3.6 Primary School to offer a universal school breakfast programme in primary schools.
Owner Director General Directorate for Educational Services Director School Resources College Principal Head of School Stakeholder Students Parents Designated Member of Staff Health Promotion and Disease Prevention Directorate Outcome 3.6.1 Students are educated on the benefits of breakfast for life.

Timeline May 2015 – October 2016 3.6.2 Students are provided with breakfast.

May 2016 - October 2017 3.6.3 Students are able to concentrate more.

Scholastic year 2015 - 2016 3.6.4 Students’ grades improve.
Scholastic year 2016 - 2017 3.6.5 Students maintain healthy weight.

Scholastic year 2016 - 2017 15 RESPECT FOR ALL FRAMEWORK Version 1: 02/15 16 Outcome 3.7.1 Defined zones to support healthy lifestyle.

3.7.2 A healthier school environment.
Timeline Scholastic year 2015 - 2017 Scholastic year 2015 - 2017 Measure Owner Stakeholder Director General Directorate for Educational Services College Principal Director School Resources Head of School School Community Trade MEPA Transport Malta Local Council 3.7 Introduce restricted zone for hawkers to 50 meters around school perimeter and for newly built schools in remote areas no permission granted for the opening of establishments selling unhealthy food and drink.
o4 Implement health education in school curriculum that provides students with knowledge, attitudes, skills, and experiences needed for healthy eating and physical activity 17 2o RESPECT FOR ALL FRAMEWORK Version 1: 02/15 Measure Owner Stakeholder 4.1 Incorporate nutrition and physical activity and oral health education for life into health education, science evidenced- based curricula and other curriculum areas.
Director General Directorate for Quality and Standards in Education Director Curriculum Management EO Home Economics EO Physical Education EO Health & Safety EO PSCD Educators Students Outcome 4.1.1 Align curriculum content with health education standards ensuring consistent messages.

Timeline October 2015 - June 2016 4.1.2 Coordination between curriculum and healthier foods available in school.

4.1.3 Uptake of healthy eating behaviours and increase in physical activity levels.
4.1.4 Students equipped with planning, budgeting and preparation of healthy meals skills.

4.1.5 Students equipped with lifelong personal fitness skills and education on limitation of screen time and sedentary behaviour.

May 2015 - June 2016 May 2015 - 2017 October 2015 - 2017 October 2015 - 2017 Measure Owner Stakeholder 4.2 Activities such as breakfast clubs, sports and gardening to offer wider opportunities to learn about food and physical activity.
Director General Directorate for Educational Services Foundation for Educational Services Sports Organisations NGOs Director General Directorate for Quality and Standards in Education College Principal Head of School Outcome 4.2.1 Students are empowered through experience to make informed choices regarding healthy food choices and benefits of physical activity.
Timeline Scholastic years 2015 -2017 Stakeholder Students Parents College Principal Head of School Educators Outcome 4.3.1 Financial and staff resources available.

Timeline December 2017 Measure Owner 4.3 Ensure that schools have adequate financial and qualified human resources to implement curriculum.
Director General Directorate for Educational Services Director General Operations Director General Directorate for Quality and Standards in Education Director Human Resources Director Curriculum Management Director School Resources 19 RESPECT FOR ALL FRAMEWORK Version 1: 02/15 20 o5 Implement a comprehensive physical activity programme Measure 5.ċ1 Develop and enforce standards for break and physical activity sessions that allow for a minimum of hours recommended in the National Curriculum Framework and aim at achieving 3 hours of moderate to vigorous intensity physical activity per week.
Owner EO PE Stakeholder Students Educators Outcome 5.1.1 Standards are developed.

Timeline Scholastic year 2015 – 2016 College Principal Designated Member of Staff Head of School 5.1.2 Students are able to demonstrate a variety of movements confidently, competently, creatively and strategically across a wide range of health-related physical activities.

5.1.3 Students participate in the recommended amount of physical activity at school.
Scholastic year 2015 – 2016 October 2015 – 2017 21 RESPECT FOR ALL FRAMEWORK Version 1: 02/15 22 Measure Owner 5.ċ2 Intersperse sedentary sessions with short bursts of physical activity.

Head of School Designated member of staff Educators Stakeholder Students Educators Outcome 5.2.1 Enhanced physical activity.

Timeline October 2015 – 2017 School Community Designated member of staff KMS Local Council Sports Nurseries 5.2.2 Reduce sedentary sessions during school time.
October 2015 – 2017 Measure Owner 5.ċ3 Provide resources and supervision to support physical activity during breakfast club, lunch break and after school.

Director General Directorate for Educational Services Director School Resources Foundation for Educational Services College Principal Head of School Stakeholder Educators Students Designated Member of Staff Outcome 5.3.1 Collaborative action between school and other partners to promote healthy lifestyle.
5.3.2 Increased opportunities for physical activity before, during and after school.

Timeline October 2015 – 2017 October 2015 – 2017 o6 Encourage partnerships with parents and community to develop programmes which encourage healthy eating and physical activity 23 Measure Owner 6.ċ1 Engage with parents and provide them with nutrition and physical activity information.
Health Promotion and Disease Prevention Directorate College Principal Stakeholder Students Head of School Parents Director E-learning School Council Student Council RESPECT FOR ALL FRAMEWORK Version 1: 02/15 24 Outcome 6.1.1 Parents are empowered to take informed decisions about healthy lifestyles.

6.1.2 Parents are empowered to participate in school decisions regarding healthy eating and physical activity.

6.1.3 Parents and students are more engaged.


6.1.4 All parents are provided with information material regarding Healthy Eating and Physical Activity.

Timeline May 2015 - 2016 May 2015 - 2016 May 2015 - 2016 May 2015 - 2016 Measure Owner Stakeholder 6.ċ2 Collaborate with community organisations to set up cookery clubs under the guidance of specialised personnel to increase students and family awareness and skills.
College Principal Head of School Students Parents Designated member of staff Local Council NGO Foundation for Educational Services Health Promotion and Disease Prevention Directorate Measure Owner Stakeholder Foundation for Educational Services College Principal Kunsill Malti għall-Isport Health Promotion and Disease Prevention Directorate Head of School Sports nurseries Designated member of staff NGOs 6.ċ3 Collaborate with community organisations to provide organised physical activities for students on school premises as well as provide opportunities in the community after school hours.
Outcome 6.2.1 Collaborative action between school and other partners to promote healthy lifestyle.

6.2.2 Enhance nutrition, physical activity and limitation of sedentary activity including screen time.

Timeline October 2016 October 2016 6.2.3 Cookery clubs set up.

October 2016 Outcome 6.3.1 Collaborative action across Government Departments.

Timeline October 2016 6.3.2 Organised activities after school.

October 2016 6.3.3 Opportunities for activities outside school hours in the community.
October 2016 25 RESPECT FOR ALL FRAMEWORK Version 1: 02/15 26 Measure Owner Stakeholder College Principal Local Council Head of School Garden Centres Foundation for Educational Services NGO 6.ċ4 Primary school collaborate with farmers and local retailers for field visits, within and out of school hours, development of school kitchen gardens, supply of fresh healthy produce.

Outcome 6.4.1 Students understand methods of food production and empower them to eat healthier foods.
Timeline October 2015 6.4.2 Students exposed to outdoor life.

Measure Owner Stakeholder 6.ċ5 Collaborate with media to promote healthy initiatives.

Health Promotion and Disease Prevention Directorate Home Economics Seminar Centre EO PE Ministry for Sustainable Development, the Environment and Climate change Educators Students Outcome 6.5.1 Enhance publicity of health initiatives.

Timeline May 2015 6.5.2 A more informed public on healthy eating and the importance of physical activity.
May 2015 – 2017 o7 Ensure the provision of professional development for Educators 27 RESPECT FOR ALL FRAMEWORK Version 1: 02/15 28 Measure Owner 7.1 Provide qualified educators to teach physical education classes and to run nutrition programmes.
Director General Directorate for Educational Services Director General Directorate for Quality and Standards in Education College Principal Head of School Stakeholder Students Educators EO Home Economics EO Physical Education EO Health and Safety Outcome 7.1.1 Qualified educators.

7.1.2 Informed educators.

7.1.3 Staff continually updated and trained on evidence based programmes related to physical activity and healthy eating.
Timeline Scholastic year 2015/2017 Scholastic year 2015/2017 Scholastic year 2015/2017 7.1.4 Engaged educators.
Scholastic year 2015/2017 o8 Develop school health services which help foster health and well-being as well as monitor, prevent, reduce, treat and refer important health problems or conditions of students and staff of the school 29 RESPECT FOR ALL FRAMEWORK Version 1: 02/15 30 Stakeholder Students School Support Staff Parents Outcome 8.1.1 Monitor students’ food choices and physical activity patterns and BMI to inform policy development and provision.
Timeline Scholastic year 2015/2017 Measure 8.1 School collaborates with the Health Authorities in undertaking surveys of students’ lifestyle behaviour.
Owner Director General Directorate for Educational Services Director Student Services College Principal Head of School Primary Health Care Health Promotion and Disease Prevention Directorate Measure Owner Stakeholder Designated Member of Staff Students School Support Staff Parents 8.2 Schools collaborate with the Health Authorities to initiate a multi-disciplinary programme targeting obese students.
Director General Directorate for Educational Services Director School Resources Director Student Services Foundation for Educational Services College Principal Head of School Outcome 8.2.1 Better understanding of the current situation regarding obesity in students.

8.2.2 Individual assessment of new students Timeline Scholastic year 2015/2017 Scholastic year 2015/2017 8.2.3 Reduced risk of overweight and obesity in students.

8.2.4 Appropriate management of obese students.


Scholastic year 2015/2017 Scholastic year 2015/2017 31 Measure Owner Stakeholder 8.3 Schools collaborate in oral health initiatives.
Designated Member of Staff Students School Support Staff Parents Director General Directorate for Educational Services Director Student Services College Principal Head of School Dental Public Health Unit RESPECT FOR ALL FRAMEWORK Version 1: 02/15 32 Outcome 8.3.1 School community is aware of the importance of oral health and how to maintain oral hygiene.

8.3.2 School community and parents have an increased understanding of how to prevent oral diseases and an awareness of how this impacts on general health.
8.3.3 Parents empower their children to brush their teeth twice daily from at an early age with fluoridated toothpaste.

8.3.4 Informed parents and students about the need of regular tooth brushing.

8.3.5 Informed parents and students about the importance of reducing the amount and frequency of sugary foods and drinks.

8.3.6 Informed parents and students about the need for regular dentist appointments for students.
Timeline Scholastic year 2015 - 2017 Scholastic year 2015 - 2017 Scholastic year 2015 - 2017 Scholastic year 2015 - 2017 Scholastic year 2015 - 2017 Scholastic year 2015 - 2017 Measure Owner Stakeholder Outcome 8.3.7 Regular dental check-ups undertaken by all the school community.

8.3.8 Reduction of shared toys, cutlery or cups which may be contaminated with saliva, potentially leading to the transfer of cariogenic bacteria from person to person.
8.3.9 School community engaged in a prevention programme about oral health and hygiene.

8.3.10 Surveillance of oral health indicators.

Timeline Scholastic year 2015 - 2017 Scholastic year 2015 - 2017 Scholastic year 2015 - 2017 Scholastic year 2015 - 2017 33 RESPECT FOR ALL FRAMEWORK Version 1: 02/15 34 o9 Schools are to be prepared for the entry of students with food allergies Measure 9.1 Develop guidelines to address the needs of students with food allergies.
Owner Director General Directorate for Educational Services Director Student Services College Principal Head of School School medical officer Stakeholder Students Parents Educators Designated Member of staff Outcome 9.1.1 Informed students.

9.1.2 Informed educators.

9.1.3 Informed parents.
Timeline June 2015 June 2015 June 2015 35 RESPECT FOR ALL FRAMEWORK Version 1: 02/15 36 A WHOLE SCHOOL APPROACH TO A HEALTHY LIFESTYLE: HEALTHY EATING AND PHYSICAL ACTIVITY STRATEGY 37 RESPECT FOR ALL FRAMEWORK Version 1: 02/15 38 www.education.gov.mt RESPECT FOR ALL FRAMEWORK Version 1: 10/14 OCTOBER 2o14 PB 1 2 RESPECT FOR ALL FRAMEWORK Version 1: 10/14 CONTRIBUTORS Ms Dolores Gauci Ms Elizabeth Pisani 1 2 2 RESPECT FOR ALL FRAMEWORK Version 1: 10/14 CONTENT Minister’s Foreword Message from the Permanent Secretary Message from the Director General, Directorate for Educational Services and from the Director General, Directorate for Quality and Standards in Education Terminology 01 Philosophy and Aims of the Framework 02 Background 03 Values-Based Education 04 Other Resources 05 Owners 06 Review Date 07 References MINISTER'’S FOREWORD This framework places responsibility on each member of the school community to internalise these positive human values and to act as role models for the school community.
The importance of the school community is becoming increasingly clear.

By school community I am referring to all individuals and groups who contribute to the school and its success.

Through this Framework, I would like to emphasise the importance that stakeholders should feel part of the school, rather than just in it.

Each stakeholder, including the student, has duties that need to be carried out and rights to be respected.
I am aware that this Framework comes at a time of unprecedented change – both within schools and society.

I hope that you will find this Framework and the various policies it encompasses timely.

They are not intended to increase workload or create stress.

Indeed, on the contrary, they will help to prevent both these aspects that all too often are seen in schools.
I am very keen to hear about your experiences using a values-based approach so please share your own work and anecdotes of your own good practice.

I am very conscious that there are many schools which are developing similar approaches and the Ministry would very much like to share their practice.

Evarist Bartolo Minister for Education and Employment The Ministry affirms its belief that education has a fundamental role to play in the personal and social development of each citizen.
The value of respect is an underpinning value in creating a fair and just society.

There is a renewed commitment by the Ministry to continue giving importance to the development of thinking and skill attainment through the National Curriculum Framework (2012).

Whilst the NCF looks at learning to know and learning to do as outlined in UNESCO report, the Respect for All Framework will simultaneously address the other two pillars – learning to be and learning to live together.
These four components intertwined, result in the holistic development of the individual – both in terms of personal potential and contribution to society through their skills and knowledge.

This synergy between the four pillars is also being reflected in the active collaboration and close working of the Directorate for Quality and Standards in Education and the Directorate for Educational Services.
The Respect for All Framework is based on a philosophy of values-based education, supporting active citizenship.

The work of the educator is to promote this philosophy through the different educational activities in a way that develops relationships and promotes positive human values.

Whilst the demands may appear to be challenging they have a tremendous return in terms of improved ethos, relationships, pupil behaviour, quality of work and general achievement.
The process is holistic and developmental, requiring the commitment of all the school community.

3 RESPECT FOR ALL FRAMEWORK Version 1: 10/14 MESSAGE FROM THE PERMANENT SECRETARY It is the mission of the Ministry to develop an Education system that is committed to encourage schools to maintain a safe and supportive learning environment that is free from harassment, bullying and discrimination.
With the publication of the ‘Respect for all Framework’ document, the Ministry for Education and Employment has set another milestone to make the Maltese Education system more learner-centred within a value-oriented formation based on equity, social justice, inclusion and diversity.

This complements the other two documents namely the Framework for the Education Strategy 2014 - 2024 (2014) and the National Curriculum Framework (2012).
The ‘Respect for all Framework’ document further sends a clear commitment from the Ministry to support sincere dialogue and the active participation of students in a spirit of solidarity in order to develop a better school community environment based on building respect between students, teachers and parents.
The ‘Respect for all Framework’ document is a living document that will revolve on the commitment and effort of all stakeholders, students, teachers, educational leaders and parents in making education as the instrument to develop better communities and societies based on sound values.

I want to take this opportunity to congratulate and thank my colleagues for this contribution in the publication of this ‘Respect for All Framework’ document.
Joseph Caruana Permanent Secretary Ministry for Education and Employment 4 MESSAGE FROM THE DIRECTORS GENERAL Whereas knowledge, skills and competences equip individuals with the tools required for a fulfilling life, it is sound values that constitute the essence of anyone’s being and help us achieve a more meaningful life.

Formal education is also intended to support parents and care-givers in nurturing the acquisition of such values.
The latter permeate through both the explicit and implicit curriculum experienced by students throughout their educational journey.

Values are also conveyed and manifested through the school climate, which is dependent on its respective community.

of self-worth to empathising others, from valuing one’s own culture to respecting diversity.

Moreover it is viewed as intrinsic to an individual’s capacity to actively engage in society.
This is best achieved by ‘walking the talk’, particularly by those moulding the students’ educational experience, us educators.

Considering each learner as a unique individual with his different baggage, strengths and needs, is the initial indication of genuine respect.

It is through such role-modelling that students start internalising values and emulating related desirable behaviours.

This framework focuses on what may arguably be regarded as one of the most fundamental values, respect.
Notwithstanding its universal resonance, respect is, to an extent, context-based and is in continuous evolution along with society, whilst retaining its legitimacy.

Through its reciprocity, mutual respect undisputedly creates conducive conditions for respect to flourish.

However the highest form of respect is shown when this is not necessarily reciprocated.
Overt and hidden messages conveyed by educators within school, and parents or carers in homes, need to be congruent so as to reinforce the development of this virtue.

In recognition of its centrality, the value of respect features predominantly throughout the National Curriculum Framework (2012).
In the latter’s principles, aims, outcomes, learning areas and cross curricular themes, references to respect range from the development It is with deep appreciation that we congratulate colleagues who have contributed in the development of the Respect for All Framework which provides the philosophical and structural environment for the various related policies to unfold.
We are confident that the comprehensive, logical and consistent approach of this framework will facilitate its adoption and adherence by the various stakeholder groups, improving the chances of accomplishing the noble, ambitious yet realistic endeavour of ensuring greater respect for all as part of the envisaged holistic development of students.
George Borg Director General Directorate for Educational Services Ian Mifsud Director General Directorate for Quality and Standards in Education 5 RESPECT FOR ALL FRAMEWORK Version 1: 10/14 TERMINOLOGY SCHOOL COMMUNITY refers to the Senior Management Team, teachers, and staff members who work in a school, the students who attend the school and their parents and families, local residents and organizations that have a stake in the school’s success.
PRINCIPLE refers to a statement encapsulating a fundamental concept for action that guides effective practice.

VALUE refers to an ideal that gives significance to our lives, that is reflected through the priorities that we choose, and that we act on consistently and repeatedly.

For ease of reference the use of ‘he’, him’ and ‘his’ shall be used for all genders.

6 o1 PHILOSOPHY and AIMS OF THE FRAMEWORK The Respect for All Framework adopts a whole school approach philosophy.
This approach is defined as a unified collective and collaborative action in and by educators, administrators, parents and students that has been strategically constituted to improve student learning behaviour and well being and the conditions that support these.
The Respect for All Framework is being developed as a living document providing a planned and systematic way of how schools are to develop an environment that ensures that all students have the opportunity to obtain the necessary skills, attitudes and values to be active citizens and to succeed at work and in society (Framework for the Education Strategy for Malta 2014-2024).
It highlights what can be done and why, it acknowledges the school culture and the school climate without it being constraining and prescriptive.

7 RESPECT FOR ALL FRAMEWORK Version 1: 10/14 THE FRAMEWORK / Provides a context for policies.

/ Brings together different policies that help the school provide a conducive environment to achieve.

/ Inspires the school to provide a safe, secure and motivating environment for all.
8 o2 BACKGROUND The International Commission on Education for the Twenty-first Century in its report Learning: The Treasure Within (UNESCO, 1996) proposed four pillars of learning: learning to know, learning to do, learning to live together and learning to be, as ‘foundations of education’ and ‘fundamental types of learning in the reorganization of education in twenty-first century’.
These pillars are coherent, interrelated and encompassing, and ‘all form a whole because there are many points of contacts, interaction and exchange among them’, and they relate inclusively to phases and areas of education that complement and interpenetrate each other’.
9 RESPECT FOR ALL FRAMEWORK Version 1: 10/14 LEARNING TO KNOW LEARNING TO DO LEARNING TO BE LEARNING TO LIVE TOGETHER refers to personal competences, that is the mix of skills and talents combined with certified skills acquired through technical and vocational training, social behavior, personal initiative and willingness to take risks.

refers to the mastery of learning tools (numerecy, literacy and life skills).

Mastery of these learning tools is both a means and an end.
These are means for the students to understand the world around them.

Learning to know implies learning how to learn (concentration, memory skills, thinking skills).

refers to the enabling of each student to discover, expose and enrich his creative potential.

This means going beyond an instrumental view of education, as a process one submits to in order to achieve specific aims (in terms of skills, capacities or economic potential), to one that emphasizes the development of the complete person.
refers to students being educated about human diversity whilst making them aware of the similarities and interdependence of people.

Students learn to understand other people’s reactions by looking at things from the other person’s perspective and they learn to empathise.

This type of learning promotes social awareness, acceptance and respect towards others.
Education, therefore, is as much about building character as it is about equipping students with specific skills (Framework for the Education Strategy 2014 - 2024).

The way forward for the implementation of the Framework is through Values-based education.
Values-based education refers to any explicit and/or implicit school-based activity which promotes student understanding and knowledge of values, and which develops the skills and dispositions of students so they can enact particular values as individuals and as members of the wider community.
It ensures that those leaving school should have qualities of self confidence, high self esteem, optimism and commitment to personal fulfillment as a foundation for their potential life roles as family, community and employees.

Furthermore they should have the capacity to exercise judgement and responsibility in matters of ethical and social judgements.
Whilst the Respect for All Framework acknowledges that schools are placed within different cultural environments, it assumes that certain values form part of the basic foundations of our society.

Both culture and climate require particular attention in policy development and even more so in its implementation.

The climate which is required within schools for these policies to be fruitful, is one that is physically, emotionally, intellectually safe for all school community members.
School culture refers to the set of norms, values and beliefs, rituals and ceremonies, symbols and stories that make up the ‘persona’ of the school.

1o o3 VALUES-BASED EDUCATION The purpose of values-based education is to help the school community think about and reflect upon universal values and practical implementations of expressing them in relation to themselves, others and society.
The second aim is to inspire individuals to choose their own positive personal, social and spiritual well-being and be aware of ways for developing them as citizens.

The Framework for the Education Strategy 2014 - 2024 (2014), based on the 4 principles of equity, social justice, diversity and inclusivity addresses the learning to know and the learning to do through the Curriculum whilst placing emphasis on students learning to live together and students learning to be.
For these principles to be achieved the values of co-operation, responsibility, unity, tolerance, honesty, peace, happiness, love, freedom, humility, simplicity, courage, friendship and respect form the general values to sbehaviour in schools.

The value of respect is considered as a prerequisite.
11 RESPECT FOR ALL FRAMEWORK Version 1: 10/14 The whole school community is to adopt these values as the core of the school ethos and environment: / Respect refers to a person knowing that they are unique, that they are valued, they like who they are and are able to listen to and value others.

/ Co-operation refers to helping one another and working together in a collective effort to reach a goal.
/ Responsibility refers to being fair, carrying out one’s share of the work and taking care of oneself and of others.

/ Unity refers to collective strength and harmony.

/ Tolerance refers to accepting oneself and others knowing that we are all different.

/ Honesty refers to being trustworthy, truthful, integral and sincere and free from deceit or fraud.

/ Peace refers to getting along with one another and having positive thoughts for oneself and others.
/ Courage refers to strength in the face of pain, grief and adversity.

/ Patience refers to the state of endurance under difficult circumstances, which can mean persevering in the face of delay or provocation without acting on annoyance/anger in a negative way; or exhibiting forbearance when under strain, especially when faced with longer-term difficulties.

/ Quality is the standard of something as measured against other things of a similar kind; the degree of excellence of something.
/ Friendship is a relationship between friends built on mutual trust and support.

/ Social justice implies fairness and mutual obligation in society: that we are responsible for one another, and that we should ensure that all have equal chances to succeed in life.

/ Equity is the quality of being fair and / Love refers to caring for others and impartial.

sharing with others whilst feeling safe.

/ Happiness refers to internalised peace and love.


/ Freedom refers to choice, living with dignity and when rights are balanced with responsibilities.

/ Humility refers to having a modest view of one’s importance; being humble.

/ Diversity is any dimension that can be used to differentiate groups and people from one another.

It means respect for and appreciation of differences in ethnicity, gender, age, national origin, disability, sexual orientation, education, and religion.
It brings with it diverse perspectives, work experiences, life styles and cultures.

/ Simplicity refers to being uncomplicated and appreciating the small things in life.

and catering for the different potentials and needs.
/ Inclusivity refers to the understanding 12 o4 OTHER DOCUMENTS Framework for the Education Strategy for Malta 2014 - 2024 (MEDE, 2014) Addressing Attendance in Schools (MEDE, 2014) Addressing Bullying Behaviour in Schools (MEDE, 2014) Managing Behaviour in Schools (MEDE, 2014) 13 RESPECT FOR ALL FRAMEWORK Version 1: 10/14 o5 OWNERS OWNERS Director General – Directorate for Educational Services Director General – Directorate for Quality and Standards in Education 14 o6 REVIEW DATE This document will be reviewed during August 2015.
You are encouraged to submit your feedback by the 30th April 2015, via email on r4af.mede@gov.mt 15 RESPECT FOR ALL FRAMEWORK Version 1: 10/14 o7 REFERENCES Ministry for Education and Employment, (2014) Framework for the Education Strategy for Malta 2014-2024.

Malta: MEDE.

UNESCO The International Commission on Education for the Twenty-first Century, (1996) Learning: The Treasure Within.

UNESCO Publishing.
16 17 RESPECT FOR ALL FRAMEWORK Version 1: 10/14 19 www.education.gov.mt 20 RESPECT FOR ALL FRAMEWORK Version 1: 06/15 Trans, Gender Variant and Intersex STUDENTS in Schools POLICY JUNE 2o15 PB 1 2 RESPECT FOR ALL FRAMEWORK Version 1: 06/15 TRANS, GENDER VARIANT AND INTERSEX STUDENTS IN SCHOOLS POLICY The Director General, Directorate for Educational Services and Director General, Directorate for Quality and Standards in Education would like to acknowledge the work and thank the following: Contributors: Silvan Agius Gabi Calleja Charmaine Cristiano Bernard Caruana Ruth Baldacchino Acknowledgements: Mark Borg Rose Anne Cuschieri Malta Union of Teachers Editor: Ms Dolores Gauci 1 2 CONTENT Terminology 01 Philisophy and Aims of the Policy 02 Background 03 Relevant Legislation and other Related Instruments 04 Making Schools inclusive for Trans, Gender Variant and Intersex Students 05 Related Documents 06 Owners 07 Review Date 08 References 2 3 5 7 9 12 15 16 17 18 RESPECT FOR ALL FRAMEWORK Version 1: 06/15 TERMINOLOGY These definitions are provided not for the purpose of labelling students but to assist in understanding this policy and the legal obligations.
Students may or may not use these terms to describe themselves.

Gender refers to people’s internal perception and experience of maleness and femaleness, and the social construction that allocates certain behaviours into male and female roles which vary across history, societies, cultures and classes.

Gender is hence strongly linked to society’s expectations and is not exclusively a biological matter.
Gender Expression refers to people’s manifestation of their gender identity, and the one that is perceived by others.

Typically, people seek to make their gender expression or presentation match their gender identity, irrespective of the sex that they were assigned at birth.
Gender Identity refers to each person’s internal and individual experience of gender, which may or may not correspond with the sex assigned at birth, including the personal sense of the body (which may involve, if freely chosen, modification of bodily appearance and/ or functions by medical, surgical or other means) and other expressions of gender, including name, dress, speech and mannerisms.
Gender Variant refers to persons whose gender expression differs from stereotypical expectations and to varying degrees does not conform to gender-based norms and expectations of society.

Intersex refers to persons who cannot be classified as male or female with regard to their chromosomal, gonadal or anatomical sex.
The latter becomes evident, for example, in secondary sex characteristics such as muscle mass, hair distribution and stature, or primary sex characteristics such as the inner and outer genitalia and/or the chromosomal and hormonal structure.

LGBTIQ refers to Lesbian, Gay, Bisexual, Trans, Intersex and Queer.

Although all of the different sub-groups within “LGBTIQ” are often organised together, there are specific needs and concerns related to each community within the acronym.
2 3 Parents refers to the biological or legal guardians of the student attending the school.

School Support Management Plan refers to the plan by which the school will address the needs of the student when the student opens up to an adult.

School Transition Management Plan refers to the plan by which the school will address the needs of the transitioning student.
Sex refers to the biological term designating a certain combination of gonads, chromosomes, external organs, secondary sex characteristics and hormonal balances.

Common terms are ‘male’, ‘female’ and ‘intersex’.


Sex Characteristics refer to the chromosomal, gonadal and anatomical features of a person, which include primary sex characteristics such as reproductive organs and genitalia and/or chromosomal structures and hormones and secondary sex characteristics such as muscle mass, hair distribution, breasts and stature.
Trans refers to an inclusive umbrella term referring to those people whose gender identity and/or gender expression differs from the sex they were assigned at birth.

Trans does not refer to a sexual orientation and trans people may have any sexual orientation.

Transition refers to a complex, multi-step process that can take years in which a trans person aligns their anatomy and/or their gender expression with their gender identity.
They go from living and identifying as one gender to living and identifying as another.

Use Of Pronouns For a more inclusive policy, the use of ‘they’ shall be used for all genders even when referring to a single individual.
4 RESPECT FOR ALL FRAMEWORK Version 1: 06/15 o1 PHILOSOPHY AND AIMS OF THE POLICY The Trans, Gender Variant and Intersex Students in Schools Policy is developed within the context of the Framework for the Education Strategy for Malta 2014-2024 (MEDE, 2014a) and the values promoted through the Respect for All Framework (MEDE, 2014b).
Every student, in the present and in the future will be provided with the necessary knowledge, skills, competences and attributes for citizenship and employability within an inclusive, safe, secure and motivating school environment that inspires and facilitates learning.

It is envisaged that this policy will in due course form part of an umbrella policy about High Quality Education for All.

The policy adopts a whole school approach philosophy.
This approach is defined as a unified collective and collaborative action by educators, administrators, parents and students that has been strategically constituted to improve student learning behaviour and well being and the conditions that support these.

Aims of the policy This Policy aims to: 1.


Foster a school environment that is inclusive, safe and free from harassment and discrimination for all members of the school community, students and adults, regardless of sex, sexual orientation, gender identity, gender expression and/or sex characteristics.

4 5 2.

Promote the learning of human diversity that is inclusive of trans, gender variant and intersex students, thus promoting social awareness, acceptance and respect.

3.
3.

Ensure a school climate that is physically, emotionally and intellectually safe for all students to further their successful learning development and well-being, including that of trans, gender variant and intersex persons.

Value-based Policy This policy is based on the following values: - Inclusivity refers to the understanding of and responding to the different potentials and needs of every individual person.
- Diversity refers to the dimension used to differentiate groups and people from one another.

It means respect for and appreciation of differences in ethnicity, sex, gender, age, national origin, disability, sexual orientation, gender identity, gender expression, sex characteristics, education, and religion.

It brings with it diverse perspectives, work experiences, lifestyles and cultures.
- Equity is the quality that allows for all students to be provided with opportunities to be successful, that identifies and removes institutional barriers to such success and that provides all learners with supports and rewards to develop their abilities and achieve their aspirations.

- Social Justice implies fairness and mutual obligation in society: that we are individually and collectively responsible for one another, and that we should ensure that all have equal opportunities to succeed in life.
Scope This policy covers behaviour that takes place in the school, on school property, at school- sponsored functions and activities.

It also applies to usage of electronic technology and electronic communication that occurs in the school, on school property, at school sponsored functions and activities, on school computers, networks, fora and mailing lists.
6 RESPECT FOR ALL FRAMEWORK Version 1: 06/15 o2 BACKGROUND Knowledge about the incidence of trans, gender variant or intersex children and young people is scarce both at an international as well as at the national levels.

The incidence of trans, gender variant and intersex children and young people in Malta is therefore, difficult to determine.
Nonetheless, while numbers of a particular group should not have a bearing on their access to human rights, it can be noted that the prevalence of intersex people may not be as rare as is sometimes thought.

It is estimated that 1.7% of born babies are intersex (Fausto-Sterling, 1993).

Similarly, it is estimated that there could be as many as 1.5 million trans people in the European Union alone (Amnesty International, 2014).
7 Irrespective of the incidence, every student deserves to be treated with respect and to be protected from violations of their human rights, including their right to be free from discrimination, harassment and violence (Council of Europe, Office of the Commissioner for Human Rights, 2009).

Every student has a right to be encouraged to learn and to grow intellectually and emotionally without being asked to deny an essential component of their identity (Bochenek and Widney Brown, 2001).
It is unacceptable that sex and gender minority students face the same social and developmental challenges as their peers but often should have to do so with the added burden of extreme social isolation, self-doubt, and fear (Weiler, E.M. 2003).
While schools should be a safe, learning environment for all (Weiler, E.M. 2003), studies unfortunately show that trans, gender variant and intersex persons encounter difficulties ranging from negative reactions to bullying in school across the European Union (European Union Agency for Fundamental Rights, 2014).

Local studies show that the situation is no different in Malta (Baldacchino and Grech, 2008: 8).
Being able to be one’s self at school is an essential factor in every student’s success and well-being.

Schools are therefore obliged to ensure safe and inclusive environments for all students.

8 RESPECT FOR ALL FRAMEWORK Version 1: 06/15 o3 Relevant Legislation and other related Instruments 3.1 International Covenant on Economic, Social and Cultural Rights, Article 13.

As a state party, Malta should ensure that all have access to education without any distinction.
Education shall aim at fully developing the human personality, sense of dignity as well as strengthen the respect for human rights and fundamental freedoms.

Furthermore Malta should promote understanding and tolerance for different sectors of society.

3.2 European Convention on Human Rights’ First Protocol.

Article 2 states that Education is a right available to all, which the State has to guarantee.
9 3.3 Recommendation CM/Rec(2010)5 adopted by the Committee of Ministers of the Council of Europe on measures to combat discrimination on grounds of sexual orientation or gender identity, called on member states to address equality in education by taking into due account the overriding interests of the child.
Member states should take appropriate legislative and other measures, addressed to educational staff and students, to ensure that the right to education can be effectively enjoyed without discrimination on grounds of sexual orientation or gender identity.
This includes, in particular, safeguarding the right of children and youth to education in a safe environment, free from violence, bullying, social exclusion or other forms of discriminatory and degrading treatment related to sexual orientation or gender identity.

3.4 Parliamentary Assembly of the Council of Europe.

(2013).

Resolution 1952 (2013) Children’s right to physical integrity.
This Resolution makes reference to Article 3 of the United Nations Convention on the Rights of the Child (UNCRC), which envisages that the best interest of the child should always prevail, and tackles non- medically justified violations of children’s physical integrity which may have a long- lasting impact on their lives.
In view of the above Member States are encouraged to undertake further research to increase knowledge about the specific situation of intersex people, ensure that no-one is subjected to unnecessary medical or surgical treatment that is cosmetic rather than vital for health during infancy or childhood, guarantee bodily integrity, autonomy and self-determination to persons concerned, and provide families with intersex children with adequate counselling and support.
3.5 EU Charter of Fundamental Rights, Article 14.

Taking into account the non- discrimination principle enshrined in Article 21 of the Charter, the enjoyment of the right to education must be accessible to all on an equal basis.
Referring to homophobic and transphobic bullying in schools, the European Parliament called on the European Commission to promote equality and non-discrimination on the grounds of sexual orientation and gender identity throughout the EU’s youth and education programmes (European Parliament Resolution, 4th February 2014).

3.6 Constitution of Malta, Article 32, as amended in 2014 contains anti- discrimination provisions on the grounds of sex, sexual orientation and gender identity amongst others.
1O RESPECT FOR ALL FRAMEWORK Version 1: 06/15 3.7 The Education Act (1988), Chapter 327 of the Laws of Malta, binds the Directorate of Educational Services with the duty to provide quality education for all and to promote the physical and mental health of students.

The Directorate is also responsible to ensure the provision of services to deal effectively with issues of bullying and to provide a safe and secure environment for students, teachers and any person who is in the school.
3.8 Criminal Code of Malta, Article 82A, provides protection against sexual orientation and gender identity hate crime and hate speech, while the Gender Identity, Gender Expression and Sex Characteristics Act (GIGESC Act) included the grounds of gender expression and sex characteristics within its scope (Chapter 540 of the Laws of Malta, Article 14).
3.9 The Equality for Men and Women Act, Chapter 456 of the Laws of Malta, provides protection against discrimination on the grounds of sex, sexual orientation, gender identity, gender expression and sex characteristics.

3.10 The Gender Identity, Gender Expression and Sex Characteristics Act (2015) provides for the recognition and registration of the gender of a person and regulates the effects of such a change, as well as the recognition and protection of the sex characteristics of a person.
11 o4 Making Schools inclusive for Trans, Gender Variant and Intersex Students Trans, gender variant and intersex students face a range of issues and psychological demands and needs (Table 1) that warrant being addressed (Istar Lev, 2009; Kosciw & Diaz, 2008; Richards, 2015; Luengsuraswat, 2009; OHRC 2014).
Issues NEEDS faced by Trans, Gender Variant and Intersex Students faced by Trans, Gender Variant and Intersex Students Sex and gender stereotypes Privacy and confidentiality Culture and cultural expectations Lack of well-being due to discrimination, bullying and other unfair treatment Exclusion from sports and other gendered activities Unease with gendered uniforms, toilets and other gendered spaces Decreased attention during school time and failure to learn due to lack of safety in school and lack of support services Minority stress and social isolation Absenteeism due to lack of safety in schools Persons to advocate for their wellbeing and rights: parents, teachers, psychologist, social worker, counsellor etc Adequate facilities Inclusive policies and regulations Support from school and wider community Possibility of amendments of gendered characteristics in documentation of child’s file Counselling when identity affirmation is proving difficult Access to information 12 RESPECT FOR ALL FRAMEWORK Version 1: 06/15 In order for the issues of trans, gender variant and intersex students to be addressed effectively, responsibility for creating a safe school is to be shared by all stakeholders involved, including all teaching and administrative school staff (college principals, school management teams, educators, etc) and support services.
Addressing gender identity, gender expression and sex characteristics issues in schools is a continuous endeavour that involves a proactive approach to new forms of inclusivity.

This process includes not only understanding and supporting the student, but also identifying areas of change and adjusting accordingly.

Transition There are a growing number of students who are choosing to transition (or affirm their gender) while in school.
This may mean that they will be adopting clothing, hairstyles and mannerisms that match their identity.

Some may even be undergoing hormone therapies or puberty blockers.

This is one of the advantages of a co-ed school which makes it possible for students to undergo transition in the same school.

The transition process may take several years and requires support at every stage.
The family, friends and schoolmates also go through the transitioning process as they learn to relate to the individual in their affirmed gender.

Teachers, school counsellors and school administrators need to provide information, resources, be supportive, help other students understand and build inclusive environments.

Intersex Intersex is a form of bodily diversity, rather than a sexual orientation or gender identity.
Intersex people typically discover their intersex variation when told by their parents or doctor.

This is a different experience to the LGB (lesbian, gay, bisexual) concept of ‘coming out’ to family and friends.

Most intersex people identify as either a woman or man, while some may identify as neither exclusively a woman nor exclusively a man.

This means that gender identity and gender expression issues that students face in schools still apply to intersex students.
However advocacy and support for intersex students may take a different form from other work on issues related to sexual orientation, gender identity and gender expression since: Intersex students may or may not: - identify as male or female; identify as both, all, between, or neither gender/s.

- connect with the LGBTIQ community - be post-diagnosis or have experienced medical intervention.

- be self-accepting.

Health issues faced by intersex people Intersex bodies are most often healthy.
While some health problems are associated with some forms of intersex, being intersex is not a health problem in and of itself.

Intersex is not a medical condition.

13 Research has shown that many intersex people suffer from the physical and mental effects of infant and childhood surgeries, other ‘normalising’ treatments, medical photography, lack of counselling for themselves, their parents and family, and a lack of transparency from doctors and other healthcare providers.
By means of the GIGESC Act (Cap.

540 of the Laws of Malta) unless there are exceptional circumstances, such adverse treatment is prohibited until the person to be treated can provide informed consent.

Disclosure It is not an intersex student’s duty to discuss intersex at any time, nor should they be expected to discuss their experience.

Intersex-specific Needs 1.


In addition to the above, intersex students need: a. clear messages that a service welcomes intersex people, and awareness of sex characteristics related to bodily variations, not gender identity or sexual orientation; b. to know that confidentiality will be respected; c. services that understand intersex health and well-being concerns.

Inclusive Language and Intersex Terms to avoid include pathologising language such as ‘disorders of sex development’.
The word ‘hermaphrodite’ is also regarded as stigmatising by several intersex people.

It is preferable to use the word ‘intersex’, or refer to sex traits, variations or characteristics.

Most intersex people are not trans or gender variant either.

Making assumptions that intersex people have, want to, or need to, transition should be avoided.

Referring to intersex people using language that describes trans people, such as transgender, or ‘gender diversity’ should be avoided altogether.
Questioning whether or not a person identifies with LGBT is unacceptable.

’All’ or ‘different’ genders should be considered without, assuming that intersex people automatically have a non-binary gender identity or that having a non- binary gender identity means someone is intersex.

Assumptions that people with a specific intersex variation identify with a specific gender should be avoided, as should assumptions that surface characteristics define an intersex student’s gender.
School-Community Partnerships Effective school-community partnerships enable representation and active participation by diverse groups and ensure the inclusion of the perspectives, experiences, and needs of trans, gender variant and intersex students.

Such partnerships should enhance the educational opportunities of all students.

Schools should seek to increase cooperation and collaboration among home, school, inclusive and specialised services, LGBTIQ community organisations and the community-at-large.
In so doing, schools should at the outset, ensure that students, parents, and staff have access to supportive services and resources whenever these are requested.

14 RESPECT FOR ALL FRAMEWORK Version 1: 06/15 o5 RELATED DOCUMENTS Other related documents to this policy include: - Framework for the Education Strategy for Malta 2014- 2024 (MEDE, 2014a).

- Respect for All Policy Framework (MEDE, 2014b).

- Addressing Bullying Behaviour in Schools Policy (MEDE, 2014c).

- Education for All.


European Agency for Special Needs and Inclusive Education (Denmark 2014) on behalf of the Ministry for Education and Employment, Malta (MEDE 2014).

- Managing Behaviour in School (MEDE, 2015).

14 15 o6 OWNERS OWNERS Director General - Directorate for Educational Services Director General - Directorate for Quality and Standards in Education 16 RESPECT FOR ALL FRAMEWORK Version 1: 06/15 o7 REVIEW DATE This document will be reviewed during August 2016.
You are encouraged to submit your feedback by the 30th April 2016 via email on r4af.mede@gov.mt 16 17 o8 REFERENCES Agius, S. and Tobler, C. (2011), Trans and Intersex People: Discrimination against trans and intersex people on the grounds of sex, gender identity and gender expression.

Luxembourg: European Commission.

Amnesty International (2014).

Europe: Transgender people face discrimination and inhumane treatment.
Accessed on 3rd June 2015 from https://www.amnesty.org/en/articles/news/2014/02/ europe-transgender-people-face-discrimination-and-inhuman-and-degrading-treatment/ Baldacchino, R. and Grech, C. (2008).

Inclusion of transgender individuals in the labour market: A research study.

Malta: Malta Gay Rights Movement.

Bochenek, M. and Brown, W. A.

(2001).

Hatred in the Hallways: Violence and discrimination against Lesbian, Gay, Bisexual and Transgender Students in U.S. Schools.
California Safe Schools Coalition Model School District Policy Regarding Transgender and Gender Nonconforming Students.

Accessed on 8th June 2015 at: https://www.csba.org/~/media/ E68E16A652D34EADA2BFDCD9668B1C8F.ashx Charles, C.M.

(2002).

Building Classroom Discipline.

6th edition Ed., New York: Longman.

Chesworth, A., O’Saurus, C., Radcliffe, J., Ward, R., and Birkinshaw, Z.

Gender is not uniform.

Safe Schools Coalition Victoria.


Accessed on 5th June 2015 at: http://safeschoolscoalitionvictoria.org.au/ Commissioner for Human Rights, (2009).

Human Rights and Gender Identity, Issue Paper.

Strasbourg: Council of Europe.

Commissioner for Human Rights, (2015).

Human Rights and Intersex People, Issue Paper.

Strasbourg: Council of Europe.

Council of Europe.

The European Convention on Human Rights’ First Protocol (Paris, 20.III.1952).

Education for All.
Education for All.

Special Needs and Inclusive Education in Malta European Agency for Special Needs 18 RESPECT FOR ALL FRAMEWORK Version 1: 06/15 and Inclusive Education.

An External Audit Report carried out on behalf of the Ministry for Education and Employment, Malta (MEDE, 2014).

European Parliament (4 February 2014).

Resolution on the EU Roadmap against homophobia and discrimination on grounds of sexual orientation and gender identity.

European Union Agency for Fundamental Rights.

(2015).
(2015).

The fundamental rights situation of intersex people.

European Union Agency for Fundamental Rights.

(2014).

European Union LGBT survey: Main results.

Vienna: FRA – European Union Agency for Fundamental Rights.

European Union Agency for Fundamental Rights.

(2014).

Being Trans in the European Union: Comparative analysis of EU LGBT survey data.

Vienna: FRA – European Union Agency for Fundamental Rights.

Fausto-Sterling, A (1993).

The Five Sexes: Why Male and Female are not enough.
The Sciences (Vol.

33, Issue 2, 20-24).

New York Academy of Science.

GLSEN Model District Policy on Transgender and Gender Nonconforming Students.

Accessed at: http://glsen.org/learn/policy/model-laws-policies in September 2014.

Government of Malta.

The Constitution of Malta.

Government of Malta (1854).

Criminal Code, Chapter 9 of the Laws of Malta.

Government of Malta (1988).

Education Act, Chapter 327 of the Laws of Malta.

Government of Malta (2015).


Gender Identity, Gender Expression and Sex Characteristics Act, Chapter 540 of the Laws of Malta.

Istar Lev.

A (2004).

Transgender Emergence.

Therapeutic Guidelines for working with Gender-Variant People and their Families.

Hawthorn Press, New York.

Kosciw, J.G., & Diaz, E.M. (2008).

Involved, Invisible, Ignored: The Experience of Lesbian, Gay, Bisexual and Transgender Parents and Their Children in Our Nation’s K-12 Schools.
New York: Gay, Lesbian and Straight Education Network.

Available at http://bit.ly/KSnwLE Kosciw, J.G., Greytak, E.A., and Diaz, E.M. (2009).

Who, What, Where, When and Why: Demographic and Ecological Factors Contributing to Hostile School Climate for Lesbian, Gay, Bisexual and Transgender Youth.

Journal of Youth Adolescence (38:976-988).

Luengsuraswat, B.

(2009).

Rewriting the Written: FTM Self-Making and the Performance of Possibilities in Sean Dorsey’s Uncovered: The Diary Project.
UCLA Centre for the Study of Women.

CSW Newsletter.

Accessed on 8th June 2015 at: http://escholarship.org/uc/item/41d2660m file:///C:/Users/schools_home/Downloads/eScholarship%20UC%20item%2041d2660m.pdf Malta Gay Rights Movement.

(2010).

LGBT Discrimination in Malta: A survey on sexual orientation and gender identity discrimination against lesbian, gay, bisexual and transgender persons in Malta, 2006- 2008.

Mosta: MGRM.

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Framework for the Education Strategy for Malta 2014-2024.

Malta.

18 19 Ministry for Education and Employment, 2014b.

Respect for All Framework.

Malta.

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Addressing Bullying in Schools.

Malta.

Ministry for Education and Employment, 2015.

Managing Behaviour in Schools.

Malta NSO https://nso.gov.mt/en/publicatons/.../Malta_in_Figures_2014.pdf NYC Department of Education Transgender Student Guidelines.
Accessed at: http://schools.nyc.gov/ RulesPolicies/TransgenderStudentGuidelines/default.htm in September 2014.

Government of Ontario (2014).

Backgrounder- Talking about gender identity and gender expression.

Ontorio.

Accessed on 8th June 2015 at: http://www.ohrc.on.ca/en/backgrounder-%E2%80%93- talking-about-gender-identity-and-gender-expression Organisation Intersex International Australia and ACON.

(2014).

Making your services intersex friendly?


Accessed at: http://safeschoolscoalitionvictoria.org.au/wp-content/uploads/2014/07/ making-your-service-intersex-friendly.pdf Parliamentary Assembly of the Council of Europe.

(2010).

Resolution 1728 (2010) Discrimination on the basis of sexual orientation and gender identity.
Accessed at: http://assembly.coe.int/Main.asp?link=/Documents/AdoptedText/ta10/ERES1728.htm Parliamentary Assembly of the Council of Europe (2010) Recommendation 1915 (2010) Discrimination on the basis of exual orientation and gnder identity.

Accessed on 7th June 2015: http://assembly.coe.

int/main.asp?link=/documents/adaptedtext/ta10/erec1915.htm Parliamentary Assembly of the Council of Europe.

(2013).

Resolution 1952 (2013) Children’s right to physical integrity.
Accessed at: http://assembly.coe.int/nw/xml/XRef/Xref-XML2HTML-en.

asp?fileid=20174&lang=en Parliamentary Assembly of the Council of Europe.

Resolution 2048 (2015) Discrimination against transgender people in Europe.

Accessed at: http://assembly.coe.int/nw/xml/XRef/Xref-XML2HTML-en.asp?fileid=21736&lang=en Richards, R. (2015).

Sexuality and Gender Perspectives on Sports Ethics.
NSIC/Clearinghouse, Australian Sports Commission Accessed on 8th June 2015 at: https://secure.ausport.gov.au/clearinghouse/knowledge_base/sport_participation/sport_integrity/ sexuality_and_gender_perspectives_on_sports_ethicshttps://secure.ausport.gov.au/clearinghouse/ knowledge_base/sport_participation/sport_integrity/sexuality_and_gender_perspectives_on_ sports_ethics Toronto District School Board Equity Foundation Statement and Commitments to Equity Policy Implementation.
Accessed at: http://www.tdsb.on.ca/AboutUs/Policies,ProceduresForms/Detail.

aspx?docId=200 in September 2014.

United Nations.

(1966).

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Accessed at: http://www.education.

vic.gov.au/school/principals/spag/health/pages/genderidentity.aspx in September 2014.

Weiler.
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E. M. (December, 2003).

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4, Number 4 2O RESPECT FOR ALL FRAMEWORK Version 1: 06/15 21 www.education.gov.mt 22 RESPECT FOR ALL FRAMEWORK Version 1: 06/15 Trans, Gender Variant and Intersex STUDENTS in Schools PROCEDURES JUNE 2o15 PB 1 2 RESPECT FOR ALL FRAMEWORK Version 1: 06/15 TRANS, GENDER VARIANT AND INTERSEX STUDENTS IN SCHOOLS PRODEDURES 2 1 CONTENT 01 Objectives of the procedures 02 When School Support Staff is approached by a student or parent regarding a change in gender identity 03 Student Transition 3 4 6 2 RESPECT FOR ALL FRAMEWORK Version 1: 06/15 o1 Objectives of the procedures / To facilitate the implementation of the policy among the various stakeholders.
/ To provide a uniform way of tackling issues.

/ To ensure a safe and supportive school environment where schools understand and cater for the different potentials and needs of trans, gender variant and intersex students.

For more inclusive procedures, the use of ‘they’ shall be used for all genders even when referring to a single individual.
2 3 o2 When School Support Staff is approached by a student or parent regarding a change in gender identity All students including trans, gender variant and intersex students have the right to discuss and express their gender identity and expression openly and to decide with whom, when and how much private information to share.

The school is to provide an accepting and respectful environment at all times.
Furthermore, students and parents may also seek the support and intervention of community based organisations who may advocate on their behalf.

When such disclosure takes place, the adult in whom the student confides is to be empathic and immediately lead the student to seek help from school professionals.
If approached, the School Support Staff (when this is age appropriate) would discuss with the student how they wish the school to support them, whilst being particularly sensitive with regard to the involvement of parents.

Should the student wish school support, the Head of School, together with the student and parents, and other care professionals involved in the case, creates a school support management plan that ensures the school responds to the student’s needs.
It is important that the student, depending on their age and maturity, understands that they are a partner in a plan and actively follow the agreed decisions.

4 RESPECT FOR ALL FRAMEWORK Version 1: 06/15 The School Support Management Plan should: 1.

Reflect this policy.

2.

Include psychological services, which are to be extended to the family if and when necessary.

3.

Take a common sense approach that allows for flexibility based on the needs and circumstances of each individual case.

4.
4.

Identify ways to support, guide and monitor the student’s progress.

5.

Agree to arrangements in relation to gender specific facilities such as toilets and changing rooms.

6.

Consider the wellbeing of other students in an addendum to the plan, in the event the student’s trans or gender variant identity, or intersex status becomes known and causes distress.

This should include a student support referral process.

7.
7.

Respond to students or parents who themselves identify a need, such as counselling support or referral to community organisations.

8.

Determine whether other staff members, (such as school guidance teacher, counsellor, social worker, PSD teacher or PE teacher), need to be advised to support or teach the student.

9.

Identify processes to: - review the plan with timeframes; - inform others should it be decided necessary; - address potential school community concerns.
In situations when the student’s needs are not in accordance with the wishes of the parents and when the latter are hostile to the student or their needs, the school professionals must first attempt to mediate between the student and the family.

If this fails and it becomes evident that the student’s needs and/or rights are causing distress to the child, child protection services are to be introduced.
5 o3 Student Transition Schools have a unique and powerful opportunity to support trans, gender variant or intersex students, including those going through a gender transition, while providing education to the entire school community.

It is not unusual for a child’s desire to transition to first surface at school.
In order to maintain privacy and confidentiality regarding their transition and gender identity, trans, gender variant or intersex students may wish, but are not required, to transition over the summer break or after the Christmas or Easter holidays.

Should the student and their parents decide to proceed with the transition, the school must facilitate the process by developing a Student Transition Management Plan.
The Student Transition Management Plan should: 1. continue to offer psychological support all throughout each stage of the transition as necessary; 2. consider the best timing to undertake any change of gender identity.

When an application is filed in court the school, in agreement with the parents and the student, should not wait for the Court to pronounce a decision in order to start the transition process but should meet the wishes of the student as expressed through the parents.
6 RESPECT FOR ALL FRAMEWORK Version 1: 06/15 Name and Pronoun The student is to be addressed with their preferred name and pronoun congruent with their gender identity once the application in Court has been filed.

Dress Code During the period of transition the student may wear garments congruent with their gender identity within the school dress code policy.

School Staff should not enforce a stricter dress code against trans, gender variant or intersex students than that of other students.
Privacy and Confidentiality The best way to protect a student’s privacy and confidentiality is to minimise the number of people who require to know the student’s trans or gender variant identity, or intersex status.

It is not to be assumed that a staff member or the student’s social network is aware of the situation the student is experiencing.
When the student changing gender identity stays at the same school, school community members who knew the student before may need psychosocial support in dealing with the transition and to address any concerns.

Access to Gender-Specific Activities and Areas With respect to all toilets or changing facilities, students shall have access to facilities that correspond to their gender identity.
Schools may maintain separate toilets or changing facilities for male and female students, provided that they allow students to access them based on their gender identity.

In any gender-specific facility, any student who is uncomfortable using a shared facility, regardless of the reason, shall, upon the student’s request, be provided with a safe and non-stigmatising alternative.
However, requiring a trans, gender variant or intersex student to use a separate, non-integrated space threatens to publicly identify and marginalise the student as trans or intersex and should not be done unless requested by a student.

Under no circumstances may students be required to use sex-specific facilities that are inconsistent with their gender identity.
Where available, schools are encouraged to designate facilities designed for use by one person at a time as accessible to all students regardless of gender, and to incorporate such single-user facilities into new construction or renovation.

However, under no circumstances may a student be required to use such facilities merely because they are trans, gender variant or intersex.

7 Bullying, Discrimination and Harassment It is the responsibility of each school to ensure a safe school environment.
Schools should be vigilant for any bullying, harassment or discrimination that may arise for trans, gender variant and intersex students.
Complaints alleging bullying, discrimination or harassment based on a person’s actual or perceived sex, sexual orientation, gender identity, gender expression or sex characteristics are to be handled in the same manner as other bullying, discrimination or harassment complaints as outlined in the policy and procedures relating to Addressing Bullying Behaviour in Schools (MEDE, 2014).
Physical Education (PE) Classes and other Sports Activities and Competitions All students shall be permitted to participate in physical education classes and sports activities, including competition sports, in a manner consistent with their gender identity.
Other Gender-Based Activities, Rules, Policies and Practices As a general rule, schools should evaluate all gender-based facilities, activities, rules, policies, and practices (including classroom activities, school ceremonies, school photos as well as extra-curricular activities and out of school hours’ care such as breakfast clubs) and maintain only those that have a clear and sound pedagogical purpose.
Students shall be permitted to participate in any such activities or conform to any such rule, policy, or practice consistent with their gender identity.

School Documentation Official documentation (e.g.

school register) is to be changed following a Court ruling under the Gender Identity, Gender Expression and Sex Characteristics Act.
The school will change a student’s official records to reflect a change in legal name or gender upon receipt of documentation that such change has been authorised by the Courts.

In situations where school staff is required by law to use or to report a trans, gender variant or intersex student’s legal name or gender, school staff shall adopt practices to avoid the inadvertent disclosure of such confidential information.
A student who has changed their legal gender may also request the school to re- issue or exchange any official document or certificate relative to them according to their new name and gender.
8 RESPECT FOR ALL FRAMEWORK Version 1: 06/15 9 www.education.gov.mt 10 RESPECT FOR ALL FRAMEWORK Version 1: 06/15 Trans, Gender Variant and Intersex STUDENTS in Schools STRATEGY 1 JUNE 2o15 2 RESPECT FOR ALL FRAMEWORK Version 1: 06/15 Trans, Gender Variant and Intersex STUDENTS in Schools STRATEGY 1 CONTENT 01 Whole School Approach 02 Parents 03 Students 04 Overall Responsibility 2 5 14 16 19 o1 Provide a safe and inclusive school environment RESPECT FOR ALL FRAMEWORK Version 1: 06/15 3 Measure 1.1 Provide a safe, supportive and inclusive school environment.
Owner College Principal Head of School Stakeholder SMT School Support Staff Parents Students Outcome 1.1.1 Student will go to school willingly.

1.1.2 Student feels safe to express their identity.

1.1.3 Student feels respected and accepted.

1.1.4 Student reaches their full potential.

1.1.5 School Community understands and accepts diversity.

1.1.6 Safe and motivating learning environment.

1.1.7 Engaged students in active learning.


Timeline Scholastic year 2015-2016 Scholastic year 2015-2016 Scholastic year 2015-2016 Scholastic year 2015-2016 Scholastic year 2015-2016 Scholastic year 2015-2016 Scholastic year 2015-2016 4 RESPECT FOR ALL FRAMEWORK Version 1: 06/15 Measure 1.2 Ensuring that all staff are aware of the policy and its implications when dealing with trans, gender variant and intersex students.
Measure 1.3 Developing plans that manage school organisation in relation to trans, gender variant and intersex students.

Owner Stakeholder College Principal Head of School Teachers, parents and students Timeline October 2015 Outcome 1.2.1 Trans, gender variant and intersex students are appropriately addressed and feel respected within the school community.

1.2.2 School Support Staff own the policy.


October 2015 Owner College Principal Head of School Stakeholder Teachers Timeline Scholastic year 2015-2016 Outcome 1.3.1 Create an educational environment which does not foster gender stereotypes and allows for the inclusion of trans, gender variant and intersex students.

5 Measure 1.4 Intervening to stop bullying, name calling and gender stereotyping.

Owner Head of School Designate member of staff for Addressing Bullying Behaviour in Schools Policy.
Stakeholder Students School Support Staff College Inter-disciplinary team Outcome 1.4.1 Bullying is addressed within school.

1.4.2 Timely and appropriate decisions about bullying incidents are taken.

Timeline Scholastic year 2015-2016 Scholastic year 2015-2016 1.4.3 Students feel safe.

Scholastic year 2015-2016 Owner Stakeholder Head of School National literacy agency School Library Service Outcome 1.5.1 Students are exposed to concepts of inclusion and diversity in different situations.
Timeline January 2016 Measure 1.5 Ensuring library in school contains resources for educators and students that are inclusive of trans, gender variant and intersex representations.
6 RESPECT FOR ALL FRAMEWORK Version 1: 06/15 Measure Owner Director General Directorate for Quality Standards for Education College Principal Head of School 1.6 Curriculum content to ensure equity through enabling a more just, respectful, knowledgeable, inclusive and empathic attitude towards others and challenge students’ beliefs about gender identity and expression.
Stakeholder Director Curriculum Management Education Officer Educators Outcome 1.6.1 Each student is exposed to knowledge, skills, attitudes and behaviours needed to function properly within the school community and beyond with respect to trans, gender variant and intersex persons.

1.6.2 Respectful relationships and inclusive practices fostered.

Timeline Scholastic year 2015-2016.

Scholastic year 2015-2016.

Measure Owner Stakeholder 1.7 Ensuring that physical activities are inclusive.
Director General Directorate for Quality Standards for Education College Principal Head of School Director Curriculum Management Education Officer Educators Outcome 1.7.1 Student is included.

Timeline Scholastic year 2015-2016.

1.7.2 Student is able to participate in sports of choice.

Scholastic year 2015-2016.

7 Owner MEDE Legal Advisor College Principal Stakeholder Head of School Measure 1.8 Ensuring that documentation and processes related to them meet the requirements established by law.
Outcome 1.8.1 School is aware of what the law states.

Timeline Scholastic year 2015-2016.

1.8.2 Legislation requirements met.

Scholastic year 2015-2016.

1.8.3 Student’s rights met.

Scholastic year 2015-2016.

Measure Owner College Principal Head of School 1.9 Ensures that school support management plans and transition management plans are developed according to the student’s needs.

Stakeholder Educators College inter-disciplinary team Parents Students .
Outcome 1.9.1 Student’s needs are acknowledged and addressed.

Timeline Scholastic year 2015-2016 1.9.2 Smooth process of transition takes place.

Scholastic year 2015-2016 8 Measure Owner Stakeholder 1.1O Developing effective school community partnerships that promote inclusion.

College Principal Head of School School Support Staff College inter-disciplinary team Parents Students NGOs Community at large RESPECT FOR ALL FRAMEWORK Version 1: 06/15 Outcome 1.1O.1 Networking and Community support.
Timeline Scholastic year 2015-2016.

1.1O.2 Facilitation of access to community services.

1.1O.3 Inclusivity amongst School Community.

1.1O.4 Schools that are better able to meet the needs of students and their families.

Scholastic year 2015-2016.

Scholastic year 2015-2016.

Scholastic year 2015-2016.

Measure Owner Stakeholder 1.11 Ensuring the provision of adequate training opportunities for educators.
Director General Directorate for Quality and Educational Standards College Principal Head of School Educators College inter-disciplinary team Timeline Scholastic year 2015-2016.

Outcome 1.11.1 Educators understand terms and concepts and current developmental understanding of sex, sexual orientation, gender identity, gender expression, gender variance and sex characteristics in children and adolescents.

9 Measure 1.12 Communication strategies that promote inclusivity and celebration of diversity.
Owner Stakeholder College Principal Head of School Educators College Inter-disciplinary team Students Parents Outcome 1.12.1 Age appropriate communication strategies for students about issues related to gender identity, gender expression and diversity.

Timeline Scholastic year 2015-2016.

1.12.2 Informed communication strategies for parents related to gender identity, gender expression and sex characteristics diversity.

Scholastic year 2015-2016.


1O o2 STUDENTS RESPECT FOR ALL FRAMEWORK Version 1: 06/15 11 Measure Owner Stakeholder College Principal Head of School Students Parents School Support Staff College inter-disciplinary team 2.1 Student is supported to understand in an age appropriate manner that they are a partner in any plan that is developed to support them with gender identity issues.

Outcome 2.1.1 Student has a voice.

Timeline Scholastic year 2015-2016.

2.1.2 Student’s potential is promoted.


Scholastic year 2015-2016.

2.1.3 Student feels included.

2.1.4 Student is informed of all services available to them, be they school and community.

Scholastic year 2015-2016.

Scholastic year 2015-2016.


12 o3 PARENTS RESPECT FOR ALL FRAMEWORK Version 1: 06/15 13 Measure Owner Stakeholder College Principal Head of School Parents School Support Staff College inter-disciplinary team Students 3.1 To develop close partnership between parents and the school in order to facilitate access to the right to gender identity and gender expression.

Outcome 3.1.1 Engaged parents.

Timeline Scholastic year 2015-2016.

3.1.2 Parents feel supported.


3.1.3 Parents are informed of the Policy and Procedures.

3.1.4 Parents know what is expected of them and what they can expect from the school.

3.1.5 Parents are informed of all services available to them and their children, be they community or school.

Scholastic year 2015-2016.

Scholastic year 2015-2016.

Scholastic year 2015-2016.

Scholastic year 2015-2016.


14 o4 Overall Responsibility RESPECT FOR ALL FRAMEWORK Version 1: 06/15 15 Measure 4.1 Responsibility Owner Stakeholder Director General Directorate for Educational Services Director General Directorate for Quality and Standards in Education Students Parents School Support Staff Director, Student Services Director, Curriculum Development Eduction Officers Heads of Department Outcome 4.1.1 Inclusive Education for All.

Timeline Scholastic year 2015-2016.


4.1.2 Safe, Secure and motivating school environments.

Scholastic year 2015-2016.
TRANS, GENDER VARIANT AND INTERSEX STUDENTS IN SCHOOLS Strategy 16 RESPECT FOR ALL FRAMEWORK Version 1: 06/15 17 www.education.gov.mt 18 RESPECT FOR ALL FRAMEWORK Version 1: 10/14 Addressing BULLYING BEHAVIOUR in Schools PROCEDURES OCTOBER 2o14 PB 1 2 RESPECT FOR ALL FRAMEWORK Version 1: 10/14 ADDRESSING BULLYING BEHAVIOUR in Schools PROCEDURES 2 1 3 4 6 CONTENT 01 Introduction 02 Procedures 03 Appendix 2 RESPECT FOR ALL FRAMEWORK Version 1: 10/14 o1 Introduction 1.1 Whilst this document stipulates sanctions to bullying actions, it is imperative that schools assume a proactive role and carry out preventive measures in partnership with the Anti-Bullying Service and any other professional as deemed nessecary.
1.2 These procedures come into place once: (i) the school guidelines for addressing bullying behaviour in schools are established.

(ii) the designated member of staff has been identified.

(iii) all stakeholders are informed of the policy, procedures and who the designated member of staff responsible for the Policy on Addressing Bullying Behaviour in Schools is.
2 3 o2 Procedures 2.1 Reporting 2.1.1 School staff and other professionals working within all national educational establishments who witness a bullying incident are to immediately verbally intervene to stop the bullying behaviour.

2.1.2 When a bullying incident is reported the member of the school staff should listen to the person reporting the incident in a non-judgemental manner.

2.1.3 Reporting procedures can be found in Appendix A.
4 RESPECT FOR ALL FRAMEWORK Version 1: 10/14 2.2 All bullying behaviour is to be brought to the attention of the designated member of staff and noted on the Incident Report Book (Appendix B).

2.3 After getting aproval from the Head of School the designated member of staff is responsible to ensure that the parents of the student who bullied others are informed by means of a letter (Appendix C in first time episode, Appendix D when the student is involved in a subsequent bullying behaviour).
The parents of the victim are also to be informed about the incident.

2.4 The designated member of staff is to discuss each incident with the Guidance Teacher.

Together they can be guided by the Examples of Possible Restorative Consequences identified in Appendix E. Other steps which may be taken include: (i) Follow up sessions with Guidance Teacher for both the victim of bullying and the perpetrator.

(ii) Referral to the Anti-bullying Service (Appendices F, G).
(iii) Provision of social skills training for the perpetrator.

(iv) Encourage a circle of friends to support the victim.

(v) Taking the case to the Behaviour Management Committee.

5 o3 APPENDIX A Reporting procedures All information and reporting needs to come to the attention of the designated member of staff responsible for the implementation of the ‘Addressing Bullying Behaviour In Schools’.

The SMT, school support staff and support services staff can continue with their interventions.
Parents of both parties are to be involved at an early stage.

They are to be informed about the incident and the actions that need to be taken.

The school should seek parents’ support to help the children.

Parents and students are duty bound to co-operate in addressing the bullying behaviour and should support the school’s effort in empowering students to be accountable for their actions.
/ / 6 RESPECT FOR ALL FRAMEWORK Version 1: 10/14 / Adults who are dealing with students / Monitoring and follow-up meetings are who are reporting bullying behaviour as well as the students who are carrying out the bullying behaviour are to take a neutral, unbiased approach as much as possible, adopting a problem solving, restorative approach.
imperative to ensure that the bullying behaviour has ceased, and that issues between the students have been resolved or contained for the benefit of both perpetrator and victim.

/ / Every adult aware of any form of bullying is duty-bound to take action as outlined below.

Incidents must be initially addressed at school level.

All parties involved should be given the chance to have their say so that unacceptable behaviour is stopped.
/ It is best to explore cases outside the classroom situation to make sure that confidentiality is ensured.

/ When investigating a case, sensitivity and respect for all those involved is to be applied, giving particular attention to all the rights of the persons concerned.

/ Witnesses of the bullying incident can often provide useful information.

/ In the case of a group incident, members should be addressed individually prior to meeting as a group.
Each group member should have the opportunity to give his/her view whilst receiving and giving feedback (with support from the adults involved).

/ All parties involved need to be aware of the severity of the bullying incident and therefore the relevant sanctions will be enforced as necessary.
7 Reporting of Student to Student Bullying Incidents In the case of student to student bullying reported to any member of the SMT, teachers (including teachers from the Psycho-Social Services, Guidance and Peripatetic teachers), LSAs, counsellors, visiting professionals from the Psycho-Social Services the following actions are to be taken: 1.

Listen to the reporting student.

2.

Speak to the perpetrator (always in the first instance speak to the reporting student and alleged perpetrator separately).

3.
3.

Speak to witnesses of the incident for further clarification as required.

4.

Inform the designated member of staff of the reported bullying incident.

5.

The member of staff and the designated member of staff may agree that the member of staff can continue to address the issue.

6.

In the instance when the member of staff and designated member of staff decide that the incident requires more specialised intervention the designated member of staff refers to the guidance teacher.

7.
7.

The guidance teacher investigates the case further, deciding whether it is conflict or bullying and uses his good judgement to proceed accordingly.

8.

Following interventions by the guidance teacher, if the case is still unresolved, the guidance teacher is expected to report back to the designated member of staff and a referral to the Anti-bullying Service is made by either party.
If student to student bullying is reported to clerical/auxillary/technical staff members, they are to listen sensitively to the student and report immediately to the designated member of staff or SMT member.

The designated member of staff follows the above actions (1-8).

Parents reporting bullying incidents are to be immediately guided to the Head of School or designated member of staff.

The designated member of staff follows the above actions (1-8).
8 RESPECT FOR ALL FRAMEWORK Version 1: 10/14 Cyber bullying In the case of student to student cyber bullying reported to teachers (including teachers from the Psycho-Social Services, Guidance and Peripatetic teachers), LSAs, counsellors, Visiting professionals from the Psycho-Social Services the following actions are to be taken: 1.

Immediately inform the SMT who will in turn inform the parents of the students concerned.

2.
2.

The SMT is to keep a record of the meetings with the parents and the decisions taken (if any).

3.

The SMT is to advise the parents to file a report with the police.

This is to be noted in the incident report log book together with the record of the meeting.

4.

Should the SMT be further concerned about the safety of the student/s, they are to inform APPOGG about this incident.
Adult to Student Bullying Any form of bullying from adult to student is considered as child abuse and is to be immediately brought to the attention of the Head of School (refer to Child Safety Services Policy).

The Head of School is obliged to immediately refer the case to the Director for Student Services in writing, copying in the College Principal.

The Director, Department of Student Services will set up a board to investigate the case.
The outcome of the investigation is forwarded to the Director General, Directorate for Educational Services.

Where allegations are shown to be unfounded, the Directorate disposes of all collated data related to the case.

In the event that the allegations are substantiated, the Director General is to proceed according to the established regulations and legislation in force from time to time.

Student to Adult Bullying This type of bullying behaviour is to be dealt with at SMT level.
Further advice and support is to be sought from the College Principal, who refers to the Director, Department Student Services.

Adult to Adult Bullying In this case, reference needs to be made to the regulations and legislation in force from time to time.
9 APPENDIX B Incident Report Book Template Name of Student who is targeted: Class: Name of Student who is carrying out bullying behaviour: Class: Person Reporting: Date of Incident: Time of Incident: Place where behaviour took place: Description of bullying behaviour: Initial Plan of Action to address bullying behaviour: Date when letter is sent to Parent of perpetrator: Date when family of victim was informed and how message was conveyed: Action Taken: Was issue resolved: 1O RESPECT FOR ALL FRAMEWORK Version 1: 10/14 APPENDIX C Letter to Parents informing them of first incident of Bullying [Insert College letterhead] Date: Dear Parent, Please be informed that of class was involved in a bullying incident at school today.
Below is a brief summary of the incident.

Time: Location: Observed Bullying Behaviour: At our school we aim to provide a safe and supportive environment for everyone within the school and therefore take bullying very seriously.

Please be informed that, from now on, we will be monitoring your child’s behaviour very closely.

Please contact us, so that together we can discuss positive and constructive strategies to help prevent your child from being involved in similar incidents in the future.
We look forward to working with you to help resolve this situation.

Sincerely, Head of School 11 APPENDIX d Letter to Parents informing them of a subsequent bullying behaviour [Insert College letterhead] Date: Dear Parent, We need to bring to your attention that of class was again involved in another bullying incident at school today.

Below is a brief summary of the incident.


Time: Location: Observed Bullying Behaviour: As mentioned in our previous communication, at our school we aim to provide a safe and supportive environment for everyone and therefore take any form of bullying very seriously.

We request that you contact our school immediately to discuss your child’s actions as it is imperative that you cooperate with the school in your child’s interest.
Sincerely, Head of School 12 RESPECT FOR ALL FRAMEWORK Version 1: 10/14 APPENDIX E Without prejudice to any disciplinary measures,the college/school may wish to consider the following: Examples of Possible Restorative Consequences Infractions In principle, in all infractions the perpetrator must verbally apologise to the teacher/victim/s in front of all those who witnessed the bullying incident.

Property damage (e.g.

school equipment) Help clean, repair or pay for damages.
Putdowns, gossip, or interpersonal conflicts Write a brief reflective account on how it feels to be put down or gossiped about.

Threats, harassment and offensive, aggressive language.

Depending on the severity of the case, the perpetrator is required to take part in community work on Saturday morning.

Bullying younger students The alleged perpetrator is required to conduct a short presentation in the class of the victim/s about a related topic (e.g.

being a good friend) during PSCD.


Ridicule, homophobic comments, or racial slurs towards another individual or group The perpetrator is required to make a short presentation about the difficulties that minority groups can face in the school setting, addressing his peers during an organised activity in a context of diversity.
13 Physical threats Theft and extortion Cyber-bullying During the detention the student will prepare a brief presentation about self-control with the help of guidance teacher/any other support teacher.

This presentation will be delivered to his classmates during the next PSCD lesson.

Depending on the severity of the case, conduct community work on Saturday morning.

Return the stolen items together with a written apology.
If the items are not in a condition to be returned, the perpetrator must be made to pay for their replacement.

If this is not possible the perpetrator is asked how he can make up for the harm done.

The student is to prepare a poster about the negative effects of cyberbullying and/or providing tips on how to stay safe online.

The perpetrator can also choose to give a presentation to the students on this same issue (together with support).
Bullying on school transport The perpetrator works with either the College’s Youth Worker or the Health and Safety teacher on any project that these might be working on.

14 APPENDIX F Anti-Bullying Service The Anti-Bullying Service forms part of the Safe Schools Programme in the Education Psycho- Social Services within the Student Services Department.
- Mission Statement Personnel aim to ensure that the schools are providing a safe and secure environment, where students are allowed to flourish in their social capacities and academic capabilities.

The role is to ensure that students are feeling secure in a non-threatening environment, and to encourage and motivate students to respect each other, as well as accept and allow for personal differences.
Raising Awareness - The main bulk of the work to raise awareness about the issues and effects of bullying is through meetings, sessions, class interventions and sessions with parents, students and teachers.

- Talks are held with large groups of parents.

Circle time is carried out with smaller groups to help parents understand when their child is being bullied and how to go about it.
Moreover, they are encouraged to avoid reacting defensively if the school approaches them saying that their child is bullying others.

These sessions have proven to be very fruitful with positive feedback from both parents and staff.

- Talks are held for students on a variety of topics, such as the importance of respecting each other and valuing friendships, how to choose friends and different ways of assertively coping with bullying behaviours.
Furthermore, other talks address cyberbullying and provide examples of why it is important to keep safe online.

RESPECT FOR ALL FRAMEWORK Version 1: 10/14 School Development Programmes are organised about the psychological effects that bullying behaviour can have on students, whilst increasing the awareness of their important role in stopping teasing behaviour and conflict.

These programmes offer techniques how to appropriately deal with instances of bullying behaviours and how the referral system works.
Prevention Strategies - The service organises a number of prevention activities in schools, focusing more on the value and importance of friendships, and giving talks promoting practising empathy with peers, developing positive social behaviours and the importance of inclusion.

- The team also provide a range of activities to maintain a steady input into the prevention of bullying in schools.
- Apart from students, the service trains members of administration, staff, and parents about prevention measures, with an emphasis on the long term negative psychological impact that bullying may have on students.

- The team also suggests that a friendship week is organised in schools.
A whole school during the scholastic year can be dedicated to hold a friendship week with an emphasis on challenging beliefs and attitudes that give rise to bullying whilst promoting desired behaviours which lead to a happier school environment.

This may involve a thematic approach.

It is imperative to continuously promote and role-model what has been learned during the friendship week throughout the scholastic year.
15 APPENDIX G Safe Schools Programme Anti-Bullying Service – Referral Form 16 DIRETTORAT GHAL SERVIZZI EDUKATTIVI DIPARTIMENT SERVIZZI GHALL-ISTUDENT SERVIZZI EDUKATTIVI PSIKOSOCJALI, TRIQ FRA GAETANO PACE FORNO, HAMRUN HMR 1100 TEL / FAX: 21225285; 21233698 MALTA RESPECT FOR ALL FRAMEWORK DIRECTORATE FOR EDUCATIONAL SERVICES STUDENT SERVICES DEPARTMENT EDUCATION PSYCHO-SOCIAL SERVICES, FRA GAETANO PACE FORNO STREET, HAMRUN HMR 1100 TEL / FAX: 21225285; 21233698 Version 1: 10/14 SAFE SCHOOLS PROGRAMME ANTI-BULLYING SERVICE – REFERRAL FORM ALLEGED PERPETRATOR/S: NAME OF PARENT(S)/ LEGAL GUARDIAN(S): CLASS/ FORM: ALLEGED VICTIM/S: CLASS/ FORM: NAME OF PARENT(S)/ LEGAL GUARDIAN(S): TEL/MOB: TEL/MOB: COLLEGE: ______________________________________ CASE REFERRED BY : ________________________________ SCHOOL: ______________________________________ PROFESSION : ________________________________ CLASS: E-MAIL: TEL: ______________________________________ SIGNATURE: ________________________________ ______________________________________ DATE: ________________________________ ______________________________________ REASON FOR REFERRAL: INTERVENTIONS CARRIED OUT: _____________________________________________________________ _____________________________________________________________ DATE OUTCOME _____________________________________________________________ ________ _____________________________________________ _____________________________________________________________ ________ _____________________________________________ _____________________________________________________________ ________ _____________________________________________ _____________________________________________________________ ________ _____________________________________________ _____________________________________________________________ ________ _____________________________________________ _____________________________________________________________ ________ _____________________________________________ _____________________________________________________________ ________ _____________________________________________ ________ _____________________________________________ ________ _____________________________________________ TYPE OF BULLYING BEHAVIOUR: ________ _____________________________________________ PHYSICAL VERBAL SOCIAL CYBER ________ _____________________________________________ ________ _____________________________________________ ________ _____________________________________________ ________ _____________________________________________ OTHER: _____________________________________________________ ________ _____________________________________________ OTHER PROFESSIONALS/AGENCIES INVOLVED: NAME PROFESSION / AGENCY CONTACT DETAILS ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ HAVE PARENTS / LEGAL GUARDIANS BEEN NOTIFIED OF THIS REFERRAL?
YES NO This information is being collected in compliance with the Data Protection Act.

It may be used as necessary by the Education Authorities.
17 MINISTRY OF EDUCATION AND EMPLOYMENT ADDRESSING BULLYING BEHAVIOUR in Schools PROCEDURES 18 RESPECT FOR ALL FRAMEWORK Version 1: 10/14 18 19 www.education.gov.mt 20 RESPECT FOR ALL FRAMEWORK Version 1: 10/14 Addressing BULLYING BEHAVIOUR in Schools STRATEGY OCTOBER 2o14 1 2 RESPECT FOR ALL FRAMEWORK Version 1: 10/14 Addressing BULLYING BEHAVIOUR In Schools Strategy 3 CONTENT 01 Whole School Approach 02 Parents 03 Students 04 Overall Responsibility 4 5 14 16 19 o1 WHOLE SCHOOL APPROACH RESPECT FOR ALL FRAMEWORK Version 1: 10/14 5 Measure Owner Stakeholder 1.1 Each school draws up its own anti-bullying guidelines based on the parameters presented in this document as well as on the school’s individual needs.
College Principal Head of School Head of School Assistant Head/s College Prefect of Discipline School Council Guidance Teachers Anti-bullying Team Member Student Council Outcome 1.1.1 Guidelines to address bullying in school according to the school’s individual needs developed by all the stake holders.

Timeline Draft guidelines to be drawn up and discussed with all stakeholders including parents and students by the end of December 2014.

Guidelines to be finalised by end of February 2015.
6 Measure Owner Stakeholder Head of School Designated member of Staff Guidance teacher/s PSCD teacher/s Anti-Bullying Team Member 1.2 Head of School identifies a key member of staff to assume responsibility for dealing with bullying incidents and co-ordinating all school measures addressing bullying behaviour and its prevention.

RESPECT FOR ALL FRAMEWORK Version 1: 10/14 Outcome 1.2.1 An accessible and user-friendly Incident Reporting System is set up and its implementation.
1.2.2 All school support staff, parents and students are aware of guidelines and Incident Reporting System.

1.2.3 Transparent procedures are in place to address bullying behaviour by all stakeholders.

1.2.4 Inform stakeholders.

1.2.5 Networked college based support systems.


Timeline December 2014 February 2015 December 2014 November 2015 Scholastic year 2014-2015 7 Owner Head of School Stakeholder Designate member of staff 1.3.1 Outcome Measure 1.3 Head of school and designate member of staff are to meet regularly.
Measure Owner Stakeholder College Principal Head of School Head of School Assistant Head/s Education Officers Head/s of Department Teachers LSAs Guidance Teacher/s Anti-bullying Team Member 1.4 Curriculum content to ensure equity through enabling a more just, respectful, knowledgeable, inclusive and empathic attitude towards others and challenge students’ beliefs about what is and what is not acceptable behaviour.
8 Head of School and designated member of staff are well informed of the bullying situation in the school.

1.3.2 Timely and accurate decisions about bullying incidents are taken.

Outcome 1.4.1 Student are exposed to knowledge, skills, attitudes and behaviours needed to function properly within the school community and beyond.

1.4.2 Students become aware of their value system and learn to respect others.

1.4.3 Students are empowered to be able to stand up for their value systems assertively.
Timeline Scholastic year 2014-2015 Scholastic year 2014-2015 Timeline Scholastic year 2014-2015 Scholastic year 2014-2015 Scholastic year 2014-2015 Measure Owner Stakeholder 1.5 Adequate provision of resources allocated.

Head of School Teachers Designated member of staff LSAs Measure 1.6 Adequate training opportunities.
Owner Stakeholder Director General Educational Services Teachers LSAs College Principal Head of School RESPECT FOR ALL FRAMEWORK Version 1: 10/14 Outcome 1.5.1 Teachers engage in and become more effective agents of change.

1.5.2 Students develop critical thinking and have positive values.
Timeline Scholastic year 2014-2015 Scholastic year 2014-2015 Timeline Scholastic year 2014-2015 Outcome 1.6.1 Teachers and LSAs are equipped with the critical knowledge, skills, sensitivity, and behaviours that support and empower all students to learn, to achieve success and to participate effectively in the school community and beyond.
9 Measure Owner Stakeholder 1.7 Develop a prevention programme at a school level which ensures that vulnerable categories of students are provided with a safe and secure environment and are respected as all other students College Principal All school Community Service Manager, Education Psycho-social Services Head of School Designated member of staff Anti-Bullying Team Member Outcome 1.7.1 Awareness amongst school the community regarding what constitutes bullying.
Timeline Scholastic year 2014-2015 1.7.2 Awareness regarding Zero Tolerance to all forms of bullying.

Scholastic year 2014-2015 1.7.3 Awareness regarding the legal implications of bullying.

Scholastic year 2014-2015 1.7.4 Students are skilled in coping strategies to stand up to bullying.

1.7.5 Awareness of Services available to support victim and perpetrator.

Scholastic year 2014-2015 Scholastic year 2014-2015 1o Measure Owner Stakeholder 1.8 Schools are to ensure a safe and secure school environment.
Head of School Teachers Designated Member LSAs of Staff RESPECT FOR ALL FRAMEWORK Version 1: 10/14 Outcome 1.8.1 Provision of proactive supervision in common areas within the school.

Timeline Scholastic year 2014-2015 1.8.2 Supervised recess and structured activities leading to reduction of bullying behaviour.

Scholastic year 2014-2015 11 Measure Owner Stakeholder 1.9 Restorative practices are to be applied at a school level.
College Principal SMT Head of School School Support Staff Designated Member of Staff Parents Students Outcome 1.9.1 Students develop responsibility, accountability, empathy, social skills and respect for others.

Timeline Scholastic year 2014-2015 1.9.2 Students are happier and manifest improved behaviour.

Scholastic year 2014-2015 1.9.3 School environment becomes a safe and secure environment, leading to improvement in student’s attendance and attainment.
1.9.4 Students are able to show remorse and change unacceptable behaviours to ones that are celebrated by the school community.

Scholastic year 2014-2015 Scholastic year 2014-2015 12 Measure 1.1o Develop effective school-community partnerships with the school so as to enable representation and active participation from diverse communities and ensure the inclusion of the perspectives, experiences, and needs of minority groups to enhance educational opportunities for all.
RESPECT FOR ALL FRAMEWORK Version 1: 10/14 Owner Stakeholder Head of School Local Council Designated Member of Staff Business Community General Community Outcome 1.1o.1 Networked and supportive Community.

Timeline Scholastic year 2014-2015 NGO Parents Students School Support Staff Anti-Bullying Team 1.1o.2 Students develop a sense of social responsibility.

Scholastic year 2014-2015 1.1o.3 Awareness raising to Zero tolerance to bullying.
Scholastic year 2014-2015 1.1o.4 Consistent message given of Zero Tolerance to bullying.

Scholastic year 2014-2015 1.1o.5 Students become aware of clubs activities they can attend after school hours.

Scholastic year 2014-2015 13 o2 PARENTS 14 Measure Owner Stakeholder Head of School School Support Staff Designated Staff Member Parents Students Parents 2.1 To develop close partnership between parents and the school in order to identify undesirable behaviour noticed in children under their care.
RESPECT FOR ALL FRAMEWORK Version 1: 10/14 Outcome 2.1.1 Engaged parents.

Timeline Scholastic year 2014-2015 2.1..2 Early identification of potential bullying incidents.

Scholastic year 2014-2015 2.1.3 Immediate reporting to the school administration.
Scholastic year 2014-2015 15 o3 Students 16 RESPECT FOR ALL FRAMEWORK Version 1: 10/14 Measure Owner Designated Member of Staff 3.1 Students’ Council consulted and involved in the development of guidelines and actions related to addressing bullying in school.

Stakeholder Students’ Council Students Outcome 3.1.1 Students acknowledged as a major stakeholder Timeline Scholastic year 2014-2015 3.1.2 Guidelines and actions reflect students’ needs.

Scholastic year 2014-2015 3.1.3 Engaged students.


Scholastic year 2014-2015 17 Measure Owner Designated Member of Staff Stakeholder Students’ Council Outcome 3.2.1 Behaviour of Council Members promotes respect for all.

Timeline Scholastic year 2014-2015 Owner Designated Member of Staff Stakeholder Students’ Council Outcome 3.3.1 Reflection of respect for all in school based activities.
Timeline Scholastic year 2014-2015 3.2 Student Council to be empowered to act as role-model to Zero Tolerance to bullying.

Measure 3.3 The promote of mutual respect through the organization of school-based activities.
18 o4 OVERALL RESPONSIBILITY RESPECT FOR ALL FRAMEWORK Version 1: 10/14 19 Measure 4.1 Responsibility Owner Stakeholder Director General, Education Services Service Manager, Education Psycho-Social Services Principal Head of School Outcome 4.1.1 Every stakeholder understands their role and responibility towards Zero Tolerance to Bullying.

Timeline Scholastic year 2014-2015 4.1.2 Safe and secure schools.
Scholastic year 2014-2015 2o RESPECT FOR ALL FRAMEWORK Version 1: 10/14 Addressing BULLYING BEHAVIOUR In Schools Strategy 21 www.education.gov.mt 22 RESPECT FOR ALL FRAMEWORK Version 1: 10/14 Addressing Attendance in Schools PROCEDURES OCTOBER 2o14 PB 1 2 RESPECT FOR ALL FRAMEWORK Version 1: 10/14 ADDRESSING SCHOOL ATTENDANCE PRODEDURES 2 1 CONTENT 01 Objectives of the procedures 02 Reporting of Attendance 03 Electronic Reporting of Attendance 04 Specific Recording Procedures according to the level of Schooling 05 Changes to the Guidelines 06 Appendicies 3 4 7 9 12 13 2 RESPECT FOR ALL FRAMEWORK Version 1: 10/14 o1 Objectives of the procedures / To record, excuse, monitor and follow up student attendance in order to meet the requirements of the Education Act 2012.
/ To provide a uniform reporting system and procedure to be followed by all schools.

/ To facilitate the implementation of the policy amongst the various stakeholders.

2 3 o2 Reporting of Attendance 2.1 Responsibility of Head of School The Head of School has a pivotal role in the effective implementation of this policy.

The final goal of this policy is students’ attainment.
Thus it is of critical importance that the judgments taken for un/justified absenteeism be taken in a context of learning and attainment.

2.1.1 The Head of School is responsible for ensuring that attendance records are maintained in the approved format and are an accurate record of the attendance of students.

2.1.2 The medical certificates presented by the parents have to satisfy a list of validity criteria (Appendix 1).
If this is not the case, the Head of School has to refuse the medical certificate and inform the parent that it is not valid.

4 RESPECT FOR ALL FRAMEWORK Version 1: 10/14 2.1.3 The Head of School is to ensure that parents of compulsory school aged students (5 to 16 years) are to be informed of their legal obligations with regards to their son/daughter’s regular school attendance every beginning of the scholastic year.
2.1.4 Parents are to be informed about the procedures which are to be followed in case of absences and the consequences faced if these procedures are not adhered to Appendix 2.

It is being suggested that the non-attendance procedures are published in school diaries, newsletters, school websites and other platforms.

It is to be made clear that there will be zero tolerance to unauthorised absences from school.

2.1.5 A Medical Certificate Record Card (MCRC) is to be provided to each student.
Parents are to take the MCRC when they visit the general practitioner (GP) who will issue a medical certificate to be submitted to the school when student is sick.

The GP is to fill in the MCRC (Appendix 3).

The parent is to submit the medical certificate together with the MCRC to the school within the stipulated time frame (Clause 3.2).

Hence, parents have the responsibility for the proper use of the MCRC.

If lost the MCRC will be replaced only once each scholastic year.
Upon receipt a school staff member will sign the MCRC as well as input the date of receipt.

2.1.6 Schools are to ensure that they have updated contact details of students.

Parents are to inform the school immediately when any details change.

2.1.7 It is good practice to promote a culture of school attendance amongst pupils attending kindergarten classes (up to age 5) as regular attendance from a very young age will promote healthy development and good performance in later years in school.
For this reason parents with children up to age 5 are to be educated in the importance of schooling and in ensuring that their child attends school regularly.

2.1.8 During parents’ day an attendance report is to be part of the agenda discussed with the parents.

2.1.9 It is the responsibility of the Head of School to detect at the earliest, issues related to non-attendance.
Even in justified absences, the Head of School should reflect about the meaning of such absences and may refer to the Education Psycho-Social Services for consultation and intervention as necessary.

5 2.2 The Responsibility of the Social Worker 2.2.1 To initiate contact with the student and his family after student is referred by the school if their attempts did not result in bringing back the student to school.

2.2.2 To assess and identify the sources leading to absenteeism.
2.2.3 To formulate an action plan to target sources leading to absenteeism in collaboration with the SMT and other professionals within and outside the Education Directorates.

2.2.4 To create a link between the student, his family and the school.

2.2.5 To support the school with queries related to these procedures.
6 RESPECT FOR ALL FRAMEWORK Version 1: 10/14 o3 Electronic Reporting of Attendance 3.1 Attendance is to be inputted on the E1 platform before 10am on a daily basis so that parents receive the SMS notifying them of their child’s absence on time.

3.2 In the case of a student who is sick, a Medical Certificate is to be presented within three days from the actual date that the student returns to school and the student should be marked on the E1 Platform under the heading ‘Medical’.
If the student is sick for more than 5 consecutive school days, the medical certificate has to be handed in by the end of the fifth day.

If the student is sick for more than 5 consecutive days, the first medical certificate has to be handed in by the end of the fifth day when in primary and and on the first day the student returns to school if he attends a middle or secondary school’.

3.3 Students who do not attend school without justification should be marked as ‘Absent’.
If a student is present in the morning but leaves later in the day this needs to be noted on the E1 platform.

7 3.4 If parents inform the school that a student is sick she/he is marked as excused on the E1 platform for the first 2 days and absent from the 3rd day onwards, until and if a medical certificate is provided within the stipulated timeframe (clause 3.2).
the Student Services Department, Hamrun (DSS) by the 12th day of the following month if the parents do not provide a valid justification within the stipulated timeframe indicated in the form.

3.5 If a student was originally marked as ‘Absent’ and a medical certificate is presented within the stipulated time as indicated in Clause 3.2, the data on the E1 Platform is to be updated immediately.

3.6 Parents can phone or send a note to the Head of School to explain their son/daughter’s absence.
It is at the discretion of the Head of School to accept or reject the parents’ explanation and parents are informed accordingly.

If parents inform the school by phone, a written note should be forwarded to the school.

If the Head of School deems the explanation to be reasonable the student should be marked as ‘Excused’.
The reasons include family health issues, hospital visits, death of family members, funerals, severe weather conditions and trips abroad of less than 3 weeks (for medical or other serious family reasons, like funerals, weddings, cultural and educational trips etc.).

If the Head of School is not satisfied with the explanation given, students are to be marked as ‘Absent’ and is to inform parents.
The Head of School should not, in any circumstance, ask parents to produce a medical certificate to justify absences unless the student was reported sick.
3.7 The SMT shall fill in and send the SEWO7 form to parents of students who fail to attend school for more than three (3) days during a particular month and report them to the Education Social Work Service within 3.8 Such reporting is to be registered through the appropriate school absentee forms (SEWO7 and SEWO7B forms) as approved by the Directorate for Educational Services (DES) which are to be duly filled in and signed by the Head of School or his/her delegate.
3.9 If the Head of School notes that a student is habitually absent even if this long term absence is covered by medical certificates, s/he is to refer the student to the Social Worker based in the respective College by filling in the appropriate referral form.

3.1O Functions organized by the school and approved by the DES where students are requested not to attend school are to be noted on the E1 Platform.
3.11 A student is considered in attendance at school when involved in an outside curriculum program or other educational activity organised by the school or Directorates, or where the student is engaged in a re-engagement program or another school part time to make up full time attendance and the schools or settings have agreed the time fractions and the educational plan for the student.

8 RESPECT FOR ALL FRAMEWORK Version 1: 10/14 o4 Specific recording procedures according to the level of schooling.
4.1 Kindergarten 4.1.1 Attendance of Kindergarten students is to be inputted on the E1 Platform whereby only the “Absent” code is used if a student is absent for any reason.

4.1.2 Absent notes are to be sent to parents only if the school is concerned about the habitual absenteeism of the student concerned.

Heads of School are encouraged to provide support services to families.

4.1.3 No medical certificate is required.


9 4.3 Middle and Secondary Schools (Years 7 to 11) 4.3.1 Years 7 to 10: 4.3.1.1 Attendance of students in Middle and Secondary Schools has to follow the official school calendar as issued by the DES at the beginning of each scholastic year.

4.3.1.2 The last day for each term that is recorded for attendance purposes should follow the above calendar.
4.3.1.3 At the end of the third term the last day that attendance is recorded on the E1 Platform should coincide with the last day of annual examinations for students in Years 7 to 10.

4.3.1.4 On those days when examinations are not held, students are to be recorded under ‘Excused’.

4.1.4 At the end of the 3rd term, the last day that attendance is recorded on the E1 Platform for Kindergarten Students should coincide with the last day of exams taken by Year 4, 5 and 6.
4.1.5 Students who turn 5 years of age in Kindergarten are legally oblidged to attend school every day, in which case the procedures mentioned in the General section and in the Primary School Section, will begin to apply.

4.2 Primary Schools (Years 1 to 6) 4.2.1 Attendance of students in Primary Schools has to follow the official school calendar as issued by the DES at the beginning of each scholastic year.
4.2.2 The last day for each term that is recorded for attendance purposes should follow the above calendar.

4.2.3 At the end of the third term the last day that attendance is recorded even for year 1, 2 and 3 students should coincide with the last day of exams that are taken by Year 4, 5 and 6.

1O RESPECT FOR ALL FRAMEWORK Version 1: 10/14 4.3.2 Year 11: 4.3.2.1 Attendance still has to be inputted on a regular basis as with other grades, till the end of the second term.
However, in the case of students sitting for the MATSEC Examinations the following procedure is to be followed: (i) Prior to the commencement of the MATSEC written examinations, students will be allowed a one week study period.

Within this one week study period, students are marked under ‘Excused’.
(ii) Students sitting for practical/oral MATSEC examinations not within the time frame of the one week study period, are to be exempted, on presentation of the official MATSEC notification/Time-table, from attending school on the day of the practical/oral examinations and should be marked under ‘Exempt’.
(iii) Parents will be informed that students can avail themselves of a one week study period prior to commencement of the written MATSEC examinations and they are to sign a proforma acceptance form as approved by DES.

4.3.2.2 Students turning 16 years after the beginning of Year 11 are still legally obliged to complete the scholastic year.

Hence, these students’ attendance is to be inputted and absenteeism reported accordingly.
4.3.2.3 The attendance of students following the Alternative Learning Programme will be inputted on a regular basis as with other forms, till the end of the term.

At the end of the third term the last day that attendance is recorded on the E1 Platform should coincide with the last day of annual examinations for students in Years 7 to 10.
11 o5 Changes to the Guidelines 5.1 Any changes to procedures that are deemed necessary with regards to these guidelines will be communicated through a letter circular issued by the Directorate for Educational Services.

12 RESPECT FOR ALL FRAMEWORK Version 1: 10/14 o6 APPENDIX 1 VALID MEDICAL CERTIFICATES What constitutes a ‘valid’ medical certificate?
A Head of School shall only accept a certificate of illness if such certificate contains the following information: (a) the name, surname and registration number of practitioner; (b) the name of the student; (c) class and school of the student; (d) the date of the examination or the date of issuing of the certificate of illness - the school shall not accept a medical certificate that does not show the date of issue or consultation; (e) the exact period of recommended absence from school due to illness.
Certificate must be renewed after a period of 7 consequtive days; (f) the certificate is submitted by not later than 3 days after the student returns to school.
Nonetheless, if the student is sick for more than 5 consecutive school days, the certificate has to be handed in by the end of the fifth day when in primary and on the first day the student returns to school if he attends a middle or secondary school 13 APPENDIX 2 Information to Parents Justified absence / If a student is absent only one day, a written justification from a parent to the Head of School will be enough.
If the child is sick and visits a doctor, the note can be replaced by the medical certificate.

In each instance, the Head of School will inform the parents if the justification was accepted or not.

If the justification is not accepted, student will be marked as absent.

/ When a student is sick for more than 3 days a medical certificate is then required.
/ A student is also excused with justified absence if the Head of School is presented with valid documentation (examples: in case of emergency family travel abroad, musical exams falling on school days, students representing the nation in activities abroad, bereavement, etc...).

Unjustified absence / A student is habitually absent if he/she is absent for 3 or more days without any justification.
In the interest of the student, the Head of School may not accept the justification by the parent and ask for a formal medical certificate when a child is sick.

/ When a student has been absent for 9 days (cumulative) without any justification, the Education Psycho-Social Services Personnel will intervene to address the problem at an early stage.
Child Benefit Supplement MEDE and MFSS agreed on the proposed way forward: / MEDE will pass on data of school attendance for the students in the child benefit scheme to MFSS at each end of the scholastic year.

/ Justified absence will be considered as part of the 95% attendance.

Only unjustified attendance will be noted as absent.
14 RESPECT FOR ALL FRAMEWORK Version 1: 10/14 APPENDIX 3 Medical Certificate Record Card For a printable version of the Medical Certificate Record Card see page 16 & 17 15 A T L A M , I A N A R O L F , & R E B M E M F O E R U T A N G S I F F A T S L O O H C S .


O N D R A C .

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I D R A C D R O C E R E T A C F T R E C L A C D E M I I I .

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1 I I E T A C F T R E C L A C D E M I .

O N D R A C D R O C E R .


O N D R A C 4 1 / 0 1 : 1 I N O S R E V S S A L C E T A D & R E B M E M F O E R U T A N G S I F F A T S L O O H C S RESPECT FOR ALL FRAMEWORK Version 1: 10/14 .

 & R E B M E M .
16 17 www.education.gov.mt 18 RESPECT FOR ALL FRAMEWORK Version 1: 10/14 Addressing Attendance in Schools STRATEGY 1 OCTOBER 2o14 2 RESPECT FOR ALL FRAMEWORK Version 1: 10/14 Addressing Attendance in Schools STRATEGY 3 CONTENT 01 Whole School Approach 02 Intervention 03 Collaboration to provide a seamless approach to non-attendance 04 Legal Measures 05 Quality Assurance 06 Information to the public 4 5 11 14 19 21 23 o1 WHOLE SCHOOL APPROACH RESPECT FOR ALL FRAMEWORK Version 1: 10/14 5 Measure 1.1 Creating a positive classroom environment Owner Stakeholder Director General, Directorate for Quality and Standards in Education College Principal Head of School Director Curriculum Management Director E-Learning Head of School Assistant Head/s Heads of Department Education Officers Teachers LSAs Outcome 1.1.1 An environment that respects and understands the diverse cultures of students and their families leading to better learning.
Timeline Scholastic year 2014-2015 1.1.2 Safe and motivating learning environments.

1.1.3 Engaged students in active learning using, as much as possible, the latest technology.

1.1.4 Improved achievement by students.

1.1.5 A better managed class.

1.1.6 More motivated educators.
Scholastic year 2014-2015 Scholastic year 2014-2015 Scholastic year 2014-2015 Scholastic year 2014-2015 Scholastic year 2014-2015 6 Measure 1.2 Creating a partnership with parents of students in Primary, Middle and Secondary Schools Owner Stakeholder Director Student Services College Principal Head of School Service Manager Education Psycho-Social Services Head of School Assistant Head/s Heads of Department Teachers LSAs Parents RESPECT FOR ALL FRAMEWORK Version 1: 10/14 Outcome 1.2.1 Participative, motivated, engaged parents and students.
Timeline Scholastic year 2014-2015 1.2.2 Better informed Parents.

1.2.3 Improved attendance.

September/October 2014 Scholastic year 2014-2015 1.2.4 Improved students’ attitudes.

Scholastic year 2014-2015 1.2.5 Improved student achievement.
Scholastic year 2014-2015 7 Measure Owner Stakeholder 1.3 Regular monitoring of school attendance Director Student Services College Principal Heads of School Service Manager Education Psycho-Social Services Principal Social Worker Heads of schools Form teachers Class teachers Social workers Outcome 1.3.1 Improved action planning using the monitoring data.

Timeline Scholastic year 2014-2015 1.3.2 Early identification of non-attendance.

1.3.3 Early intervention in instances of unjustified absence.
Scholastic year 2014-2015 1.3.4 At risk students reduce their non-attendance.

1.3.5 Improved achievement.

1.3.6 Students at Kindergarten learn the importance of regular school attendance.

1.3.7 Parents of students in Kindergarten are educated on the importance of school attendance and impact on future achievement.
Scholastic year 2014-2015 Scholastic year 2014-2015 Scholastic year 2014-2015 Scholastic year 2014-2015 8 Measure 1.4 Non-attendance covered by medical certificate Owner Director Student Services Service Manager Education Psycho-Social Services College Principal Head of School Stakeholder Head of School Principal Social Worker Social workers Permanent Secretary (MEH-Health) Chief Medical Officer Malta College of Family Doctors RESPECT FOR ALL FRAMEWORK Version 1: 10/14 Outcome 1.4.1 Introduction of the Medical Certificate Record Card for each student.
1.4.2 General Practitioners informed of criteria for issuance of medical certificates.

1.4.3 Close monitoring of sickness absence of each student.

1.4.4 Early identification of abuse of sickness absence.

1.4.5 Early intervention in instances of abuse.

1.4.6 Reduction in school non- attendance covered by sickness certificates.

1.4.7 Improved collaboration with General Practitioners.
Timeline First week of scholastic year 2014-15 First week of scholastic year 2014-15 Scholastic year 2014-2015 Scholastic year 2014-2015 Scholastic year 2014-2015 Scholastic year 2014-2015 Scholastic year 2014-2015 9 Measure Owner Stakeholder 1.5 Engaging and Motivating Students through Career Guidance Director Early School Leavers College Career Advisors Career Guidance Teachers PSCD teachers Director Student Services Service Manager Education Psycho-Social Services Head of School Outcome 1.5.1 Students are motivated and engaged during lessons.
Timeline Scholastic year 2014-2015 1.5.2 Students understand better the link between school and employment 1.5.3 Students are better skilled and able to make an informed decision about their future.

1.5.4 Students are better prepared to meet the labour market needs.
Scholastic year 2014-2015 Scholastic year 2014-2015 Scholastic year 2014-2015 1o o2 Intervention RESPECT FOR ALL FRAMEWORK Version 1: 10/14 11 Measure 2.1 Psycho-Social Services Provision Owner Director General Directorate for Educational Services Director Student Services Service Manager Education Psycho-Social Services Stakeholder Families Students School Community Education Social Workers Anti-Substance Abuse Guidance Teachers Anti-Bullying Guidance Teachers Educational Psychologists Child Safety Guidance Teachers General Practitioners Counsellors Personal Social Career Development Teachers Outcome 2.1.1 Reduction in the number of students not attending school.
Timeline Scholastic year 2014-2015 2.1..2 Social work interventions will be preventative and look at the student holistically.

2.1.3 Better supported parents.

2.1.4 More empowered and skilled parents.

Scholastic year 2014-2015 Scholastic year 2014-2015 Scholastic year 2014-2015 2.1.5 Better inter-intra-agency work.

Scholastic year 2014-2015 2.1.6 Improved students achievement.
Scholastic year 2014-2015 12 Owner Stakeholder Education Social Workers RESPECT FOR ALL FRAMEWORK Version 1: 10/14 Outcome 2.2.1 Students integrate into school.

Timeline Scholastic year 2014-2015 Measure 2.2 Provision of Education Social Work 2.3 Provision of Anti-Substance Abuse Service Service Manager Education Psycho-Social Services Principal Social Worker Service Manager Education Psycho-Social Services Anti-Substance Abuse Guidance Teachers 2.3.1 Students live a substance-free life.
Scholastic year 2014-2015 2.4 Provision of Child Safety Services Service Manager Education Psycho-Social Services Child Safety Guidance Teachers 2.4.1 Students address their abuse issues.
Scholastic year 2014-2015 2.5 Provision of Anti- Bullying Services 2.6 Provision of Psychological Services Service Manager Education Psycho-Social Services Service Manager Education Psycho-Social Services Anti-Bullying Guidance Teachers Educational Psychologists 2.5.1 Empowered students who have more life skills and who are more assertive are more able to stand up for themselves.
2.6.1 Students’ psychological, emotional and intellectual needs are identified and addressed, leading to their becoming more engaged in school.
Scholastic year 2014-2015 Scholastic year 2014-2015 13 o3 Collaboration to provide a seamless approach to non-attendance 14 RESPECT FOR ALL FRAMEWORK Version 1: 10/14 Measure 3.1 Collaboration with the Department for Social Security regarding receipt of Child Supplement linked to school attendance Owner Stakeholder Director General, Directorate for Educational Services Service Manager Education Psycho-Social Services Outcome 3.1.1 Parents motivated to send children to school.
Timeline Scholastic year 2014-2015 Principal Social Worker Director General, Department of Social Security Director Student Services 3.1.2 Students attend school regularly.

Scholastic year 2014-2015 3.1.3 Students’ achievement increases.

Scholastic year 2014-2015 3.1.4 Parents are informed about the procedure for the receipt of the Benefit.
Scholastic year 2014-2015 15 Measure Owner Stakeholder 3.2 Collaboration between the Directorate for Educational Services and the Directorate for Quality and Standards in Education Support Services within Colleges Director General, Directorate for Educational Services Service Managers (Student Services Department) Director General, Directorate for Quality and Standards in Education Director Student Services Assistant Directors (Curriculum) Principal Social Worker Social workers Senior Management Team School Support Staff Director Curriculum Management Counsellors Outcome 3.2.1 Students benefit from interdisciplinary educational plan.
3.2.2 Students are more engaged in learning.

Timeline Scholastic year 2014-2015 Scholastic year 2014-2015 3.2.3 Students attend school regularly.

Scholastic year 2014-2015 3.2.4 Students’ achievement increases.
Scholastic year 2014-2015 16 Measure Owner Director Student Services Service Manager Education Psycho- Social Services Principal Social Worker 3.3 Collaboration with services/ agencies outside Directorate for Educational Services and Directorate for Quality and Standards in Education including community services RESPECT FOR ALL FRAMEWORK Version 1: 10/14 Stakeholder Social workers Youth Workers Other Agencies Outcome 3.3.1 Engaged families.
Timeline Scholastic year 2014-2015 3.3.2 Provision of integrated services.

Scholastic year 2014-2015 3.3.3 Reduction of duplication of services.

3.3.4 Engaged and motivated students.

3.3.5 Students attend school regularly.

3.3.6 Students’ achievement increases.
Scholastic year 2014-2015 Scholastic year 2014-2015 Scholastic year 2014-2015 Scholastic year 2014-2015 17 Measure Owner Stakeholder Director General, Directorate for Educational Services Service Manager Education Psycho-Social Services Director Student Services Principal Social Worker Social Worker President, Medical Council President, Association of Family Doctors General Practitioners 3.4 Collaboration between Directorate for Educational Services, Medical Council and Association of Familiy Doctors in instances where medical certificates continued to be issued after interventions by Student Services Department Outcome 3.4.1 Issuance of appropriate medical certificates (Appendix 1).
3.4.2 Number of non attendance covered by medical certificates decrease.

Timeline Scholastic year 2014-2015 Scholastic year 2014-2015 3.4.3 Number of students missing school decreases.

Scholastic year 2014-2015 3.4.4 Students’ achievement increases.
Scholastic year 2014-2015 18 o4 Legal Measures RESPECT FOR ALL FRAMEWORK Version 1: 10/14 19 Measure Owner Stakeholder 4.1 Utilisation of judicial and legal institutions and Instruments to address unauthorised non attendance in school Director Student Services Service Manager Education Psycho-Social Services Principal Social Worker College Principal Director General Justice Heads of School Tribunals of the Ministry of Justice Social Workers School clerical staff School Information Systems personnel Outcome 4.1.1 Responsibilised and accountable parents.
4.1..2 Timely interventions by Tribunals.

Timeline Scholastic year 2014-2015 Scholastic year 2014-2015 4.1.3 Students attend school regularly.

Scholastic year 2014-2015 4.1.4 Students’ achievement increases.
Scholastic year 2014-2015 2O o5 Quality Assurance RESPECT FOR ALL FRAMEWORK Version 1: 10/14 21 Measure Owner Stakeholder 5.1 Regular Evaluation of interventions linked to attendance Director Student Services Director Quality Assurance School Management Team Teachers Psycho-Social Services Personnel Outcome 5.1.1 Provision of efficient and effective interventions.

5.1..2 Engaged students.

5.1.3 Engaged parents.


Timeline Scholastic year 2014-2015 Scholastic year 2014-2015 Scholastic year 2014-2015 5.1.4 Increased attendance.

Scholastic year 2014-2015 5.1.5 Increased students’ achievement.

Scholastic year 2014-2015 5.1.6 Motivated school and support staff.
Scholastic year 2014-2015 22 o6 Information to the Public RESPECT FOR ALL FRAMEWORK Version 1: 10/14 23 Measure Owner 6.1 National Campaign about the importance of schooling and regular attendance Director General, Directorate for Educational Services Director Student Services Stakeholder College Principal Service Manager Education Psycho-Social Services Heads of School Support Staff Parents Students General Public Outcome 6.1.1 Informed public.

6.1..2 Informed parents.

6.1.3 Informed students.


Timeline Scholastic year 2014-2015 Scholastic year 2014-2015 Scholastic year 2014-2015 6.1.4 Increased attendance.

Scholastic year 2014-2015 6.1.5 Increased students’ motivation and achievement.

Scholastic year 2014-2015 24 The Ministry for Education and Employment is addressing the problem in senior schools by offering an alternative learning programme to these students who would otherwise be absent from school.
Attendance in Primary and Middle Schools is being addressed through this strategy.
Addressing Attendance in Schools STRATEGY RESPECT FOR ALL FRAMEWORK Version 1: 10/14 25 www.education.gov.mt 26 RESPECT FOR ALL FRAMEWORK Version 1: 10/14 Addressing Attendance in Schools POLICY OCTOBER 2o14 PB 1 2 RESPECT FOR ALL FRAMEWORK Version 1: 10/14 Addressing Attendance in Schools POLICY The Director General, Directorate for Educational Services and Director General, Directorate for Quality and Standards in Education would like to acknowledge the work and thank the following: Contributors: Ms Sandra Cortis Ms Marija Zahra Ms Sharon Farrugia Education Psycho-Social Services within the Department of Student Services Acknowledgements: Mr George Said Zammit Dr Charmaine Cristiano Prof Mark Borg Ms Salvina Muscat Ms Micheline Sciberras Editorial Team: Ms Dolores Gauci Ms Elizabeth Pisani 1 2 CONTENT Terminology 01 Philisophy and Aims of the Policy 02 Background 03 Legislation 04 Types of Non-Attendance 05 College and Whole School Approach in Addressing Attendance 06 Related Documents 07 Owners 08 Review Date 09 References 2 3 4 5 8 9 RESPECT FOR ALL FRAMEWORK Version 1: 10/14 TERMINOLOGY Parents refers to the biological or legal guardians of the students attending the school (Education Act, 2012).
College refers to a network of schools, within them State boys and girls schools, and which would ensure educational experience and services in a full and continuous process starting from early childhood education, and through the primary and secondary levels.

Every College shall be under the responsibility, guidance and administration of a Principal (Education Act, 2012).
School means an institution, the resources of which, both of persons and of things, are ordained towards the promotion of the education and training of other persons through the dissemination of knowledge.

School refers to primary, middle, secondary schools, resource centre and learning support centre.

Home tuition refers to when a student who is away from school due to prolonged illness (physical and mental ill–health) receives tuition at home.
These students benefit from an educational programme which needs to include a re-integration plan.

Compulsory school age refers to any age from five years to fifteen years, both inclusive, and accordingly a person shall be deemed to be of compulsory school age if he has attained the age of five years and has not attained the age of sixteen years.

School climate refers to an environment that is physically, emotionally, intellectually safe for all school community members.
School culture refers to the set of norms, values and beliefs, rituals and ceremonies, symbols and stories that make up the ‘persona’ of the school.

Culture refers to the outlook, attitudes, values, moral goals, and customs shared by a society.

For ease of reference the use of ‘he’, him’ and ‘his’ shall be used for all genders.

2 3 o1 PHILOSOPHY AND AIMS OF THE POLICY The Addressing Attendance in Schools Policy adopts a whole school approach philosophy.
This approach is defined as a unified collective and collaborative action in and by educators, administrators, parents and students that has been strategically constituted to improve student learning behaviour and well being and the conditions that support these.

THIS POLICY AIMS TO: / Maximise school completion for all students.

/ Raise student achievement and close gaps in student performance.

/ Identify attendance patterns in order to design attendance improvement efforts.
/ Verify that individual students are complying with education legislation relating to compulsory attendance.

/ Promote the value of education.

4 RESPECT FOR ALL FRAMEWORK Version 1: 10/14 o2 BACKGROUND This policy is guided by and builds upon the recommendations as presented in the ‘School Attendance Improvement’ report commissioned by the Ministry of Education, Youth and Employment (2005).

The findings in this report are still relevant to the present context.
Poor school attendance lowers the literacy and numeracy rates of any country (Thompson, 2008).

Absenteeism places students at risk with the result that they are unable to achieve their educational, social and psychological potential and are disadvantaged in the quality of choices they are able to make in later life situations.

The concept of a single cause-effect relationship to explain the phenomenon of school absenteeism is inappropriate.
One must consider a complex web of interrelated, interacting and multidirectional forces.

5 These include: o1.

Student (individual) factors such as psycho-social variables, physical factors and/or behavioural factors (Etsey, 2005); o2.

Family factors such as structure, functioning and socio-economic status; o3.

School factors such as school organisation, curriculum and class, school culture and climate; o4.

Community and Society variables such as culture, demographic factors and poverty.
Truants and persistent absentees are most likely to come from disadvantaged home backgrounds and unfavourable social circumstances and that chronic absence is associated with lower student academic achievement (Sanchez, 2012).
Table 1 below indicates the range of problems of students with chronic absenteeism as identified from the caseload of the educational social workers employed in Colleges: Student FAMILY Physical Health Problems Mental Health Problems Physical Health Problems Mental Health Problems Learning Difficulties and Disabilities Financial difficulties School Phobia/School Refusal Unemployment Separation anxiety Addictions Students with social, emotional and behavioral difficulties (SEBD) Peer Pressure Failure to learn SCHOOL Bullying Culture and Cultural expectations Boredom and lack of motivation for learning Inadequate parental interest, support and recognition of the value of education Breakdown of parents’ relationship Addictions Domestic violence Child Protection issues Bereavement Literacy difficulties Young carers Students working in family business Over protectiveness COMMUNITY Bullying Anti-School Culture 6 RESPECT FOR ALL FRAMEWORK Version 1: 10/14 Early school leavers are those who will have limited life chances, will be channelled towards dead-end jobs if any, affecting their lifetime earnings; are more prone to join the working or non-working poor; and are at risk of social exclusion.
Early school leavers have their health and well-being affected, and more likely to depend on higher social benefits.

Therefore early school leavers are those who will be less likely to fulfill their potential as human beings, as active citizens who participate less in democratic processes and as principal actors in the labour market (MEDE, 2014).

Habitually absent students are identified as one of the most disadvantaged groups at risk of poverty.
Poor attendance has been linked to poor academic achievement and impacts upon self-esteem, behaviour, employability and the subsequent quality and economic status of former truants in their adult life (Reid, 1999).

There is a direct correlation between regular school attendance and school achievement (Gottfried, 2010).

The European Union (EU) has set five targets to be reached by 2020.

One of these targets is that of reducing the rate of early school leaving (ESL) to less than 10% (MEDE, 2014).
Early School Leavers (ESL) have been identified as another disadvantaged group; a group which is currently high on the National Agenda.

The EU defines early school leavers as those ‘young people leaving education and training with no more than lower secondary education’ (Education, Audiovisual and Culture Executive Agency, 2013).
7 o3 LEGISLATION The Policy aims to address attendance in Schools in Malta and Gozo and to help Schools meet their responsibilities and duties under the Education Act 2012 and subsequent Legal Notices.

According to Article 5 of the Education Act, Chapter 327 of the Laws of Malta it is the duty of every parent of a child who is of compulsory school age to ensure that the child attends school every day unless the minor has a good and sufficient cause to be absent from school.
If a parent fails to ensure regular school attendance he will be guilty of an offence and shall, on conviction, be liable to the punishments established by law.

The Education Act also provides that in the case of a second or subsequent conviction of any such offence by any parent the Court may also deprive the parent of his authority, whether de jure or de facto, over the minor and may appoint a tutor for that purpose (Article 133 (1) Education Act).
8 RESPECT FOR ALL FRAMEWORK Version 1: 10/14 o4 Types of NON-ATTENDANCE 4.1 Unauthorised Non-Attendance with parental knowledge occurs in situations in which a parent or carer approves their child’s late arrival or non-attendance at school.

Alternatively, although parents may not approve such absence, they may fail or be unable to enforce attendance.
Such absence includes students who work in the family business and students who against their will are kept from attending school to care for a family member.

4.2 School refusal/school phobia refers to a syndrome that is recognised by an unwillingness to attend school, staying at home when not at school, parents who know and disapprove of their child’s absences and emotional upset at the possibility of having to attend school (Mitchell & Shepard, 1980).
School refusal essentially refers to anxiety based absenteeism.

This form of absenteeism is widely associated with social and medical disorder involving persistant non-attendance at school, excessive anxiety and physical complaints (Bond, 2004).

It is therefore quite different from other types of absenteeism given its psychological and/or medical composition (Cook and Ezenne, 2010).
9 4.3 Truancy refers to when a student is voluntarily absent or not attending school without his parent’s permission and knowledge.

The truant leaves home under the pretence of going to school but turns away and gets involved in out-of-school activities (Cummingham, 2005).

There are two types of truancy: chronic and occasional (Sommer, 1985).
The former includes the frequent truants, while the latter includes instances where students are absent for only part of the day through missing classes and arriving late or leaving early (Bell et al., 1994; Bond, 2004).

Research shows that there are severe implications of truancy, such as misbehaviour, failed courses and early dropouts (Balfanz et al., 2007).

Truancy is believed to be a predictive marker for future behavioural and psychological problems.
Therefore, preventing truancy is an essential component in the wellbeing of students (Malcolm, H. et al, 2003).

4.4 School Transience occurs when a parent/carer unexpectedly withdraws a student from school without providing the school with contact or transfer details of the forwarding school.
4.5 Authorised non-attendance occurs when a child is permitted to stay away from school for a variety of reasons, namely, sickness, medical and dental treatment, bereavement, domestic circumstances, religious observance, court appearances, weddings and travelling with the family in emergency situations.
Source: School Attendance Improvement Report (October 2005) 1o RESPECT FOR ALL FRAMEWORK Version 1: 10/14 o5 College AND WHOLE SCHOOL Approach to addressing attendance In order for chronic absenteeism to be addressed effectively the responsibility of reducing school absenteeism is to be shared by all stakeholders involved, including all teaching and administrative school staff (College Principals, School Management Teams, Educators, etc) and Support Services.
Addressing chronic absenteeism is a continuous process that involves understanding, identifying characteristics of chronically absent students, identifying interventions that target absenteeism patterns, applying and tracking interventions, assessing their effectiveness and adjusting accordingly (Sanchez, 2012).
Whilst to date Education Social Workers work mainly on cases of absenteeism, the way forward necessitates a whole school approach, with educators assuming an active role in addressing non-attendance.
11 o6 RELATED DOCUMENTS Other related documents to this policy include: School Attendance Improvement Report (MEYE, 2005) A Strategic Plan for the Prevention of Early School Leaving in Malta (MEDE, 2014) Framework for the Education Strategy for Malta 2014 - 2024 (MEDE, 2014) Respect for All Framework (MEDE, 2014) Addressing Bullying Behaviour in Schools (MEDE, 2014) Managing Behaviour in Schools (MEDE, 2014) 12 RESPECT FOR ALL FRAMEWORK Version 1: 10/14 o7 OWNERS OWNERS Director General – Directorate for Educational Services Director General – Directorate for Quality and Standards in Education Director - Student Services Director - Curriculum Management 12 13 o8 REVIEW DATE This document will be reviewed during August 2015.
You are encouraged to submit your feedback by the 30th April 2015, via email on r4af.mede@gov.mt 14 RESPECT FOR ALL FRAMEWORK Version 1: 10/14 o9 REFERENCES Balfanz, R., Herzog, L. and Mac Iver, D.J.

(2007) ‘Closing the Mathematics Achievement Gap in High-Poverty Middle Schools: Enablers and Constraints’, Journal of Education for Students Placed at Risk, 11 (2), pp.

113-159.
113-159.

Bell, A., Rosen, L. and Dynlacht, D. (1994) ‘Truancy Intervention’, The Journal of Research and Development in Education, 27 (3), pp.

203-211.

Bond, G. (2004) Tackling student absenteeism: Research findings and recommendations for school and local communities.

[Online] Available at: http://www.hwllen.com.au/Text/1062829817063-3396/uploadedFiles/1112325248500-929.doc (Accessed: 20 August 2014).

Cook, L and Etzenne, A.


(2010) ‘Factors Influencing Students’ Absenteeism in Primary Schools In Jamaica: Perspectives of Community Members’, Caribbean Curriculum (17) pp.

34–57.

Cunningham, M. M. (2005) A study of school enrolment, attendance and dropout rate in four rural primary schools in St. Mary, Jamaica (Unpublished master’s thesis).

The University of the West Indies, Mona, Jamaica in Cook, L and Etzenne, A.
(2010) Factors Influencing Students’ Absenteeism in Primary Schools In Jamaica: Perspectives of Community Members, Caribbean Curriculum (17), pp.

34 – 57.

Education, Audiovisual and Culture Executive Agency (2013) Education and training in Europe 2020.

Responses from the EU member states.

Eurydice Report.

[Online] Available at: http://eacea.ec.europa.

eu/education/eurydice/documents/thematic_reports/163EN.pdf.

(Accessed: 20 March 2014).


Etsey, K. (2005) Causes of low academic performance of primary school pupils in the Shama Sub-metro of Shama Ahanta East Metropolitan Assembly (SAEMA) in Ghana.

Ghana.

14 15 European Parliament’s Committee on Education and Culture (2011) Reducing Early School Leaving in the EU.

Brussels: European Parliament.

Gottfried, M. (2010) Evaluating the relationship between student attendance and achievement in urban elementary and middle schools: An instrumental variables approach.
American Education Research Journal, 47 (2), pp.

434 – 465.

Government of Malta, (1988) Education Act, Chapter 327 of the Laws of Malta.

(Malta).

[Online] Available at: http://www.justiceservices.gov.mt/DownloadDocument.aspx?app=lom&itemid=8801, (Accessed: 1 October 2013).

Malcolm, H., Wilson, V., Davidson, J. and Kirk, S. (2003) Absence from school: A study of its causes and effects in seven LEAs.

Research Report No.

424.

Glasgow: The SCRE Centre, University of Glasgow.


Ministry for Education and Employment (2014) A Strategic plan for the prevention of early school leaving in Malta.

Malta: MEDE.

Ministry of Education, Youth and Employment (2005) School Attendance Improvement.

Malta: MEYE.

Mitchell, S. and Shephard, M. (1980) Reluctance to go to school in Out of School: Modern Perspectives in Truancy and School Refusal.

USA: John Wiley and Sons Ltd. Reid, K. (1999) Finding strategic solutions to reduce truancy.
Swansea Metropolitan University.

Sanchez, M. (2012) Truancy and chronic absence in Redwood City - Youth data archive issue brief.

John W. Gardner for Youth and their Communities.

Sommer, B.

(1985) ‘Truancy in Early Adolescence’, Journal of Early Adolescence 5 (2), pp.

145-160.

Thompson, K. (2008) Student absenteeism high.

Jamaica Observer [Online] Available at: http://jamaicaobserver.com/news/132643 (Accessed: 20 August, 2014).
Addressing Attendance in Schools POLICY 16 RESPECT FOR ALL FRAMEWORK Version 1: 10/14 16 17 www.education.gov.mt RESPECT FOR ALL FRAMEWORK Version 1: 06/2015 MANAGING BEHAVIOUR in Schools POLICY june 2O15 PB 1 2 RESPECT FOR ALL FRAMEWORK Version 1: 06/2015 MANAGING BEHAVIOUR in Schools POLICY The Director General, Directorate for Educational Services and the Director General, Directorate for Quality and Standards in Education would like to acknowledge the work and thank the following: Contributors: Ms Sandra Cortis Mr Lennox Baldacchino Mr Aaron Borg Mr Louis Chetcuti Mr Horace Gauci Mr Philip Pace Mr Marco Bonnici Dr Charmaine Cristiano Ms Micheline Sciberras Acknowledgements: Mr George Said Zammit Prof Mark Borg College Principals, State Schools Councils of Heads of School Dr Roseanne Cuschieri Mr Alfred Sant Fournier Educators who provided feedback Editorial Team: Ms Dolores Gauci Ms Elizabeth Pisani 1 2 CONTENT Terminology Abbreviations 01 Philosophy and Aims of the Policy 02 Background 03 Relevant Legislation and Legal Instruments 04 Behaviour 05 Related Documents 06 Owners 07 Review Date 08 References 2 3 4 5 7 8 1O 13 14 15 16 RESPECT FOR ALL FRAMEWORK Version 1: 06/2015 TERMINOLOGY Commitment refers to the state or quality of being dedicated to a cause or activity.
Consequence refers to a result or effect, typically one that is unwelcome or unpleasant.

Discipline refers to giving instruction or teaching to correct, strengthen, or perfect.

It is a process of learning by the student that requires understanding, time, and patience, teaches problem solving and builds a positive self-image and develops long-term self-control and cooperation.

Duty refers to what an individual ought to do and is derived from certain rights.
Educators refers to the Senior Management Team, teachers, LSAs, Peripatetic Teachers, and all those who are developing and/or providing instruction in the school.

Entitlement refers to a moral or legal entitlement to have or do something.

Parents refers to the biological or legal guardians of the students attending the school.

Positive Behaviour Management refers to a set of respectful strategies which aim to increase and maintain appropriate behaviour while decreasing inappropriate behaviour.
It is proactive and places an emphasis on teaching and reinforcing of appropriate behaviour.

Responsibility refers to any commitment towards anything where an individual is free to obey or not to obey.

School means an institution, the resources of which, both of persons and of things, are ordained towards the promotion of the education and training of other persons through the dissemination of knowledge, competences and skills.
2 3 School Community refers to the Senior Management Team, teachers, practioners (Interdisciplinary team members) Learning Support Assistants (LSAs) and staff members who work in a school, the students who attend the school and their parents and families, and local residents and organisations that have a stake in the school’s success in helping all students, regardless of background or ability, to achieve high standards of scholarship and citizenship.
School Support Staff refers to all members of staff working in the school including teachers, LSAs, clerical staff, technicians, ancillary staff (caretakers, cleaners, general hands and watchmen) College Interdisciplinary Team and other visiting staff.

Student refers to anyone attending an education institution and, or registered with an education body.
ABBREVIATIONS SMT refers to the Senior Management Team which is composed of Head of School, Assistant Head/s, Inclusion Coordinators and Heads of Department.

INCO refers to the Inclusion Coordinators.

LSZ refers to Learning Support Zones in Middle and Secondary schools.

NG refers to Nurture Group in primary schools.

LSC refers to the Learning Support Centres.

For ease of reference the use of “he, him and his” shall be used for all genders.
4 RESPECT FOR ALL FRAMEWORK Version 1: 06/2015 o1 PHILOSOPHY AND AIMS OF THE POLICY The Managing Behaviour in Schools Policy is grounded in the Framework for the Education Strategy 2014-2024 (MEDE 2012a,) and the Respect for All Framework (MEDE, 2014b).

It considers behaviour management to be an opportunity for social and values-based learning as well as a means of maximising the success of academic education programmes.
It is also grounded in the belief that being firm and consistent in managing disruptive behaviour does not necessarily require interventions that include threats, ambiguous statements or punishments directed at the person.

The focus of intervention has to be directed on the action at all times.

Through a democratic process students are to be involved in the formulation of a school philosophy outlining rights and responsibilities.
It is not about forcing students to “…comply with teacher demands…” but allowing them to assume ownership and success in all aspects of their schooling (Charles, 2002).

Students will become the main decision-makers in their lives and accept the responsibility that this entails.

The Policy adopts a whole school approach philosophy.
This approach is defined as a unified, collective and collaborative action by educators, administrators, parents and students that has been strategically constituted to improve student learning behaviour and well-being and the conditions that support these (Charles, 2002).

In order to promote high standards of positive behaviour, the policy is based on the principles of respect, safety and responsibility.
5 This policy aims to: – Promote human dignity through the provision of a safe, secure, positive and caring school community that encourages learning, positive peer and teacher relationships, self-motivation, self-esteem and self-discipline.

– Encourage and develop in students a strong sense of personal responsibility and responsibility towards others and a clear understanding of the consequences of their decisions and actions.
– Help parents understand the link between good behaviour in schools and student attainment.

– Encourage parents to help their children support and show respect towards the school’s authority and others.
6 RESPECT FOR ALL FRAMEWORK Version 1: 06/2015 o2 BACKGROUND This policy provides direction for the effective management of behaviour within a whole school approach that ensures the smooth running of the school and the creation of an environment where everyone’s responsibilities and rights are addressed and where learning can take place (Education Act, Cap.

327 of the Laws of Malta).


Furthermore, this policy, in line with national policies, views discipline as school-based and one that is based on mutual and reciprocal respect.

Good behaviour results in students’ better achievements (Maguire et al., 2010).

In order for this to happen, students should be provided with an appropriate entitlement of learning that enables them to accomplish their full potential as individual persons and as citizens of a small State within the European Union (MEDE, 2012).
Furthermore, students are also to be helped to enhance their personal growth, the values of social justice and responsible citizenship as an integral part of their education (MEDE, 2012; MEDE, 2014a).

The quality of learning, teaching and behaviour in schools are inseparable issues.

Learning takes place best when students feel safe, are engaged in activities which challenge but do not generate anxiety, receive regular feedback which is positive and detailed and believe they can be successful.
The great majority of students work hard and behave well and most schools successfully manage behaviour in which students feel safe, cared for and valued.

This may not be the case in every school.

Most frequently where unsatisfactory behaviour does occur it involves low level disruption that frustrates educators and interrupts learning.

Incidents of serious misbehaviour and especially acts of violence are infrequent and are carried out by a small proportion of students.
In the minority of schools where poor behaviour is more widespread, there are usually other failures in other areas (Ofsted, 2005).

6 7 o3 Relevant legislation and legal instruments 3.1 The European Convention on Human Rights (1950) outlines the right to education and the right to fair procedures as provided for in the European Convention on Human Rights which was transposed into Maltese law.
3.2 The United Nations Convention on the Rights of the Child (1989) (ratified by Malta in 1990) provides that the State shall ensure that school discipline is administered in a manner consistent with the dignity of the child.

The Convention requires that the voice of the child must be heard on matters that affect him, having regard to the age and maturity of the child.

8 RESPECT FOR ALL FRAMEWORK Version 1: 06/2015 3.6 The Equal Opportunities (Persons with Disability) Act (Cap.
413 of the Laws of Malta) states that all environments are to work towards the elimination of discrimination against people with disabilities, and that it is expected that schools make reasonable adjustments to accommodate such students, making sure they are not being discriminated against.
3.7 The International Convention on Elimination of All Forms of Racial Discrimination, Article 1, 21st December 1965 – entry into force 4th January, 1969) and the Equal Treatment of Persons Order – Subsidiary legislation 460.15 transposes the provisions of Council Directive 200/43/EC of 29th June, 2000 on the implementation of the principle of equal treatment between persons irrespective of racial or ethnic origin.

This order protects from discrimination/harassment on the basis of racial or ethnic origin.
The Equality for Men and Women Act (Cap.

456 of the Laws of Malta) prevents harassment and discrimination not only in the workplace but also in education.

3.3 The Education Act (Cap.

327 of the Laws of Malta), binds the Directorate for Educational Services with the duty to provide adequate services that tackle bullying and other undesirable behaviours.
Furthermore, it stresses the importance of cooperation amongst the main stakeholders in schools; it brings to the fore that promoting good behaviour is a responsibility that schools share with parents.

Parents remain the major stakeholders in a child’s life and they are legally obliged to discuss and cooperate with the Head of School, SMT, teachers and LSAs to tackle issues of behaviour.

Parental involvement, in tandem with the school’s staff in the formative education of the child, is clearly crucial.
3.4 Criminal Code of Malta, Article 82A (Cap.

9 of the Laws of Malta) identifies certain types of bullying behaviours as constituting a criminal offence.

3.5 The Council of Europe Strategy for the Rights of the Child (2012 - 2015) and the Council of Europe Programme ‘Building a Europe for and with Children’ (2006-2008; 2009-2011) recognise the need for support systems, including prevention programmes within school set up.
9 o4 Behaviour Behaviour, classroom management and student control have for a long time been an area of concern and activity for policy makers, schools administration and teachers (Powell & Tod, 2004).

What often happens in practice is a focus on the control of the student rather than an attempt at a broader educational approach that addresses how to act as autonomous and responsible members of a group (self-discipline) (Maguire et.

al, 2010).
al, 2010).

Classroom management and behaviour management therefore become the formal systems through which the school imposes and maintains order.

4.1 Understanding behaviour Behaviour refers to the way in which one acts or conducts oneself, especially towards others.

Student misbehaviour is defined as any behaviour that undermines the teacher’s ability to establish and maintain effective learning experience in class (Kyriacou, 1997).
10 RESPECT FOR ALL FRAMEWORK Version 1: 06/2015 There is a range of student misbehaviour: from non-compliance to outright disruptive behaviour.

Non-compliant behaviour such as talking out of turn, idleness or work avoidance, hindering other students and non-punctuality are more frequent than serious misbehaviour (namely verbal abuse of teachers, physical destructiveness and physical aggression towards teacher and fellow students) (Fontana, 1994).
Any changes in the behaviour of students can be indicative of underlying problems that the students may have at the time and therefore is to be noticed and appropriately managed.

Minor disruptions in classroom need to be addressed and managed otherwise the misbehaviour will escalate (Ofsted, 2013).

Acting Out behaviour refers to problem behaviour that is physically aggressive, destructive to property, verbally aggressive, or otherwise more severe than simple misbehaviour.
Acting out behaviour is disruptive in any setting and often requires formal behaviour intervention to manage it.

Acting In behaviour refers to behaviour manifestations that are more self-destructive than outwardly-destructive.
It can be manifested in a number of ways (Out of the Fog, 2012), including: Avoidance Depression Escape to fantasy Fear of abandonment Identity disturbance Low-functioning Low self-esteem Self-harm Perfectionism Self-loathing Selective competence Self-victimisation Students’ misbehaviour is considered to be problematic due to a number of reasons (Hollin, 1993) which include: 1. being detrimental to the educational progress of the misbehaving student.
2. hindering and disrupting the educational and social progress of behaving students who share a classroom with misbehaving students.

3. having untoward effects later on in the student’s life.

4. provoking and offending members of the teaching profession.

11 4.2 Causes of student misbehaviour in class The whole school community needs a shared understanding of the factors that influence student behaviour.
A common understanding provides a sound foundation for a whole-school approach to promote good behaviour and for responding to inappropriate behaviour.

Knowledge of what shapes the behaviour of students, both as individuals as well as groups, should enable schools to: – plan and implement a team approach to helping students behave well.

– develop ways of responding to unacceptable behaviour that are more likely to work while at the same time avoid responding in ways that may worsen it.
– contain the subjectivity of how negative behaviour is interpreted and acted upon.

Misbehaviour cannot be seen as an isolated factor although it mainly happens in the classroom.

It has to be understood within several spheres: individual, family, classroom, school, community and the whole society (McManus, 1995).

Misbehaviour, therefore, has to be analysed according to the whole environment of the student’s life.
The root of the causes of student misbehaviour can, therefore, be linked to one of three main sources: student, teacher and society (Yuan and Che, 2012).

Attention seeking, learning difficulties and student’s personality may be the root causes of student’s misbehaviour (Winfield, 2012).
Other causes may be societal: family influence and family problems, deprived and/or unsettled home background (Elias et al., 2009) and, or linked to teacher’s motivation during the lesson, teacher’s authority and ability to exercise class management and control, teacher’s personality (Kyriaciou, 1997).

Parents need insight into the factors that affect a student’s behaviour in class and in school.
They need to understand the way in which home values and parental attitudes help or hinder the student’s behaviour and learning.

This is particularly important where cultural norms and values in the home are different from those of the school.

Once parents understand the rationale for the school behaviour policy they are more likely to support it.

Students also benefit from gaining insight into their own and others’ behaviour.
The school can help students build their capacity to take responsibility for their behaviour and to help other students to also behave well.

The appropriate steps for dealing with student misbehaviour are: understanding the behaviour completely, thinking about it carefully and dealing with it intelligently.

The quality of teaching and learning progress can be guaranteed when student misbehaviour can be managed effectively.
12 RESPECT FOR ALL FRAMEWORK Version 1: 06/2015 o5 RELATED DOCUMENTS Framework for the Education Strategy for Malta 2014-2024.

(MEDE, 2014a).

Respect for All Framework (MEDE, 2014b).

Addressing Attendance in Schools (MEDE, 2014c).

Addressing Bullying Behaviour in Schools (MEDE, 2014d).

National Curriculum Framework for All (MEDE, 2012).

Good Behaviour and Discipline Policy in Schools (MoE, 2001).

L-Imġiba tajba fl-iskejjel: Il-Politika Nazzjonali u l-Pjan ta’ Azzjoni dwar l-Ibbuljar (MoE, 1999).
Regoli tad-dixxiplina għall-iskejjel tal-Gvern (MoE, 1980).

13 o6 OWNERs Director General, Directorate for Educational Services.

Director General, Directorate for Quality and Standards in Education.

14 RESPECT FOR ALL FRAMEWORK Version 1: 06/2015 o7 REVIEW DATE This document will be reviewed during August 2016.

You are encouraged to submit your feedback by the 30th April 2016, via email on r4af.mede@gov.mt 14 15 O8 REFERENCES Charles, C.M.

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Understanding the misbehaviour of at-risk students: contributing factors.

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UK.

United Nations General Assembly (1989).

Convention on the Rights of the Child.

New York (ratified by Malta in 1990).

Accessible from: https://treaties.un.org/Pages/ViewDetails.aspx?mtdsg_no=IV- 11&chapter=4&lang=en (last accessed on 20th February 2015).

United Nations Office of the High Commissioner for Human Rights (1965).

International Convention on the elimination of All Forms of Racial Discrimination.
Accessible via: http://www.ohchr.org/EN/ ProfessionalInterest/Pages/CERD.aspx (last accessed on 20th February 2015).

Winfield, M. (2012) Accessible from: http://www.slideshare.net/mwinfield1/five-reasons-for-student- misbehavior (last accessed on 25th November, 2014).

Yuan, X. and Che, L. (2012) How to deal with students’ misbehaviour in the classroom.

Journal of Educational and Developmental Psychology, vol.

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1, pp 143-150.
18 RESPECT FOR ALL FRAMEWORK Version 1: 06/2015 18 19 MANaGING BEHAVIOUR in Schools 20 RESPECT FOR ALL FRAMEWORK Version 1: 06/2015 20 21 www.education.gov.mt 22 RESPECT FOR ALL FRAMEWORK Version 1: 06/2015 MANAGING BEHAVIOUR in Schools PROCEDURES june 2O15 PB 1 2 RESPECT FOR ALL FRAMEWORK Version 1: 06/2015 MANAGING BEHAVIOUR in Schools PROCEDURES 2 1 CONTENT 01 Introduction 02 Students’ Achievements 03 Inappropriate Behaviour 04 Serious Misbehaviour 05 Consequences 06 Support Systems 07 Referral Process Appendix A Appendix B Appendix C Appendix D (i) Appendix D (ii) Appendix E Appendix F Appendix G Appendix H 2 3 10 11 16 17 19 20 21 23 27 30 31 32 33 34 35 RESPECT FOR ALL FRAMEWORK Version 1: 06/2015 o1 Introduction Establishing the proper background conditions for encouraging good student behaviour is crucial.
The factors which contribute to an effective school, and therefore, which encourage good student behaviour include a positive school and classroom climate, support for teaching and learning, equity, time and resources and an environment free from harassment and discrimination.

These factors are grounded on effective leadership.

All areas of the school as well as outdoor areas visited on school outings/activities are learning and teaching environments.
Behaviour management in the various environments provides opportunities for maximising the success of academic education programmes and valuable social learning.

2 3 The following procedures aim to address behaviour in school and include the: – Roles and responsibilities of the major stakeholders within the school.

– Acknowledgement of Achievements and Good Behaviour.

– Rewards and consequences.

– Behaviour expectations in specific settings.


– Referral process within Primary, Middle and Secondary Schools.

ROLES, RESPONSIBILITIES AND ENTITLEMENTS 1.1 Head of School The Heads of School are to exercise the following: – Demonstrate leadership skills to help model the behaviour of their staff and the school community.

– – Ensure that the policies are disseminated and are being adhered to, in a timely and appropriate manner.
Ensure that the school building is safe and that no students are left unattended in the building before and after school starts.

– Have a positive relationship with staff.

– Have a positive relationship with students.

– Have a positive relationship with parents.

– – Empower staff members to reach their full potential in teaching.

Empower staff to manage behaviour appropriately.

– Be aware of support services for students and take timely action.
A checklist is being provided for Heads of School to facilitate their work (Appendix A).

4 RESPECT FOR ALL FRAMEWORK Version 1: 06/2015 1.2 Senior Management Team The SMT is to put into effect the school’s principles for promoting positive behaviour and to determine the standard of behaviour acceptable to the school.

The SMT is expected to: Ensure that this policy is implemented and adhered to by all stakeholders within the school.
Promote and put into effect self-discipline and proper regard for authority among all stakeholders within the school.

Encourage good behaviour and respect for others and strive to prevent all forms of misbehaviour.

Encourage parents to support and be actively involved in putting this policy into practice.

Ensure that the guidelines relating to suspension are adhered to (Appendix B), and that parents and the College Principal are informed of behaviour issues as outlined in these procedures.
Explain and review school rules at the beginning of the year and as necessary throughout the year.

– – – – – – 1.3 School Support Staff School Support Staff are expected to: – Provide a safe, caring and respectful environment for all students.

– Act as role models of good behaviour, showing enthusiasm towards learning and teaching.

– Acknowledge diversity of colleagues, students, and parents.

– Reward good behaviour and achievement as outlined in these procedures.
– Intervene promptly in any situation where behaviour is inappropriate or dangerous, even if the member of staff is not in charge of that particular student such as in corridors and in between lessons.

– Act in accordance with the school, college and national policies governing student conduct and behaviour.

4 5 1.3.1 Educators Educators should be able to enjoy teaching, without being subject to the stresses caused by unacceptable student behaviour.
Educators should be entitled to: – A strong lead from heads of school and those with management responsibilities who provide close support to staff.

– Regular professional development on behaviour strategies.

– A clearly defined range of available disciplinary measures and sanctions, including detention and exclusion.
– Clear guidelines and professional development on: what to do in a disciplinary crisis, including guidelines covering intervention in fights or disputes between students; the use of physical restraint; sexist, racist and homophobic harassment; unacceptable language and, recording and logging incidents of violent or poor behaviour.

Educators have a responsibility to: – Respect students.

– Be committed to, and have high expectations of students’ learning.

– Encourage good behaviour and respect for others.


– Show authority in the classroom.

– Prevent all forms of bullying amongst students.

– Keep their students safe and respond promptly and firmly to unacceptable behaviour.

– Seek support and advice about how to promote positive behaviour.

– Apply behaviour management strategies and sanctions consistently and fairly.

– Engage parents in child’s education and keep parents informed of their children’s progress.
– Work collaboratively in the best interest of the student.

One such instance of collaboration is in the case of students who benefit from the services of a Learning Support Assistant.

– Ensure that the work they prepare for students is appropriate, stimulating, interesting and challenging to maximise each student’s potential.

– Explain school rules and explain and review classroom rules at the beginning of the year and as necessary throughout the year.
6 RESPECT FOR ALL FRAMEWORK Version 1: 06/2015 1.4 Students All students are entitled to: – – Educational provision that meets their needs and enables them to enjoy their learning, be safe and healthy and make a positive contribution to their school.

Sustained, high quality educational provision regardless of gender, race, class, sexual orientation or disability.

– A curriculum that stimulates learning and encourages engagement.
– Be taught in environments that are conducive to learning and free from disruption.

– Be free from circumstances in which they are bullied, ignored, ridiculed or subjected to any forms of discrimination.

– Have their voices heard, to be listened to and to know where to go to share their concerns.

All students have a responsibility and are expected to: – Show respect to all School Support Staff.

– Work to the best of their ability.


– Show through their behaviour and their language, respect and consideration for teachers, support staff and other students.

– Behave well at all times and live up to the expectations of their teachers and school.

– Act in a safe, respectful and responsible manner.

– Allow teaching and learning to proceed without disruption or interference.

– Report dangerous situations immediately to an adult member of staff.

– Cooperate with all members of the school.


– Wear the full appropriate College uniform (apart from established list of clothing supplied by the school) and refrain from having any body piercing, hairstyles unapproved by the school, dyed hair, jewellery, tattoos and other dangerous bodily accessories.

– Accept and support their school’s behaviour policies and norms of behaviour.

These responsibilities are further explained in the Positive Behaviour Grid (Appendix C).
They are to be enforced by signing a contract between the school and the student (sample contract D (i) for Middle and Secondary Schools.

An adapted version should be developed for Primary School students).

6 7 1.5 Parents The Education Act (Cap.


327, para 62(2)) clearly states that it “shall be the duty in the first instance of parents to ensure the motivation of their children for education and their disposition for good behaviour and discipline, and for this reason they are bound to cooperate fully and with due respect with the Head and teachers”.
Therefore the role and responsibility of parents in sustaining a quality education is crucial if their children are to lead a successful and healthy life in adulthood.

Parents have a right to expect from their children’s schools: – High quality education, whatever their children’s learning needs, including full information on their progress.

– Consultation on school policies, including the behaviour policies.
– Detailed information on how they promote positive behaviour and what they can do to help and – The facility to discuss and resolve any concerns.

Parents are to set an appointment when they wish to speak to the Head of School, or to a member of the SMT, or to any other member of staff in connection with the academic and behaviour progress of their son/daughter.

Parents have a responsibility to support their children’s schools by: – Nurturing their son/daughter in their growth.
– Fostering a sense of good citizenship in their child so they can lead a meaningful and successful life during schooling and later on in life.

– Supporting good behaviour and positive habits in their son/daughter.

– Be good role models.

– – – Encouraging their son/daughter to comply with national legislation and the rules and regulations of the school within the respective College.

Ensuring that their son/daughter is equipped with the necessary basic equipment for school as deemed necessary.
Ensuring that their son/daughter wears the appropriate uniform as approved by the school.

– Being involved in their child’s behaviour-related issues as appropriate.

Showing respect towards the administration of the school, educators and other staff working in the school.

Any form of threatening or disrespectful behaviour by parents is considered unacceptable.
– 8 RESPECT FOR ALL FRAMEWORK Version 1: 06/2015 – – Providing the school with all appropriate and precise information about the child, especially information related to medical issues so that the school can appropriately help the child in case of an emergency.

Providing the School with information related to regulated access in instances of separation.

– Actively participate in school activities that promote a positive ethos.
The above expectations can be enforced by using the sample contract (Appendix D (ii)).

8 9 o2 Acknowledgement of Student’s' Achievements and Good Behaviour Student achievement at school should be celebrated whenever possible.

Within their classroom, educators may use their own reward systems to encourage achievement and good behaviour.
Scholastic achievement may also be recognised, amongst other methods, through verbal praise, approval and encouragement, the delivery of appropriate tokens and awards, acknowledgement during assemblies, by means of trophies or certificates, other school reward systems or letters sent home.

The following behaviour is to be acknowledged and rewarded: – Good or improved school work commensurate with the student’s capabilities.

– Good or improved behaviour.

– – Positive effort.

Excellent attendance.


– Commitment to non-formal and informal activities.

– Contribution to events.

– Contribution to the positive ethos of the school (e.g.

consideration shown to others).

A record of good behaviour is to be maintained (Appendix E).
1O RESPECT FOR ALL FRAMEWORK Version 1: 06/2015 o3 Inappropriate Behaviour It is understood that there will be variations in the extent to what degree School Support Staff will accept and tolerate a student’s inappropriate behaviour in class.
Although this is often moderated by the nature of the class and content of the lesson, any form of inappropriate behaviour which does not allow constructive teaching and learning to take place is totally unacceptable and all educators must ensure that such behaviour is dealt with and not tolerated.
The following table outlines examples of some minor and major problem behaviours that action should be taken upon: 11 Minor behaviour problems: Area Minor Being safe Movement around school Running on concrete or around buildings Running in stairwells Not enter class Play Incorrect use of equipment Not playing school approved games Playing in toilets Physical contact Minor physical contact (for example pushing and shoving) Correct Attire Not wearing appropriate shoes/uniform School Transport Inappropriate bus behaviour Other Sniffers Being Responsible Class tasks Being in the right place Follow instructions Accept outcomes for behaviour Not completing set tasks that are at an appropriate level Refusing to work Copying someone else’s work and passing it for one’s own Not being punctual for school and lessons Not in the right place at the right time Low intensity failure to respond to adult request Non compliance Uncooperative behaviour Minor dishonesty Rubbish Littering Mobile Phone Electronic Devices Chewing gum at school Eating in class Mobile phone switched on in any part of the school at any time without authorisation (written permission from an authorised staff member) Unauthorised communication with parents and other third parties including other students 12 RESPECT FOR ALL FRAMEWORK Version 1: 06/2015 Being Respectful Language Inappropriate language (written/verbal) Area Minor Calling out Poor attitude Disrespectful tone Property Petty theft Others Not playing fairly Lack of care for the environment Minor disruption to class Minor defiance Minor bullying/harassment Inappropriate sexual innuendos Major behaviour problems: Being safe Area Play Major Throwing objects Possession of weapons Physical contact Serious physical aggression Serious physical contact of a sexual nature involving groping Fighting School Transport Dangerous bus behaviour and disobeying educators serving as bus supervisors Other Possession or selling of illegal substances Possession of weapons or sharp objects 12 13 Area Major Being Responsible Class tasks Being in the right place Follow instructions Consistent refusal to participate in class tasks Cheating during examinations Consistent tardiness Leaving class without permission (put off sight) Leaving school without permission Persistent non-compliance and uncooperative behaviour Accept outcomes for behaviour Major dishonesty Rubbish Repeated littering and eating in class Mobile Phone Electronic Devices Use of a mobile phone/electronic devices in any part of the school for voicemail, e-mail, text messaging or filming purposes without authorisation Cyber-bullying Being Respectful Language Offensive language Aggressive language Verbal abuse/directed profanity Property Stealing/major theft Wilful property damage Vandalism Others Major bullying/harassment/discrimination Major disruption to class Blatant disrespect Major defiance Racial harassment Possession of/or dissemination of pornographic material Indulge in language of a sexual nature 14 RESPECT FOR ALL FRAMEWORK Version 1: 06/2015 Educators are encouraged to use the following procedure when correcting inappropriate behaviour: 1.
At a first stage, attract the student’s attention using non-verbal communication possibly without interrupting the flow of the lesson.

2.

Give a first warning to the student to stop the inappropriate behaviour and engage with the classroom’s activity.

3.

Give a second warning to the student to stop the inappropriate behaviour and engage with the classroom’s activity.

The educator may mention the consequence the student will receive if s/he does not comply with the advice given.
Encourage the student to comply and cease misbehaving, make the right choice.

4.

Give a final warning and remind student of consequence.

Once more encourage the student to comply and cease misbehaving.

Encourage student to make the right choice.

5.

Explain to the student that due to his/her failure to comply with the advice given and after several warnings, the agreed consequence must be applied.

6.

Fill-in the Incident Report Form (Appendix F).

7.


Talk individually to student and try to encourage good behaviour in future encounters (Appendix G).

8.

In cases of very challenging behaviour use strategies that safeguard the safety of yourself and the student (Appendix H).

14 15 o4 SERIOUS MISBehaviour Where appropriate, the school will seek to employ strategies that will address the misbehaviour whilst maintaining the student in school.

Suspension from school should be regarded as the last resort.
However, it is acknowledged that there are some kinds of misbehaviour which are so serious that they carry the risk of fixed term suspension for a first offence.

These are usually behaviours that threaten the security and well-being of individuals or the school community, for example: - - Carrying and/or using a weapon, whether proper and improper, including an imitation of a weapon.

Serious deliberate damage to school property or the property of others.
Other kinds of misbehaviour which, if confined to an isolated incident, might merit a lesser consequence will be regarded as far more serious if repeated after a warning or prior sanction, for example: Serious actual or threatened violence against another student, member of staff, group or against the school as a whole.

Sexual, racial, homophobic or religious abuse or assault directed against another individual.
Involvement with illegal substances such as bringing a substance on to the premises, supplying, offering to supply or arranging to supply a substance for another student.

- - - - - disruption of teaching and learning.

refusal to wear the correct College uniform.

rudeness to or intimidation of staff or other students.

bullying.

bringing alcohol, tobacco products, matches, lighters or fireworks onto school premises.
- - - 16 RESPECT FOR ALL FRAMEWORK Version 1: 06/2015 o5 CONSEQUENCES Whenever necessary, appropriate disciplinary sanctions that are reasonable and proportionate and are related to the offence will be used.

The purpose of these sanctions will be to show appropriate disapproval by the school.

They are also meant to show the student that his behaviour is wrong, and to deter him from repeating that behaviour.
In so doing, a clear message is sent to the student, while showing other students that such behaviour is unacceptable.

Some of the consequences that may be implemented by the school for a minor offence include the following: - A reminder of school rules and of classroom standards and expectations.

- A quiet word by taking the student aside.

- A verbal reprimand.

- - - Changing the student’s place in class.

Time-out for cooling down.

Completion of work at home or extra work (in school or at home).
17 - Carrying out useful tasks to help the school or in the spirit of restorative justice (e.g.

litter-picking as a consequence for dropping litter).

- Detention time with an educational purpose (during school hours or outside school hours working on an assigned educational task e.g.

researching a particular topic).

- Community work within the school (e.g.

sorting library books, collating photocopied material).

- Written report to designated member of staff.


- Written note to parents on the personal school diary.

The consequences that may be implemented by the school for major offences include the following: - - - - Paying for breakages/repair work.

Refusal to pay for breakages that are a result of acts of vandalism on public property may lead to legal action.
In such cases, the Head of School, through the College Principal, should file a formal report with the Director General, Directorate for Educational Services for legal action to be considered.

Suspension from the rest of the day’s lessons and required to carry out an educational task.

Temporary change of class at the discretion of the Head of School.

Removal from a group, class or particular lesson or activity.
- Withholding participation in out-of-school activities, if deemed necessary, and where student is required to carry out an educational task.

- Withdrawal of lunchtime privileges allowing only necessities and where student is required to carry out an educational task.

- - Internal suspension.

Fixed-term suspension in extreme serious misbehaviour cases.

- Alternative educational provisions may be provided in extreme cases and after every effort has been exhausted.
18 RESPECT FOR ALL FRAMEWORK Version 1: 06/2015 o6 SUPPORT SYSTEMS The school has a number of mechanisms for supporting behaviour management.
These are: - - - - - - - - School’s Senior Management Team College Counsellor College Career Advisor College Prefect of Discipline Inclusion Coordinator School Counsellor School Psychological Services Teacher - - - - - - - - Form Teacher Social Worker Youth Worker SEBD specialist Spiritual Director Learning Support Assistant SAFE Schools Programme Learning Support Zone - Guidance Teacher - Nurture Group - - Trainee Counsellor - Learning Support Centre Trainee Career Advisor 19 o7 Referral Process The following are the process of referral to the Psycho-Social Services in case of problems with Student behaviour: 1 The teacher (Class Teacher at Primary School and the Subject Teacher at Middle/Sec- ondary School), in the first instance should attempt to deal with minor infringements of discipline that occur in their class at class level.
2 Should these infringements recur on a regular basis, or should a more serious misbehaviour be committed, the teacher should record the events in the Incident Report Form (Appendix F) for further reference which should be given to the designated member of staff who is to support the teacher and to alert the College Prefect of Discipline.

The Head of School is to alert the College Principal.
3 If no progress is made, the matter should be referred to the delegated member of staff who prepares a written report to be filed in the student’s report book and who will request the involvement of the College Prefect of Discipline and the Guidance Teacher.

If the situation warrants, the delegated member of staff, with the approval of the Head of School, may decide to contact the parents at this stage.
4 If resolution is still not reached, the designated member of staff will request the parents to come to the school as a matter of urgency.

If considered appropriate, the College Prefect of Discipline, the Guidance Teacher, together with the designated person, are to meet with the parents and to draw up an action plan to address the student’s behaviour.

Meeting and action plan will be recorded and action plan put into motion.
5 In the case of a very serious misbehavior this process of referral will cease to apply and a student may be sent directly to the designated member of staff who will speak to the student where appropriate action will be taken.

A written report will be filed in the students’ record file and a copy is to be sent to the College Principal.

The Head of School will refer the case to the Education Psycho-Social Service of the DSS and/or the DES.
20 RESPECT FOR ALL FRAMEWORK Version 1: 06/2015 APPENDIX A Checklist for Heads of School POLICY - - Ensure absolute clarity about the expected standards of students’ behaviour.

Ensure that behaviour policy is clearly understood by all staff, parents and students.

- Display school rules clearly in classes and around the building.

Staff and students should know what they are.

- Display the consequences of sanctions and rewards in each class.
- Have a system in place for ensuring that students do not miss out on sanctions or rewards.

LEADERSHIP - Model the behaviour wanted from the School Support Staff.

BUILDING - - - - - Classrooms visits and playground visits and be around at the beginning and the end of the school day.

Ensure that other members of staff have visible presence around the school.

Check that students come in from the playground and move around the school in an orderly manner.

Check up on behaviour outside the school.


Check the building is clean and well-maintained.

20 21 STAFF - - Know the names of all staff members.

Praise the good performance of staff members.

- Deal with poor teaching or staff who fails to follow the behaviour policy.

STUDENTS - - Praise good behaviour in students.

Celebrate successes of students.

TEACHING - Monitor the amount of praise, rewards and punishments given by the individual staff member.
- - Ensure that School Support Staff praises good behaviour and work.

Ensure that School Support Staff understand the different needs of students.

INDIVIDUAL STUDENTS - Have clear plans for students likely to misbehave and ensure staff are aware of them.

- Put in place suitable support for students with behavioural difficulties.

PARENTS Build positive relationships with all parents.

Engage positively with parents of students with behaviour difficulties.
- - 22 RESPECT FOR ALL FRAMEWORK Version 1: 06/2015 APPENDIX B GUIDELINES TO SUSPENSION SUSPENSION MAY BE: - - Internal (spending time in school doing educational activities).

External (suspension from school) and fixed for a number of days (Appendix B).
DECISION TO SUSPEND - A decision to suspend for a fixed period should be taken on a balance of probabilities, only in response to breaches of the school’s behaviour policy, including persistent disruptive behaviour, where these are not serious enough to warrant suspension, and where lesser sanctions such as detentions and time-outs are inappropriate.
- - The student is suspended if allowing him/her to stay in school would seriously harm his/her education welfare, or the education or welfare of other students.

Fixed period suspensions should be for the shortest time necessary.

Where such suspension is not deterring inappropriate behaviour, the school should consider other strategies.

- Only the Head of School can suspend, but other suspension-related activities may be delegated to a member of the SMT.
- During suspension the school should set work for the student and mark it.

CHILD PROTECTION ISSUES Heads of School must be sure to take child protection issues into account.

When excluding a student, they must ensure that (bearing in mind age and vulnerability) the student is not placed at risk by, for example, being left to wander the streets.

In cases of suspected child abuse, the Child Protection Procedures (1999) must be adhered to.
22 23 REASONS FOR SUSPENSION Suspension from school is the most serious sanction available for dealing with misbehaviour and as such , it is reserved for only the most serious incidents or persistent recurrence of unacceptable and disruptive behaviour.

Among reasons for considering suspension will be instances of behaviour such as: - - - - Repetitive non-compliance.

Racial intimidation/bullying.

Serious assault of another student.

Sexual abuse and harassment.

- Unprovoked assault of another student.


- - - Total loss of control when hitting out/swearing.

Repeated bullying after warning and failure to respond to other measures.

Endangering others by reckless behaviour.

- Misuse of the fire alarm.

- - - - - - - Foul and abusive language to a member of staff.

Threatening a member of staff.

Physical abuse of a member of staff.

Severe damage to property.

Repeated or very serious theft.

Sneaking out of the school premises.

Smoking.

- Drinking alcohol.


- Illegal acts (e.g.

possession and/or selling of illegal substances and/or possession of offensive material, possession/use of weapons.

- Combinations of any of the above.

This list is not exhaustive and any other serious offences may also lead to suspension.

Consideration will be given to: - Severity of misbehaviour.

- All the relevant facts and tangible evidence to support the allegations made and accurate written descriptions of accounts from any witnesses.
24 RESPECT FOR ALL FRAMEWORK Version 1: 06/2015 - - - Student’s previous behaviour track record.

The background context e.g.

statemented students with a statement of needs.

Extent of support that has been offered to the student.

- Whether the decision to suspend a student complies with any procedural requirements in the school’s behaviour policy and the student’s version of events.

Where doubt remains the Head of School should not use suspension as a disciplinary sanction.
Where a student is suspended following a criminal offence on school premises, the Police must be informed.

A school will only suspend a student as a last resort, after trying to address the student’s behaviour through other means.

However, there are exceptional circumstances in which the Head of School may decide to suspend a student for a ‘One-Off’ major offence.
PROCEDURE The Head of School (or a member of the SMT in the absence of the Head of School) must call the parents on the day suspension is given and follows up with a letter including information on: - - - The period and reason for suspension.

The duty of the parents during the days of suspension, to ensure that the student is not present in a public space during normal school hours.

The date that the student is to return to school and the time of a reintegration meeting, if necessary.
- A Behaviour Contract is to be signed by the Head of School and Parents/Legal Guardians and the student concerned.

The school must: - Inform the College Principal and the College Prefect of Discipline when any form of suspension has been sanctioned.

The College Prefect of Discipline must keep record of all suspensions, including length, reason, etc.
- Whenever a suspension takes place a case conference is to be called within the next 10 working days to evaluate the situation and discuss possible lines of action that can be taken to reinstate the student and address the underlying cause/s leading to the suspension.
24 25 APPENDIX C - Positive behaviour grid • r u o y t i a W • t c e p s e R • l k a W • i e t a p c i t r a P • s r e h t o f o y c a v i r p e k a t t o n / s o t o h p t u o h t i w n e t t i r w s o e d v i o d – - a f t e l i o t - m a s e i t i l i c e s U • r u o y r o f l o o h c s w o h S • - • • d n a t e e f , s d n a h p e e K • e v o m o t o t s t c e b o j y l r i a f y a P l • f o t u o e k a t – t a e s r u o y f l e s r u o y s s e r d d A • - n i , s n r u t r e t n E • • s r o t a c u d e t r o p s n a r t e h t y e b O • - s a b m a s a g n v r e s i r o d a s - r e p u s s u b s r o t a c u d e s a g n v r e s i - • s r o s i v - • r u o y e s i a R • - n u d o v A i • t c e p s e R • y r a s s e c e n g n i t u o h s ’ s r e h t o o t t h g i r n r a e l i e v e h c A • ’ • s e u r l r e n n a m i n a r f e R • e h t y p o c f o k r o w s r e h t o t o n o D • g n y i l l u b BE RESPECTFUL l a n o i t a c u d E l o o h c S s t e l i o T / 26 s r e h t o f o y c a v i r p e k a t t o n / s o t o h p t u o h t i w n
 e t t i r w s o e d i v o d – n o i s s i m r e p s r o t a c u d e s a g n i v r e s - • - a f t e l i o t - m a s e i t i l i c e s U • r u o y r o f l o o h c s d o o g a e B • s r o t a c u d e t r o p s n a r t e h t y e b O • - s a b m a s a g n i v r e s r o d a s - r e p u s s u b s r o s i v w o h S • - • • d n a t e e f , s d n a h p e e K • e v o m o t o t s t c e j b o y l r i a f y a l P • f o t u o e k a t – t a e s r u o y f l e s r u o y s s e r d d A • - n i , s n r u t r e t n E • • y r a s s e c e n g n i t u o h s - • r u o y e s i a R • - n u d i o v A • t c e p s e R • ’ s r e h t o o t t h g i r n r a e l e v e i h c A • ’ • t o n o D • • r u o y t i a W • t c e p s e R • k l a W • e t a p i c i t r a P • l a n o i t a c u d E l o o h c S s t e l i o T / 26 / s
• l o o h c s e v a e L • s t e l i o t e s U • e v o M • l m e b o r p a e B • d e r a p e r p e B n i y l l u f e c a e p l e fi e g n i s l r e v o s l n r u t e R • ( l e t a i r p o r p p a n i ) k r o w e m o h • • • • • RESPECT FOR ALL FRAMEWORK Version 1: 06/2015 • - • r o f r o d a s s a b t r o p s n a r t - • • y n a t r o p e R • n e h w y n o l p a t e s o C l d e d e e n h s u fl s y a w A l t e l i o t • • r o f p u e n L i • n a e k a T • s n o i t c u r t s n i e c a p l e m i t w o l l o F • • s e i t i v i t c a k r o w p e e K • • • • r e n e t s i l ’ • k s A • , s k o o b ( n o s s e l u o y e r u s e k a M • , s k o o b y p o c r u o y t a ) c t e l a s o p s i d d o o f s ’ • BE RESPECTFUL 27 s n o i t c u r t s n i l a n o i
 t a c u d E w o l l o F • • s e m i t l l a d e t a e s n a m e R i • - • r u o y p e e K • ’ r e h c a e t w a r D • • • • • • • • • e s i o n p e e K • w o l s l e v e l e s U • ’ • , r e t f a p u n a e C l • f l e s r u o y s l i a R e s U • s e o h s r a e W • e g a s s a p p e e K • e s U • i g n d u c n l i l u f t c e p s e r e s U • ’ l o o h c s y c i l o p s g a b w o l l o F • e v i s n e p x e s m e t i p e e K i g n d u c n i ( l • • BE SAFE 4 / 3 P M , s e m a g d n a ) • , s e n o h p , / 28 l a n o i t a c u d E w o l l o F • h
• s e m i t l l a d e t a e s n i a m e R • - • • • • • • • • • n u s e h t y b r a e n s ’ • s d n a h h s a W s l i a R e s U • s e o h s r a e W • e g a s s a p p e e K • e s U • t r o p s n a r T l o o h c S / 28 • e s i o n p e e K • e s U • w o l s l e v e l g n i d u l c n i y v a e h s ’ l o o h c s y c i l o p s g a b w o l l o F • ’ • , r e t f a p u n a e l C • l u f t c e p s e r e s U • ( p e e K r a l u l l e c , s e n o h p , s a r e m a c e l b a t r o p • • 4 / 3 P M , s e m a g d n a ) • r o s t c e j b o s l a i r e t a m l u f m r a h RESPECT FOR ALL FRAMEWORK Version 1: 06/2015 APPENDIX d (i) Code of Behaviour Contract to be signed between School and Student I, the undersigned commit myself to abide by the following
 school rules: of Class - - Engage in learning.
Respect and follow all school regulations.

- Demonstrate honesty and integrity.

- - - - - Treat others with dignity and respect at all times, especially when there is disagreement.

Respect and treat others fairly, regardless of race, ancestry, place of origin, colour, ethnic origin, religion, gender, sexual orientation, age or disability.

Show care and respect for school property and the property of others.

Respect all members of the school community, especially those in a position of authority.
Respect the need of others to work in an environment that encourages learning and teaching.

- Seek help from school staff, if necessary, to resolve conflict peacefully.

- Make use of technology and social media respectfully.

Should the above expectations not be met, I understand that there will be consequences.
Student’s Signature Teacher’s Signature Date ID Number (when available) 29 APPENDIX d (ii) Code of Behaviour Contract to be signed between School and Parents I, the undersigned commit myself to ensure that my daughter/son of Class of School, shall be abiding by the following school rules with my support.

My daughter/son is expected to: - Respect and follow all school regulations.

- Demonstrate honesty and integrity.


- - - - - - - Treat others with dignity and respect at all times, especially when there is disagreement.

Respect and treat others fairly, regardless of race, ancestry, place of origin, colour, ethnic origin, religion, gender, sexual orientation, age or disability.

Show care and respect for school property and the property of others.

Respect all members of the school community, especially those in a position of authority.
Respect the need of others to work in an environment that encourages learning and teaching.

Seek help from school staff, if necessary, to resolve conflict peacefully.

To make use of technology and social media respectfully.

I, the parent, am responsible for, and am expected to: - - - - Show an active interest in my daughter’s/son’s school development and progress.

Communicate regularly with the school.

Become familiar with the school rules and ensure that these are being respected.
Cooperate with school staff in dealing with disciplinary issues.

In view that the above expectations are not met, I understand that there will be consequences.
Parent’s Signature ID Number Teacher’s Signature Date 30 RESPECT FOR ALL FRAMEWORK Version 1: 06/2015 APPENDIX E Positive Behaviour Form Student Name: Class: Location of incident Classroom Yard Corridor Toilet Other Inside Outside Supervised Unsupervised Subject LSA present: Yes No Reported by Replacement: Yes No Positive Behaviour (tick where appropriate) Listens carefully to the teacher Completes his/her work well Listens carefully to other students Works hard to improve his work Waits for his/her turn to speak Is always on time for lesson Shows respect to others Takes care of the school property Shows respect to authority Always brings his/her equipment Helps others Is a fair player Other Action taken: Praise Physical Reward Certificate of Merit Stickers Class Reward Other Student’s Signature Teacher’s Signature Date & Time 30 31 APPENDIX f Incident Report Form Student Name: Class: Location of incident Classroom Yard Corridor Toilet Other Inside Outside Supervised Unsupervised Subject LSA present: Yes No Reported by Replacement: Yes No Inappropriate Behaviour (tick where appropriate) Disruptive Chatter Disturbing others Unnecessary noise Work Avoidance Rudeness Being late Lack of basic equipment Failure to do homework Throwing objects Out of seat Truancy Verbal abuse to peer Smoking Verbal abuse to staff Physical aggression to peer Misuse of property Physical aggression to staff Other Bullying Failure to comply with sanction Discrimination Harassment including sexual Action taken: Discussion with student Asked to wait 2 minutes out Sent to SMT Break detention After school detention Extra work Referred to Guidance Referred to counsellor Contacted Parents Teacher’s Signature Date Time 32 RESPECT FOR ALL FRAMEWORK Version 1: 06/2015 APPENDIX G Behaviour Contract Behaviour Improvement Form Name Date Did you follow directions appropriately?
Yes No What was your behaviour?

What did you want?

(put a check next to the appropriate statement) I wanted attention from others.

I wanted to be in control.

I wanted to avoid doing my homework.

I wanted to cause problems because I am sad inside.

I wanted to cause others problems because they don’t like me.

I wanted to Did you get what you wanted?

Yes No What could you do differently?

Will you be able to return to class appropriately?


Yes No Student’s Signature Teacher’s Signature 32 33 APPENDIX H Responding to inappropriate behaviour Students come to school to learn.

Behaviour support represents an important opportunity for learning how to get along with others.
CLASSROOM LEVEL When a student exhibits a low-level and infrequent problem behaviour, the first response of school staff members is to remind the student of expected appropriate school behaviour, then ask the student to change the behaviour so that it aligns with the school’s expectations.

This should involve the minimum interaction possible, whilst focusing on the behaviour that needs to be tackled as well as an immediate resolution.
Usually a quiet talk between the student and the teacher outside the classroom or a reprimand will suffice to get the student back on task.

Students may be asked to think of how they might be able to act more safely, more respectfully or more responsibly.

This encourages students to reflect on their own behaviour, evaluate it against expected school behaviour, and plan how their behaviour could be modified so as to align with the expectations of the school community.
Behaviour contracts may be signed between students and school personnel to add more ownership of the decisions taken (Appendix G).

If the behaviour occurs frequently with no improvement noted, the class/subject teacher must record the behaviour of the student on an Incident Report sheet (Appendix F) for future reference.
SCHOOL LEVEL The students that are referred to the SMT through an incident report, are those students who may need additional support or services offered by the school to address their behavioural needs.

In most cases the problem behaviours of these students may not be immediately regarded as severe, but the frequency of their behaviours may put these students’ learning and social success at risk if not addressed in a timely manner.
The schools already have a number of mechanisms that are already in place for supporting behaviour management.

The school must make the necessary and possible provisions and adjustments for the students that are identified with behavioural difficulties.

Such interventions must be documented for future reference.
34 RESPECT FOR ALL FRAMEWORK Version 1: 06/2015 SCHOOL TRANSPORT The use of School transport is a privilege which the student has and which the school can withdraw if inappropriate behaviour results.

The students have the duty to report any type of inappropriate behaviour occurring on the school transport vehicles.
CONFISCATION OF STUDENTS’ ITEMS When a member of the school staff confiscates items from students the following procedure must be adhered to: - Avoid coming into physical contact with the student.

- - Explain to the student the reason for confiscation and the school rule that has been broken.

Seal the item into an envelope and write the particulars of the student including the time and place when the item was confiscated.

- Never explore the item (not even in the student’s absence).
- Hand the item to the school’s administration for further action and take note of the person receiving the item.

- Items that are confiscated on school premises are returned to the parents personally by the Head of School or SMT delegate.

- When the confiscated item is to be returned to the student after the lesson, keep the item in a safe place so as not to have the item misplaced, thus avoiding further conflict with the student.
LOCKERS The school provides lockers to students to facilitate the daily storage of learning materials and items related to their studies.

The school manages lockers to ensure responsible use of property and for health and safety of individuals.

Since the lockers are on school premises then they are property of the school and thus subject to regulation by all school and college policies and national legislation.
EMERGENCY OR CRITICAL INCIDENT RESPONSES A school is a very dynamic organisation dealing with different people of different characters, beliefs and particular needs.

Therefore, it is expected that sometimes friction occurs between people, which in many cases is dealt with in a very sociable manner, but in exceptional cases may escalate to critical proportions.
35 For this reason it is important that all staff have a consistent understanding of how to respond to emergency situations or critical incidents involving severe problem behaviour.

This consistency ensures that appropriate actions are taken to ensure that both students and staff are kept safe.

An emergency situation or critical incident is defined as an occurrence that is sudden, urgent, and usually unexpected or unforeseen, or an occasion requiring immediate intervention.
Severe problem behaviour is defined as behaviour of such intensity, frequency, or duration that the physical safety of the student or others is likely to be placed in serious jeopardy.

BASIC DE-ESCALATION STRATEGIES - Avoid escalating the problem behaviour.

- Maintain calmness, respect and detachment.


- Avoid shouting, cornering the student, moving into the student’s space, touching or grabbing the student, sudden responses, sarcasm, becoming defensive, communicating anger and frustration through body language.

- Model the behaviour you want students to adopt, stay calm and controlled, use a serious measured tone, choose your language and body language carefully, avoid humiliating the student, be matter-of-fact and avoid responding emotionally.
- Approach the student in a non-threatening manner.

- Move slowly and deliberately toward the problem situation, speak privately to the student/s where possible, speak calmly and respectfully, minimise body language, keep a reasonable distance, establish eye level position, be brief, stay with the agenda, acknowledge cooperation, withdraw if the situation escalates.
FOLLOW THROUGH If the student starts displaying the appropriate behaviour, briefly acknowledge their choice and re-direct other students’ attention towards their usual work/activity.

If the student continues with the problem behaviour then remind him/her of the expected school behaviour and identify consequences of continued unacceptable behaviour.
DEBRIEF Help the student to identify the sequence of events that led to the unacceptable behaviour, pinpoint decision moments during the sequence of events, evaluate decisions made, and identify acceptable decision options for future situations.
36 RESPECT FOR ALL FRAMEWORK Version 1: 06/2015 37 www.education.gov.mt 38 RESPECT FOR ALL FRAMEWORK Version 1: 06/2015 MANAGING BEHAVIOUR in Schools STRATEGY 1 june 2O15 2 RESPECT FOR ALL FRAMEWORK Version 1: 06/2015 MANAGING BEHAVIOUR In Schools Strategy 1 2 CONTENT 01 Whole School Approach 02 Parents 03 Students 04 Empowered SMT, Educators and other Staff 05 Collaborative Approach to Managing Student Behaviour 06 Overall Responsibility 3 1O 15 19 23 26 o1 WHOLE SCHOOL APPROACH RESPECT FOR ALL FRAMEWORK Version 1: 06/2015 3 Measure Owner Stakeholder 1.1 Each school will draw up quality standards that ensure positive behaviour in school based on the parameters of this policy as well as on the school’s individual needs.
College Principal Assistant Head/s Head of School College Prefect of Discipline School Support Staff Safe Schools Teams Parents Students School Council Student Council 4 Timeline September 2015 September – October 2015 October 2015 June 2016 June 2016 June 2016 June 2016 September 2016 Outcome 1.1.1 Quality Standards on Behaviour in school are developed collaboratively with students, school staff and parents.

1.1.2 School community informed of standards.

1.1.3 Standards adopted by School Community.


1.1.4 Self-disciplined students.

1.1.5 Student achievements recognised and reinforced.

1.1.6 Unacceptable behaviour dealt with fairly.

1.1.7 Unacceptable behaviour dealt with in a consistent manner and appropriately.

1.1.8 Responsibilities of teachers, students and parents defined.
Measure Owner Stakeholder College Principal Head of School Designated member of staff School Support Staff Students Parents School Council Student Council 1.2 Head of School identifies a key member of staff to assume responsibility for dealing with behaviour and coordinate all school measures addressing inappropriate behaviour and its prevention.

RESPECT FOR ALL FRAMEWORK Version 1: 06/2015 Outcome 1.2.1 A designated member of staff is identified.
Timeline June 2015 1.2.2 An accessible and user-friendly Incident Reporting System is set up.

September 2015 1.2.3 All school support staff, parents and students are aware of guidelines and Incident Reporting System.

1.2.4 Transparent procedures are in place to address student behaviour.

1.2.5 All stakeholders are informed of these procedures.
September – October 2015 September – October 2015 September – October 2015 5 Measure Owner Stakeholder 1.3 Develop a formal contract between the school, the parent and the student outlining the responsibilities and entitlement.

College Principal School Support Staff Head of School Designated member of staff Parents Students Student Council School Council 6 Outcome 1.3.1 Responsibilities, entitlement and consequences understood and shared by all.
Timeline September 2015 1.3.2 Students empowered to be self- disciplined.

1.3.3 Students aware of the link between their action and its consequences.

1.3.4 A fair and consistent tool to managing behaviour by Stakeholders.

1.3.5 More motivated educators.

1.3.6 Improved home-school link.

1.3.7 Parents understand the importance of consistency in managing behaviour.

1.3.8 Parents adhere to their role and responsibilities and reinforce the message in the policy.
Scholastic year 2015-2016 Scholastic year 2015-2016 Scholastic year 2015-2016 Scholastic year 2015-2016 Scholastic year 2015-2016 Scholastic year 2015-2016 Scholastic year 2015-2016 RESPECT FOR ALL FRAMEWORK Version 1: 06/2015 Measure 1.4 Develop a team approach (plan) to good behaviour.

Owner Stakeholder College Principal School Support Staff Head of School Designated member of staff Students Parents Outcome 1.4.1 Shared understanding of the factors that influence behaviour.
Timeline Scholastic Year 2015-2016 1.4.2 Knowledge of what shapes behaviour.

1.4.3 A unified Team approach to managing behaviour.

1.4.4 Consistent ways of responding to unacceptable behaviour.

1.4.5 Skilled staff in de-escalation of negative behaviour.

Scholastic Year 2015-2016 Scholastic Year 2015-2016 Scholastic Year 2015-2016 Scholastic Year 2015-2016 7 Measure 1.5 Create a positive school environment.
Owner Stakeholder College Principal Head of School Director, Curriculum Development Education Officers Heads of Department School Support Staff Parents Students School Community 8 Outcome 1.5.1 Social and values based learning takes place in schools.

Timeline Scholastic Year 2015-2016 1.5.2 Better systems for assessing pupils’ real needs.

Scholastic Year 2015-2016 1.5.3 SMT and school support staff understand how to deal with different behaviour issues.
1.5.4 Data about behaviour is maintained to help manage behaviour.

1.5.5 Strategies and practices in place that promote positive student behaviour including the maintenance of a climate of respect.

1.5.6 Strong pastoral care services in place to initiate fast responses to the needs of students.

Scholastic Year 2015-2016 Scholastic Year 2015-2016 Scholastic Year 2015-2016 Scholastic Year 2015-2016 Measure 1.6 Create a belonging classroom environment.
Owner Stakeholder College Principal Students Head of School Parents School Community Education Officers Heads of Department Teacher Director General, Directorate for Quality and Standards in Education Director, Curriculum Development RESPECT FOR ALL FRAMEWORK Version 1: 06/2015 Outcome 1.6.1 A positive relationship is established between teacher, student and parents.

1.6.2 Stakeholders embrace a culture of reciprocal dialogue.
1.6.3 Lessons are well prepared, interesting and provide a broad curriculum that engages with, and meets the need of all students.

1.6.4 Improved home-school link.

1.6.5 A better managed class.

1.6.6 Students engaged in learning.

Timeline Scholastic Year 2015-2016 Scholastic Year 2015-2016 Scholastic Year 2015-2016 Scholastic Year 2015-2016 Scholastic Year 2015-2016 Scholastic Year 2015-2016 1.6.7 Improved attainment by students.

Scholastic Year 2015-2016 1.6.8 More motivated educators.
Scholastic Year 2015-2016 1.6.9 Teachers are aware of their entitlement and duties.

Scholastic Year 2015-2016 9 o2 Ensure Parents’ responsibility for their children’'s behaviour 10 Measure 2.1 Inform parents of policy and procedures.

Measure 2.2 Parents are to sign formal contract regarding responsibilities and entitlement every beginning of the scholastic year.

RESPECT FOR ALL FRAMEWORK Version 1: 06/2015 Owner Stakeholder College Principal Head of School Parents Students Outcome 2.1.1 Informed parents.
Timeline September 2015 School Community 2.1.2 Increased engagement of parents.

2.1.3 Reduced resistance from parents.

Scholastic Year 2015-2016 Scholastic Year 2015-2016 Owner Stakeholder College Principal Head of School Parents Students School Community Outcome 2.2.1 Parents take responsibility for their child’s behaviour at school.

Timeline September 2015 2.2.2 Parents understand what is expected of their child at school.

2.2.3 Parents understand what the consequences for unacceptable behaviour are.
September 2015 September 2015 11 Measure 2.3 Parents engaged to understand the concept that “education starts at home”.

Owner Stakeholder College Principal Head of School Parents Students School Community Outcome 2.3.1 Parents take responsibility for their child’s behaviour.

Timeline Scholastic Year 2015-2016 12 2.3.2 Parents reinforce the behaviour required in school.

2.3.3 Students continue to see good examples of positive behaviour at home.
2.3.4 Students will receive consistent messages regarding behaviour from home and school.

2.3.5 Less disruptive students.

Scholastic Year 2015-2016 Scholastic Year 2015-2016 Scholastic Year 2015-2016 Scholastic Year 2015-2016 Measure Owner Stakeholder College Principal Head of School Teachers Parents Students 2.4 Raise awareness among parents regarding the factors that inform student’s behaviour in class.

Measure Owner Stakeholder 2.5 Parents to be taught positive parenting skills.
College Principal Head of School Parents Students School Community Local Councils Ministry for the Family and Social Solidarity RESPECT FOR ALL FRAMEWORK Version 1: 06/2015 Outcome 2.4.1 Parents informed of underlying causes of students’ behaviour.

Timeline Scholastic Year 2015-2016 2.4.2 Better understanding between home and school of how to manage behaviour.

Scholastic Year 2015-2016 Outcome 2.5.1 Students are given positive rewards at home.
Timeline Scholastic Year 2015-2016 2.5.2 Students receive consequences at home for inappropriate behaviour.

Scholastic Year 2015-2016 13 Measure Owner Stakeholder 2.6 Develop a trusting relationship between school and parents.

College Principal Educators Head of School Parents Students School Community 14 Outcome 2.6.1 Parents respectful of educators.

2.6.2 Parents more co-operative.

2.6.3 Parents less resistant to change.

2.6.4 Students exhibit behaviour conducive to learning.
Timeline Scholastic Year 2015-2016 Scholastic Year 2015-2016 Scholastic Year 2015-2016 Scholastic Year 2015-2016 RESPECT FOR ALL FRAMEWORK Version 1: 06/2015 o3 Ensuring Students take responsibility for their own behaviour in order to enhance learning 15 16 Measure 3.1 Students are to be informed of the behaviour expected of them and the consequences for both good and inappropriate behaviour.

Owner Stakeholder College Principal Head of School Students Parents Outcome 3.1.1 Informed students.
Timeline September 2015 School Community 3.1.2 Reduced resistance from students.

Scholastic Year 2015-2016 Measure Owner Stakeholder College Principal Students Head of School Student Council School Staff Parents 3.2 Students are to be involved in decision- making processes concerned with their learning and the school environment.

RESPECT FOR ALL FRAMEWORK Version 1: 06/2015 Outcome 3.2.1 Students feel important and valued.

Timeline Scholastic Year 2015-2016 3.2.2 Decisions are more grounded in reality.
Scholastic Year 2015-2016 3.2.3 Students will obey more.

3.2.4 Students will disrupt less.

3.2.5 Reduced resistance to rules.

3.2.6 Increased respect to authority.

Scholastic Year 2015-2016 Scholastic Year 2015-2016 Scholastic Year 2015-2016 Scholastic Year 2015-2016 17 Owner College Principal Head of School Stakeholder Students Parents Educators Outcome 3.3.1 Students take responsibility for their behaviour at school.
Timeline September 2015 18 Measure 3.3 Students are to sign the formal contract regarding responsibilities and entitlement at the beginning of the scholastic year.

3.3.2 Students understand what is expected of them.

Scholastic Year 2015-2016 3.3.3 Students understand what the consequences for unacceptable behaviour are.

Scholastic Year 2015-2016 Outcome 3.4.1 Increased learning.

3.4.2 Decreased disruption in class.

3.4.3 Motivated student.

3.4.4 Motivated teachers.


Timeline Scholastic Year 2015-2016 Scholastic Year 2015-2016 Scholastic Year 2015-2016 Scholastic Year 2015-2016 Measure Owner Stakeholder Head of School Students Educators School Community 3.4 Students are to learn self-discipline, respect towards self, peers and educators.
o4 Ensure SMT, Educators and other staff are empowered to manage student behaviour RESPECT FOR ALL FRAMEWORK Version 1: 06/2015 19 Stakeholder Students Parents School Support Staff Measure 4.1 Sound leadership is to be at the centre of the capacity of schools to address student behaviour.

Owner Director General, Directorate for Educational Services Director General, Directorate for Quality and Standards in Education College Principal Head of School 2O Outcome 4.1.1 Empowered school support staff.
Scholastic Year 2015-2016 Timeline 4.1.2 Behaviour of students is better understood.

4.1.3 Proper background conditions established to encourage good student behaviour.

4.1.4 A positive school and classroom environment is developed.

4.1.5 Positive behaviour is rewarded.

4.1.6 Teaching, learning and equity are promoted.

4.1.7 An environment free from harassment and discrimination is provided.

4.1.8 Student behaviour is addressed in a consistent manner.
Scholastic Year 2015-2016 Scholastic Year 2015-2016 Scholastic Year 2015-2016 Scholastic Year 2015-2016 Scholastic year 2015-2016 Scholastic Year 2015-2016 Scholastic Year 2015-2016 Owner Stakeholder College Principal Educators Head of School RESPECT FOR ALL FRAMEWORK Version 1: 06/2015 Outcome 4.2.1 All school support staff know what the school policy regarding behaviour is.

4.2.2 All school support staff address behaviour of students in a consistent way according to this policy.
Timeline September 2015 Scholastic Year 2015-2016 Owner Stakeholder College Principal School Support Staff Head of School Students Parents Outcome 4.3.1 School support staff know how to address student behaviour.

4.3.2 All school support staff address behaviour of students in a consistent way according to this policy.
Timeline Scholastic Year 2015-2016 Scholastic Year 2015-2016 Measure 4.2 Teachers, LSAs and all other staff are to familiarise themselves with the school’s behaviour policy and are confident and consistent in implementing it.

Measure 4.3 All employees are expected to promote self- discipline amongst students and to manage behaviour appropriately.
21 22 Measure Owner Stakeholder College Principal Educators Head of School Students Parents 4.4 Staff are to receive appropriate behaviour- management support and training.

Outcome 4.4.1 School support staff identify training needs.

4.4.2 Designated member of staff coordinates training according to the needs of the school support staff.
Timeline Scholastic Year 2015-2016 Scholastic Year 2015-2016 o5 A collaborative approach to MANAGing student behaviour RESPECT FOR ALL FRAMEWORK Version 1: 06/2015 23 Measure 5.1 Schools are to work in partnership with parents and other agencies to improve students’ behaviour.
Owner Stakeholder College Principal Head of School Parents Students School Support Staff Foundation for Educational Services Aġenzija Żgħażagħ Foundation for Social Welfare Services Kunsill Malti għall-Isport National Literacy Agency Mental Health Services Police 24 Outcome 5.1.1 SMT know what support services are available.

5.1.2 Designated member of staff liaises with all stakeholders at an early stage.

5.1.3 Parents are more supported.


Timeline Scholastic Year 2015-2016 Scholastic Year 2015-2016 Scholastic Year 2015-2016 5.1.4 Better collaboration between stakeholders to meet the student needs.

Scholastic Year 2015-2016 Measure Owner Stakeholder 5.2 Schools are to use all behaviour- support programmes to help address students’ challenging behaviour.
College Principal Head of School Students Parents School Support Staff Student Services Resource Centres Learning Support Zones Nurture Groups Ministry for the Family and Social Solidarity Mental Health Services Measure Owner Stakeholder 5.3 Schools are to work closely with partners to ensure that the circumstances that cause students to behave in a challenging way are addressed.
College Principal Head of School Students Parents School Support Staff Student Services CDAU Foundation for Educational Services Aġenzija Żgħażagħ Kunsill Malti għall-Isport National Literacy Agency RESPECT FOR ALL FRAMEWORK Version 1: 06/2015 Outcome 5.2.1 SMT know what support services are available.

5.2.2 Designated member of staff liaises with all stakeholders at an early stage.
Timeline Scholastic Year 2015-2016 Scholastic Year 2015-2016 Outcome 5.3.1 Designated member of staff is a contact person for the different stakeholders.

5.3.2 Schools develop individual education programmes to address the needs of the student/s.
Timeline Scholastic Year 2015-2016 Scholastic Year 2015-2016 25 o6 Overall Responsibility 26 RESPECT FOR ALL FRAMEWORK Version 1: 06/2015 Measure 6.1 Responsibility Owner Stakeholder Director General, Students Directorate Educational Services Director General, Directorate for Quality and Standards in Education Parents School Support Staff Director, Student Services Director, Curriculum Development Education Officers Heads of Department Outcome 6.1.1 Every stakeholder understands their role and responsibility towards ensuring a school environment that is conducive to learning and teaching and where the values of respect and dignity are embraced.
Timeline Scholastic Year 2015-2016 27 28 BEHAVIOUR In Schools Strategy RESPECT FOR ALL FRAMEWORK Version 1: 06/2015 29 30 www.education.gov.mt Politika Lingwistika għas-Snin Bikrin f’Malta u Għawdex Dokument ta’ konsultazzjoni Politika Lingwistika għas-Snin Bikrin f’Malta u Għawdex paġna 1 Werrej Werrej ................................................................................................................................................. 1 Il-Bilingwiżmu fis-Snin Bikrin ............................................................................................................... 3 Il-Kuntest ............................................................................................................................................. 4 Rakkomandazzjonijiet ......................................................................................................................... 4 L-Ambjent tad-Dar .............................................................................................................................. 4 L-Edukaturi tas-Snin Bikrin .................................................................................................................. 5 L-Amministraturi tal-Kuntesti tal-Edukazzjoni Bikrija ......................................................................... 7 L-Edukaturi tal-Għalliema tas-Snin Bikrin ........................................................................................... 7 Konklużjoni .......................................................................................................................................... 8 Glossarju ta’ Termini ......................................................................................................................... 10 Appendiċi 1: L-irwol tal-medjazzjoni tal-lingwa fis-snin bikrin ......................................................... 11 Appendiċi 2: Laqgħat konsultattivi ................................................................................................... 11 Referenzi ........................................................................................................................................... 14 Politika Lingwistika għas-Snin Bikrin f’Malta u Għawdex paġna 2 Daħla Il-politika tippromwovi l-iżvilupp bilingwi ta’ tfal żgħar (0-7 snin) fil-Malti u l-Ingliż f’Malta u Għawdex.
Din tnisslet mill-Qafas tal-Kurrikulu Nazzjonali (2012), l-Istrateġija Nazzjonali tal-Litteriżmu għal Kulħadd f'Malta u Għawdex (2014) u l-Qafas għall-Istrateġija tal- Edukazzjoni ta’ Malta 2014-2024 u hija maħsuba li tipprovdi linji gwida nazzjonali għal edukazzjoni bilingwi.

F’dan il-qafas l-iskejjel għandhom jingħataw is-sapport meħtieġ biex jiżviluppaw l-istrateġiji tagħhom għat-tagħlim tal-lingwi fil-Pjan ta’ Żvilupp tal-Iskola sabiex jilħqu l-bżonnijiet tal-istudenti tagħhom.
Il-Politika tħabrek sabiex tipprovdi lill-istudenti b’opportunitajiet li:   irawmu attitudnijiet pożittivi lejn il-Malti, l-Ingliż u lingwi oħra; jiżviluppaw kompetenzi fil-Malti u fl-Ingliż f’kuntesti differenti.

Il-politika toffri direzzjoni fil-promozzjoni tal-bilingwiżmu lill-:  ġenituri u persuni importanti fil-ħajja tat-tfal;  edukaturi tas-snin bikrin;  amministraturi ta’ ċentri ta’ edukazzjoni bikrija;  edukaturi tal-għalliema tas-snin bikrin.
Politika Lingwistika għas-Snin Bikrin f’Malta u Għawdex page 3 paġna 3 Il-Bilingwiżmu fis-Snin Bikrin L-edukazzjoni fis-snin bikrin hija importanti għall-iżvilupp tal-bilingwiżmu u tal-attitudnijiet pożittivi lejn il-lingwi.

Il-bilingwiżmu jħaddan vantaġġi konjittivi minħabba li, għal kull kunċett, tfal bilingwi għandhom żewġ kelmiet jew aktar u juru flessibiltà mentali u ħsibijiet kreattivi akbar minn persuni monolingwi (Serratice, 2013).
L-għarfien ta’ żewġ lingwi jipprovdi vantaġġ fit-tagħlim ta’ lingwi oħra (Jessner, 2008) minħabba li jippermetti lit-tfal jaħsbu dwar il-lingwi (Castro et al.

2011).

Minħabba li l-materja tas-suġġett tiġi mgħallma permezz tal-lingwa, livell għoli ta’ profiċjenza fil-lingwi tat-tagħlim fl-iskola huwa ta’ valur kbir.
It-tagħlim ta’ aktar minn lingwa waħda jinvolvi wkoll opportunitajiet akbar ta’ komunikazzjoni ma’ varjetà akbar ta’ nies, fuq livell lokali u globali (Baker, 2000) u apprezzament ta’ kulturi differenti, li jista’ jwassal għal tolleranza multikulturali (Eurydice, 2009).

Minkejja l-benefiċċji li tiġi introdotta t-tieni lingwa fl-edukazzjoni bikrija, il-lingwa tad-dar għandha titrawwem ukoll minħabba li hija marbuta mill-qrib mal-identità personali.
L-użu tagħha jiffaċilita t-tranżizzjoni soċjali u emozzjonali li sseħħ meta t-tfal jibdew l-iskola u jiffaċilita t-tagħlim ta’ lingwi oħra (Genesee, 1994).

L-użu kontinwu tal-lingwa tad-dar f’kuntesti ta’ edukazzjoni bikrija jippermetti lit-tfal jiżviluppaw għarfien dwar id-dinja u vokabolarju adattat skont l-età.
Politika Lingwistika għas-Snin Bikrin f’Malta u Għawdex page 4 paġna 4 Il-Kuntest Is-sitwazzjoni soċjolingwistika f’Malta hija waħda ta’ bilingwiżmu soċjali mifrux, bil-preżenza taż-żewġ lingwi uffiċjali, il-Malti u l-Ingliż, f’bosta kuntesti.

Il-Malti huwa mifrux bħala varjetà mitkellma u huwa l-lingwa materna tal-maġġoranza tal-popolazzjoni, b’perċentwal minimu li jqisu l-Ingliż (u lingwi oħra) bħala l-lingwa materna tagħhom (c.f.

Sciriha & Vassallo, 2006).


L-alternar bejn il-lingwi huwa wkoll prattika lingwistika komuni li ħafna drabi tagħti lok għal ilmenti dwar id-deterjorament tal-lingwa (Vella, 2013).

Il-Malti u l-Ingliż huma l-lingwi tal-istruzzjoni fl-iskola f’Malta.

Huwa importanti li t-tfal jakkwistaw u jitgħallmu dawn iż-żewġ lingwi sabiex jiżviluppaw il-ħiliet konjittivi tagħhom u jkunu jistgħu jagħmlu progress fil-kontenut tas-suġġetti.

It-tfal kollha għandu jkollhom l-opportunità li jiżviluppaw dawn iż-żewġ lingwi.
Rakkomandazzjonijiet L-Ambjent tad-Dar L-ewwel lingwa, il-kultura u l-identità personali ta’ tifel/tifla ma jistgħux jinfirdu minn xulxin.

L-irwol tal-ġenituri u ta’ persuni importanti fil-ħajja tat-tfal huwa ċentrali għat-tagħlim tal-lingwa tat-tifel/tifla.

Huma jservu ta’ mudell għat-tifel/tifla fl-użu tal-lingwa u fl-attitudnijiet lejn il-bilingwiżmu.
Politika Lingwistika għas-Snin Bikrin f’Malta u Għawdex paġna 5 Il-ġenituri u persuni importanti fil-ħajja tat-tfal għandhom:      irawmu attitudnijiet pożittivi lejn il-Malti, l-Ingliż u lingwi oħra; jinvolvu rwieħhom fi djalogu bis-sens mat-tfal; ifittxu li jsaħħu l-lingwa/lingwi tad-dar; jesponu lit-tfal għall-Malti u l-Ingliż b’mod konsistenti; jappoġġjaw il-politika lingwistika tal-iskola u t-twettiq tagħha fil-prattika.
L-edukaturi tas-snin bikrin L-edukaturi tas-snin bikrin għandhom jipprovdu ambjent li jinvolvi, jagħni u li jappoġġja u jestendi l-opportunitajiet tat-tagħlim tal-lingwa permezz ta’ scaffolding (Gibbons, 2002).

Huma għandhom ikollhom ħakma tajba tal-Malti u l-Ingliż u jaġixxu bħala mudell fl-użu tal-lingwa skont l-età tat-tfal.
L-espożizzjoni bilingwi tista’ ssir permezz tas-sistema tandem, fejn edukaturi differenti jinqdew b’lingwa waħda biss mal-istudenti (pereżempju l-għalliema titkellem bil-Malti u l-assistent/a titkellem bl-Ingliż).

L-edukaturi tas-snin bikrin għandhom jgħaddu attitudnijiet pożittivi lejn l-użu taż-żewġ lingwi u għandhom isaħħu l-istima tat-tfal fihom infushom bħala studenti bilingwi.
Għandhom iħaddmu l-medjazzjoni bejn il-lingwi bħala mezz ta’ istruzzjoni permezz ta’ scaffolding sabiex it-tfal ikunu jistgħu jagħmlu sens mil-lingwa1 (García & Sylvan, 2011).

L-edukaturi jistgħu jużaw il-medjazzjoni bejn il-lingwi “sabiex jiżguraw li kwalunkwe problema tal-lingwa ma tostakolax il-potenzjal tal-istudenti biex dawn jitgħallmu jew jesprimu lilhom infushom” (il-Kunsill tal-Ewropa, 2015:41).
Dan għandu jippermetti lit-tfal 1 Il-medjazzjoni tal-lingwa tinvolvi l-alternar minn lingwa għal oħra biex tiffaċilita l-fehim u l-komunikazzjoni għat-tifel/tifla.

Għal aktar informazzjoni dwar kif dan jista’ jinkiseb, tista’ tirreferi għall-Appendiċi 1.

Politika Lingwistika għas-Snin Bikrin f’Malta u Għawdex paġna 6 kollha sabiex jilħqu l-kisbiet mit-tagħlim kif spjegat fil-Qafas tal-Kisbiet mit-Tagħlim għas-Snin Bikrin.
Il-prattiki tal-lingwa tat-tfal żgħar u l-familji tagħhom huma karatterizzati mill-użu ta’ firxa wiesgħa ta’ teknoloġiji diġitali.

It-teknoloġija għandha l-potenzjal li ssawwar il-kreattività billi tgħaqqad riżorsi multimodali bħalma huwa test awdjoviżiv (Kucirkova & Sakr, 2015).

Dan joffri lit-tfal il-possibiltà li jipparteċipaw f’kuntest ta’ tagħlim għani u dinamiku.

Ir-riżorsi diġitali jistgħu jissapportjaw it-tagħlim permezz tal-logħob u l-esplorazzjoni.
L-edukaturi tas-snin bikrin għandhom:     irawmu attitudnijiet pożittivi lejn il-Malti, l-Ingliż u lingwi oħra; jiżguraw li t-tfal qed jiżviluppaw ħiliet tal-lingwa adattati skont l-età kemm fil-Malti kif ukoll fl-Ingliż (it-taħdit, is-smigħ, il-qari u l-kitba), billi jagħtu attenzjoni speċjali lill-elokwenza fit-taħdit; jipprovdu lit-tfal b’opportunitajiet biex jużaw it-teknoloġiji diġitali sabiex iwessgħu l-ħiliet lingwistiċi tagħhom; jidentifikaw u jissapportjaw lil dawk it-tfal, inkluż lill-migranti, li qed isibu diffikultà fil-Malti u/jew fl-Ingliż.
Politika Lingwistika għas-Snin Bikrin f’Malta u Għawdex paġna 7 paġna 7 L-Amministraturi ta’ Ċentri tal-Edukazzjoni Bikrija Il-kuntesti tal-edukazzjoni fis-snin bikrin huma pontijiet bejn il-familji u l-komunità.

Għandhom jindukraw lit-tfal u jipprovdulhom opportunitajiet xierqa ta’ tagħlim u ta’ espożizzjoni tal-lingwi.
L-edukazzjoni lingwistika fis-snin bikrin għandha tkun “integrata f’kuntesti fejn il-lingwa tagħmel sens u hija bżonjuża bħal f’kuntesti ta’ logħob u sitwazzjonijiet ta’ kuljum” (il-Kummissjoni Ewropea, 2011:14).
L-amministraturi taċ-ċentri ta’ edukazzjoni bikrija għandhom:       jimplimentaw Pjan ta’ Żvilupp tal-Iskola li jippromwovi l-bilingwiżmu fl-iskola; jaħdmu mal-edukaturi biex tal-lingwaġġ bilingwi fl-iskola; jidentifikaw strateġiji u riżorsi xierqa għall-użu jiżguraw li l-programmi u l-metodoloġiji addottati jinkludu opportunitajiet għall-iżvilupp bilingwi u bilitterat; iħeġġu lill-għalliema sabiex iservu ta’ mudelli lingwistiċi xierqa għat-tfal tagħhom; jipprovdu lill-edukaturi tas-snin bikrin bl-iżvilupp professjonali kontinwu meħtieġ għall-edukazzjoni bilingwi u b’opportunitajiet biex itejbu l-għarfien tagħhom tal-lingwa, kemm fil-Malti kif ukoll fl-Ingliż; irawmu u jippromwovu spirtu bilingwi permezz ta’, pereżempju, li jkollhom sinjali, laqgħat u ċirkularijiet għall-ġenituri u wliedhom, kemm bil-Malti kif ukoll bl-Ingliż.
Politika Lingwistika għas-Snin Bikrin f’Malta u Għawdex paġna 8 L-Edukaturi tal-Għalliema tas-Snin Bikrin Il-ħatra ta’ għalliema mħarrġa fis-snin bikrin li għandhom ħakma tajba tal-Malti u l-Ingliż mitkellma fil-komunità huwa kruċjali biex il-programm ikun effettiv.

Il-programmi tal- edukazzjoni tal-għalliema għandhom jiżguraw li l-edukaturi prospettivi jkollhom kompetenzi lingwistiċi, għarfien u ħiliet xierqa biex iwettqu programm li huwa xieraq għall-iżvilupp tat-tfal.
L-edukaturi tas-snin bikrin għandhom ikollhom opportunitajiet għall-iżvilupp professjonali kontinwu fl-għarfien tal-lingwa/i tagħhom kif ukoll f’metodoloġiji li jippromwovu l-bilingwiżmu.
L-Edukaturi tal-Għalliema tas-Snin Bikrin għandhom:   jiżguraw li l-għalliema prospettivi tas-snin bikrin ikollhom il-profiċjenza meħtieġa fiż-żewġ lingwi, li tippermettilhom jipprovdu l-medjazzjoni bejn il-lingwi u jagħtu s-sapport meħtieġ lit-tfal fil-klassijiet; jippreparaw lill-edukaturi tas-snin bikrin biex jissapportjaw lit-tfal, inkluż il-migranti, li jkollhom diffikultajiet biex jitgħallmu biż-żewġ lingwi tat-tagħlim tal-iskola.
Konklużjoni Studju tal-prattiki eżistenti fl-edukazzjoni bilingwi fis-snin bikrin f’Malta għandu jixpruna titjib fil-politika u l-prattika, u fl-iżvilupp professjonali kontinwu ta’ dawk involuti fl-edukazzjoni tal-għalliema tas-snin bikrin.

Ir-riċerka, anke fil-forma ta’ riċerka ta’ azzjoni, tista’ tidentifika l-aktar prattiki ta’ suċċess użati mill-edukaturi.
Dawn il-prattiki jkunu jistgħu jitħaddmu f’kuntesti li joffru sfida u hekk ikunu jistgħu jiġu żviluppati ideat ġodda x’jaħdem l-aħjar fil-kuntest bilingwi tagħna (Il-Kunsill tal-Ewropa, 2015).
Politika Lingwistika għas-Snin Bikrin f’Malta u Għawdex paġna 9 Ta’ min iżid ukoll li għalkemm l-iskola u l-prattika edukattiva jistgħu jipprovdu bażi soda għat-tagħlim tal-lingwi, fir-realtà huwa l-mod kif l-individwi jħaddmu l-lingwi, b’mod partikolari barra mill-iskola, li jiddetermina x’użu jagħmlu minnhom (Il-Kunsill tal-Ewropa, 2015).

Għaldaqstant, il-komunità għandha rwol importanti fil-promozzjoni tal-bilingwiżmu billi din tinfluwenza dak li jiġri fi ħdanha.
Kampanji biex iqajmu kuxjenza dwar l-importanza tal-bilingwiżmu f’Malta għandhom ikunu mħeġġa.

Hekk ikun żgurat li jitrawmu attitudnijiet pożittivi lejn il-Malti u l-Ingliż fil-komunità.

Permezz tat-teknoloġija u l-midja, it-tfal huma f’kuntatt mal-lingwi u l-litteriżmu.

Bil-mezzi tax-xandir tista’ tinħoloq kuxjenza akbar dwar l-importanza taż-żewġ lingwi u tkun żgurata ż-żamma ta’ livelli ta’ kwalità xierqa kemm fil-Malti kif ukoll fl-Ingliż fil-programmi tagħha.
B’dan il-mod jissaħħu l-ħoloq li jgħaqqdu l-familja, il-kuntesti edukattivi u l-komunità.

Politika Lingwistika għas-Snin Bikrin f’Malta u Għawdex paġna 11 paġna 10 Glossarju ta’ Termini Edukazzjoni fis-Snin Bikrin jirreferi għall-ewwel snin ta’ edukazzjoni mhux obbligatorja (Childcare Centres, Kinder 1 u Kinder 2) u għall-ewwel sentejn ta’ edukazzjoni obbligatorja (l-Ewwel Sena u t-Tieni Sena).
Bilingwiżmu jirreferi għall-użu ta’ żewġ lingwi (u f’ċerti każijiet għal aktar lingwi) sabiex wieħed ikun jista’ jikkomunika f’kuntesti differenti (Grosjean, 2010).

Medjazzjoni bejn il-lingwi jirreferi għall-alternar minn lingwa għal oħra minn għalliema u studenti sabiex ikunu ffaċilitati l-fehim, il-komunikazzjoni u l-għarfien ta’ suġġetti differenti fil-klassijiet (Li, 2015).
Scaffolding jirreferi għal appoġġ imfassal b’mod li jassisti lill-istudenti fit-twettiq ta’ xogħolhom u biex jiżviluppaw il-ħiliet tal-fehim (Gibbons, 2002).

L-għan aħħari tiegħu huwa li l-istudenti jitgħallmu jaħdmu b’mod indipendenti.

Dan ma jiddependix biss mill-użu tal-lingwa/i iżda jinkludi wkoll, pereżempju, l-użu ta’ ġesti, eżempji konkreti u ripetizzjoni.

L-użu ta’ riżorsi multimodali, pereżempju, it-teknoloġija awdjoviżiva u dik diġitali jistgħu wkoll itejbu l-proċess ta’ scaffolding.
Politika Lingwistika għas-Snin Bikrin f’Malta u Għawdex paġna 11 Appendiċi 1: L-irwol tal-medjazzjoni bejn il-lingwa fil-klassijiet Il-medjazzjoni bejn il-lingwi fil-klassijiet tirreferi għall-użu ta’ żewġ lingwi jew aktar mill-għalliema u l-istudenti (Cenoz & Gorter, forth).

Riċerka reċenti (Canagarajah 2011; García, Flores, & Woodley 2012; García & Li 2014) uriet kif l-alternar minn lingwa għal oħra fil-klassi huwa pedagoġikament vijabbli minħabba li dan jiffaċilita l-fehim u l-għarfien tas-suġġetti.
Fil-kuntest lokali, ir-riċerka wriet li l-alternar bejn il-lingwi huwa ta’ benefiċċju għat-tħaddim effettiv tal-proċessi u l-attivitajiet tat-tagħlim.

(Camilleri Grima, 2013).

L-għalliema għandhom ikunu f’pożizzjoni jagħmlu “użu prudenti tal-alternar bejn il-lingwi” (il-Kunsill tal-Ewropa, 2015:41) abbażi ta’ għażliet infurmati u meqjusa aktar milli għażliet addoċċ, ħalli b’hekk ikunu jistgħu jgħinu lill-istudenti jiżviluppaw il-ħiliet lingwistiċi tagħhom.
Dawn li ġejjin huma eżempji ta’ kif il-medjazzjoni bejn il-lingwi tista’ tintuża waqt il-lezzjonijiet tal-matematika:  L-għalliema jistgħu jużaw il-Malti sabiex jiċċaraw kunċetti, somom u problems tal- matematika, waqt li jkunu qed jispjegawhom;  L-għalliema jistgħu jipprovdu wkoll opportunitajiet għall-istudenti sabiex jużaw il-Malti bejniethom waqt li jkunu qed jaħdmu f’pari jew gruppi.

L-istudenti jistgħu jwieġbu bil-Malti.


Ix-xogħol f’pari u fi gruppi jista’ jgħollu l-livell ta’ kunfidenza tal-istudenti meta dawn ikunu qegħdin jagħmlu xogħolhom u jwieġbu l-mistoqsijiet tal-għalliema.
Dan il-mod jista’ jipprovdi lit-tfal b’opportunitajiet li jużaw l-iscaffolding fit-tagħlim tal-lingwa permezz tal-interazzjoni bejniethom;  L-għalliema jistgħu jinqdew bl-għarfien tal-Malti tal-istudenti biex jipprovdu l-iscaffolding meħtieġ ħalli jwasslu lill-istudenti biex jifhmu r-reġistru Matematiku bl-Ingliż, pereżempju, billi jużaw mistoqsijiet bħal “Kif tgħidha dik?
”;  Meta t-tagħlim iħalli l-frott mixtieq, l-għalliema jistgħu jaqilbu għat-tieni lingwa u jħeġġu lill-istudenti biex jużawha f’attivitajiet simili, fi gruppi jew b’mod indipendenti.

Politika Lingwistika għas-Snin Bikrin f’Malta u Għawdex paġna 12 Jistgħu wkoll iħeġġuhom jużaw it-tieni lingwa biex iwieġbu l-mistoqsijiet tal- għalliema.
Appendiċi 2: Laqgħat konsultattivi Il-Kumitat tal-Politika Lingwistika fl-Edukazzjoni Joseph Cachia, Ray Cassar, John Degiorgio, Marika Farrugia, Christine Firman, Helen Grech, Anthony Licari, Elizabeth A. Pisani, Bernard Micallef, Charles L. Mifsud (Chairperson), Manwel Mifsud, David Muscat (Deputat Chairperson), Anita Seguna, Odette Vassallo, Pia Zammit.
Lara Ann Vella (Għalliema tar-Riżorsi Bilingwi) Daniel Cini (Kordinatur tal-Programmi, l-Aġenzija Nazzjonali tal-Litteriżmu) Is-Sottokumitat tal-Politika Lingwistika għas-Snin Bikrin Marika Farrugia, Christine Firman, Helen Grech, Anita Seguna Kapijiet tad-Dipartiment għal-Litteriżmu u Għalliema tal-Litteriżmu Ruth Cilia, Amanda Morales, Rosanne Talbott, Vanessa Coletta Gatt, Roberta Bonnici, Michelle Camilleri, Nathalia Cachia, Claire Camilleri, Michelle Zarb, Jonathan Sammut, Daniela Callus, Nadia Zammit, Roberta Galea, Marica Gatt, Sharon Camilleri Brimmer, Kathleen Camilleri, Elaine Ciantar, Jennifer Peresso, Josette Bezzina, Alessandra Balzan, Janet Maria Cristina, Erika Medati Delegati mill-Unità għall-Politika Lingwistika tal-Kunsill tal-Ewropa Jean Claude Beacco, Marisa Cavalli, Lid King, Philia Thalogott Uffiċjal Edukattiv għall-Kurrikulu tas-Snin Bikrin Mariangela Schembri Meli Uffiċjali Edukattiv għas-Snin Bikrin Tania Mangion, Rose Marie Privitelli Politika Lingwistika għas-Snin Bikrin f’Malta u Għawdex paġna 13 Assistent Direttur tal-Kurrikulu (irtirata) Maryanne Spiteri Dati 15 ta’ Ottubru 2014 Il-Kumitat tal-Politika Lingwistika fl-Edukazzjoni 10 ta’ Diċembru 2014 L-Uffiċjali Edukattivi għas-Snin Bikrin 7 ta’ Jannar 2015 Assistent Direttur tal-Kurrikulu 12 ta’ Mejju 2015 Id-Delegati tal-Kunsill tal-Ewropa Is-Sottokumitat għas-Snin Bikrin Il-Kordinatur tal-Programmi għall-Aġenzija Nazzjonali tal-Litteriżmu 4 ta’ Ġunju 2015 Il-Kumitat tal-Politika Lingwistika fl-Edukazzjoni Politika Lingwistika għas-Snin Bikrin f’Malta u Għawdex paġna 14 Referenzi Baker, C. (2000).
A Parents' and Teachers' Guide to Bilingualism, Multilingual Matters.

Camilleri Grima, A.

(2013), "A select review of bilingualism in education in Malta", International Journal of Bilingual Education and Bilingualism, 16(5), pp.

553-569.

Canagarajah, S. (2011).

“Codemeshing in Academic Writing: Identifying Teachable Strategies of Translanguaging”.

The Modern Language Journal, 95(3), pp.401–417.

doi:10.1111/j.1540- 4781.2011.01207.x.

Castro, D. C., Ayankoya, B., & Kasprzak, C. (2011).
The new voices/Nuevas voces: Guide to cultural and linguistic diversity in early childhood.

Baltimore, MD: Brookes Clyne, M.Isaakidis, T., Liem, I., Hunt, C. (2004).

Developing and Sharing Community Language Resources Through Secondary School Programmes, International Journal of Bilingual Education and Bilingualism, 7(4), pp.255-278.

Cenoz, J., and D. Gorter, eds.

(forthcoming).

Multilingual Education: Between Language Learning and Translanguaging.

Cambridge: Cambridge University Press.


Eurydice, Early Childhood Education and Care in Europe: Tackling Social and Cultural Inequalities, (2009), Disponibbli Onlajn fuq: http://eacea.ec.europa.eu/about/eurydice/documents/098EN.pdf .

Garcia, O., & C. Sylvan.

(2011).

“Pedagogies and Practices in Multilingual Classrooms: Singularities in Pluralities.” Modern Language Journal, 95(3), pp.385–400.

García, O., & W. Li.

(2014).

Translanguaging: Language, Bilingualism and Education.
New York: Palgrave Macmillan.

García, O., N. Flores, & H.

Woodley.(2012).

“Transgressing Monolingualism and Bilingual Dualities: Translanguaging Pedagogies.” In Yiakoumetti, A.

Harnessing Linguistic Variation to Improve Education, pp.45–75.

Bern: Peter Lang.

Politika Lingwistika għas-Snin Bikrin f’Malta u Għawdex paġna 15 Genesee, F. (1994).

Educating Second Language Children: The Whole Child, The Whole, Curriculum, Cambridge University Press.

Gibbons, P. (2002).
Gibbons, P. (2002).

Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom.

Heinemann.

Grosjean, F. (2010).

Bilingual: Life and Reality, Harvard University Press.

Il-Kummissjoni Ewropea (2011, Lulju).

Language Learning at Pre-Primary School Level: Making it Efficient and Sustainable.

A Policy Handbook.

Brussell: Il-Kummissjoni Ewropea.


Disponibbli Onlajn fuq: http://ec.europa.eu/languages/policy/language- policy/documents/early-language-learning-handbook_en.pdf Il-Kunsill tal-Ewropa (2015).

Language Education Policy Profile.

Malta.

L-Unità għall-Politika Lingwistika.

Disponibbli onlajn fuq: http://www.coe.int/t/dg4/linguistic/Source/Profile- Malta_final2015_EN.pdf.

Il-Ministeru għall-Edukazzjoni u x-Xogħol, (2014).

Strateġija Nazzjonali tal-Litteriżmu għal Kulħadd f’Malta u Għawdex.
Disponibbli Onlajn fuq: http://education.gov.mt/en/Documents/Literacy/ENGLISH.pdf Il-Ministeru għall-Edukazzjoni (2012).

Il-Qafas tal-Kurrikulu Nazzjonali għal Kulħadd.

Disponibbli Onlajn fuq: http://curriculum.gov.mt/en/resources/the- ncf/pages/default.aspx.

Il-Ministeru għall-Edukazzjoni u x-Xogħol (2014).

Il-Qafas għall-Istrateġija tal-Edukazzjoni għall-Malta 2014-2024.

Disponibbli onlajn fuq: https://education.gov.mt/strategy/Documents/BOOKLET%20ESM%202014- 2024%20ENG%2019-02.pdf.

Jessner, U.
Jessner, U.

(2008).

Teaching third languages: Findings, trends, and challenges.

Université de Lausanne.

doi:10.1017/S0261444807004739 Kucirkova, N. & Sakr, M. (2015).

Child–father creative text-making at home with crayons, iPad collage & PC.

Thinking Skills and Creativity, 17, pp.59–73 page 16 Politika Lingwistika għas-Snin Bikrin f’Malta u Għawdex paġna 16 Li, D.C.S.(2015).
Discussion: L1 as semiotic resource in content cum L2 learning at secondary level – empirical evidence from Hong Kong, International Journal of Bilingual Education and Bilingualism, 18(3), pp.336-344.

Sciriha, L., & M. Vassallo.

(2006).

Living languages in Malta.

Malta: IT Printing Serratrice, L. (2013).

The Bilingual Child.

In Bhatia, T.K.

& Ritchie, W.C. (Eds).

The Handbook of Bilingualism & Multilingualism, Wiley-Blackwell, pp.

87-108.

Vella, A.

(2013).


Languages and language varieties in Malta, International Journal of Bilingual Education and Bilingualism, 16(5), 532-552.
Kummenti u suġġerimenti jistgħu jintbagħtu lil: Lara Ann Vella Il-Ministeru għall-Edukazzjoni u x-Xogħol Iċ-Ċentru Nazzjonali tal-Kurrikulu, Triq Joseph Abela Scolaro, il-Ħamrun Tel: 21235546 Indirizz Elettroniku: lara.ann.vella@ilearn.edu.mt A Language Policy for the Early Years in Malta and Gozo A consultation document A Language Policy for the Early Years in Malta and Gozo page 1 Contents Bilingualism in the Early Years ............................................................................................................ 3 Recommendations .............................................................................................................................. 4 The Home Environment ...................................................................................................................... 4 Early years educators .......................................................................................................................... 5 Managers of Early Years Education Settings ....................................................................................... 7 Early Childhood Teacher Educators .................................................................................................... 8 Conclusion ........................................................................................................................................... 8 Glossary of Terms.............................................................................................................................. 10 Appendix 1: The role of language mediation in classrooms ............................................................. 11 Appendix 2: Consultative meetings .................................................................................................. 12 References ........................................................................................................................................ 14 A Language Policy for the Early Years in Malta and Gozo page 2 Preface The policy promotes the bilingual development in Maltese and English of young children (0-7 years) in Malta and Gozo.
It stems from The National Curriculum Framework (2012), the National Literacy Strategy for All in Malta and Gozo (2014) and the Framework for the Education Strategy for Malta 2014-20124 and is intended to provide national guidelines for bilingual education.

Within this framework schools are to be supported to develop their own language strategies in the School Development Plan, to meet the needs of their students.
The Policy strives to provide learners with opportunities to:  Foster positive attitudes towards Maltese, English and other languages;  Develop competences in Maltese and English in different settings.

The policy offers direction in the promotion of bilingualism to:  parents and significant others;  early years educators;  managers of early years education settings;  early childhood teacher educators.
A Language Policy for the Early Years in Malta and Gozo page 3 Bilingualism in the Early Years Early years education is important for the development of bilingualism and positive attitudes towards languages.

Bilingualism entails cognitive advantages, as bilingual children have two or more words for each concept and they demonstrate greater mental flexibility and creative thinking than monolinguals (Serratrice, 2013).
The knowledge of two languages provides a head start for the learning of other languages (Jessner, 2008) as it enables children to think about languages (Castro et al.

2011).

Since subject matter is taught by means of language, a high level of proficiency in the languages of schooling is a valuable asset.
Learning more than one language also involves increased chances of communication with a wider variety of people, at a local and global level (Baker, 2000) and an appreciation of different cultures, which could lead to multicultural tolerance (Eurydice, 2009).

Notwithstanding the benefits of introducing a second language in early childhood education, the home language should also be nurtured, as it is closely tied to identity.
Its use eases the social and emotional transition that occurs when children begin school and facilitates the learning of other languages (Genesee, 1994).

Continued use of the home language in early childhood education settings allows children to develop age-appropriate world knowledge and vocabulary.
A Language Policy for the Early Years in Malta and Gozo page 4 The Context The sociolinguistic situation in Malta is one of a diffuse societal bilingualism, with the presence of the two official languages, Maltese and English, in most domains.

Maltese is widespread as a spoken variety and is the mother tongue of the majority of the population, with a minimal percentage claiming English (and other languages) as their mother tongue (c.f.

Sciriha & Vassallo, 2006).


Code-switching is also a common linguistic practice, which often gives rise to complaints about language deterioration (Vella, 2013).

Maltese and English are the languages of schooling in Malta.

It is important for children to acquire and learn these two languages to develop their cognitive skills and to be able to make progress in the subject content.

All children should have the opportunity to develop these two languages.
Recommendations The Home Environment A child’s first language, culture and personal identity are inextricably linked.

The role of parents and significant others is central to the child’s language learning.

They serve as models for the child’s use of language and attitudes towards bilingualism.
A Language Policy for the Early Years in Malta and Gozo page 5 Parents and significant others are to:  foster positive attitudes towards Maltese, English, and other languages;  engage in meaningful dialogue with children;  seek to reinforce the home language/s;  expose children to Maltese and English consistently;  support school language education policies and practices.
Early years educators Early years educators are to provide an enriching and an engaging environment that supports and extends language learning opportunities through scaffolding (Gibbons, 2002).

They should be fluent in Maltese and English and act as models for age-appropriate language use.

Bilingual exposure may involve tandems of staff using language based on the one-person-one language principle.
Early years educators are to convey positive attitudes towards the use of both languages, and to reinforce the children’s self-esteem as bilingual learners.

They need to be able to adopt language mediation as a means of scaffolding instruction so that children can make sense of language1 (García & Sylvan, 2011).
Educators can adopt language mediation “to ensure that language problems of any kind should not be an obstacle to the potential for pupils to learn or to express themselves” (Council of Europe, 2015:41).

This should enable all children to reach the learning outcomes, as outlined in the Learning Outcomes Framework for the Early Years.

1 Language mediation involves the shifting of languages to facilitate comprehension and communication for the child.
For more information on how this can be achieved refer to Appendix 1 A Language Policy for the Early Years in Malta and Gozo page 6 The language practices of young children and their families are characterised by the use of a vast array of digital technologies.

Technology has the potential to shape creativity by combining multimodal resources such as sound and image to text (Kucirkova & Sakr, 2015).

It offers the possibility for children to participate in a rich and dynamic learning context.
Digital resources may support learning through play and exploration.
Early years educators are to:  foster positive attitudes towards multilingualism;  ensure that children are developing age-appropriate language skills in both Maltese and English (speaking, listening, reading and writing), giving special attention to oracy;  provide children with opportunities to use digital technologies to extend their language skills;  identify and support those children, including migrants, who are struggling in either Maltese and/or English.
A Language Policy for the Early Years in Malta and Gozo page 7 Managers of Early Years Education Settings Early years education settings are bridges between families and the community.

They should provide children with care and appropriate learning and language opportunities.

Language education in the early years should be “integrated into contexts in which the language is meaningful and useful, such as in everyday or playful situations” (European Commission, 2011:14).
Managers of early years education settings are to:  implement a school development plan that promotes bilingualism in school;  work with educators to identify appropriate strategies and resources for bilingual language use in school;  ensure that the programmes and methodologies employed include opportunities for bilingual and biliterate development;  encourage teachers to act as appropriate linguistic models for their children;  provide early years educators with the required continuous professional development for bilingual education and opportunities to improve their own language awareness, in both Maltese and English;  foster and promote a bilingual ethos through for example having signs, assemblies and circulars for parents and their children, in both Maltese and English.
A Language Policy for the Early Years in Malta and Gozo page 8 Early Childhood Teacher Educators The engagement of effective early childhood educators who are fluent in the languages spoken in a community is critical for programme effectiveness.

Teacher education programmes should ensure that prospective educators are equipped with appropriate language competences, knowledge and skills to deliver a programme that is developmentally appropriate for young children.
Early years educators should have opportunities for continuous professional development in their own language awareness and also methodologies that promote bilingualism.
Early Childhood Teacher Educators are to:  ensure that intending early years educators have the required proficiency in both languages, to enable them to provide the required language mediation and support in classrooms;  prepare early years educators to support children, including migrants, with language and learning challenges, in both languages of schooling.
Conclusion A study of the existing practices in bilingual education in the early years in Malta should serve as an impetus for improving policy and practice and the continuing professional development of those involved in early years teacher education.

Research, also in the form of action research, can identify the most successful practices currently being used by educators, to be able to work with them in challenging areas and to develop new ideas on what can work best (Council of Europe, 2015).
It should also be added that although school and educational practice can do a great deal to provide a solid basis for language learning, in reality it is the linguistic practice of individuals, A Language Policy for the Early Years in Malta and Gozo page 9 in particular outside school, that shapes their language use (Council of Europe, 2015).

Therefore, the community has an important role to play in the promotion of bilingualism as it influences what happens within it.
Awareness raising campaigns on the importance of bilingualism in Malta should be promoted to ensure that positive attitudes towards Maltese and English are held in the broader community.

Children are also in contact with language and literacy through technology and the media.

The broadcasting media may create further awareness of the importance of both languages and assure the maintenance of adequate levels of quality in both Maltese and English in their programmes.
In this way, the links between the family, educational settings and the broader community may be maintained.

A Language Policy for the Early Years in Malta and Gozo page 10 Glossary of Terms Early Years Education refers to the first years of non-compulsory schooling (Childcare centres, Kinder 1 and Kinder 2) and to the first two years of compulsory schooling (Year 1 and Year 2).
Bilingualism is the use of two languages (and in some cases more languages) to be able to communicate in different contexts (Grosjean, 2010).

Language Mediation refers to the shifting between languages by teachers and students to facilitate comprehension, communication and knowledge construction in classrooms (Li, 2015).

Scaffolding refers to support that is designed to provide the assistance necessary to enable learners to accomplish tasks and develop understandings (Gibbons, 2002).
It is aimed at enabling students to ultimately work independently.

It does not solely rely on the use of language, but can also encompass for instance the use of gestures, concrete examples and repetition.

The use of multimodal resources for instance sound, image, digital technology may also enhance the scaffolding process.
A Language Policy for the Early Years in Malta and Gozo page 11 Appendix 1: The role of classrooms language mediation in Language mediation in classrooms refers to the use of two or more languages by teachers and learners (Cenoz & Gorter, forth).

Recent research (Canagarajah 2011; García, Flores, & Woodley 2012; García & Li 2014) has shown how shifting from one language to the other in the classroom is actually pedagogically viable as it can facilitate comprehension and knowledge construction.
Within the local context, research has shown that switching between languages is beneficial for the effective management of learning processes and teaching activities.

(Camilleri Grima, 2013).

The teacher has to be in a position to make use of “prudent use of code-switching” (Council of Europe, 2015:41) based on informed and judicious choices rather than haphazard ones to facilitate learners’ acquisition of language.
The following are examples of how language mediation may be used during numeracy lessons:  Teachers may use Maltese to clarify concepts, maths operations and word problems during exposition sessions.

 They may also provide opportunities for learners to engage in student-student interactions while using Maltese.

The learners may report back in Maltese.

Pair-work or group work may increase learners’ level of confidence when handling tasks and when articulating responses.
It may provide children with opportunities to scaffold language learning through peer interaction;  Teachers may also draw on the learners’ use of Maltese and provide the necessary scaffolding to activate learners’ mathematical register in English, for instance by using questioning techniques such as “How do you say that?”  When the learning is successful, the teacher may switch to the second language and encourage the students to work on similar tasks, in groups or independently.
They may also encourage learners to use the second language when reporting back.

A Language Policy for the Early Years in Malta and Gozo page 12 Appendix 2: Consultative meetings The Language Policy in Education Committee Joseph Cachia, Ray Cassar, John Degiorgio, Marika Farrugia, Christine Firman, Helen Grech, Anthony Licari, Elizabeth A. Pisani, Bernard Micallef, Charles L. Mifsud (Chairperson), Manwel Mifsud, David Muscat (Deputy Chairperson), Anita Seguna, Odette Vassallo, Pia Zammit.
Lara Ann Vella (Bilingual Resource Teacher) Daniel Cini (Programmes Coordinator, National Literacy Agency) The Language Policy in the Early Years Sub-Committee Marika Farrugia, Christine Firman, Helen Grech, Anita Seguna Heads of Department for Literacy and Literacy support teachers Ruth Cilia, Amanda Morales, Rosanne Talbott, Vanessa Coletta Gatt, Roberta Bonnici, Michelle Camilleri, Nathalia Cachia, Claire Camilleri, Michelle Zarb, Jonathan Sammut, Daniela Callus, Nadia Zammit, Roberta Galea, Marica Gatt, Sharon Camilleri Brimmer, Kathleen Camilleri, Elaine Ciantar, Jennifer Peresso, Josette Bezzina, Alessandra Balzan, Janet Maria Cristina, Erika Medati Delegates from the Language Policy Unit of the Council of Europe Jean Claude Beacco, Marisa Cavalli, Lid King, Philia Thalogott Education Officer for the Early Years Curriculum Mariangela Schembri Meli Education Officer for Early Childhood Education Tania Mangion, Rose Marie Privitelli Assistant Director for Curriculum (retired) Maryanne Spiteri A Language Policy for the Early Years in Malta and Gozo page 13 Dates 15th October 2014 10th December 2014 7th January 2015 12th May 2015 The Language Policy in Education Committee The Education Officers for the Early Years Assistant Director for Curriculum The Council of Europe Delegates The Sub-Committee for the Early Years 4th June 2015 The Language Policy in Education Committee Programmes Coordinator for the National Literacy Agency A Language Policy for the Early Years in Malta and Gozo page 14 References Baker, C. (2000).
A Parents' and Teachers' Guide to Bilingualism, Multilingual Matters.

Camilleri Grima, A.

(2013), "A select review of bilingualism in education in Malta", International Journal of Bilingual Education and Bilingualism, 16(5), pp.

553-569.

Canagarajah, S. (2011).

“Codemeshing in Academic Writing: Identifying Teachable Strategies of Translanguaging”.

The Modern Language Journal, 95(3), pp.401–417.

doi:10.1111/j.1540- 4781.2011.01207.x.

Castro, D. C., Ayankoya, B., & Kasprzak, C. (2011).
The new voices/Nuevas voces: Guide to cultural and linguistic diversity in early childhood.

Baltimore, MD: Brookes Clyne, M.Isaakidis, T., Liem, I., Hunt, C. (2004).

Developing and Sharing Community Language Resources Through Secondary School Programmes, International Journal of Bilingual Education and Bilingualism, 7(4), pp.255-278.

Cenoz, J., and D. Gorter, eds.

(forthcoming).

Multilingual Education: Between Language Learning and Translanguaging.

Cambridge: Cambridge University Press.


European Commission (2011, July).

Language Learning at Pre-Primary School Level: Making it Efficient and Sustainable.

A Policy Handbook.

Brussels: European Commission.


Available Online: http://ec.europa.eu/languages/policy/language-policy/documents/early- language-learning-handbook_en.pdf Eurydice, Early Childhood Education and Care in Europe: Tackling Social and Cultural Inequalities, (2009), Available Online: http://eacea.ec.europa.eu/about/eurydice/documents/098EN.pdf .

Garcia, O., & C. Sylvan.

(2011).


“Pedagogies and Practices in Multilingual Classrooms: Singularities in Pluralities.” Modern Language Journal, 95(3), pp.385–400.

García, O., & W. Li.

(2014).

Translanguaging: Language, Bilingualism and Education.

New York: Palgrave Macmillan.

A Language Policy for the Early Years in Malta and Gozo page 15 García, O., N. Flores, & H.

Woodley.(2012).

“Transgressing Monolingualism and Bilingual Dualities: Translanguaging Pedagogies.” In Yiakoumetti, A.
Harnessing Linguistic Variation to Improve Education, pp.45–75.

Bern: Peter Lang.

Genesee, F. (1994).

Educating Second Language Children: The Whole Child, The Whole, Curriculum, Cambridge University Press.

Gibbons, P. (2002).

Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom.

Heinemann.

Grosjean, F. (2010).

Bilingual: Life and Reality, Harvard University Press.

Jessner, U.

(2008).

Teaching third languages: Findings, trends, and challenges.
Université de Lausanne.

doi:10.1017/S0261444807004739 Kucirkova, N. & Sakr, M. (2015).

Child–father creative text-making at home with crayons, iPad collage & PC.

Thinking Skills and Creativity, 17, pp.59–73 Li, D.C.S.(2015).

Discussion: L1 as semiotic resource in content cum L2 learning at secondary level – empirical evidence from Hong Kong, International Journal of Bilingual Education and Bilingualism, 18(3), pp.336-344.

Ministry for Education and Employment, (2014).


A National Literacy Strategy for all in Malta and Gozo.

Available online: http://education.gov.mt/en/Documents/Literacy/ENGLISH.pdf Ministry for Education (2012).

The National Curriculum Framework for All.

Available online: http://curriculum.gov.mt/en/resources/the-ncf/pages/default.aspx.

Ministry for Education and Employment (2014).

Framework for the Education Strategy for Malta 2014-2024.
Available online: https://education.gov.mt/strategy/Documents/BOOKLET%20ESM%202014- 2024%20ENG%2019-02.pdf.

Sciriha, L., & M. Vassallo.

(2006).

Living languages in Malta.

Malta: IT Printing A Language Policy for the Early Years in Malta and Gozo page 16 Serratrice, L. (2013).

The Bilingual Child.

In Bhatia, T.K.

& Ritchie, W.C. (Eds).

The Handbook of Bilingualism & Multilingualism, Wiley-Blackwell, pp.

87-108.

The Council of Europe (2015).

Language Education Policy Profile.

Malta.


The Language Policy Unit.

Available online : http://www.coe.int/t/dg4/linguistic/Source/Profile- Malta_final2015_EN.pdf.

Vella, A.

(2013).

Languages and language varieties in Malta, International Journal of Bilingual Education and Bilingualism, 16(5), 532-552.
Feedback can be sent to: Lara Ann Vella Ministry for Education and Employment National Curriculum Centre, Joseph Abela Scolaro, Hamrun Tel: 21235546 E-mail: lara.ann.vella@ilearn.edu.mt Language Education Policy Profile MALTA March 2015 Language Policy Unit Education Policy Division, Education Department / DGII Council of Europe, Strasbourg www.coe.int/lang CONTENTS 1.

INTRODUCTION ...................................................................... 5 1.1.

1.2.
1.2.

The origins, context and purpose of the Profile ................................. 5 Language education policy and social policy..................................... 6 1.3.

Council of Europe Language Education Policies ................................. 7 1.4.

The Process of preparing the Malta Profile ....................................... 9 2.

AN OVERVIEW OF LANGUAGES EDUCATION IN MALTA ..........11 2.1.

A complex sociolinguistic context ................................................. 11 2.2.
A detailed regulatory framework .................................................. 15 2.3.

A supportive education system .................................................... 18 2.4.

A key role for languages education ............................................... 22 2.5.

An evolving assessment regime ................................................... 24 2.6.

A strong commitment to teacher education ................................... 25 3.
KEY ISSUES FOR CONSIDERATION .........................................28 3.1.

Achievement in languages and in other subjects ............................ 29 3.2.

Balanced bilingualism and the language/s) of schooling .................. 35 3.3.

3.4.

Teaching other (“foreign”) languages ............................................ 43 Languages and access to education for non-Maltese children (and adults) .............................................................................. 50 3.5.
Teacher education ...................................................................... 54 3.6.

Decision making processes and awareness raising.

......................... 56 4.

LOOKING FORWARD ..............................................................59 4.1.

Building on the positive ............................................................... 59 4.2.

Addressing the challenges ........................................................... 60 4.3.
Proposals for further action ......................................................... 62 APPENDICES ................................................................................67 Appendix 1 – Documents formulating the position of the Council of Europe on language education policy ............................................. 68 Appendix 2 – Council of Europe instruments: presentation ........................ 70 Appendix 3 – Bilingual Education and Subject Knowledge ......................... 75 Appendix 4 – Some stated goals of the National Curriculum for All ............. 78 Appendix 5 – Performance of Maltese pupils in FL2 (Italian) ..................... 81 Appendix 6 – A selective Council of Europe bibliography ........................... 83 Appendix 7 – National authorities and Council of Europe Expert Group ...... 84 Appendix 8 – List of persons met during study visits of the Council of Europe expert group in Malta, 16-20 June, 10-13 November 2014 and 16-18 February 2015 ................................................................... 85 Appendix 9 – Programme of Expert Group’s study visits ........................... 94 Language Education Policy Profile : Malta 1.
INTRODUCTION1 1.1.

The origins, context and purpose of the Profile The Language Policy Unit of the Council of Europe offers to Member states assistance in carrying out analyses of their language education policies.
According to the Guidelines and Procedures2, “the aim is to offer member States (or regions or cities) the opportunity to undertake a ‘self-evaluation’ of their policy in a spirit of dialogue with Council of Europe Experts, and with a view to focusing on possible future policy developments within the country.

[…] This does not mean ‘external evaluation’.


It is a process of reflection by the authorities and by members of civil society, and the Council of Europe Experts have the function of acting as catalysts in this process”.

This activity is known as the Language Education Policy Profile, and the process leads to an agreed report, the Profile, on the current position and possible future developments in language education of all kinds.
The Profile differs from other international protocols on languages in two ways: • It considers languages primarily from the viewpoint of education, both inside and outside national systems ; • It is based on the principle that language education should be viewed not in a compartmentalised but in a holistic fashion.
Language teaching/learning concerns both so-called foreign or second languages (to which it is usually limited) and the national/official language(s), regional or minority languages, languages of recently established immigrant groups and so on.
The process of the Profile consists of the following main phases: - the production of a Country Report3, describing the current position and raising issues which are under discussion or review; this report is presented by the authorities of the country in question - a week’s study visit to the country by a small number of Experts nominated by the Council of Europe from other Member states (the “Expert Group”) to get a fuller understanding of the situation, the potential and challenges: exchanges with authorities and a wide range of relevant interlocutors, e.g.
specialists and other parties active in the field concerned or representatives of civil society chosen by the national authorities from sectors of society regarded as relevant (education officers, teachers' associations, business, media, etc.).

This also includes visits to institutions and schools (individual or group discussions).

1Acknowledgements to previous Country Profiles for parts of the content of this section.

2 Document DGIV/EDU/LANG (2002) 1 Rev.


3 – the procedure described in the ‘Guidelines’ has been reviewed since, mainly in order to shorten the whole process which in certain cases extended over 2 years with the risk of political changes.

3 A ‘Country Report’ is the generic term.

This activity may also be applied to a smaller entity such as a region, a local authority or a city.
5 Language Education Policy Profile : Malta - the production of a Language Education Policy Profile drawing on the Country Report and the analysis of the Expert Group, and taking account of comments and feedback provided during the study visit.
The draft ‘Profile’ is discussed during a second visit of the Rapporteur and team members the “Profile” is launched – an occasion for a national or local event - The “Profile” is a report which is agreed in its final form by the Experts and the country authorities, and published by the Council of Europe4 and the country in question.
This approach, which is centred on complementary joint analyses, is intended as a means of discharging the "catalyst" function of the Council of Europe as part of a national self- evaluation process, aided by analyses by outside observers.

Within the area of democratic debate, its purpose is to give these questions greater immediacy, identify "good practices" and devise new approaches according to each state's educational culture.
In providing comments, the Council of Europe Expert Group bears in mind both the priorities of the country in question and the policies and views of desirable practice presented in documents of the Council of Europe, in particular with respect to the promotion of plurilingual and intercultural education as formulated in documents in the project ‘Languages in Education, Languages for Education’ to be found on the ‘Platform of resources and references for Plurilingual and Intercultural Education’ (www.coe.int/lang-platform).
1.2.

Language education policy and social policy The core objective of the Council of Europe is to preserve and promote human rights, democracy and the rule of law its three pillars - as was re-iterated in the Warsaw Declaration of May 2005.
Within that context, the fostering of the active involvement of citizens and civil society in democracy and governance, and a European identity and unity based on respect for shared fundamental values and respect for a common heritage and cultural diversity are crucial conditions for success.

As stated in the Cultural Convention - 60th anniversary celebrated in December 2014 - this requires the study of languages, history and civilisation in order to gain mutual understanding.
It is only on the basis of such understanding that the particular need for political, inter-cultural and inter-faith dialogue described in the Council of Europe’s ‘White Paper on Intercultural Dialogue’ of 2008 can be fostered.

Language teaching and learning is therefore an essential part of social policy in Europe and the analysis of language education policy is part of the effort which all member States make to develop their social policy.
The Language Education Policy Profile is a contribution to this process.

4 The Country Report and the Profile are also available online: www.coe.int/lang 6 Language Education Policy Profile : Malta 1.3.

Council of Europe Language Education Policies The language education policy of the Council of Europe is founded on the key concept of the plurilingualism of the individual.

This needs to be distinguished from the multilingualism of geographical regions.
According to Council of Europe principles - - ‘multilingualism’ refers to the presence in a geographical area, large or small, of more than one ‘variety of language’ i.e.
the mode of speaking of a social group whether it is formally recognised as a language or not; in such an area individuals may be monolingual, speaking only their own variety ‘plurilingualism’ refers to the repertoire of varieties of language which many individuals use, and is therefore the opposite of monolingualism; it includes the language variety referred to as ‘mother tongue’ or ‘first language’ and any number of other languages or varieties at whatever level of competence; in some multilingual areas some individuals are monolingual and some are plurilingual.
Europe as a geographic area is multilingual, as are all its 47 Member states.

The Council of Europe has developed an international consensus on principles to guide the development of language education policies which promotes plurilingualism for the individual as a principal aim of all language education policy.

This position is formulated in a number of documents listed in Appendix 2.
Plurilingualism is defined in the Common European Framework of Reference for Languages (CEFR)5 in the following way: (Plurilingualism is) the ability to use languages for the purposes of communication and to take part in intercultural interaction, where a person, viewed as a social agent, has proficiency of varying degrees, in several languages, and experience of several cultures.
This is not seen as the superposition or juxtaposition of distinct competences, but rather as the existence of a complex or even composite competence on which the user may draw.

(Council of Europe, 2001: 168).


Thus plurilingualism refers to the full linguistic repertoire of the individual, including their ‘mother tongue’ or ‘first language’, and in this document we are concerned with all language education in Malta, including education in Maltese, English and in those languages which are labelled as ‘foreign’ languages.

This perspective places not languages but those who speak them at the centre of language policies.
The emphasis is upon valuing and developing the ability of all individuals to learn and use several languages, to broaden this competence through appropriate teaching and through plurilingual education, the purpose of which is the creation of linguistic sensitivity and cultural understanding, as a basis for democratic citizenship.
This Profile is informed by the Council of Europe position, contained in the Recommendations of the Committee of Ministers and the Parliamentary Assembly of the 5 Council of Europe, 2001: Common European Framework of Reference for Languages: Learning, teaching, assessment, Cambridge University Press.

Also online on www.coe.int/lang-CEFR , available in 39 languages.
7 Language Education Policy Profile : Malta Council of Europe6 and in instruments such as the Common European Framework of Reference for Languages, and presented in detail in the Guide for the Development of Language Education Policies in Europe7.
In this latter document it is made clear that plurilingualism is also a fundamental aspect of policies of social inclusion and education for democratic citizenship: By making education for democratic citizenship a priority for the Council of Europe and its member states in 1997, Heads of State and Government set out the central place of languages in the exercise of democratic citizenship in Europe: the need, in a democracy, for citizens to participate actively in political decision-making and the life of society presupposes that this should not be made impossible by lack of appropriate language skills.
The possibility of taking part in the political and public life of Europe, and not only that of one’s own country, involves plurilingual skills, in other words, the ability to interact effectively and appropriately with other European citizens.

The development of plurilingualism is not simply a functional necessity: it is also an essential component of democratic behaviour.
Recognition of the diversity of speakers’ plurilingual repertoires should lead to linguistic tolerance and thus to respect for linguistic differences: respect for the linguistic rights of individuals and groups in their relations with the state and linguistic majorities, respect for freedom of expression, respect for linguistic minorities, respect for the least commonly spoken and taught national languages, respect for the diversity of languages for inter-regional and international communication.
Language education policies are intimately connected with education in the values of democratic citizenship because their purposes are complementary: language teaching, the ideal locus for intercultural contact, is a sector in which education for democratic life in its intercultural dimensions can be included in education systems.
(Guide for Language Education Policies in Europe Main Version 2.3) As a consequence, the Council of Europe’s language education policy is to promote ‘plurilingual and intercultural education’ as defined in the document Plurilingual and Intercultural Education as a Project8: Plurilingual and intercultural education needs to be conceived as a global language education, across all languages of the school and in all disciplinary domains, which provides a basis for an identity open to linguistic and cultural plurality and diversity, insofar as languages are the expression of different cultures and of differences within the same culture.
All disciplines contribute to this language education through the contents which they carry and the ways in which they are taught.

It should be noted that while the development of plurilingual and intercultural education is an accepted aim of language education, its implementation is only just beginning in most education contexts.

Measures may be more or less demanding, e.g.

ministerial regulations 6 See appendix 1.

7 This Guide was published in 2002 (rev.


2007) by the Language Policy Unit / Council of Europe, and is available online www.coe.int/lang.

It exists in two versions to suit the needs of specific groups of readers: a Main version and an Executive version and is accompanied by a series of 21 thematic studies.

8 See “A Platform of resources and references for plurilingual and intercultural education” Section “The learner and the languages present in school”.
www.coe.int/lang-platform 8 Language Education Policy Profile : Malta concerning curriculum, or new forms of organisation, which may require special financial arrangements, or political decisions, implying extensive discussion at all levels.

Implementation of policies for the development of plurilingual and intercultural education can be approached in different ways, and it is not necessarily a matter of “all or nothing”.
The responses to the Country Profile in any particular country can thus be expected to vary according to their circumstances, history and priorities.

1.4.
1.4.

The Process of preparing the Malta Profile This present Profile is the outcome of the following steps : - the application for a Profile was submitted to the Council of Europe in July 2013 - the Council of Europe Expert Group was then constituted as follows: Elidir King (Rapporteur), United Kingdom; Jean-Claude Beacco, France; Marisa Cavalli, Val d’Aosta; Philia Thalgott, Council of Europe.
Charles Mifsud, Chair of the Maltese “Language Policy in Education Committee” acted as liaison person and adviser.
- a preparatory meeting was held in February 2014, involving the Rapporteur of the Expert Group, the Council of Europe representative and the national authorities (particularly the Maltese “Language Policy in Education Committee”) - a Country Report (to accompany this current Profile) was produced and made available in May 2014 - discussions and visits to institutions by three Council of Europe Experts, and one member of the Council of Europe Secretariat (Language Policy Unit) took place over one week in June 2014 (Appendix 8) - documentation was provided before and during the week visit by Maltese authorities and others further two-day visits by the Rapporteur and one team member took place in November 2014 and February 2015 for additional visits and meetings and to discuss the draft “Profile” - a number of Skype discussion meetings were also organised.
The Profile is organised in five sections: Introduction explaining the background to the profile 1.

2.

An Overview of Languages Education in Malta.

A summary of the current situation as raised by the internal Country Report and the authorities 3.

Key issues for consideration .

An analysis of the main challenges facing language education policy in Malta.

4.

Looking forward.

Reflections and proposals on possible future approaches to language education in Malta.

5.
5.

Appendices referring to key documentation, participants and the profile process.
9 Language Education Policy Profile : Malta The overview of the findings concerning language education policy in Malta and the proposals in this document are based on examination of the Country Report (document accompanying this Profile), on the guidelines adopted by the Council of Europe regarding language policies (mentioned in the body of this document and summarised in Appendix 1) and on the renewal process initiated by the Ministry for Education and Employment and leading figures in the educational system.
It obviously does not contain a definitive list of potential decisions, responsibility for which falls to the Ministry for Education and Employment.

This Profile is conceived and drafted as an aid to self-evaluation and forward-looking reflection on the future of the Maltese educational system with Council of Europe assistance so that subsequent decisions may be taken.
The authors of the Profile are most grateful to the Maltese authorities, to the Language Policy in Education Committee and to the many organisations and individuals who contributed their time and expertise to the development of the Profile.

We may not have understood everything, but without such enthusiastic contributions from so many people this Profile would never have been completed.

10 Language Education Policy Profile : Malta 2.


AN OVERVIEW OF LANGUAGES EDUCATION IN MALTA In this section, which is heavily indebted to the much more detailed country report, we outline some of the main characteristics of languages education in Malta.

The aim here is to present a brief description of the main features of languages education, before the more analytical consideration of key issues in Section 3, although inevitably the distinction is not always clearcut.

2.1.
2.1.

A complex sociolinguistic context Malta’s history and its geographical position between three continents have had a significant impact on its linguistic development.

The Maltese language provides a possibly unique example of a fusion of elements from diverse linguistic sources.

It has an Arabic base upon which elements of other languages - Romance languages, in particular Italian, and also English have been inserted.
Indeed the presence of more than one language in Malta, has been an integral part of its sociolinguistic context throughout the centuries.9 2.1.1 Maltese and English Bilingualism The presence of English is a result of Malta’s colonial heritage.

During the British colonial period (1800-1964), English replaced Italian as the country’s official language, after a lengthy struggle known as the ‘Language Question’10.
This period was characterised by two important linguistic changes: the introduction of the English language as an official language and a legitimisation of the Maltese language.

In fact, over time the status of Maltese improved, and from a mainly spoken language it acquired its standardised written form.

Maltese was finally declared an official language together with English, in 1934.
This position was maintained after independence in 1964, although Maltese was then defined as the national language with English having a constitutionally subsidiary role as an official language.

In 2004, on Malta’s accession to the European Union, Maltese became an official language of the EU.

Currently Maltese is the dominant spoken language.


Surveys11 indicate that Maltese is the mother tongue of around 98% of the population, with a small percentage of Maltese nationals also claiming that English is their mother tongue.

Furthermore, despite its small population Malta also has a number of viable dialects, notably Gozitan, which have survived the effects of globalisation (Country report section 2.4).
In the private domain, then, interaction in most families takes place overwhelmingly in Maltese (93.2 % with 9 Brincat, J.M.

(2011).

Maltese and other languages: A linguistic history of Malta.

Malta: Midsea Books.

Mifsud, M. (1995).

Loan verbs in Maltese: A descriptive and comparative study.

Leiden: E. J. Brill.

10 See Country Report - “his was a heated argument between pro-English and pro-Italian supporters as to which language should be used for administrative purposes”.
11 Sciriha, L., & M. Vassallo.

(2001).

Malta: A linguistic landscape.

Malta: University of Malta.

Sciriha, L., & M. Vassallo.

(2006).

Living languages in Malta.

Malta: IT Printing.

11 Language Education Policy Profile : Malta mother and 93.1% with father)12.

The data also reveals that the incidence of English language use is consistently highest among the managerial and professional classes and much lower percentages are registered among manual workers, homemakers and the unemployed.
When it comes to the written medium, however, the position is rather different.

A survey carried out by the National Statistics Office13 reveals that written English is preferred by 44.5 % of the population, compared to the use of written Maltese, at 43.1 %.

When asked about their preferred language when reading, 46.3 % opt for English while 38.6 % prefer Maltese.
As regards newspapers, readership of English language newspapers - The Times of Malta and The Sunday Times -is higher than that of other papers14.

Although an increasing number of books are being written in Maltese and translated into Maltese, reading material in Maltese remains relatively limited compared to the availability of English texts.

Most textbooks used in schools are in English, with textbooks in Maltese generally dealing with the actual teaching and learning of the Maltese language.

Table 1.
Table 1.

Language use by domain (Camilleri, A.

(1995) Bilingualism in Education.

The Maltese Experience.

Heidelberg: Julius Groos Verlag, p. 100) Thus, although the Maltese language is spoken by the majority of citizens, it is not used in all domains.

Language use in Malta has been described as a situation of bilingualism without diglossia, whereby two languages are used in the same domain15.

The above table summarises language use by domain.


12 Sciriha & Vassallo (2006)’ op.cit 13 National Statistics Office.

(2011).

Culture participation survey.

Available online http://www.nso.gov.mt/statdoc/document_file.aspx?id=3231.

14 Vella, A.

(2013).

Languages and language varieties in Malta, International Journal of Bilingual Education and Bilingualism, 16(5), 532-‐552.

15 Camilleri-Grima, A.

(2000).


The Maltese bilingual classroom: A microcosm of local society, Mediterranean Journal of Educational Studies 6(1): 3-12; Fishman, J.

(1967).

Bilingualism with and without diglossia; diglossia with and without bilingualism.

The Journal of Social Issues 23, 29-38.

12 Language Education Policy Profile : Malta Maltese is used on most local television and radio stations, but local television stations continue to transmit films and documentaries in English.
Maltese is used regularly in most churches for religious services.

In education, English is a major language of instruction, and knowledge of the language is considered indispensable.

English also predominates in many other spheres such as tourism, industry, entertainment, commerce, and the mass media.

School type is also associated with language use.


Independent and Church schools, especially single-sex girls’ schools and schools in the Northern Harbour region, are considered to be largely English-speaking, while in State schools, both teachers and pupils employ extensive English-Maltese code-switching in the classroom16 However, recent changes in student populations have resulted in more diversity in students’ language backgrounds, affected also by the growing presence of migrant children.
It should, however, be emphasised that in present-day Malta, an accurate representation of the domains in which each language is used is very complex, and any assignment of one language to a particular domain must be viewed tentatively.

This is because in a context where societal bilingualism prevails, Maltese and English code-switching is a common linguistic practice ( often giving rise to complaints about language deterioration).
Even those who claim to use Maltese or English exclusively are likely to use forms of codeswitching17, and in the majority of communities where codeswitching has been studied, it seems that very often some social stigma is attached to it18, being associated with a lack of command in either language, and being seen as a threat to the development of the Maltese language19.
A perhaps more helpful way of viewing the linguistic behaviour of Maltese speakers is through the continuum quoted in the Country report, based on the work of Alexandra Vella20 who argues that since the effects of regular use of English alongside Maltese can been seen in daily interactions, rather than describing the linguistic situation as a dichotomy between Maltese and English, the notion of a continuum of use better illustrates the complex linguistic behaviour of Maltese speakers, as illustrated in the following figure: 16 Camilleri, A.
(1995) Bilingualism in Education, the Maltese Experience.

Heidelberg: Julius Groos Verlag.

17 Camilleri,A.

(1995) op.cit.

; Sciriha, L. (2004) Keeping in Touch.

The Sociolinguistics of Mobile Telephony in Malta.

Malta: Agenda.

; Sciriha & Vassallo, (2006),op.cit.

; Vella (2013) op.cit.

18 Romaine, S. (1994).

Bilingualism.

2nd Edition.

Wiley-Blackwell 19 Sciriha & Vassallo (2006) op.

cit.

20 Vella, A.
cit.

20 Vella, A.

(2013).”Languages and language varieties in Malta”, International Journal of Bilingual Education and Bilingualism, 16(5), 532-.‐552.

13 Language Education Policy Profile : Malta Table 2: Continuum of language use by Maltese speakers (Source: A. Vella quoted in the Country Report Section 1.3.)

Finally it should also be noted that there is an important ideological aspect to the language question in Malta.
Several small case studies have demonstrated that, while English is viewed positively as a language of communication which is key for socioeconomic advancement, Maltese is viewed as a symbol of national identity and pride.

Moreover, regular use of English in Malta by Maltese nationals, especially as a spoken medium, is sometimes associated with families belonging to a higher socioeconomic class21 and can be viewed as a marker of social superiority.
On the other hand, those who find difficulty in expressing themselves in English are associated with lower socioeconomic groups and with low levels of education.

These attitudes are important as they form the ideologies on which linguistic identities are formed, which in turn have important repercussions on how these languages are presented in educational contexts.
2.1.2 Attitudes to other languages In general, as reported in several surveys22, the overwhelming majority of Maltese citizens consider foreign languages to be important for economic reasons, and also because of Malta’s geographical position where encounters between individuals of different cultural backgrounds have been extremely frequent throughout its history.

Italian has a significant role in Malta for both geographical and historical reasons.
In fact, Italian television channels, received in Malta via antennae or satellite, were for a long time popular amongst Maltese of all ages.

The presence of the Italian media in Malta was especially influential up to the early nineties, when Italian TV channels had an important impact on the learning of Italian: many Maltese nationals report that they acquired the language by watching television23.
However, the recent shift in television viewing patterns, where people are opting more for Maltese channels, together with American and 21Camilleri, A 1995,op.cit., Vella,A 2013, op.cit., Caruana, S. (2007).

Language Use and Language Attitudes in Malta.

In Lasagabaster, L. & Huguet, Á. Multilingualism in European bilingual contexts: Language use and attitudes (pp.184-207), Clevedon: Multilingual Matters.
22 For instance in Sciriha & Vassallo (2006), 62.8% of the participants state that foreign languages are very useful, 34.4% state that they are useful whereas only 2% declare that foreign languages are not useful.

23 Discussions during Expert Visit June 2014 14 Language Education Policy Profile : Malta British channels, has had an influence on the status and proficiency of Italian, especially among the younger generations24.
There are also, as detailed in the Country report, growing numbers of foreigners in the Maltese population.

Of the total population, 4.8 %, are non-Maltese nationals.

In recent years, new groups of foreign nationals, whether seeking work, or as asylum seekers and refugees have vastly increased the number of languages spoken in Malta.
The arrival of immigrants from North Africa to Southern Mediterranean countries is a well-known phenomenon and these migratory movements have affected Malta significantly given its geographical position.

Most of these immigrants originate from the Sub-Saharan African Regions (91.1 %), while another recent phenomenon is the arrival of young adults from Eastern European countries who are employed in various sectors of the local community.
These newer arrivals pose different challenges for Malta, and are not always viewed so positively as the traditional groups of non-Maltese (see section 3.4).

2.2.

A detailed regulatory framework The Constitution of the Republic of Malta recognises Maltese as the National language and grants co-‐official status to English: (1) The National language of Malta is the Maltese Language.
(2) The Maltese and the English languages and such other language as may be prescribed by Parliament (by a law passed by not less than two-thirds of all the members of the House of Representatives) shall be the official languages of Malta and the Administration may for all official purposes use any of such languages25.
The main body responsible for the standardisation of the Maltese language is the Maltese Language Council which was established in April 2005 with the enactment of the Maltese Language Act (Chapter 470 of the Laws of Malta), in order to promote the National Language of Malta and to provide the necessary means to achieve this aim26.The Council was established to promote a suitable language policy and strategy for the Maltese islands for the benefit and development of the national language and the identity of the Maltese people.
In the educational sphere there are a number of official documents and policies outlining the principles and structures of education, including the role of Bilingualism, and confirming the importance of foreign languages.

According to the National Minimum Curriculum (NMC) of 1999 bilingualism is considered as- 24 Caruana, S. (2003) Mezzi di comunicazione e input linguistico.

L’acquisizione dell’italiano L2 a Malta.

Milano: Franco Angeli.

Caruana, S. (2006) Trilingualism in Malta.


Maltese, English and ‘italiano televisivo’.

International Journal of Multilingualism 3 (3).

25 Constitution of Malta, http://www.constitution.org/cons/malta/chapt0.pdf.

26 http://www.kunsilltalmalti.gov.mt/eng 15 Language Education Policy Profile : Malta the basis of the educational system… entailing the effective, precise and confident use of the country’s two official languages: Maltese, the national language, and English.
This goal must be reached by the students by the end of their entire schooling experience.
(Principle 10) Each school is asked to develop a linguistic strategy, taking account of the particular linguistic needs of its students and ensuring “equal importance” for the “teaching of the first and second languages at all levels.” This strategy is to be included in the Development Plan of every secondary school and to present “a clear picture of the general situation concerning the school in this particular area” indicating “the strategies being adopted to improve language teaching”.27 More specifically the NMC encouraged teachers at primary level to use English when teaching English, Mathematics, Science and Technology, and in secondary schools it recommended that teachers of Maltese, Social Studies, History, Religion and PSD teach these subjects in Maltese; teachers of foreign languages teach in the language in question; and teachers of the remaining subjects teach in English.
Code-switching is mentioned in the NMC, but is not greatly encouraged.
At primary level it is said that it can be used “ as a means of communication” in situations where teaching subjects in English poses difficulties ; at secondary level code-switching is accepted only in cases where otherwise there would be “great pedagogical problems” 28 The NMC further states that knowledge of foreign languages is to be developed at secondary level “following one’s knowledge of the native and national language, Maltese”.
In addition to teaching the main European languages - Italian, French, German and Spanish, “the Education Division must ensure that the country can avail itself of a nucleus of people who have a mastery of languages deemed strategically important.

These include Chinese, Japanese, Russian and Arabic.” More recently the National Curriculum Framework for All (2012)29, sets out the principles, aims and structure of teaching and learning throughout compulsory education.
It is based on six General Principles (p.32).

1.

Entitlement: Every child is entitled to a quality education experience and therefore all learners need to be supported to develop their potential and achieve personal excellence; 2.

Diversity: The NCF acknowledges and respects individual differences of age, gender, sexual orientation, beliefs, personal development, socio-cultural background, geographical location and ethnicity; 27 Ministry of Education.

(1999).

Creating the future together.


National Minimum Curriculum.

Malta: Ministry of Education p 51 28 ibid.

p. 53 29 Ministry of Education.

(2012).

Towards a quality education for all: The National Curriculum Framework 2011.

Malta: Ministry of Education, Employment and the Family.

Henceforth NCF.

16 Language Education Policy Profile : Malta 3.


Continuum of Achievement: The NCF embraces a developmental approach to education whereby within and across all learning areas and subjects, the curriculum meets the needs of learners according to their stage of development; 4.

Learner-Centred Learning: The NCF promotes the development of a learner-centred approach to learning and teaching; 5.
Quality Assurance: Quality Assurance is to be realised through a system of ongoing self- evaluation, monitoring and review within schools complemented by an external review system that together foster school improvement; 6.

Teacher Professional Support: The NCF requires that appropriate internal structures are available to provide support to meet the needs of learners, teachers, school administrators, families and other stakeholders in schools and colleges.
Of particular relevance to Languages Education are Principle 1 (Entitlement), which affirms the importance of “ the ability to communicate in the context of bilingualism and multilingualism”, and Principle 2 on Diversity.

In Principle 1 the context of bilingualism is extended to include multilingualism (so languages other than Maltese and English); similarly in the Learning Area of Languages, other languages are also included, albeit to a lesser extent than the two official ones.
The importance attached to languages in the NCF may be deduced from the fact that this is the first of the defined Learning Areas for the Junior and Secondary Years.

(p.34).

Maltese is treated as the main mother tongue and English as the second language of most pupils, but one which also “provides access to a near-universal knowledge and culture”.
Expectations for each language are, however, identical - Communication in languages is the ability to understand, express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form.

This linguistic fluency and competence is expected in both the mother tongue (L1) and the second language (L2), which in the Maltese context generally refer to Maltese and English respectively.
The National Curriculum Framework does not give specific guidance on code-switching or the languages of education, but recognises the complexity of the issue and notes 5 areas for future consideration as part of the process to develop a National Languages Policy30 Alongside the National Curriculum Framework, a consortium was set up to develop Learning Outcomes31 for all subjects, including languages, in line with the principles outlined in the NCF - the Learning Outcomes Framework.
Learning Outcomes are “statements of what a learner knows, understands, and is able to do at the end of a learning process ; they are defined in terms of knowledge, skills and competences set according to the categories of the level descriptors of the European Qualifications Framework.” 30 NCF p. 41. mentions issues of entitlement, culture, implementation, professionalism, economics.
It also refers to the Ministerial working group on a Language policy 31 http://curriculum.gov.mt/en/Resources/LOF_Project/Pages/default.aspx 17 Language Education Policy Profile : Malta Other important official documents include – An Early School Leaving Strategy for Malta ( 2012) , a consultation document highlighting the need to address the learning needs of potential early school leavers in the state secondary sector.

The Core Curriculum Programme ( 2013) .
Launched by the Curriculum Management and eLearning Department this is a specially designed learning programme which ensures that learners are given opportunities to acquire the core components of the curriculum including the key competences, through a more task-based methodology .It provides learning programmes that have a strong element of continuous assessment whilst leading to an Malta National Qualifications Framework Level 1 certification, with the possibility of progression to other levels.
The National Literacy Strategy for All ( 2013) is aimed at ensuring that all citizens in Malta are able to acquire literacy skills.

This strategy considers literacy as an important element in the field of social inclusion.

It proposes concrete measures to ensure that everybody has the opportunity to obtain the skills required for them to participate fully in society.

The Framework for the Education Strategy for Malta (2014-2024)32 (2014).
This document proposes a strategy for lifelong learning opportunities from early childhood education to adult learning to ensure that all children, young people and adults have the opportunity to obtain the necessary skills and attitudes to be active citizens and to succeed at work and in society.
It has four broad targets that are intended set the education agenda in Malta for the next decade:  To reduce the gaps in educational outcomes, decrease the number of low achievers and raise the bar in literacy, numeracy, and science and technology competence;  To support educational achievement of children at-risk-of-poverty and from low socio-economic status, and reduce the relatively high incidence of early school- leavers;  To raise levels of student retainment and attainment in further, vocational, and tertiary education and training;  To increase participation in lifelong learning and adult learning.
2.3.

A supportive education system Compulsory education in Malta consists of a 6 year primary cycle (5-10+ years) and five years secondary education (11-16).

Pre-primary education is also freely available, but not compulsory.
Post-Secondary education - dependent on examination performance at 16 - takes place mainly in Sixth Forms (state and private) , but also in other institutions notably The Malta College of Science and Technology (MCAST) Educational policy in Malta is based on two main principles: equity and quality.

32 http://education.gov.mt/strategy/Documents/BOOKLET%20ESM%202014-2024%20ENG%2019- 02.pdf 18 Language Education Policy Profile : Malta Free education is available to all from kindergarten to tertiary education.
The system is a tripartite one with three different providers: the state, the church, and the private sector.

Following the 1991 Church-state agreement, all Church-run schools provide free tuition.

Entry to such schools is by means of a lottery system.

Independent schools are fee paying schools.

The Government subsidises Church schools which do not charge tuition fees and gives tax rebates to parents sending their children to private schools.
Parents and other carers who send their children to Church schools are encouraged to make regular financial contributions in the form of donations.

Table 3 Number of Schools in Malta Source DQSE Independent Schools 24 Church Schools State Schools 101 56 55 31 13 % 2.3.1.

The school curriculum Pre-Primary education catering for children aged between 3 and 5 years is provided in kindergarten centres that are attached to primary schools and fall under the responsibility of the Head of the primary school.
Educational activity is aimed at developing the children's social attitudes, language and communication skills in preparation for primary education.

Although not compulsory, around 98% of 4 year olds attend kindergarten classes33.

Primary education is co-educational in State and Independent Schools and covers the ages 5 to 10-11.

Secondary education is available to all students who successfully complete primary education.

As from 2013, State Secondary schools have been coeducational.
Church Secondary schools are single sex schools34.

In the Primary Years, a common learning programme is proposed for all students, who are given the opportunity to master Maltese and English, Mathematics, a Science subject and Digital Literacy.

Learning areas are introduced in the Junior Years and extended into the Secondary Years, where learners also choose a number of optional subjects according to their interests.
The following diagram illustrates the Learning Areas and the Cross-Curricular themes presented in the NCF: 33 https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Malta:Overview# 34 In 2010 the 11+ exam was abolished for a more inclusive educational system.

Prior to 2010, at the age of 11, students would generally sit for a qualifying examination.
Those who passed were admitted into Junior Lyceums, which were schools for higher achievers, while the other students attended General Secondary Schools.

19 Language Education Policy Profile : Malta Table 4: The Learning and the Cross-Curricular Themes in the National Curriculum Framework NCF (Ministry for Education and Employment, 2012, p.39).
The Junior Years Curriculum is divided into the following main learning areas: ▪ Science and Technology : Science and Design and Technology Languages: Maltese and English and awareness of a foreign language (school- based decision) ▪ Mathematics ▪ ▪ Religious and Ethical Education ▪ Humanities: Geography and History ▪ Education for Democracy ▪ Visual and Performing Arts ▪ Health and Physical Education The Secondary Years Curriculum embraces all subjects that will lead students to completing compulsory schooling.
It is divided into these main learning areas: Languages: Maltese and English ▪ ▪ Mathematics ▪ Religious and Ethical Education ▪ Humanities Education: History and Geography ▪ Education for Democracy: Social Studies ▪ Visual and Performing Arts ▪ Home Economics, Personal and Social Development (PSD) and Physical Education (PE) During the first year of the secondary cycle, the students generally study one foreign language which may include: ▪ Arabic, French, German, Italian, Russian, Spanish During the final three years of the secondary cycle, students make further choices in their subject options, including subjects such as Accounts, Computing, Design and Technology, Drama and another language.
From 2014 new subject weightings came into force as outlined in the following table: 20 Language Education Policy Profile : Malta Table 5 The 40-lesson curriculum, effective from 2014-2015.

Each lesson lasts 40 minutes.

Source: DQSE 2.3.2.


Decision making and Collaboration between schools Both the National Minimum Curriculum and the National Curriculum Framework stress the importance of flexibility and school and teacher autonomy: The authorities should generate a culture of participation in the different areas of the curriculum by maintaining the policy of decentralisation and by helping schools to strengthen their identity and gain in autonomy.
(NMC Principle 15) (A key principle is that there should be)… flexibility in the management of schools and the classroom so that College Principals, Heads of Schools and educators within the classroom can be creative, innovative and provide for individual needs of learners.

(NCF p. xiii) In line with this philosophy, in 2008, a College system was implemented.

Ten Colleges were created35 with the aim of further decentralisation, networking, sharing of good practice and the raising of standards.
Each College embraces a number of Primary and Secondary schools in a particular geographical area where the Primary schools are feeder schools to the Secondary schools.

To further consolidate the idea of the College system the system did away with the Junior Lyceum examination and replaced it with the benchmarking examination at the end of primary.
This system is intended to move away from the isolation of schools and to promote networking and exchange so that education becomes a joint enterprise for all and not only for the most able.

35 A list of colleges can be found on https://education.gov.mt/en/education/Pages/Colleges/Colleges.aspx.

21 Language Education Policy Profile : Malta 2.4.

A key role for languages education As noted above (Section 2.2.)
the National Curriculum Framework attaches great importance to the teaching and learning of languages.

Languages are the first of the defined Learning Areas and communication in languages is described as “the ability to understand, express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form”.
The same competences are expected for both Maltese and English.36 Language teaching and learning will enable young people to: • use questioning, information, critical thinking, decision-making and memory to organise thoughts, ideas, feelings, and knowledge; • communicate with others and respond to how others communicate; • • appreciate and enjoy the literary heritage of the languages they learn.
formulate, express and present their arguments, feelings and ideas in a persuasive manner; The NCF recommends that at least 30 % of the time during the Junior Years Cycle, the Lower Secondary Years Cycle and the Senior Secondary Years Cycle should be dedicated to the teaching of languages.

2.4.1.

Maltese and English Although the same competences are prescribed for both Maltese and English, there are some important practical distinctions, both explicit and implied.
Since one of the main outcomes of education is for young people to be able to acquire a sense of Maltese identity, the teaching of Maltese language and literature is specifically aimed at developing such a sense of identity.

By contrast the NCF also states that the main aim of teaching the English language in schools is to “provide access to near-universal knowledge and culture” (NCF p. 34).
Since English is considered to be an international language, English cultural identity is by implication less important.

This distinction in turn has an impact on the languages of schooling, since English is in practice the language of access to many “hard” subjects, such as Mathematics and Science.
So whereas there are many similarities in both the underlying principles and the objectives for Maltese and English language learning, for example the development of skills and linguistic knowledge to use the language in different contexts, the consolidation of grammatical and lexical knowledge underpinning communicative competence 37 there are also some important differences, arising from the socio-linguistic context of Malta and the prevailing views about each language.
As explained in the NCF - The teaching and learning of the mother tongue (generally Maltese) at secondary level strengthens the learners’ sense of identity and conceptual development.
The teaching and learning of the second language (generally English) at secondary level, reinforces the acquisition of an important international language of communication.38 36 NCF p.34 37 For more detail on the teaching of Maltese and English see the Country Report 2.2.1. and 2.2.2 38 NCF p. 60 22 Language Education Policy Profile : Malta The way in which Maltese and English are presented as formal subjects to young children varies according to the school sector.
In State Schools, literacy in Maltese is introduced in the first term of Primary School (September to December), along with English oracy, English literacy is then introduced in the second term (January-April).

Speaking and listening activities take place in both Maltese and English.

This is not the case in the independent sector or in many Church schools, where children are taught to read and write first in English.

2.4.2 Other languages The curriculum also encourages the learning of foreign languages.
This has long been considered a major asset of Maltese educational policy and it is described in the National Curriculum Framework as “a strength in our local system which needs to be sustained”.

(p.58) Foreign Language learning may now begin in primary schools through the Foreign Language Awareness Programme (FLAP), which was initiated in 2007 and offers Italian, (Year 5) , French and German (Year 6).
The aim is to enable pupils to gain an awareness of foreign languages with the aim of becoming open to other languages and cultures.

39 All students attending secondary schools study at least one foreign language.
As demonstrated in the table below showing the number of pupils studying foreign languages in state schools in 2013-2014, Italian remains by far the most popular language being learnt at school, although in recent years there has been an increase in interest in other languages, particularly Spanish and German.

At present students following the Core Curriculum Programme also study Italian, although there are plans to extend this to other languages.
Table 6: Number of students studying languages in state secondary schools.

Source: DQSE 39 NCF p.53 Country report 2.2.3 23 Language Education Policy Profile : Malta 2.4.3.

Migrant learners In response to the increasing numbers of students in Maltese schools whose first language is neither Maltese nor English, courses have been developed in recent years to teach Maltese as a foreign language, in order to enable such groups to integrate in society.
The Department of Quality and Standards in Education (DQSE), offers language support for migrant children, which takes the form of a six-week intervention programme consisting of partial or full withdrawal from schools, so that students can follow basic language courses in English and to a lesser extent in Maltese.

The courses focus mainly on spoken interaction.

The emphasis is on survival Maltese and English, so that these students can initiate their integration process within schools.
In most state primary schools, complementary education and literacy support teachers are also asked to support the language acquisition of such learners so as to facilitate their social, cultural and educational integration.

In the secondary sector some of these learners are provided with Maltese as a second or additional language programme or assigned to a Core Competences Support Programme.40 2.5.
An evolving assessment regime Assessment - some of it very high stakes - plays an important role in the Maltese educational system.

There have been a number of changes in recent years and others are currently under discussion.

In the Junior Cycle Years, from Years 3 to 6 the NCF recommends school-based assessment, incorporating the assessment of oral/aural skills.
The assessment process is intended to provide parents, teachers and the school administration with an overview of each child’s development in terms of levels of achievement.

At the end of Primary Education pupils sit for the End of Primary Benchmark Examination introduced in 201141.
This form of assessment is designed, implemented and reported on in such a way as to inform students, parents and schools about the achievement of learners in the different skills areas in Maltese and English and also in Mathematics.

At the end of formal schooling (16), students are awarded a Secondary School Certificate and Profile, where all types of formal and non-formal learning that takes place during the secondary years is accredited.
The main aim of this document is to validate and document learning in order to give a holistic picture of the individual student’s development over time.

More formally pupils also sit for the Secondary Education Certificate (SEC) qualifications.

These are intended as an external form of certification for the subjects studied at school42.
They are high-stakes examinations, as passes in the Core Subjects 40 See Country report 2.6 and 2.7 41 More information about the End of Primary Benchmark can be found on https://curriculum.gov.mt/en/Benchmark/General-Information/Pages/default.aspx 42 Candidates opt for a Paper II A or a Paper II B.

Paper A is more challenging than Paper II B.

Candidates sitting for Paper I and Paper IIA may qualify for a grade within the range 1 to 5 (i.e.
grades 1, 2, 3, 4, 5), the results of candidates who do not obtain a grade 5 shall remain Unclassified (U).

Candidates sitting for Paper I and Paper IIB may qualify for a grade not higher than 4 (i.e.

24 Language Education Policy Profile : Malta form part of the prerequisites for access to most post-secondary institutions.
They are administered by the Matriculation and Secondary Education Certificate (MATSEC) Examinations Board, established in 1991 by the Senate and the Council of the University of Malta, to develop an examination system in place of the GCE Ordinary and Advanced level examinations set by UK examination boards.
Finally, students in the post-secondary sector sit the Matriculation Certificate, based on the International Baccalaureate model and encompassing both the Humanities and the Sciences, as well as “Systems of Knowledge”43.

In order to matriculate students study two subjects at Advanced level and another four at Intermediate level, including Systems of Knowledge44.

The Matriculation Certificate is the obligatory entry requirement for the University of Malta.
A significant number of pupils do not take the final SEC qualifications: some 40% of pupils do not present for final examinations in any subject and the percentage of early school leavers is 22% (nearly double the EU average of 12.8%)45 There are therefore an increasing number of students with no accredited certification in languages - whether Maltese, English or other languages - despite many years’ study.
One proposed solution to this is the development and roll out of the Subject Proficiency Assessment (SPA) programme which was introduced in September 2014 for Italian and which it is intended to extend to 5 other languages including Maltese and English in 2015.

It seeks to provide a clear description of what individuals ‘can do’ with language in terms of speaking, writing, listening, and reading in real-world situations.
Aligned with the Maltese Qualifications Framework at levels 1, 2 and 3, SPA will eventually become a more functional alternative to the Secondary Education Certificate.

2.6.

A strong commitment to teacher education 2.6.1 Initial Teacher Training The initial training of teachers from primary level up to secondary level takes place at the University of Malta, Faculty of Education.

All students following a teaching course must also obtain passes in proficiency tests in Maltese and English.
Prospective students must satisfy the General Entry Requirements for admission, namely, the Matriculation Certificate and Secondary Education Certificate passes at Grade 5 or better in Maltese, English Language and Mathematics.

The two key components of all Bachelor of Education (B.Ed (Hons.)

programmes are hands-on school experience in each year of the programme and a dissertation in the final year of the programme.
In 2013, there were 1084 students grades 4, 5, 6, 7), the results of candidates who do not obtain at least a grade 7 shall remain Unclassified (U).

43 Systems of Knowledge is a subject which enables students to develop critical thinking skills, for higher education by serving as stimulus for a critical appreciation of culture within an interdisciplinary programme premised on the breaking down of departmental borders and specialisation.

For more information visit http://www.jc.um.edu.mt/sok.
44 https://www.um.edu.mt/__data/assets/pdf_file/0004/152428/mcstat11.pdf 45 Country Report p.21 and discussions with Education Officers and College Principals 16/6/14 25 Language Education Policy Profile : Malta following a course in education, including 73 for Secondary Language Teaching and 43 for the Post Graduate Certificate in Education for Languages.
Early Years Teacher Training Teachers following the course in education in Early Years take a Bachelor of Education (Honours) in Early Childhood Education and Care course which is offered on a full-time (4 years) or on a part-time basis (five years).

Students receive training in a theoretical understanding of how young children develop & learn and pedagogical knowledge.

Qualifications in languages are encouraged.


There is also a MCAST-BTEC National Diploma in Children's Care, Learning and Development or the Certificate in Pre-School Education Learning and Development, which enables students to work in a professional capacity with children in child care and kindergartens.

Junior Years Teacher Training Primary teachers normally take a four year Bachelor of Education (Honours) in Primary Education.
Apart from general areas of study, students are prepared for teaching the Primary curricular subjects, namely, Maltese, English, Mathematics, Science and Technology, Religion and Ethics, Health and Physical Activity, Visual and Performing Arts, the Humanities (History, Geography and Citizenship).
A Certificate in the Teaching of Primary School Learning Areas is also offered and this is a one year part-time evening course offered specifically for practitioners who are currently employed as supply teachers in primary schools and who hold a Secondary school teaching qualification.

Secondary Years Teacher Training Two routes are available for Secondary teachers: The Bachelor of Education (Honours) in Secondary Education is a four year full-time course.
Applicants who choose Secondary Education as their area of specialisation are also required to choose one or two subject areas.

Students focus on general areas of study and are also prepared for teaching the subjects that they are going to specialise in.

The main languages catered for are English, French, German, Italian, Maltese, and Spanish.
The Postgraduate Certificate in Education course is a professional training course, consisting of instruction on educational issues and teaching methodology coupled with practical work in schools.

It is intended for students who are already in possession of a degree in languages, such as the Bachelor of Arts (General or Honours).
Master’s in Teaching and Learning (MTL) In June 2014, it was officially announced that as from October 2016, the Faculty of Education will offer a Master’s in Teaching and Learning (MTL) for prospective students seeking to find employment as graduate teachers.

The MTL will replace the B.Ed.

(Hons) and PGCE routes as the latter two courses will be phased out gradually.

Successful completion of the MTL will be the recognised qualification for eligibility to join the teaching profession from 2018 onwards.
As a result of these changes, the qualifications for entry into the teaching profession will be raised to a Master level.46 46 For details of the new Masters see Country report 2.9.1. pp.
xx 26 Language Education Policy Profile : Malta 2.6.2 Continuing Professional Development for teachers There is a tradition of continuous professional development for teachers in Malta, and a range of courses are offered each year both by the Directorate for Quality and Standards in Education, and by other providers including private providers.

All teachers are obliged to attend three days of CPD every year, and this is fully funded.
Many courses are focused on languages - in 2014 for example there were courses on the Communicative Approach in the Teaching of Foreign Languages, Language Awareness and receptive skills in Italian, among others.47 The National Curriculum Framework for All emphasises the importance of continuing education for teachers and furthermore makes the case for a more structured and comprehensive offer in the future - ..the sustained and continued upskilling and re-skilling of educators’ competencies to deliver the new pedagogies requires a structured professional development programme that goes beyond what the current structure for training permits (p.xvi) In response to this and in order to oversee CPD an Institute for Education was set up in 2014.
Guided by the principles outlined in the Framework for the Education Strategy48 the Institute will also offer support to Newly Qualified Teachers through an Induction and Mentoring programme.

As in other areas of educational policy in Malta the crucial field of teacher development is going through a period of change and potential transformation.
It is thus appropriate that we now move on to consider in more detail some of the challenges and possible solutions relating to Language Policy, many of which have already been signposted in this section.

47 For a fuller list see the Country report.2.9.2.

48 Country report 2.1.9 and see above 2.2.

27 Language Education Policy Profile : Malta 3.


KEY ISSUES FOR CONSIDERATION This very schematic overview of language education in Malta, which should be supplemented by the much more detailed exposition of the Country report, provides the basis for further reflection and the development of an action plan.
One central concern which was identified in the course of the profile investigation and which manifested itself in a number of different ways was the concern of both government and the main stakeholders to overcome what was seen as a decline in standards, affecting not only language proficiency in itself but also general intellectual and cognitive capacities within the school system.
This was often expressed in terms of the need to strengthen capabilities in terms of the desired “Balanced Bilingualism” which has such an important place in Maltese educational values.

Important as this is – and we will pay considerable attention to the issue in this section – we also suggest that it is actually a subset of a number of wider challenges relating to the proper functioning of a mass education system in the 21st century.
Needless to say these challenges are not easy ones, nor are they unique to Malta, as they are being faced by all countries seeking to develop a modern, relevant and rewarding learning programme for all citizens.

Clearly such questions go beyond the languages brief of the LEPP.
We do believe, however, that there is an important contribution to be made by languages education both in general as the route to wider learning, especially of the more advanced kind, and more specifically because of Malta’s strong multilingual context and traditions.

On this basis we have identified three broad headings under which we classify the key issues.
 Quality and Standards across the curriculum  Languages Education and Languages in Education  Support for Policy and Practice - Implementation issues 28 Language Education Policy Profile : Malta QUALITY AND STANDARDS ACROSS THE CURRICULUM 3.1.

Achievement in languages and in other subjects The issue of standards – usually described as “falling” standards - is common to many educational jurisdictions.
Many plans, strategies and frameworks have been developed to address this perceived problem, with varying degrees of measurable success.

A major theme in many European and other OECD countries is that of a decline in literacy, in particular at higher academic levels, which it is believed has a deleterious effect on learning49.
A number of explanations have been adduced for this alleged decline – lack of interest in reading, “dumbing down” of the curriculum and assessment systems and in particular the influence of electronic communications - e mail, texts and social media.
Other observers have argued that this is not in reality a decline but a change in communication modes, creating new ways of “reading” “writing” and “speaking” which are no less fluent or cognitively challenging than the old ways but which education systems have yet to accommodate.50 It is not our intention to enter this complex terrain here, but simply to point out that the debate in Malta is part of a broader – and as yet unresolved – educational debate.
Sometimes, too, the past is viewed through rose- coloured spectacles which see a more perfect world where all learners achieved highly and spoke and wrote fluently, forgetting for the sake of this argument that until the 1970s and 80s in most developed countries only a small minority of young people received more than a basic education.51 In Malta, we found considerable support for the view that things “ain’t what they used to be”, a claim perhaps made more pressing by the challenges of bilingualism.
The sense that there has been a decline in higher level language use leading to difficulties with the conceptualisation of ideas was expressed quite trenchantly by both school and university educationalists on the National Languages policy in Education Committee.
Parallel concerns relating to pupil failure and drop out were expressed by the college principals, Directors of Education and Education Officers, by employers (FELTOM, Federation of English Language Teaching Organisations Malta) and by the political class.

The language associations (ESU, English Speaking Union and KNM, Il-Kunsill Nazzjonal tal-Ilsien Malti in particular) also spoke of declining language standards in both Maltese and English.
This view also found an echo in the main concerns of the Education Ministry relating to literacy levels and educational drop out.
As the country report describes the current situation – 49 In England for example a major government initiative took place between 1997 and 2006 to raise standards of literacy in primary schools - The National Literacy Strategy (subsequently to become part of the Primary Strategy and Secondary Strategy), http://www.educationengland.org.uk/documents/literacytaskforce/implementation.html 50 e.g.

Crystal, David (2008).

Txtng: The Gr8 Db8.

Oxford University Press.

Adolphs,S., and Carter, R.A., (2013).


Spoken corpus linguistics: from monomodal to multimodal Routledge.
51 In the UK for example participation the University participation rate in 1963 was 6%; by 2012 it had reached 49% 29 Language Education Policy Profile : Malta There is a general consensus that over the past few years there has been a decline in standards with regard to proficiency in both written and spoken Maltese and English.52 More generally it is reported that some 40% of pupils do not present for Secondary Education Certificate (SEC) examinations in any subject and that the percentage of early school leavers is 22% (nearly double the EU average of 12.8%).
High levels of absenteeism are said to be common, beginning even in primary schools53.

This consensual view receives some objective justification not only from the drop out and no show rates, but also from the PISA (2009+) and PIRLS (2011) surveys of pupil competence in Reading, Maths, Science and Literacy54.

According to PIRLS, “when compared to international counterparts, Maltese 10 year-olds obtained a mean reading score of 477 which was significantly lower than the international average (500)…”.
The PISA data show that “the percentage (36.3) of 15 year-olds who were low achievers in reading literacy was significantly higher than the EU average (19.7)55 In Maths and Science (which were minor studies in the 2009 PISA survey, Maltese students also scored below the EU average (461 against 497 in Science and 463 again 490 in Maths).
Now the headline figures of international comparative studies such as PISA and PIRLS should probably be treated with some caution – many experts are not convinced about the validity of the comparative model56.

This could be particularly true in the context of a bilingual/biliteral school cohort rather than a predominantly monolingual one.
In Malta the situation is further complicated by the fact that PISA is tested in English and PIRLS in Maltese and English, while in other contexts (Surveylang) English is treated as a first foreign language.

In Malta’s case it may also be difficult to draw definite conclusions from the tests as there are no benchmarks from previous years.
Despite these caveats one striking characteristic of the Maltese figures for both PIRLS and PISA is the significant variation between performance in the different school sectors, which means that some of the highest performers (girls in the private sector) perform extremely well in all of the 52 Country Report: Malta p.41 53 Country Report p.21 and discussions with Education Officers and College Principals 16/6/14 54 Programme for International Student assessment (PISA 2009+), Malta Report, Ministry for Education and Employment, Malta (2013) ; OECD (2010), PISA 2009 at a Glance, OECD Publishing.
http://dx.doi.org/10.1787/9789264095298-en Progress in International Reading Literacy Study (PIRLS 2011, Malta Report Ministry for Education and Employment, Malta 55 Country report summary pp41/2 56 Goldstein, H (2004) “International comparisons of student attainment: some issues arising from the PISA study“ Assessment in Education Kreiner, S (n/d) : “Is the foundation under PISA sold?

A critical look at he scaling model underlying international comparisons of student attainment”.
Research Report 11/1 Copenhagen 30 Language Education Policy Profile : Malta tests.57 It may also be noteworthy that reported performance in English literacy is generally higher than in Maltese (PIRLS 2011 p.vii).

In the more detailed analysis of both studies there are also a number of very interesting factors which may have a more positive medium to long term effect on literacy levels, and which to some extent belie the negative conclusions many have drawn from the surveys.
These include strengths in the home reading environment, good resources and access to ICT and well trained teachers58.

Of particular interest could be the PIRLS finding on early literacy showing that according to parents – the proportion of Maltese pupils who performed early literacy tasks very well (28%) or moderately well (50%) are (sic) considerably higher than the international average proportions (26% and 42% respectively).
The proportion of Maltese pupils under-performing in early literacy tasks (22%) is around 10% lower than the international average proportion (32%).59 It would be perverse to claim that there was no problem about educational outcomes for some pupils in Maltese schools, but as PIRLS and PISA also show the situation is rather more nuanced and there are also positives on which to build.

3.1.1.
3.1.1.

Possible explanations for the relatively poor performance in literacy What then might be the factors which could explain this relatively poor performance?

Not all of these are necessarily related to Malta’s language policies, and many of them are being addressed in a number of ways already.
(See Section 2) We have, nevertheless, attempted to list them briefly, if only for the sake of clarity and comprehensiveness –   It is a truism to say that probably the main contributory factor to educational success is the teacher.
Despite the obvious strengths of the teaching force in Malta, many participants in our discussions (educationalists and other stakeholders) were critical of some current teaching approaches in Maltese schools which they characterised as over formal (“top down”) and not conducive to developing independent learners.

60 It was also said that the curriculum was inappropriate and overloaded.
In particular a number of stakeholders expressed the view that the curriculum remained too academic and not suitable for all pupils – this was said on many occasions to be one of the root causes of early disenchantment with education and 57 If treated as a separate constituency these girls would score within the top 25% - well above France, Germany, Australia and comparable with England, Canada and Taipei 58 PIRLS 2011 viii – xii PISA 2009+ 25/6 59 PIRLS 2011 48.
This finding is, however, somewhat contradicted by a later item on early literacy skills as reported by schools (Table 4.3) which again underlines the difficulty of interpreting international data!
60 Meeting with National Language Policy in Education Committee, 5/2/14; Meeting with College principals, Directors and assistant Directors Education 16/6/14; Meeting with Education Officers 16/6/14; Meeting with FELTOM, MCESD and GWU 16/6/14 31 Language Education Policy Profile : Malta ultimate drop out and failure.
In this context we have noted the reforms currently taking place, in particular the New Curriculum Framework for All (NCF), the work on literacy and school drop out and the new pilot curriculum which is being developed, but it should nevertheless be reported as a factor which causes considerable anxiety.

 A related issue could be the weight given to high stakes assessment within the educational system and the nature of some of those assessment procedures which also causes some concerns among stakeholders.
Despite recent changes such as the replacement of selection at the end of the primary stage, there is still a widespread culture which sets great store by benchmarks and testing.

It has also been observed that some of the most high stakes testing takes place at age 16, which is unusual in a European context and may not be entirely appropriate for a system moving towards a leaving age of 18.

 Finally we note the possible impact of the tripartite education system in Malta (see Section 2.3 above).
Without wishing to take a position on this division into State, Church and Private sectors which seems to represent a strong tradition in Malta, it should be noted that in terms of pupil performance – not only in literacy/reading but also Maths and Science – there is a striking degree of differentiation between, and in some cases within, sectors.

In Maths for example the PISA report states – Student attainment in mathematics differs significantly between schools.
Students attending private schools and boys attending church schools are scoring significantly higher in mathematics than EU and OECD averages; whereas, mean attainment scores for girls attending Church schools and Junior Lyceums are comparable to EU and OECD averages.

By stark contrast, students attending Area secondary schools and boys attending Junior Lyceums are scoring around 100 points less on the mathematical literacy scale than their counterparts.
61 An almost identical finding is presented for Science (p.xi) and Reading (p.xii) with the exception that if anything the number of underperforming pupils is rather higher.
It cannot be an insignificant factor in this respect that there is a significant variation between the economic, social and cultural status of the different sectors, as illustrated in the following table 61 PISA 2009+ Malta Report p. x 32 Language Education Policy Profile : Malta Table 7 - Socio economic status of pupils by school sector 62 These findings also give some credence to the views expressed by many stakeholders about the early onset of disenchantment with school learning and early drop out.
It is very much to be applauded that these and other factors are under review as Malta seeks to establish an education system for the 21st century.

The key question for the Profile, however, is the extent to which this issue of general achievement or school failure may be linked to the language question and the success or otherwise of the “Balanced Bilingualism” aspiration.
Put bluntly does the way in which the two languages are introduced and taught have any influence on overall achievement, or are the contributory factors different ones?

Again the answer is unlikely to be straightforward as much of the apparent evidence is conflated with other factors.
For example the international surveys show lower achievement in literacy for Maltese than for English, but this is also likely to be a reflection of the “better results” of the private and church school pupils where English is more dominant.

In putting forward some modest ideas about language education in Maltese schools our starting point is therefore one of noting the significant strengths and success of the Maltese population in languages.
We have already pointed out that the Maltese are effectively bilingual and in many cases operationally trilingual and that this is reflected in their culture, in the media, in everyday life and in administration and politics.

We also note the relative success of Maltese school children in international measurements of language competence63.
62 European Commission (2012) European Survey on Language Competences - Malta report p. 27 63 European Commission: First European Survey on Language Competences 2012 pp 36-40.

Malta performs highly in First language (English) with around 80% of 15 year old pupils achieving at least B1 in all skills.
Italian (second language) was also above average but less than 40% reached B1 or B2 See below Section 3.3.2 33 Language Education Policy Profile : Malta Given the enviable strengths of Maltese bilingual (in some cases plurilingual64) competences, it would be counter intuitive to suggest radical systemic change.
However we suggest there could be some areas for improvement and clarification in language policy which would in turn affect some of the wider issues of learning and performance noted above which are strictly speaking outside our sphere of interest.
Of particular importance may be the development of literacy and language use in the acquisition of knowledge and skills (both existing concerns of teachers and authorities), and these and other issues will be examined further within the context of what are undoubtedly the central issues for languages education in Malta: the language of schooling and the maintenance and development of what has been described as balanced bilingualism.
64 In the report we use the terms Plurilingual and Plurilingualism in the sense used in Council of Europe texts to refer to the plural language competences/ repertoires of the individual, whereas the term “multilingualism” refers to the plurality of languages in a social or institutional context.

The European Union uses the term “multilingualism” for both meanings.
34 Language Education Policy Profile : Malta LANGUAGES AND EDUCATION AND LANGUAGES IN EDUCATION Let us now consider more specifically language questions within the education system.

What is the impact of specifically language issues on attainment, achievement and learning?

3.2.
3.2.

Balanced bilingualism and the language/s of schooling 3.2.1 “Balanced” bilingualism in the Country report One of the key issues raised in the Country report is the question of how “balanced bilingualism can be attained” (Country report p.64).

Analysis of this issue demonstrates that there is a strong political and societal desire to maintain Maltese-English bilingualism, as well as an understanding that this is an ideological as well as a purely linguistic question.
Four specific issues are mentioned.

Current concerns in relation to standards in both national and international assessment This raises key questions about the effects of the languages of schooling on knowledge construction in the different disciplines.

Although not specifically articulated in official documentation, this problem is all the more important for Malta, as for other bi/plurilingual jurisdictions, because this knowledge construction is taking place in two languages.
As we have suggested in section 3.1. there can be a tendency to attribute apparent shortcomings in performance (as reported in comparative tests) to the impact of bilingual education, even though there could be other factors involved, such as methodology, teacher training and socio-economic distinctions among pupils.

It would therefore seem important to take a range of factors into account before proposing solutions to this perceived problem.
Ways in which individuals can attain adequate proficiency in two languages in order to be considered “balanced bilinguals” There are two issues here, both of which cause some concern among educators in Malta.

Firstly - the definition of proficiency and secondly the concept of balance.

Many stakeholders observed that standards of both Maltese and English have declined in recent years.
We have already considered the element of nostalgia in such views, and the range of factors which need to be taken into account.

That said, it would seem that there is an argument for devoting greater resource and attention to the linguistic training of teachers in both languages, since the competence and understanding of teachers are perhaps the most critical factors in enabling pupils to develop linguistically.
In relation to English, there appears to be some confusion over whether it should be treated in schools as a mother tongue, a second language or a foreign language.

In fact it seems to have all three functions - for the majority it is a second language, while for minorities it is either the mother tongue or a foreign language.
In this case it would appear logical that the 35 Language Education Policy Profile : Malta predominant pedagogic approach should treat it as a second language, with appropriate differentiation for the minority groups.

65 Secondly it seems to us that the concept of balance in relation to a “bi” or “plurilingual” individual is rather problematic.

Research shows that balanced bilingualism - in the sense of an equilibrium - is not very frequent nor very stab66 le.
An individual’s linguistic repertoire can change over time, depending on circumstances and his or her language practices.

Some languages (including the first language) can virtually disappear from this repertoire, while others learned later in life can take a more dominant role.

As far as educational bilingualism is concerned, it would seem more helpful to consider this issue in terms of equity and of the right of all pupils to quality education.
These are values which are supported by the Council of Europe and which are also core principles set out in the New Curriculum Framework (Principle 1: Entitlement p.32).

In this sense a kind of equilibrium, which paradoxically may in some contexts be “unbalanced” can best be guaranteed by offering all pupils the opportunity to develop to the maximum their linguistic repertoire, their subject knowledge and competences and their cultural and intercultural education.
It should perhaps be noted in this respect that in terms of societal use and educational policy Maltese and English can be seen as complementary languages performing a range of sometimes parallel, sometimes different functions without any clear differentiation, except for the use of the Maltese in the most families that ensures its intergenerational transmission.

And that this can be seen as some kind of guarantee of the future stability of this bilingualism in the Maltese context67.
It should also be added that although school and educational practice can do a great deal to provide a solid basis for language learning, in reality it is the linguistic practice of individuals, in particular outside school, that creates the shape of their bi or plurilingualism.

School can do much to support bilingualism.

It can not do everything.


Further research to provide a review of the current situation in line with recent policies This is a fundamental point, which is actually less a problem to be solved than a solution to be found.
Existing research in Malta to which the expert group from the Council of Europe had access shows that this work is already under way and that it would be desirable to continue and expand this process.68 It would for example be most useful to 65For a definition of English as a second language, cf.

Kachru, Braj B.

(1981) American English and Other Englishes.

In Charles A. Ferguson and Shirley Heath (eds), Language in the USA.

Cambridge University Press, p 21-83.

66 Cf.


Grosjean, F. (1982) : Life with Two Languages – An Introduction to Bilingualism, Cambridge, Massachusetts and London, England, Harvard University Press; Grosjean, F. (2008): Studying Bilinguals, Oxford, Oxford University Press; Grosjean, F. (2010) : Bilingual – Life and Reality, Cambridge, Massachusetts and London, England, Harvard University Press.

Grosjean, F. and Li, P. (2012): The Psycholinguistics of Bilingualism.

Hoboken, Wiley-Blackwell.


67 From a sociolinguistic point of view, “When intragroup bilingualism is stabilized to that X-ish has its functions and Y-ish has its fonctions and these two sets of functions overlap minimally, then X- ish will have its own space, functions in wich it and it alone is normatively expected.” (Fishman, J.

A (1991): Reversing language shift, Clevedon, Multilingual Matters: 85).
68 Ref Vella, Gauci, Camilleri Grima, Farrugia,Brincat etc 36 Language Education Policy Profile : Malta examine the processes involved in knowledge construction using two languages.

Such research on actual practice will in our view be the main way in which the bi/plurilingual model of Maltese education will be able to progress.

There are no recipes from elsewhere which will be able to create or improve a bilingual education system appropriate for the very specific context of Malta.
Ways in which schools can provide further support for the development of the second language This is also a key point which demonstrates that the authorities are well aware of the extent to which the challenges of bilingual education need to be addressed at school level, taking account of specific contexts.

Malta is actually composed of quite different socio-cultural micro contexts: town, country, rich, poor, involving first speakers of dialect, standard Maltese, English and other languages.
All of these contexts require different language policies if quality education is to be guaranteed for all in which each child has the opportunity to reach similar goals despite their different repertoire and starting points.

This ambition is reflected in the National Minimum Curriculum Principle 15.
(p.36) The authorities should generate a culture for participation in the different areas of the curriculum by maintaining a policy of decentralisation and by helping schools to strengthen their identity and gain in autonomy.

Though not by any means a smooth process, school autonomy can help generate a more humane education.

It can lead to the development of new skills connected with greater participation and can help foster greater dialogue with the rest of the community.
This implies that a central role is to be played by the Head Teacher as a driver of innovation (as outlined by NCF69), and also requires systematic training for teachers in the bi and plurilingual dimensions of the education system 3.2.2.
The Maltese Educational Model From this starting point of the concerns raised in the Country report, let us now consider the Maltese bilingual/plurilingual education model in order to highlight its particular characteristics and to identify any changes which could be made.
To this end, we have drawn on a fairly recent modelling approach devised by Ofelia García70 (Table 8) Each characteristic of bilingual/plurilingual education, indicated in the first column, has been analysed with respect to the Maltese model.
Three documents on Maltese education policy have been used in making this analysis:  National Minimum Curriculum (1999) (hereafter NMC)  A National Curriculum Framework for All (2012) (hereafter NCF)  A National Literacy Strategy for All in Malta and Gozo 2014-2019 (hereafter NLS).

69 Cf.

Leadership of Key practitioners (03.1.7.

Support Structures) p. 44 – 45 70 García, O.

(2009) : Bilingual Education in the 21st Century – A Global Perspective, Malden (MA), Wiley-Blackwell, 496.
37 Language Education Policy Profile : Malta Integrative Table: Bilingual Education 1 Theoretical Framework Subtractive Additive Recursive Dynamic 2 Language Goal Monolingualism; monoglossic Bilingualism; monoglossic Bilingualism ; heteroglossic Bilingualism ; heteroglossic 3 Literacy Goal Monoliteracy Full biliteracy 4 Cultural Goal Monocultural Bicultural 5 Initial Linguistic Position of Children Monolingual Monolingual 6 Language arrangements Flexible convergent Strict separation Functional biliteracy Functional biliteracy Bicultural multiplicity Different points of bilingual continuum Transcultural Different points of bilingual continuum Separation to flexible multiple Flexible multiple to separation 7 Models of Bilingual Pedagogy Convergent Immersion Immersion Multiple Table 8: Maltese Bilingual Education Model compared to other models The table gives an overall picture of the classification of the Maltese model (cells in dark or light grey) compared to other possible models.
A more detailed justification for this analysis and categorisation is to be found in Appendix 5.

The theoretical model and learning goals - some unresolved tensions71 The theoretical model adopted by Maltese bilingual education appears to be the dynamic model which “encourages communicative and dynamic bilingualism” (Ofelia Garcia, 2009).72 In point of fact, the NCF invariably refers not only to “bilingualism” but also to “multilingualism”, unlike the 1999 NMC which referred exclusively to “bilingualism”.
The NCF takes account of the demographic changes that have recently occurred in Maltese society and puts forward a decidedly plurilingual (according to the Council of Europe definition) language education policy.

Alongside bilingual Maltese-English education, a first foreign language is mandatory and a second foreign language is offered as an option.
However, the focus on and target of “balanced bilingualism”, are more indicative of an additive type of theoretical model – in both senses of the word “additive”: 71 See theoretical model in table Points 1-4 72 The subtractive model “moves towards monolingualism”, the additive model “attempts balanced bilingualism” and the recursive model “accepts the flows of bilingualism”.
38 Language Education Policy Profile : Malta   in the traditional – and entirely positive – sense whereby the school extends the learner’s initial repertoire with other languages, and first and foremost English; in the modified sense conferred upon it by Ofelia García since, in her approach, in the additive model, the two languages are juxtaposed (L1 + L2 = L1 + L2), referring to monolingual perceptions of bilingualism as the sum of two monolingualisms.
Or, in other words, in this model, it is by developing a dual monolingualism that bilingualism is attained.

This dual classification of the Maltese bilingual model indicates a conflict between the current shift towards a more dynamic and genuinely plurilingual model and the persistence of a more traditional, additive model.

It would be prudent to resolve this conflict if the model is to be implemented in a consistent manner.
A similar tension is to be found in the stated goals of languages education, whether relating to language, literacy or culture.

Analysis of the language goals of the NCF for example (see appendix 4) shows a continuing tension between on the one hand a dynamic shift towards a plurilingual concept and a continuing monolingual and equilingual vision of the two languages taught with regard to the competences which pupils should acquire and the outcomes to be obtained.
In literacy bilingual education would appear to aim for dual and full literacy with no functional distinction between the skills to be acquired in both languages (NCF p 51 and p.53), despite the fact that in reality children enter school with different language repertoires (predominantly but not solely Maltese) and that literacy is introduced in different ways depending on school and sector.
It would indeed appear that the deciding factor in terms of which variety of literacy (Maltese or English) is introduced first to young children is rather the school sector than the linguistic background and needs of the learner.

It might therefore be desirable to examine a more child-centred approach which introduced literacy 1 in the predominant home language of the individual, to be followed by literacy in the second language.
It seems likely that this would have a positive effect on later language and cognitive development.

By contrast the cultural goals set out in the core documentation do not appear to be restricted in the same way to “biculturality” but to lead more resolutely to a transcultural goal, illustrating the desire to maintain Maltese culture, but also to take into account the growing cultural diversity in Maltese society and a commitment to ensure social cohesion and social inclusion.
Linguistic repertoires on entry to school Both the official documentation and the comments made by experts and stake holders during the Expert visit attest to a complex linguistic spectrum among school entrants.

It is widely affirmed that the first language used by the majority of Maltese children is Maltese, and that English is generally a second language.
Maltese is described as the language which expresses Maltese identity and English as a second language which “provides access to near-universal knowledge and culture”.73 On the other hand English is the first language of some children, and increasingly other languages are to be found as first languages.
The initial linguistic position of the child would therefore appear to be one 73 NMC p.30,59 NCF p. 34, 41 39 Language Education Policy Profile : Malta of a relative personal monolingualism, but in different languages: Maltese, English and other languages.

This implies that classes are already multilingual at the outset as they are attended by children with different language repertoires.
However, we need to ask whether this strictly monolingual view of the children’s repertoires should give way to a more plurilingual view of those same repertoires.
The sociolinguistic situation in Malta is undoubtedly one of a diffuse social multilingualism, with the very strong presence, differentiated depending on the field in question, of the two official languages – Maltese and English – and the diffuse presence of other languages: Maltese dialects, the languages of immigration and variants thereof, and Italian through the media.
The question therefore needs to be asked whether it would be more accurate to speak of plurilingual repertoires with languages at different points on the bilingual continuum.

3.2.3 The languages of schooling - separation of languages or code-switching?74 The NMC of 1999 already made provision for a strict separation of languages: Maltese is the medium of instruction for certain subjects (Maltese and humanities generally) and English for others (English, Mathematics, Science, Technology).
This choice of language arrangements also reflects the dual monolingual model (= bilingualism achieved by the sum of two monolingualisms or equilingualism).

This arrangement is based on the separation of languages in accordance with, at least, two principles: “one language – one person”, “one subject – one language”.
This idea of the strict separation of languages is inconsistent with the discursive – and cognitive – functioning of plurilingual speakers and, specifically in the case of Malta, the language practices of Maltese society as a whole, where the alternation of languages (Code- switching) is common practice.

Indeed such code-switching is a practice widely shared in all multilingual situations and by all plurilingual speakers.
There is some agreement among policy-makers on the need to alternate languages or code-switch, but generally only in problematic situations: Only in those cases where this poses great pedagogical problems, does the National Minimum Curriculum accept code-switching as a means of communication.
(NCF p. 62) This rather categoric view seems to be in contradiction with the more positive views on code-switching expressed in the National Literacy Strategy, which refers to the ability to code switch as “an essential element of a bilingual country” allowing people access to a range of languages and to a “wide and varied linguistic heritage” providing a “head start in literacy skills…” Increasingly we need to refer to plurilingual individuals, as promoted by the Council of Europe, who have competence in more than one language and can switch between languages, according to circumstances.
(NLS pp.28/9) 74 Table 8 point 6 40 Language Education Policy Profile : Malta This positive description is confirmed by research in Maltese schools showing that code- switching is extremely beneficial for the effective management of learning processes and teaching activities.75 For some time now, research into bilingual/plurilingual teaching has been in favour of developing plurilingual and uncompartmentalised practices in the classroom.
Recent publications also provide pointers for adapting such practices for teaching purposes.76 Of course a prudent use of code-switching is not at all the same as blanket permission for the pupil always to use the language in which he or she (and often the teacher as well) feels most comfortable.
In this case pupils would be deprived of the amount of quality input needed for them to construct their linguistic knowledge and competences and they would be less likely to access a quality education available to all.

This is a field in which research and action research would allow educationalists to identify the most successful practice in code-switching currently being used by teachers, to work with them in problematic or difficult areas and to develop new ideas on what can work best.
In such a framework a training programme could be developed in order to trial various approaches to code-switching in knowledge acquisition.

In our view such a programme would help to diffuse current tensions and concerns around the issue and at the same time to facilitate the teaching and learning of subject content.
From a pedagogic point of view, a clearly agreed learning contract could be established between teachers and pupils relating to the alternation of languages in the classroom, setting out a framework for the use of L1 and L2 and for multilingual communication.

The main thing would be to ensure that language problems of any kind should not be an obstacle to the potential for pupils to learn or to express themselves.

This is the minimum condition to ensure that learning takes place.
The ultimate aim of bilingual education is to develop bilingual people who are able to function as such, in other words to use either Maltese or English appropriately in a monolingual context but also to operate using both languages in alternation, depending on the context and the linguistic repertoire of interlocutors77.

This question, and the implications for schools is discussed at greater length in Appendix 3.
Models of bilingual pedagogy (cf table 8 point 7) Malta has in practice adopted the immersion pedagogical method.

The characteristics of this approach are best defined in the National Literacy Strategy and can be summarised as follows: beginning bilingual education at an early age and continuing it over time, using two languages to learn subject content and ensuring the contribution of bilingual education to the development of not only language but also cognitive competences.
We think it useful to quote this passage at length (our underlining) 75 Camilleri Grima, A (2012) “ A select review of bilingualism in education in Malta”, International Journal of Bilingual Education and Bilingualism Routledge Gauci H, Camilleri Grima A, (2012) “Codeswitching as a tool in teaching Italian in Malta”, International Journal of Bilingual Education and Bilingualism 1-17.

Routledge 76 Cf.
Routledge 76 Cf.

amongst others, García, O. and Li Wei (2014): Translanguaging: Language, Bilingualism and Education, New York: Palgrave Macmillan.

77 For these two modes of operation by bilinguals see Grosjean (op.

cit.).

41 Language Education Policy Profile : Malta A Bilingual Policy78 An early start in language learning is essential for young children to gain appropriate levels of competence and for shaping children’s overall progress.
It means that learning can take place over a longer period, ensuring more permanent results in language learning and an enhanced capacity to learn languages.

Some concern has been shown that a child exposed to more than one language may become confused and mix them up, inhibiting their language development process.

This should not happen if there are favourable circumstances.
Research has shown that children tend to transfer into the second/foreign language the concepts and terms they have learned through their first language/mother tongue, stimulating cognitive competences.

In early language learning we need to consider issues of equity, quality, consistency and continuity.

In order to ensure that these are in place, the appropriate pedagogical processes are to be adopted.

These processes need to be age-specific, sound and measurable.
Language immersion can help children to acquire language spontaneously.

Language learning methods to be adopted may include Language Exposure where students are immersed in the target language, Content and Language Integrated Learning (CLIL) where the second language is used as a medium in the teaching and learning of non-language content, and Language Tandems where different staff use different languages.

This is usually based on the ‘one person-one language’ principle.
The National Literacy Strategy for All focuses on the range of literacy skills required to ensure competence in Maltese and English.

In order to develop dual literacy skills, where learners can switch freely between the Maltese and English languages, learners need to be provided with specific learning opportunities that will help to ensure proficiency in both languages.
They should also have access to learning materials in both languages to engage in meaningful tasks and within a range of subject-specific contexts as appropriate.

The National Literacy Strategy for All supports dual literacy and seeks to ensure that it is fully embedded within the education system in Malta.

This may perhaps highlight the tensions which we identified above (section 3.2.2).

In other documentation, notably the NCF, the specificity of bilingual education is not really addressed.
It is as though the use of two languages as vehicles of knowledge transmission has no effect on the teaching and learning process.

This is in any case a very delicate process with dimensions which are affective, cognitive and linguistic, and the use of two languages makes it even more complex.

It would seem crucial therefore to ensure that all favourable conditions are combined in order for this complexity to be the asset described by the NLS and not a handicap for learners.
This would imply two areas of further reflection and research - firstly into the specific language dimensions of each subject, and secondly into the actual and potential use of each language in knowledge construction.
In 78 NLS pp 28-9 42 Language Education Policy Profile : Malta this way codeswitching could become seen not simply as a way of facilitating acquisition in either language, but as a means to enrich, consolidate and diversify learning in subject areas.79 3.2.4 Resolving the tensions It must again be stressed that there is much about the Maltese language situation which is unique and a great deal of positivity in the attitudes of policy makers, educationalists and the public at large.
At the same time we have suggested that there remain some unresolved tensions - a positive direction of travel which is hampered by an older and more traditional conception of bilingualism.

When compared with other similar contexts, the Maltese bilingual/plurilingual education model presents several features typical of the classic models, based largely on a widespread monolingual view of this type of education (cf.

the cells in dark grey in the third column of Table 8).
Nonetheless, many of the statements made to the group of experts and some of the practices seen during their one-week visit, would seem to indicate that change is not only possible but actually happening (cf.

the cells in light grey in the 5th column of the table); we think therefore that this bilingual/plurilingual education model can be directed, without any major break with existing policy or practice towards a more systematic embracing of bilingual/plurilingual concepts and practices.
This would take advantage of pupils’ initial linguistic repertoires, and focus greater attention on aspects of the plurilingual construction of knowledge in school subjects.

These elements still need to be made more explicit in key documentation and to be put into practice more consistently by Maltese schools.
But it is a reorganisation of this kind that will ensure that the Maltese bilingual/plurilingual education system will be better able to guarantee the right to high-quality education and academic success for all pupils.80 3.3.

Teaching other (“foreign”) languages As we observed in Chapter 2, languages play an important role in Malta’s education system, due in large part to the importance of international communication for Malta and also the resulting positive attitudes among the population.
Levels of language competence are high, with some 60% of the population speaking at least 3 languages and only 5.2% describing themselves as monolingual (compared to 61% in the UK, 54% in Spain and an EU average of 46%)81.

Although the range of languages spoken is quite extensive (11 languages are cited by Vassallo and Sciriha in their 2006 research) in actual fact three languages dominate public perceptions and practice - Maltese, English and Italian.
Only French - which is known by 20.6% of the population - even comes close to these three, with other languages being spoken by very small numbers of people.
According to this same research the arguments most often put forward in support of learning languages tend to be about cultural enrichment and personal communication 79 See Appendix 2 (section 6) and Appendix 6 80 See Appendix 2 for Council of Europe instruments which can assist this process 81 Vassallo,M & Siriha,L (2006) Living Languages in Malta, Malta, printi it.

Cf, also, Special Eurobarometer 386 Europeans and their Languages (2012), Brussels.
43 Language Education Policy Profile : Malta rather than, for example, their vocational utility.

Perhaps this is because of the omnipresence of English, which is often described in terms of its importance as an international language of communication and language of access to knowledge.

It might also suggest a widespread familiarity with operational plurilingualism and a view that a multilingual environment is the norm.
Whatever the explanations for these social representations of languages, we can be confident in saying that they show a positive attitude towards multilingualism which potentially goes beyond an appreciation of Maltese-English bilingualism.

This should be something on which to build in developing the offer of languages within the school system.

Of particular importance here is the position of Italian which has a special place in public opinion for historical, cultural and geographical reasons.82 3.3.1.
Language learning objectives and levels As described in the Country report and in Section 2 above, languages occupy a significant part of the primary and secondary curriculum in Maltese schools.

Maltese and English are present from the beginning of primary school and other languages are introduced initially through the Foreign language awareness programme (FLAP) and then as discrete subjects.
In secondary education, in addition to the significant amounts of curricular time devoted to Maltese and English as discrete subjects (5 and 6 lessons per week) and the teaching of all other subjects in Maltese and English, from 2014 four lessons per week are devoted to the third language (in years 7 and 8) and then three lessons for the remainder of secondary school.

There is also provision for a fourth optional language in Years 9,10 and 11.
Despite this, and despite the propitious context outlined above, there is, however, some evidence that outcomes are not always as successful as might be expected.

This is a question we consider below.


 Primary The stated objective at primary level - through the FLAP programme - is for pupils to gain an awareness of foreign languages with the aim of becoming open to other languages and cultures with a positive disposition towards mobility and new experiences” (Ministry of Education and Employment, 2012, p. 33)83.
Given the weight of curricular time devoted to Maltese and English this seems a sensible approach and one which should enable pupils to make more informed choices about languages in the secondary sector.
 Secondary The National Curriculum Framework for All (2012) sets objectives for language learning to enable learners 82 See Section 2 83 Country report p. 36 44 Language Education Policy Profile : Malta to develop an awareness of the nature of language and language learning, of literature and literature learning, as well as widening their personal, social and cultural understanding ».
Secondary level foreign language study provides for the acquisition of further communication tools that are useful to appreciate cultural diversity and to facilitate interaction within the European and international contexts.

Opportunities for the development of multilingualism, directly related to the world of work, are provided in the Secondary Years.
(p 34) The National Curriculum Framework also makes some important statements about education for diversity which will “include multiple perspectives and voices within the learning environment, provides spaces for learning about the languages, histories, traditions and cultures of non-dominant groups in a society, encourages team work and cooperative learning in multicultural, multi-ethnic and other diverse contexts, combines traditional and local knowledge and know-how with the advanced science and technology, and values the practice of multilingualism.
In doing so it encourages an understanding of global issues and the need for living together with different cultures and values.” (p 38).

This aspiration of education for diversity and for social cohesion and the role of languages as significant contributors to that aim is very much in accord with the orientations of the Council of Europe.

What is less clear yet is how this aspiration is translated into actual practice and real outcomes.
One very concrete issue here is a lack of specificity about expected levels in language learning at various stages in the learning process, despite a relatively high stakes and sometimes onerous assessment system.

It would in this respect be helpful if the proposed Learning Outcomes Framework (LOF) were to provide transparent and realisable learning objectives for the different languages linked to the Common European Framework of Reference.
3.3.2 Pupil performance in languages When it comes to pupil performance in languages, the situation in Malta is contradictory.

On the one hand there is a high level of school drop out and lack of achievement, at least in any formal sense.

On the other the results for Maltese pupils in foreign language learning (not even including English) are some of the best in Europe.
According to the Country Report only 44% of students pass the six examinations required to take up post-secondary studies and 50% pass fewer than 5 examinations or do not even turn up for the assessment.

The school drop-out rate in Malta was 22.7% in 2012, almost twice the European average (12.8%) with a higher number of boys (27.5%) than girls (17.6%).
The Country report states that languages (English, Maltese, and also foreign languages) may be a factor in this drop-out since “a significant percentage of students are not obtaining minimum qualification in both Maltese and English (among other subjects)” (page 41).

As we have already suggested the tripartite school system may be an important factor here, as academic failure is particularly prevalent in the state system.
During the expert visit many respondents maintained that languages (which take up 30% of the overall curriculum) are a significant factor in the lack of success in the SEC examination, 45 Language Education Policy Profile : Malta not least because of what was of the described as unengaging and over formal approaches to teaching...
Some of these problems have been tackled head on, since the Ministry of Education and Employment has drawn up two plans: A National Literacy Strategy for All in Malta and Gozo (2014-2019) and A Strategic Plan for the Prevention of Early School Leaving in Malta (2014).

Both plans take account of the overall context and put forward systemic proposals to improve literacy and prevent school drop-out.

Yet for those pupils who do benefit from schooling, performance in language is enviable.
According to the European Survey on Language Competences (ESLC), carried out for the European Commission in 2012, Malta is one of the very few countries which had results above the European average in the two foreign languages tested.
We shall not dwell on the excellent results in English, which is in practice a second language for which the competences acquired by Maltese pupils are undoubtedly due to a number of facilitating factors (official status of the language, the fact that it is in their immediate environment, early teaching and use in school subjects for knowledge acquisition).

We shall focus rather on the second foreign language, Italian.
The Maltese sample comprised 1,175 boys and 1,200 girls: 51.5% were tested in English and 48.5% in Italian.

There were many interesting findings from this survey; we shall take just a few, in particular summary results in reading, listening and writing, broken down by gender and by school type.84 In reading the overall B1-B2 average was 34%, i.e.

7% above the European average.

In listening the overall B1-B2 average was 46%, i.e.

19% above the European average.


For writing the overall B1-B2 average was 23%, i.e.

1% above the European average.

As expected the Church and Independent schools performed significantly better than the State schools but interestingly Church school pupils - both boys and girls - performed better than those in the independent schools, especially at the highest level.
For example in listening the figures are as follows: CEFR LEVEL Males Females State Church Independent State Church Independent Pre – A1 27.23 7.89 6.12 22.22 9.45 7.14 A1 A2 B1 B2 25.74 11.39 9.21 9.21 18.37 27.49 22.83 20.41 7.60 16.54 16.83 17.76 24.49 15.79 16.54 18.81 55.92 30.61 26.90 34.65 14.29 32.14 21.43 25.00 Table 9.
Attainment in Italian Listening for Malta categorised by school type and gender (European Survey on Language Competences, Malta report p.22) 84 For fuller tables see Appendix 5 46 Language Education Policy Profile : Malta Similar results are found for reading and writing (see Appendix 5).

This requires some further investigation but it might be due to a factor not unknown in other contexts, namely the preference for Italian in Catholic schools.
These data confirm what the Council of Europe’s team of experts was told during the week-long visit:  There is a school-type effect due in part, with regard to State Schools, to the fact that they take in pupils with the lowest socio-economic and cultural status.

The performances in the Church Schools are very interesting insofar as, while they were better than the Independent Schools despite the lower ESCS of their pupils (cf.

Table 7 above).
Table 7 above).

 There is also a gender effect, since while in most contexts girls perform better than boys especially in languages, in Italian this does not seem to be the case, especially in the Church Schools.

It would be worthwhile carrying out further research into this to identify more precisely the factors leading to this undoubted success among boys and to consider the possibility of transposing them to other situations.
Clearly, these two effects are noteworthy and warrant the full attention of the Ministry of Education and Employment if equitable and high-quality education is to be secured.

It may be of interest to note that these results serve as the basis for the outcome objectives set by the NCF for 2025/2026 (page 67): ESLC English (A2 – B2) Italian (A2 – B2) 2012 91% 50% 2025/2026 95% 70% 3.3.3.
Challenges for foreign language education We will now review some of the main challenges for foreign language education in Malta, and by implication consider some of the options that could help improve and facilitate modern language teaching in a bilingual education system, questions which will be summarised in Section 4.
• Competence levels Undoubtedly, language teachers would be greatly assisted in their teaching and assessment approaches, and pupils in their learning and self-assessment processes, if the competences to be attained in each language were laid down in a clearly defined progression throughout the various stages of schooling using the CEFR descriptors.

Parallel objectives should also be developed for Maltese and English, taking account of the fact that these are also languages of schooling.
This would be an enormous help for assessment processes and for tracking progress across school phases.

47 Language Education Policy Profile : Malta The Council of Europe (including the ECML) has considerable CEFR-related material available for the practical production of such descriptions of competences.85 • Convergence between languages Multilingual educational contexts are often faced with a large proportion of the curriculum being taken up by languages.
Despite its bilingual education and the plurilingual offer, Malta has managed to keep this proportion to a relatively low level (30%) compared with other multilingual education systems.

It is also necessary to address the cognitive burden of a curriculum comprising many languages and its effects on the teaching-learning processes.
All Bilingual education requires measures to rationalise language teaching, to show points of convergence between the languages and ensure synergies with other school subjects so that the approach adopted is favourable to all pupils and does not constitute cognitive overload.

These measures are all the more essential when this bilingual education also takes on a plurilingual perspective: up to two foreign languages in addition to Maltese and English!
There are many synergies to be exploited, deriving from the very rich history of the Maltese language and also the global reach and versatility of English.

These include common Latin - Romance - roots, in particular from Italian, as well as the influences of Arabic and Germanic languages and the very many loan words for which English is noted.
By exploiting these innate advantages of the two languages in an explicit way, cognitive bridges could be created for pupils which would show them the benefits to be gained from their rich language repertoire.

This should inspire confidence in their ability to learn languages and motivate pupils to learn them.
At primary school level, pupils already have the experience of acquiring two languages (Maltese and English), and the FLAP programme has raised their awareness of “genuine” foreign languages: it should now be easy to begin showing them, through activities of inter-comprehension, the extent to which, with these foundations, they can understand a written text in a foreign language.
It would be particularly productive to adopt the evaluative philosophy of the CEFR, to show pupils the extent to which they are capable of understanding, reading and communicating, and to help them assess and be aware of their progress.

All this presupposes that teachers take full account of the plurality of language competences of the learners and that they work together to ensure progress.
The impression given by the official texts, by what the experts we met had to say and by the classroom visits we were able to make is that the teaching of the various languages is juxtaposed, rather than being connected and convergent.

We believe this is an important area for reflection, research and work for the Maltese education system.
With 30% of the 85 See for example Reference Level Descriptions for national and regional languages (Language Policy Unit) - www.coe.int/lang 48 Language Education Policy Profile : Malta curriculum devoted to languages, it is essential that the various approaches to teaching are co-ordinated to facilitate learning.86 • Teaching approaches There should be different teaching-learning approaches for a third or fourth language taught in an education system, especially where such a system is bilingual from an early age.
The different choices made could take into account, on the one hand, the language taught and its relative presence in the environment.

Clearly, Spanish, German, Russian and Chinese are less in evidence in Maltese society than Italian.

Thought should therefore be given – for the first of those languages mentioned – to a slower pace of progression and a lower level of requirements.
On the other hand, consideration could be given to activities for Italian – and for other languages – drawing on the CLIL methodologies offering material for the different disciplines.

This would make it possible to significantly expand the semantic areas in which to use the language and give greater motivation to language learning.

• Non European Languages There is some interest but little sustained practice in offering world languages in Maltese schools.
This mainly concerns the introduction of Chinese, as in many European jurisdictions in the early 21st century.

While maintaining this interest, it would appear sensible also to pay attention to Arabic, with which Maltese shares common roots.

There are thus linguistic reasons as well as very powerful economic and intercultural reasons for expanding the teaching of Arabic in Malta.

Clearly, work would have to be done on the negative perceptions of the Arabic language and its speakers.
It would also require language syllabuses which sought to give prominence to Arabic.

In other countries, in order to give Arabic a positive image specialisation streams have been established in higher secondary schools promoting important but less widely taught world languages.

This would doubtless be an interesting avenue to explore.
• Vocational Languages Young people attending vocational schools will be the first to enter the world of employment where knowledge of languages is increasingly becoming a requirement, especially in an economic system such as Malta’s in which economic relationships and trade with foreign countries and players, whether at home or abroad, are essential.
Ensuring that these young people, as well as those not in employment or education (so- called NEETs) are also given the opportunity to obtain qualifications in languages could help improve their chances of finding employment.

This should also be an important consideration in the developing “alternative curriculum” and in appropriate educational provision for the group of children identified as school drop outs.
Such provision would of 86Three Council of Europe tools would be of particular help in moving towards this plurilingual context: the Guide for the development of language education policies in Europe – from linguistic diversity to plurilingual education (2007), the Guide for the development and implementation of curricula for plurilingual and intercultural education (2010) and the European Language Portfolio (see Appendix 2).
49 Language Education Policy Profile : Malta course have significant implications for both the content of the curriculum and the teaching and learning approach.

3.4.

Languages and access to education for non-Maltese children (and adults) One very specific language challenge identified in the Country Report is the provision of language education - and thus access to the learning curriculum - for non-Maltese nationals, in particular those with little or no Maltese or English as a language of communication.
Although this is not an entirely new phenomenon in Malta, as there have always been members of other language groups in the island, the current major population movements, both within and from outside the European Union do create particular challenges, for which a number of respondents have said that the country is not yet well prepared.87 Malta is not alone in this respect and a number of recent reports have indicated that the educational integration of migrants is a major fault line in Europe, both in terms of appropriate provision and in relation to the potentially difficult political implications of immigration in the current socio-economic context.
88 Having said this it also seems to be the case that until recently at least the response to increased immigration -in particular that of third country nationals (economic migrants and asylum seekers) has been rather ad hoc in Malta.
3.4.1 “Elite” and “non-elite” migrants It may be important to distinguish between approaches to what have been called “elite” migrants - British nationals, families (usually European) of business people and diplomats for example - and other “non-elite” or non-valued language groups.

Although evidence on home languages may not be entirely reliable, according to the 2011 Census as quoted by UNHCR89 32% of the 20,624 non-Maltese living in Malta at that time were from the UK.
The largest other groups were from Somalia and Italy (5%), Bulgaria and Germany (4%), Eritrea, Russia and Serbia (3%).

We also know that in recent years there have been arrivals from Syria and also from countries in West Africa.

More recent figures made available by the Ministry of Education and Employment show an increase in “migrant learners” in primary schools - in particular in Years 4 and 5.
The largest number is from the United Kingdom (185), but there are significant numbers from Bulgaria (95) and Italy (62); from beyond Europe the main countries of origin are Egypt, Libya, Nigeria, Somalia and Syria.

As far as the “elite” European migrants are concerned, there is some, generally informal, provision of tailored language education.
For example according to ISA , the Independent 87 Meetings with Jon Hoisaeter of UNHCR (16/6/14) and Neil Falzon , ADITUS (17/6/14); Discussion with Green Party (16/6/14) 88 Extra,G and Yagmur,K (2012) : Language Rich Europe Trends in Policies and Practices for Multilingualism in Europe.

Cambridge University Press p. 12 King, L., Byrne, N., Djouadj, I., LoBianco,J., Stoicheva,M., (2011) Languages in Europe Towards 2020.

Analysis and proposals from the LETPP consultation and review.
London: The Languages Company p.36 89 Malta Asylum Trends 2013 50 Language Education Policy Profile : Malta Schools Association, the independent sector teaches a number of non Maltese nationals, attracted also by the preponderance of English as a language of instruction, and in a number of cases (French and Italian were quoted) provision is made to enable pupils to reintegrate with their national curriculum.
The cultural institutes - notably the Russian Culture Centre - also offer courses to maintain national languages.

The rest of this section, however, considers policy and practice relating to the newer “non-elite” immigrants, from Somalia, Eritrea, Syria, West Africa and some parts of Eastern Europe, for whom provision is rather less certain.
3.4.2 Current mainstream initiatives Although the advent of mass immigration patterns is a relatively new phenomenon in Malta, it would not be at all true to say that there is no support for or interest in language provision for new arrivals.
According to the National Curriculum Framework consultation there was - Quasi universal agreement that Malta has become a multicultural society and that all schools should be in a position to provide children and their parents with language support in Maltese and English so that they achieve a basic working knowledge of these languages at the earliest possible in order to allow them to integrate quickly.90 As reported in the Country Report there have also been a number of recent initiatives and policy proposals aiming to support migrants in general and specifically in developing the communication skills needed for access to education and social and civic life.
The working group set up in 2011 by the Directorate for Quality and Standards in Education (DQSE) to work on a National Strategy addressing the different needs of immigrant children placed particular emphasis on language learning and identified the particular communication problems which they experienced.

Recommendations were made for schools to tackle these challenges both inside and outside the classroom.
91 The Report continues to describe how DQSE offers language support for migrant children in the form of a six week programme involving partial or total withdrawal from school.

During this time they follow basic language courses in Maltese and English, with the emphasis on survival language which will help the children to begin integrating in the schools.
This programme was also mentioned favourably by colleagues from the UNHCR and by the Teachers’ union ( MUT).92 The National Curriculum Framework also supports the idea of multiculturalism as a positive force in Maltese society.
One of the stated six principles of education is Diversity, and the document clearly states that Education for Diversity respects the cultural identity of the learner through the provision of culturally appropriate and responsive education for all…It will ensure the inclusion of multiple perspectives and voices within the learning environment , 90 Ministry of Education and Employment A National Curriculum Framework for All, 2012 91 Country Report p. xx 92 Meetings 16/6/14 and 17/6/14 51 Language Education Policy Profile : Malta provides spaces for learning about the languages, histories, traditions and cultures of non dominant groups…93 In this context some impressive materials have been produced for use in schools by UNHCR and the IOM - “Not Just Numbers” which is a toolkit aiming to help pupils “understand issues surrounding migration and asylum in the EU”.
It would, however, appear that such developments are still at an early stage.

Indeed it is not entirely clear how widespread or effective the DQSE language support programme has been and a recent report by ADITUS might suggest that despite good policy intentions rather less is actually done in practice94.
A number of agencies also reported that nothing is being done to support migrants’ home languages and cultures - according to the representatives of UNHCR it is just too early for such as an initiative given that Malta has less than a decade of experience in accepting significant groups of migrants.95 The NCR itself - despite its very encouraging statements on support for diversity - does not mention such home language support as even a desirable possibility.
Beyond school there does not seem to be much systematic provision of language or cultural support.

There are courses for adult migrants - in English mainly but also Maltese - which are facilitated by state institutions through the provision of premises for example, but they are mainly provided by NGOs and the Churches.
3.4.3 Some key challenges We think that there are a number of factors which could begin to explain the relatively low level of activity in this area, remembering of course that this is a challenge for many if not all countries in the EU.

96 • A controversial issue Firstly it should be noted that, as in much of Europe at the present time, immigration is a highly charged issue.
As one of our political respondents pointed out, there are few votes in supporting immigrants - and in fact the opposite might be the case.

As we have discovered in other contexts it is probably more likely that pragmatic solutions will be found at local level than that a high profile national campaign will be launched in support of migrant needs, much as this could be desirable.
• Lack of resources/expertise This political delicacy is compounded by a lack of appropriate experience in the education system.

As we have already pointed out the new kind of “non-elite” and increasingly volatile immigration is a relatively new phenomenon for Malta.

There are few existing 93 NCF p. 38 94 Camilleri, C and Falzon,N : Malta Integration Network A way forward for a National Integration Policy in Malta.
ADITUS foundation 2014. p.22 95 ibid p. 22 96 See for example Council of Europe (2014): Linguistic Integration of Adult Migrants: Guide to policy development and implementation and The linguistic integration of adult migrants - from one country to another, from one language to another.

www.coe.int/lang-migrants Newby D and Penz H ( 2009) Languages for social cohesion: Language education in a multilingual and multicultural Europe.

ECML.
ECML.

Graz 52 Language Education Policy Profile : Malta resources and to date there has been little training, for example in initial teacher education programmes, to enable the development of a coherent response to immigration.

As some respondents pointed out there is not much previous experience of teaching Maltese as a foreign language (see also section 3.3).
In this context it is worth pointing out also that although basic communicative skills in the two languages of schooling can be acquired by immigrant children relatively quickly (2 years), the acquisition of the linguistic competences needed for knowledge construction needs more time (5-7 years).

Just as for their other pupils, but to an even greater degree, teachers have to teach not only the content of their subject but its language.
97 • An ad hoc policy response to a “temporary” phenomenon Although in very recent years, there have been a number of positive policy statements or initiatives relating to the support for immigrants,98 it was forcefully pointed out by the main organisations working in the field that there is no clear overall perspective on integration.
According to Neil Falzon of Aditus, there is no systematic support for school children or their parents and no basic information for non Maltese or English speakers on Health, Social Services or Civil Society in general.

One suggested reason for this is that this new immigration is still widely regarded as a temporary or even accidental phenomenon - a process essentially leading to transit elsewhere.
As Falzon said to the Council of Europe team “there is a general view that migrants are poor and not here to stay”.99 97 For discussion on this distinction between basic communicative language (BICS) and Academic language (CALP) see for example - Cummins, J.

(1979) “Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters.” Working Papers on Bilingualism, No.

19, 121-129. and Cummins, J.


(1981a) Age on arrival and immigrant second language learning in Canada.

A reassessment.

Applied Linguistics 2 l32-l49.
98 Malta’s National Strategy for the Promotion of Cross-Cultural Understanding and Management of Cultural Diversity, 2009; Camileri and Falzon 2014 op.cit ; N.Falzon, M. Pisani, A. Cauchi: Research Report: Integration of Third Country Nationals, Foundation for Educational Services, 2012; National Curriculum Framework for All 2012 (op.cit) 99 Discussion 17/06/14 53 Language Education Policy Profile : Malta SUPPORT FOR POLICY AND PRACTICE - IMPLEMENTATION In this final section we consider some key issues relating to the implementation of languages education policy, first in relation to the critical question of teacher education, and secondly on the ways in which policy is actual implemented and promoted.
3.5.

Teacher education It has often been observed that the role of the teacher is central to the implementation of educational policy100 In a rich and complex linguistic context such as that of Malta this is undoubtedly even more the case.
The admittedly limited opportunities of the Expert Team to meet with teachers during their visits suggest that many teachers in Malta are highly motivated and dedicated professionals and that it would be possible as well as desirable to involve them in any proposed future curricular developments.

We also came away with a sense that the educational system is a complicated one and that responsibility lines could be confused (see also 3.6).
3.5.1 Initial Teacher Education The programme of initial teacher education prepares a solely graduate work force - whether through the Bachelor of Education route or the Post Graduate Certificate of Education (for secondary) It is offered by one single provider - the University of Malta , whose Education Faculty is divided into 4 Departments - - Arts and Languages - Education studies - Maths, Science and Technical Education - Early Childhood and Primary Education There is also a Unit for Inclusion and Access.
Courses at the University are in English and Maltese.

According to research carried out by Caruana (2007) on language attitudes among first year students, and cited in the Country report, the use of Maltese is much more widespread than English among intending teachers who also claim higher levels of proficiency in Maltese than in English or Italian.
In sum however it is said that “most future teachers (stressed) their Maltese identity (but) also expressed positive attitudes towards English”101 It is not clear in this context whether teachers are prepared in any systematic way for bilingual/plurilingual teaching.
Certainly in discussion with colleagues from the 100 See for example Rowe, K (2003) “ The Importance of Teacher Quality as a Key determinant of Students’ Experiences and Outcomes of Schooling” Australian Council for Educational research - http://research.acer.edu.au/research_conference_2003/3 “ the quality of teaching and learning provision are by far the most salient influences on students’ cognitive, affective and behavioural outcomes of schooling - regardless of their gender and backgrounds”.
101 Country Report 11 p. 69) 54 Language Education Policy Profile : Malta education faculty the whole issue of code-switching was described as a “delicate” subject and there are concerns about the consequences of code-switching in particular in Science and Technology.

It was also reported that as yet the impact of migrant pupils is not being addressed and that education for cultural diversity is not at present part of the programme.
Despite the central role of the University in teacher education, there are, as in many countries, competing influences on future teachers, not least the schools in which teaching practice takes place.

Directors of education and the Colleges also influence the teaching force (see 3.6).
As things are currently arranged, there is little opportunity for the University to influence the continuing professional development of teachers - there are for example no award bearing post graduate courses in aspects of teaching pedagogy.

An opportunity for rethinking and redesigning the teacher education curriculum arises in the near future as initial teacher education is moving to a new structure - a Masters involving 3 years undergraduate plus 2 post including teaching practice.
Courses will again be through Maltese and English 3.5.2.

Continuing Professional development Overall the situation concerning Continuing Professional development (CPD) in Malta is rather positive in terms of quantity (provision).
It is specifically promoted by the NCF with a requirement that continuous professional development programmes are organised for all practitioners within Colleges and Schools as well as on going professional development to address national and strategic issues (page 32 Principle 6) All teachers are obliged to undertake 3 days CPD each year and this is fully funded by the state.

Other opportunities are also available, including language refreshment and trips abroad.
The Country Report lists the courses available with relevance to languages education during 2014 (p. 49).

These are invariably interesting and relevant to language teaching.

However with the exception of a number of courses relating to literacy it is not obvious how these address key questions relating to bi/plurilingualism and the languages of schooling.
There is also a sense that these are rather “top down” courses on key national priorities and that opportunities for teacher reflection or even action research are not common.

3.5.3 Some issues for further consideration in teacher education Specific training needs for the Bilingual context We have already identified one key question which is the apparent absence of education for bi/plurilingualism, whether in initial or continuing education.
Related to this would also be the need to understand better the nature and validity of code-switching as outlined in section 3.2.

Of particular importance for teacher education is the language dimension in teaching individual disciplines and the need for teachers and future teachers to be able to reflect on and understand the ways in which subject knowledge can be constructed using two languages.
55 Language Education Policy Profile : Malta Training and reflection on early literacy As we have argued above there is also a great need for teachers at primary level to deepen their understanding of literacy - in particular in the Maltese context of bi-literacy.

This - even more than materials or curricular guidance - will be critical to ensuring a more sustained and consistent access to learning in primary schools, which it is commonly agreed provides the basis for future learning.
Lack of parity and contact between sectors In the discussions which took place during the experts’ visit to Malta it became clear that provision for CPD in the Private and Church sectors is more extensive than in the State sector ( 6 days minimum was quoted).

It would be desirable if this imbalance could be rectified.

There also appeared to be little contact between sectors and even between schools in the same sector.
The view was expressed that the competition between schools and between subjects tended to make this difficult, even though there was a genuine desire for greater degrees of collaboration in particular in relation to materials development and methodological approaches.

Involving schools in the process of change The Maltese authorities emphasise the importance of decentralisation and the role of Head Teachers in driving change - for example through the School Development Plan.
Although the Council of Europe experts also detected some uncertainties in this respect (see section 3.6), overall the school authorities seem to relish this autonomy.

Within a framework of national reform it would therefore seem essential both to involve Head and senior teachers and also to provide them with opportunities for appropriate professional development themselves.
Professionalising the teaching force Furthermore practising teachers should be more involved in curricular and methodological research and development.

We have already suggested that the controversial challenge of code-switching (among others) could be best addressed through an action-research programme involving real teachers as well as researchers.
Greater opportunities for teachers to reflect on practice, to learn from research and to experiment with new ideas could transform teaching and learning and have a major impact on languages education in Malta.

Already there are plans for teacher sabbaticals which is a good step.

There has, however, been mixed experience of such approaches in the past and it would seem that a key component of any new programme would have to be a system of accreditation and recognition for participating teachers.

3.6.
3.6.

Decision making processes and awareness rising.

Finally we should briefly mention another critical “push” factor in relation to the potential for change in the Maltese context - the all important mechanisms relating not only to policy development but to implementation and to contact with the population 56 Language Education Policy Profile : Malta (“awareness raising”).
These comments are very much based on perceptions from the outside, not least because those involved directly in a process may not notice fault-lines as they have always been there.

In that sense familiarity can breed neglect.

Of course the corollary to this is that the actual system may be misunderstood as seen by outsiders - in which case these remarks may be taken as the honest questions of sympathetic friends!
3.6.1 Small is beautiful One striking consequence of Malta’s size is that contact between government, agencies, stakeholders and indeed the general public can be infinitely easier and more informal than in a larger centralised state, such as those in Western Europe.

Put simply, people know each other and talk to each other as a matter of course.
This is shown by the relative ease of access to policy makers and the apparently frequent interchanges between different political and social groupings (including personal contacts).

It is also manifested in the impressive range of consultations and the quantity and quality of responses (for example the consultation on the new curriculum).
The expert group also gained the impression that contacts between policy making and implementing bodies and the media and social partners were relatively frequent and relaxed.

At the level of the citizen many people seemed to be informed and interested in what is happening in the body politic.

At a time when many jurisdictions report apathy or antagonism among large numbers of people, this vibrant openness and interchange is something to value and respect and on which to build.
3.6.2 A plethora of policy drivers The downside could be that within this modern “citizen’s state”, there are actually a rather large number of policy related bodies, potentially driving change or elements of change.
In addition to the Ministry which appears to have considerable direct influence on the implementation as well as the development of policy , the experts were introduced to the Colleges and College Principals, the Education Directorates, the Education Officers and MATSEC (qualifications body), all governmental or ‘close to government’ agencies.
Other key players who have considerable influence on policy include employer bodies such as FELTOM, the powerful teachers’ union MUT, the University, Head Teachers and their associations (different ones for the different sectors).

Other influential groupings represented particular language interests - ESU and NCM - parents and of course the media.
It could of course be said that there is nothing unusual about such pluralism in a democracy, and probably even longer lists could be established for other Western countries.

However, given Malta’s small population and the very positive observed relationships this set of overlapping bodies could be a recipe for some confusion.
It was interesting that in our very rich discussions it was often difficult to determine who was responsible for what, for example in relation to curricular priorities or teacher continuing professional development.

102 In a similar vein we were on the one hand highly impressed with the thoroughness and thoughtfulness of the consultative process in Malta - over the new curriculum, the literacy strategy for example.
Yet at the same time there appear to 102 Discussions with College Principals, Directors of Education and Education Officers.

16/06/14 57 Language Education Policy Profile : Malta have developed a number of overlapping strategies without a very transparent indication of how and by whom they will be implemented.

Both the Head teachers who were involved in the Profile discussions and the MUT seemed unclear about what had actually been implemented and when.
3.6.3 A clear driver for languages and a unifying message?

The question is therefore posed as to whether, without interfering unduly in the structures which have been built up over years, the implementation of a languages strategy and the necessary public awareness campaign that would accompany it, could be simplified in some way.

Could there be a central driver for a languages strategy, just as there is for the current literacy strategy?

In which case - who or what would it be?


This will be something for the Maltese administration and colleagues to determine in the light of what is appropriate and acceptable in Malta and it will need to be rooted in the consensual and devolved approach to policy which we have noted above, but we are convinced that whatever the precise model if a new languages regime is to be developed implementation and promotion will be key objectives.
A key related issue here is the kind of promotion that will be needed to support change.

We have discussed at length the importance and the operation of Maltese bilingualism.

Whatever the details of a new policy it would seem self evident that one major message which needs to be promoted is about Malta as a bilingual - actually multilingual - country, rather than one characterised by separate but parallel monolingualisms.
Again, viewed from the outside Malta is operationally multilingual (at least trilingual) and its government, teachers and population and media should perhaps beat that drum more loudly.

To conclude: for a strategy to be successfully implemented a number of questions will need to be answered - • Who or what drives the strategy?

• How does this body or person relate to existing policy bodies?

• What resources are available not least for a publicity campaign?
• How will key stakeholders be involved in the process?

• How will the message “Proud to be Multilingual” be articulated and promoted?

These and other questions will be part of the action plan which we will now consider.

58 Language Education Policy Profile : Malta 4.

LOOKING FORWARD What follows is in no sense a blueprint.
It is rather a compilation of some suggestions for future action, and in many cases reflection, based on the discussions between the expert group and the Maltese team, the wealth of material and contacts made available in the production of the Profile and the many examples of practice observed.

It is hoped that it may provide a framework for further public debate in Malta and eventually for the development of a coherent strategy for languages education.

4.1.
4.1.

Building on the positive As the report continually states there is much that is positive on which to build.

In particular we have noted • A favourable context for multilingualism Public attitudes to languages are largely positive and there is a long tradition of openness to other cultures in Maltese society.

This is reflected also in high levels of language competence, and in many cases effective operational trilingualism.
• A clear sense of Maltese identity In general terms the Maltese population appears at ease with its rather complex identity, affirming its specifically Maltese character which includes intercultural and interlanguage competences as important aspects.

• A definite institutional commitment to the development of languages education A range of instruments and policies have been developed in support of languages education, and these have broad support from key stakeholders and policy makers.
Malta is also committed to the principles relating to languages education established by the Council of Europe and plays an active part in the European institutions.

• A commitment to equality of opportunity Equality of opportunity is a fundamental principle of Maltese education.

This provides an important basis and rationale for future reform in support of all children.
• Concern about the quality of the learning experience There is widespread dissatisfaction with educational outcomes for some children (underperformance and drop out) and questioning of the social, institutional and educational causes of this.

Far from being a negative factor this is a guarantee that positive change is possible.

• A tradition of consensus building and a desire for collaboration There is a strong and admirable tradition in Malta of consultation and consensus building as a basis for policy.
We also believe that there is a genuine desire among teachers and stake holders to work together in order to address perceived shortcomings in the system and to develop a languages education which is truly “for all”.

These are major assets for any future policy developments, on which we believe it would be prudent to build.

59 Language Education Policy Profile : Malta 4.2.

Addressing the challenges We also identify a number of key challenges facing languages education in Malta.
These are analysed in the Country Report and in some detail in Section 3.

We are aware that some of these challenges are broader than the languages issue which are the remit of the Profile, but we note them as important factors to be considered.

In summary the main challenges are as follows - • A perception that standards are falling This is a commonly expressed concern from policy makers, educational leaders and practitioners.
Specific examples which give some objective basis to the concerns are the relative performance of Maltese pupils in PISA and PIRLS and the rates of school drop out and non presentation to the examinations.
In our analysis we have suggested that there may be multiple reasons for this perceived decline - notably socio-economic differences between the different educational sectors in Malta and the inappropriateness of some international literacy tests to a bilingual situation - and that there is a counterbalancing high performance in languages.
This is clearly a question which goes beyond the focus of the Profile but we note it as an important variable in analysing pupil performance and outcomes (Sections 3.1, 3.3.3) • Mixed pupil performance in languages One key element of these concerns about falling standards is the observation that the language competences which are regarded as so important in Malta are in decline.

This is said to be the case for the two main languages and also for other languages.
Although our analysis is rather more nuanced we have made some suggestions on how better to manage a languages curriculum in the bi/plurilingual context ( 3.3.3) .It was also a commonly expressed view among teachers in schools that there was little opportunity for common reflection among teachers of different languages (including the two official languages).
As we point out this could also have an effect on teaching approaches (for example the use of intercomprehension) and on the development of appropriate objectives for each language taking account of children’s linguistic backgrounds and exposure levels to languages in school.
(3.3.3) • Specific concerns about the maintenance of “balanced bilingualism” and the languages of schooling The conditions needed to maintain and strengthen “balanced bilingualism” are a central concern of policy makers and educationalists alike.

It is highlighted in the Country report, and was raised in many contexts during the expert visits.
We have suggested that the nature of this bilingualism is rather more fluid than suggested by the epithet “balanced” (3.2.2) and identified a tension between differing models of bilingualism (3.2 in general and 3.2.3 in particular).

We have also suggested ways to address competence issues in Maltese and English (3.2.1) One critical aspect in the development of bi and plurilingual citizens is the introduction of early literacy.
We have noted the concerns and also the progress being made in this area (National Literacy Strategy).

The practices observed show that there are different approaches, including the major question of which language to introduce as the first language in school.
(3.2.2) 60 Language Education Policy Profile : Malta We also feel that there is a lack of detailed reflection on the language dimension in school subjects and in the processes involved in knowledge construction in the two languages - whether in official documentation, teacher education or in the views of stakeholders.

In this context we have noted conflicting opinions about “code- switching” and by implication the languages of schooling.

Code-switching often appears to be the “elephant in the room”.
It is widely practised both in society and in educational practice.

Some of that practice is self-evidently successful.

Yet is does not have more than grudging official sanction, and good practice is not systematically analysed as a basis for teacher education.

(3.2.2, 3.5.1, 3.5.2) • Excessive formality in teaching and the curriculum Many interlocutors mentioned a rather formal teacher-centred approach to teaching as a possible cause for pupil disenchantment and poor performance.
Although the profile team observed much progressive and interactive teaching, this is a factor to be considered (along with the nature of the curriculum and assessment regime) as a possible brake on pupil development in languages (3.5.3).

More use of CLIL for example could be beneficial for languages such as Italian (3.3.3).

Related to this and often mentioned in the same breath are concerns about a rather academic curriculum and heavy assessment regime.
We have noted progress in this area - the proposals in the National Curriculum Framework and the National Literacy Strategy as well as the experimental alternative curriculum and assessment procedures, but there would certainly appear to be space for more curricular development and a relaxation or rationalisation of some of the rather high stakes assessment (3.1) • Inexperience in dealing with migrant and non-European languages As in many jurisdictions migration has become a pressing and controversial issue in Malta.
It is said that there is little experience, either in teaching Maltese as a foreign language or in supporting Migrant languages (3.4.2, 3.4.3).
Despite the linguistic links between Maltese and Arabic and the importance of Arabic commercially, strategically, and socially there are few examples of learning Arabic in the educational system (3.3.3) • Gaps in teacher training programmes - initial and in service Although bilingualism is implicit in teacher training given the bilingual nature of the teacher training itself and the undoubted practice of code-switching at University also, there is little apparent specific training for bilingualism.
There would undoubtedly therefore be considerable benefit from an explicit and researched teacher training programme for bilingualism, indeed plurilingualism).

Similarly in the field of continuing professional development there is little support for aspects of bilingualism such as early literacy, knowledge construction in two languages and code- switching.
In general also there was a commonly expressed view among teachers that they would welcome more opportunities for collaborative working across languages, sectors and schools.
(3.2.2., 3.3.3 3.5.3) • Administrative overlap Finally, while noting many positive aspects to public debate and decision making in Malta, not least the commitment to consensus building, and school autonomy, the expert team was also confronted with a plethora of agents and in their view it would 61 Language Education Policy Profile : Malta be important to clarify decision making and consultative approaches if an effective strategy for languages is to be developed.

(3.6.2, 3.6.3) 4.3.
(3.6.2, 3.6.3) 4.3.

Proposals for further action On the basis both of these positive factors and of the challenges faced by language education in Malta we put forward the following 16 proposals for further research and action.

We do so as a contribution to ongoing debate in the very open, vibrant and democratic Maltese context.

We have organised our proposals under the three main headings of our analysis in Section 3.
Our guiding principle which underlies all three of these aspects has been the need to establish for the Maltese Education system, a clearly articulated and widely understood and supported Language Education Policy, one which can also be interpreted and appropriately applied taking account of the circumstances of individual schools.

With that in mind we see the involvement of Heads and teachers along with other stake holders as critical to the success of these endeavours.
To this end we propose - 62 Language Education Policy Profile : Malta QUALITY AND STANDARDS 1.

Develop a more varied curriculum, building on the proposals of the NCF and NLS and the “alternative curriculum”.

This should include a valid vocational route with languages for employment, and may usefully include input from employers, employees and other stakeholders.

It should also allow for a variety of appropriate communicative teaching/learning approaches for languages (including 3rd and 4th languages).
This could provide the basis for offering language courses to non- specialists in further and higher education (ITS, MCAST and University).

2. Review the current heavy assessment load, especially in early years, and at 16+.

Consideration could be given to more teacher assessment and a greater emphasis on formative rather than summative “high stakes” assessment.

A review might also consider whether there is currently too much duplication of assessment models.

LANGUAGES IN EDUCATION 3.


Strengthen approaches to early literacy.

While maintaining the current literacy and reading campaigns - including digital literacy - it would be helpful to carry out a research and development programme into the current varied practice in introducing children to Maltese, English and biliteracy not only in school but also in child care centres and kindergartens, stressing the importance of programmes based on learner needs.
Teachers, early childhood assistants and teacher educators should be involved in this process, which should lead to some more sustained teacher and early childhood assistant education.

4. Review current teaching approaches to Maltese and English.

Building on the strategy for bi-literacy, it would be useful to review appropriate teaching approaches for Maltese and English taking into account their statuses as Mother Tongue, Second Language and Foreign Language for different pupil populations.

5.
5.

Validate code-switching.

A pilot programme of research and action research would allow educationalists to identify the most successful practice in code-switching currently being used by teachers, to work with them in problematic or difficult areas and to develop new ideas on what can work best.

On this basis a clearer rationale could provide the impetus for new training programmes in order to trial and promote more effective approaches to code-switching in knowledge acquisition.

6.
6.

Research and develop guidelines on the languages of schooling - both Maltese and for English.

Of particular value would be greater clarity on the language needed knowledge construction in both languages and linked to this appropriate training for future and practising teachers.

7.

Pilot assessment tools and on line resources for teaching and learning subjects in Maltese.
A small-scale pilot could be carried out to create optional materials for assessment in Maltese, initially in one additional subject.

The pilot should be evaluated to see what effect if any this has on cognitive development.

In parallel, a school and teacher based pilot should be set up for developing and sharing teaching and learning resources using Maltese as the language of schooling.

In the first instance 63 Language Education Policy Profile : Malta this should be restricted to one curricular area.
It too should be evaluated to gauge the effect on subject knowledge and also on competence in English.

8.

Research and agree appropriate and realistic objectives (outcomes) for Maltese, English and other languages.
Language teachers would be greatly assisted in their teaching and assessment approaches, and pupils in their learning and self-assessment if the competences to be attained in all languages were laid down in a clearly defined description of progression throughout the various stages of schooling.

The Council of Europe (including the ECML) has a large amount of CEFR-related material available for the practical production of such descriptions of the competences to be attained.

9.
9.

Increase the range of languages learned.

It could be beneficial to support some pilot schools, working with appropriate agencies to work on a number of approaches to language learning - using ICT, Content and Language Integration, contact with pupils abroad for example - which could strengthen the intensive experience of learning a third or fourth language without taking more curricular time.
This could be especially important for some major world languages – for example Chinese and in particular Arabic, a language which has links with Maltese as well as being an important world language.

Support for the promotion of Arabic in a relatively small number of institutions could provide the basis for a development which would eventually benefit Maltese society in a range of ways.

10.

Increase opportunities for links and exchanges at all levels.
Despite the significant contact with other nations through tourism, Maltese educational establishments could benefit from more opportunities for school linking, virtual and real exchanges of pupils and students and a programme of student language assistants.

11.

Promote national discussion on good practice on migrant languages.
If a national policy cannot at this time be implemented there should at least be a framework for support and ongoing research and development, if possible agreed by the Ministry for Education and Employment and the Ministry for Social Dialogue, Consumer Affairs and Civil Liberties.

A number of supporting documents and initiatives are available for this process.

103 SUPPORT FOR POLICY AND PRACTICE 12.


Integrate training and research into bilingual education and biliteracy more explicitly in initial teacher training.

The University, working with schools could play a leading role in articulating the requirements of bilingual education and in developing a workforce capable of supporting bilingual and plurilingual pupils in the Maltese context.

13.

Develop more professional opportunities for teachers.
In addition to the proposed Teaching Masters attention could be given to the ways in which practising teachers are made more professional, for example by the establishment of teaching research 103 For example the Council of Europe website on The Linguistic Integration of Adult Migrants: www.coe.int/lang-migrants 64 Language Education Policy Profile : Malta fellowships (possibly leading to an in service Masters) and lead teachers in all sectors.
This would require some minimal adaptation of University awarding procedures.

14.

Strengthen current CPD arrangements.

If meaningful reform is to be carried out then dedicated time for teacher reflection and professional development would be needed.

As a minimum requirement we would suggest that the statutory right to CPD in the public sector should be increased to the norms currently operating in Church and Private schools.
In addition facilitating structures might be simplified with a priority of enabling teachers and schools and departments to work collaboratively.

15.

Fund a public and media campaign to promote multilingualism as part of the unique Maltese identity.

Such a campaign could enlist the support of media organisations, schools and pupils the private sector, and civil society, all of whom have an interest in a successful languages education policy in Malta 16.
Establish a clear and high level implementation process understood by all.

If any strategy is to be successful, an effective and credible implementation arm will be needed.

This means finding a way to coordinate language policy on a national scale.

A good beginning has been made with the establishment of the Language Policy in Education Committee involving a range of stakeholders and reporting to the Minister.
It seems appropriate to build on this essentially consultative process (through a commission, a centre, agency, NGO or some other recognised national mechanism) to oversee the co-ordination and implementation of a languages policy.

Such an agency should be linked to the Ministry and have direct access to the Minister, although it should not necessarily be part of the Ministry.
It could address many of the specific issues raised in this report, developing its activity through close cooperation with administrative bodies, with key agencies in the public and private sectors, with Head teachers, teachers and parents and with NGOs and international organisations as a basis for a languages education policy.
65 Language Education Policy Profile : Malta APPENDICES Appendix 1 – Documents formulating the position of the Council of Europe on language education policy Appendix 2 – Council of Europe instruments: presentation Appendix 3 - Bilingual education and Subject Knowledge Appendix 4 - Some stated goals of the National Curriculum for All Appendix 5 - Performance of Maltese pupils in FL2 (Italian) Appendix 6 - A selective Council of Europe bibliography Appendix 7 - National authorities and Council of Europe Expert Group Appendix 8 - List of persons met during study visits of the Council of Europe expert group in Malta, 16-20 June and 10-13 November 2014 Appendix 9 – Programme of Expert Group’s study visits 67 Language Education Policy Profile : Malta Appendix 1 – Documents formulating the position of the Council of Europe on language education policy CONVENTIONS: • • • European Cultural Convention (1954) European Charter for Regional or Minority Languages [www.coe.int/minlang] Framework Convention for the Protection of National Minorities [www.coe.int/minorities] POLICY RECOMMENDATIONS AND RESOLUTIONS: • Committee of Ministers of the Council of Europe - www.coe.int/T/CM o Recommendation CM/Rec(2014)5 to member States on the importance of competences in the language(s) of schooling for equity and quality in education and for educational success o Recommendation CM/Rec(2012)13E to member States on ensuring quality education o Recommendation R (2008)7 on The use of the Council of Europe’s Common European Framework of Reference for Languages (CEFR) and the promotion of plurilingualism o Recommendation R (98) 6 based on the results of the CDCC Project ‘Language Learning for European Citizenship’ (1989 – 1996) o Recommendation R (82)18 based on the results of the CDCC Project N° 4 (‘Modern Languages 1971-1981’) • Parliamentary Assembly of the Council of Europe www.assembly.coe.int (Recommendations are addressed to the Committee of Ministers) o Recommendation 2034 (2014) on Integration tests: helping or hindering integration?
o Recommendation 1740 (2006) on The place of the mother tongue in school education o Recommendation 1598 (2003) on the protection of Sign languages in the member states of the Council of Europe o Recommendation 1539 (2001) on the European Year of Languages 2001 o Recommendation 1383 (1998) on Linguistic Diversification (CM(99)97) • Standing Conference of European Ministers of Education o Resolution on the European Language Portfolio adopted at the 20th Session of the Standing Conference (Krakow, Poland, October 2000) 68 Language Education Policy Profile : Malta These instruments and recommendations provide the legal and political basis for language education policies at all levels which not only facilitate the acquisition of a repertoire of language varieties – linguistic diversity for the plurilingual individual – but also ensure that attention is paid to diversification of the options for language learning.
The latter refers to the need to encourage and enable the learning of a wide range of languages, not only those which have been dominant in language teaching traditions, and not only the contemporary demand for English.

Attention is drawn to the recent Recommendation CM/Rec(2014)5 on languages of schooling as so far, most documents have mainly considered modern/foreign languages.
There is, however, a need to include national/official languages in language education policies because they are part of the linguistic repertoire of individuals when these languages are the language(s) of schooling / instruction.
In the third part of the Guide for the Development of Language Education Policies in Europe, options for the implementation of policies include the teaching and learning of national/official languages, which for many, but not all individuals, are their mother tongue/first language.

69 Language Education Policy Profile : Malta Appendix 2 – Council of Europe instruments: presentation Modern Languages 1.

Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) 2.
The CEFR and language examinations: a toolkit 3.

Manual for relating Language Examinations to the CEFR 4.

European Language Portfolio (ELP) Languages in Education, Languages for Education 5.

Guide for the development of language education policies in Europe and related Reference Studies 6.

Platform of resources and references for plurilingual and intercultural education 7.
Guide for the development and implementation of curricula for plurilingual and intercultural education These documents and instruments and further resources are available on the Language Policy Unit’s website: www.coe.int/lang MODERN LANGUAGES 1.
Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR) www.coe.int/lang-CEFR Developed through a process of scientific research and wide consultation, this document provides a practical tool for setting clear standards to be attained at successive stages of learning and for evaluating outcomes in an internationally comparable manner.

The CEFR provides a basis for the mutual recognition of language qualifications, thus facilitating educational and occupational mobility.
It is increasingly used in the reform of national curricula and by international consortia for the comparison of language certificates.

The CEFR is a document which describes in a comprehensive manner • the competences necessary for communication • the related knowledge and skills • the situations and domains of communication The CEFR facilitates the clear definition of teaching and learning objectives and methods.

It provides the necessary tools for assessment of proficiency.
The CEFR is of particular interest to course designers, textbook writers, testers, teachers and teacher trainers – in fact to all who are directly involved in language teaching and testing.

It is the result of extensive research and ongoing work on communicative objectives, as exemplified by the popular ‘Threshold level’ concept.

The success of this standard-setting document has led to its widespread use at all levels in Europe and across the world.
70 Language Education Policy Profile : Malta English version of the CEFR: Common European Framework of Reference for Languages: Learning, teaching, assessment, 2001, Cambridge University Press.

ISBN: Hardback 0521803136 Paperback: 0521005310.

The CEFE exists to date in 39 language versions104.

2.

The CEFR and language examinations: a toolkit The CEFR is accompanied by a number of supporting publications which are available on the Unit’s website (section ‘Resources’).
In relation to the CEFR's particular influence on language assessment, a number of tools were developed and made available to assessment providers and other practitioners with an interest in language testing.

The section Toolkit on the website includes tools such as material illustrating the levels of the CEFR, for example compendia of case studies on the use of the CEFR, and the following Manual.

3.
3.

Manual for Relating Language Examinations to the CEFR This Manual for relating language examinations to the Common European Framework of Reference for Languages (CEFR) has been produced by the Language Policy Unit in order to assist member states and national/international providers of examinations in relating their certificates and diplomas to the CEFR.
The primary aim of the Manual is to help providers of examinations to develop, apply and report transparent, practical procedures in a cumulative process of continuing improvement in order to situate their examination(s) in relation to the CEFR.

The Manual is supported by illustrative material (video/DVD and CD-ROM) for the levels in a number of languages.
In addition, it is complemented by a Reference Supplement which provides users of the Manual with additional information that will help them in their efforts to relate their certificates and diplomas to the CEFR, and by Further Material on Maintaining Standards across Languages, Contexts and Administrations by exploiting Teacher Judgment and IRT Scaling.

4.
4.

European Language Portfolio (ELP) - www.coe.int/portfolio The European Language Portfolio was developed as a tool to support the development of plurilingualism and pluriculturalism.

An accreditation system by a Council of Europe Validation Committee was set up, later followed up by a Registration system: over 130 models were validated by December 2014.

The development of further Portfolio models is being supported by guidelines and templates available from the ELP website.
104 October 2014 71 Language Education Policy Profile : Malta What is a European Language Portfolio?

The ELP is a document in which those who are learning or have learned a language – whether at school or outside school – can record and reflect on their language learning and cultural experiences.
The Portfolio contains three parts: i) a Language Passport which its owner regularly updates; ii) a detailed Language Biography which describes the owner’s experiences in each language and ii) a Dossier where examples of personal work can be kept to illustrate one’s language competences.

Aims The ELP seeks to promote the aims of the Council of Europe.

These include the development of democratic citizenship in Europe, i.a.
through the protection and promotion of linguistic and cultural diversity; the promotion of lifelong language and intercultural learning for plurilingualism; the clear and transparent description of competences and qualifications to facilitate coherence in language provision and mobility in Europe.

Principles All competence is valued, whether it is gained inside or outside formal education.
The European Language Portfolio is the property of the learner and it is linked to the Common European Framework of Reference for Languages.

A set of common Principles and Guidelines have been agreed for all Portfolios (see web site) and a number of documents have been published to assist developers.

LANGUAGES IN EDUCATION, LANGUAGES FOR EDUCATION 5.


From linguistic diversity to plurilingual education: Guide for the development of Language Education Policies in Europe The aim of the Guide is to offer an analytical instrument which can serve as a reference document for the formulation or reorganisation of language teaching in member states.
Its purpose is to provide a response to the need to formulate language policies to promote plurilingualism and diversification in a planned manner so that decisions are coherently linked.

It deals, for example, with the specification of guiding principles and aims, analysis of the particular situation and resources, expectations, needs, implementation and evaluation.
Accordingly, the Guide does not promote any particular language education policy but attempts to identify the challenges and possible responses in the light of common principles.
To this end the Guide is organised in three parts: ▪ Analysis of current language education policies in Europe (common characteristics of the policies of member states and presentation of Council of Europe principles) ▪ Information required for the formulation of language education policies (methodologies for policy design, aspects/factors to be taken into account in decision making) 72 Language Education Policy Profile : Malta ▪ Implementation of language education policies (guiding principles and policy options for deciders in providing diversification in choice of languages learned and in promoting the development of plurilingual competence; inventory of technical means and description of each ‘solution’ with indicators of cost, lead-in time, means, teacher training implications, administration, etc.)
In order for the proposals made here to be accessible to readers with different needs, the Guide for the Development of Language Education Policies in Europe is available in two versions to suit the needs of specific groups of readers: ▪ the Main Version (reference version), which discusses, argues and exemplifies all the principles, analyses and approaches for organising European language education policies, as they are conceived in the framework of the Council of Europe.
This version is designed for readers interested in all aspects of these issues, including their technical dimensions.

It provides the means of answering the question: How can language education policies geared towards plurilingualism actually be introduced?

This version is itself extended by a series of Reference Studies which have been produced specifically for the Guide by specialists in the relevant fields.
They are published separately and provide a synthesis of the issues dealt with in this version or take them up in more detail.

▪ an Executive Version, which has been written for those who influence, formulate and implement language education policies at any level, e.g.

individual institution, local government, national education system or international public or private institution.
It is a document not for language specialists but for policy makers who may have no specific specialist knowledge of technical matters in language education.

6.
6.

Platform of resources and references for plurilingual and intercultural education - www.coe.int/lang-platform After producing reference documents such as the Common European Framework of Reference for Languages taught as "foreign" languages (see previous section), a new instrument is proposed, in the form of a Platform, enabling member states to benefit from the experience and expertise of other member states in formulating their programmes relating to languages of schooling and all language teaching.
The Platform offers an open and dynamic resource, with a system of definitions, points of reference, descriptions and descriptors, studies and good practices which member states are invited to consult and use in support of their policy to promote equal access to quality education according to their needs, resources and educational culture.

The Platform contains several boxes and most of them (e.g.
‘Language(s) of schooling’ or ‘Language(s) in other subjects’) are of particular relevance for reviewing language education policies and may offer instrumental support to policymakers and practitioners (See Appendix 6 for further details).
73 Language Education Policy Profile : Malta The ideas and proposals put forward in the Guide described in the section below form part of the Council of Europe Language Policy Unit’s project, “Languages in education – languages for education”, contributions to which are published on the Platform.

7.
7.

Guide for the development and implementation of curricula for plurilingual and intercultural education This Guide, accompanied by two satellite Studies, is intended to facilitate improved implementation of the values and principles of plurilingual and intercultural education in the teaching of all languages - foreign, regional or minority, classical, and languages of schooling.

The text comprises three chapters.


The first provides a general picture of the issues and principles involved in designing and/or improving curricula, and of pedagogical and didactic approaches which open the way to fuller realisation of the general aim of plurilingual and intercultural education.
The next two chapters look more closely at two basic questions raised in the first: How can the specific content and aims of plurilingual and intercultural education be identified and integrated within the curriculum, while also respecting the specific content and aims of teaching individual languages?

How can curriculum scenarios be used to project the spacing-out in time of this content and these objectives?

Finally, several appendices provide tools and reference lists.
All of this can also be supplemented by consulting the ancillary documents available on the above- mentioned platform.

74 Language Education Policy Profile : Malta Appendix 3 - Bilingual Education and Subject Knowledge Aim of bilingual education The ultimate aim of bilingual education is to train, not two monolingual individuals embodied in a single person with perfectly symmetrical proficiencies in both languages, but actual bilingual individuals.
Now, bilinguals are differentiated from monolinguals in being able to function differently when employing the monolingual mode in either language - in Malta’s case Maltese and English – or when using the bilingual mode where they alternate their use of the two languages.

In these ways they can adjust to the communicative context and to the linguistic repertoire of their interlocutors105.

These are complex cognitive and discursive capabilities.
In that sense, the duty of school is to help pupils construct their own linguistic repertoire and know how to use it flexibly in the two modes.

Code-switching, one of the possible manifestations of the bilingual mode and a characteristic typifying the bilingual individual, can be used at school – more extensively and systematically in the early stages of learning – as a didactic strategy which helps the construction of this repertoire.
Of course, alongside this bilingual mode of functioning of which it can make use, school also has the responsibility to support pupils’ acquisition of the monolingual mode in both languages, which is essential for academic success.

These considerations are all the more important in that the aim in the Maltese education system is not only the acquisition of linguistic knowledge and skills but, through them, the construction of knowledge and proficiencies in the other disciplines, at all educational levels.
The Language dimension of school subjects The language dimension of subjects other than language is often neglected in the teaching process.

Concerned with teaching the contents, methods and instruments and techniques of each subject, few teachers are aware that their subject also consists of a specific language, which is peculiar to it and distinct from the ordinary language used in day-to- day speech.
Above all, few of them undertake to teach this language to their pupils as one of the core components of their teaching, which contributes to their learning and to academic success in general.

Many failures in school subjects are nevertheless attributable to inadequate knowledge of the language which is being used.

The Council of Europe offers numerous studies and is finalising a handbook106 for addressing this cross-curricular dimension of languages (see Appendix 2: 6 and Appendix 6).
These studies and this handbook propose an approach which permits a “re-reading” of each discipline on the basis of the textual genres (oral and written) which it uses: demonstration in mathematics, experimental report in science, literary criticism in literature, the essay in philosophy ….

For each textual genre it is possible to show the type of sequences of which it is constituted (narrative, descriptive, explanatory, argumentative and so on), the type 105Cf.

Grosjean, op.

cit.
Grosjean, op.

cit.

106 Handbook for policy making, curriculum development and teacher training (publication foreseen in 2015) 75 Language Education Policy Profile : Malta of cognitive operation and speech act involved (narrating, describing, explaining, arguing, justifying, analysing, observing …), the morphology, syntax and lexis used.

For each subject it is helpful to make pupils aware of these language resources, teaching them to analyse and above all to acquire them.
The same type of cognitive effort (awareness, analysis, acquisition) will apply to the non-linguistic semiotic and representational resources used by each discipline (diagrams, graphs, plotting, maps, …).

Bilingual subject teaching The other area to consider is how two languages are used for the construction of knowledge, given that Maltese and English play a variable part in all lessons despite the assignment of each of these languages to particular subjects.
From this perspective, it would be important to analyse each subject carefully in order to understand to what extent languages contribute to knowledge construction and also the extent to which the subject can contribute to the enrichment of the two languages.

There are many activities which, in the various subjects, assume a degree of redundancy between action and word (cookery, drawing, gymnastics, woodwork, drawing a circumference with a compass …).
These form the ideal contexts for learning the lesser known language.

This redundancy between action and word in fact facilitates an easier and quicker acquisition of language, of instruction phrases, of action verbs and of specialist vocabulary relevant to the subject.

It might indeed be thought that the use of a second language would be less “spontaneous” than the use of the first language and would spoil the pleasure taken by learners in these practical activities.
On the contrary, however, using English, for example, in the context of physically engaging and motivating activities, should help learners to overcome any possible inhibitions.

In other types of school subject, “natural” language is the starting point for the elaboration and use of a highly specialised technical language (formulae in algebra, chemistry and physics for example.
): here the use of two languages will show the learners that, whichever language is used, the same rigour is required in reasoning and choice of language resources, and the same use of for example discussion techniques and logical connectors is required.

In this way comparative approaches may reinforce such awareness as well as embedding rigour and exactitude of expression.
In other subjects (history, geography, philosophy, religious instruction), language will constitute the actual locus where concepts are constructed, develop greater complexity, and gradually settle over time: the alternation of languages is of even greater interest here in that each language carries different connotations which, if thoroughly explored in class, will contribute not only to conceptual enrichment in the subject, but also to pupils’ intercultural education.
An obvious example of this is the interest in tackling a historical subject with using textbooks in Maltese and English (from various English-speaking countries).

Thus code-switching could be thought of not only as a means to assist language learning in either language but as a means to enrich, diversify and consolidate the learning of each subject.
76 Language Education Policy Profile : Malta Another merit of these comparisons between textbooks is the realisation by most teachers that knowledge construction in one subject area may take different routes according to the cultural and educational traditions of a given country.

This epistemological awareness may enable them to vary their own way of teaching their subject and enrich it with new inputs.
All of this requires an awareness of the issues, action research projects on current practices, and subsequent initial and in-service training schemes.

Reflections from the Expert Group drawing on language policy projects’ outcomes 77 Language Education Policy Profile : Malta Appendix 4 - Some stated goals of the National Curriculum for All 1 Language Goals The stated language goal of the NCF would appear to lie somewhere between bilingualism and plurilingualism.
The first of its principles (Entitlement) refers, amongst other things, to: - The ability to communicate in the context of bilingualism and multilingualism (page 32) And, with regard to the goals of the Junior Years Cycle: Bilingualism and multilingualism (Junior years, page 51) In addition to the simultaneous development of Maltese and English, in the later years of the Junior Years cycle, children are encouraged to experience a foreign language awareness programme.
The learning of two languages other than the mother tongue from an early age is linked to the development of multilingualism.

(Barcelona Conclusions, 2002).


However, where, for example, the NCF defines the linguistic competences for Junior and Secondary years, it would appear that the dual monolingualism perception in respect of Maltese and English resurfaces: Languages (page 34) Communication in languages is the ability to understand, express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form.
This linguistic fluency and competence is expected in both the mother tongue (L1) and the second language (L2), which in the Maltese context generally refer to Maltese and English respectively and to a somewhat lesser extent to foreign language(s).
[…] Issues related to the language of instruction (page 41) entitlement issues – students need to become proficient in Maltese and English and preferably in another language for their full social, cultural and economic integration The dual monolingualism that is aimed for can be seen in the qualifying statements used when referring to foreign languages (“to a somewhat lesser extent”, “preferably”): there are never any such qualifying statements, nuances and differentiations in respect of the two official languages, despite acknowledgement of their different cognitive statuses, depending on the pupil (cf.
point 5 below).
With regard to outcomes, it appears that there too there is a degree of equilingualism, in the sense of an expectation of symmetrical competences in the two languages learned: Learning outcomes for the Junior Years Cycle (page 57) Children who competently use the range of age-appropriate language skills in both Maltese and English 78 Language Education Policy Profile : Malta Learning outcomes for the Secondary Years Cycle (page 66) Young people who are able to communicate effectively in at least three languages including Maltese and English Once again, there would appear to be some conflict between a shift towards a plurilingual concept and a still monolingual and equilingual vision of the two languages taught with regard to the competences which pupils should acquire and the outcomes to be obtained.
2 Literacy goals According to the NCF, bilingual education would appear to strive for dual and full literacy.

The following examples taken from the NCF seem to show that no functional distinction is made between the skills to be acquired in both languages.

Aims of Junior years cycle (page 51) Through programmes which build upon the initial skills inculcated during the Early Years, children become proficient in speaking, listening, reading and writing in both Maltese and English.
Aims of Junior years cycle (page 53) Languages encourage children to develop:  Listening, speaking, reading, writing, and presentation skills.

 Abilities to organise thoughts, ideas, feelings, and knowledge; communicate with others and respond to how others communicate.

 As competent users of both Maltese and English, who are able to appreciate and enjoy the literary heritage of both languages.
 Intellectual skills which allow learners to explore and effectively use questioning, information, critical thinking, decision-making and memory.

3.

Cultural goals This would not appear to be restricted solely to “biculturality” but to lead more broadly and resolutely to a transcultural goal.
The following extracts from the NCF illustrate the desire to maintain Maltese culture, but also to take into account the growing cultural diversity in Maltese society and a commitment to ensure social cohesion and social inclusion.

General principles (NCF page 32) Principle 2: Diversity The NCF acknowledges Malta’s growing cultural diversity, and values the history and traditions of its people.
It acknowledges and respects individual differences of age, gender, sexual orientation, beliefs, personal development, socio-cultural background, 79 Language Education Policy Profile : Malta geographical location and ethnicity.

The NCF affirms that all children can learn, grow and experience success by:  respecting diversity in all its forms.

 promoting an inclusive environment.


 ensuring policies and practices that address the individual and specific needs of the learners and learning community 80 Language Education Policy Profile : Malta Appendix 5 - Performance of Maltese pupils in FL2 (Italian) European Survey on Language Competences (2012) The Maltese sample comprised 1,175 boys and 1,200 girls: 51.5% were tested in English and 48.5% in Italian.
The following tables give results in reading, listening and writing, broken down by gender and by school type.

Italian reading The overall B1-B2 average was 34%, i.e.
7% above the European average CEFR LEVEL Males Females State Church Independent State Church Independent Pre – A1 26.63 6.45 A1 A2 B1 B2 42.71 23.87 10.55 12.90 6.53 10.97 13.57 45.81 9.80 39.22 21.57 5.88 23.53 15.91 6.35 3.23 42.61 28.57 35.48 17.05 15.08 9.68 5.68 14.29 19.35 18.75 35.71 2.26 Italian listening The overall B1-B2 average was 46%, i.e.
19% above the European average Males Females CEFR LEVEL Pre – A1 A1 A2 B1 B2 State Church Independent State Church Independent Language Education Policy Profile : Malta Italian writing The overall B1-B2 average was 23%, i.e.
1% above the European average Males Females CEFR LEVEL State Church Independent State Church Independent Pre – A1 43.02 16.33 17.02 34.16 16.26 12.00 A1 A2 B1 B2 27.91 18.37 14.89 25.47 24.39 28.00 15.12 23.13 29.79 17.39 24.39 12.00 12.21 33.33 31.91 19.25 23.58 24.00 1.74 8.84 6.38 3.73 11.38 24.00 82 Language Education Policy Profile : Malta Appendix 6 - A selective Council of Europe bibliography Platform of resources and references for plurilingual and intercultural education www.coe.int/lang-platform (see also Appendix 2:6) Section: Language as a subject Ad-hoc coordination group for the platform :Aase, L., Beacco, J.-C., Byram, M., Cavalli, M., Coste, D., Crişan, A., Fleming, M., Maradan, O., Ongstad, S., Pieper, I., Samihaian, F., Vollmer and van de Ven P.-H. Editorial board: Beacco , J.-C., Byram, M., Coste, D. and Fleming, M. Language as a subject (2009) Aase, L., Fleming, M., Ongstad, S., Pieper, I., Samihaian, F., Writing Aase, L., Fleming, M., Ongstad, S., Pieper, I., Samihaian, F., Reading Section: Languages in other subjects (in chronological order) Byram, M. (2006) : Languages and Identities, Preliminary study for the Languages in Education – Languages for Education Project, Strasbourg, Council of Europe.
Vollmer, H. (2009) : Language(s) in other subjects, Strasbourg, Council of Europe.

Beacco, J.-C., Coste, D., van de Ven, P.-H. and Vollmer, H. (2010) : Language and school subjects - Linguistic dimensions of knowledge building in school curricula, Strasbourg, Council of Europe.
Lingua e discipline scolastiche - Dimensioni linguistiche nella costruzione delle conoscenze nei curricoli Beacco, J.-C., (2010) : History: An approach with reference points - Items for a description of linguistic competence in the language of schooling necessary for teaching/learning history (end of compulsory education), Strasbourg, Council of Europe.
Vollmer, H. (2010) : Sciences: An approach with reference points - Items for a description of linguistic competence in the language of schooling necessary for teaching/learning science (end of compulsory education), Strasbourg, Council of Europe.

Elementi per una descrizione delle competenze linguistiche nella lingua di scolarizzazione necessarie all’insegnamento/apprendimento delle scienze alla fine della scuola dell’obbligo.

Pieper, I.
Pieper, I.

(2011) : Literature: An approach with reference points - Items for a description of linguistic competence in the language of schooling necessary for teaching/learning literature (end of compulsory education), Strasbourg, Council of Europe.

Linneweber-Lammerskitten.


H. (2012) : Mathematics: An approach with reference points - Items for a description of linguistic competence in the language of schooling necessary for teaching/learning mathematics (end of compulsory education), Strasbourg, Council of Europe.
83 Language Education Policy Profile : Malta Appendix 7 - National authorities and Council of Europe Expert Group Liaison Person / Representative of the Ministry for Education and Employment Prof. Charles L. MIFSUD Chair, National Language Policy Committee Director, Centre for Literacy, University of Malta, Msida Council of Europe Expert Group  Dr Elidir KING, Rapporteur The Languages Company, London  Prof. Jean-Claude BEACCO Prof.
Emeritus, Sorbonne nouvelle, Université Paris III, France  Mme Marisa CAVALLI Ancien Institut Régional de Recherche Educative du Val d'Aoste (IRRE-VDA)  Mme Philia THALGOTT Head of Section, Language Policy Unit, DGII, Council of Europe, F-67075 Strasbourg Cedex Tel: +33 3 88 41 26 25 / e-mail: Philia.Thalgott@coe.int 84 Language Education Policy Profile : Malta Appendix 8 - List of persons met during study visits of the Council of Europe expert group in Malta, 16-20 June, 10-13 November 2014 and 16-18 February 2015 A) June 2014 LANGUAGE POLICY IN EDUCATION COMMITTEE MEMBERS Prof Charles L. Mifsud Chairperson Mr David Muscat Deputy Chairperson Prof Manwel Mifsud Member Mr Joseph Cachia Member Ms Elizabeth A. Pisani Member Prof Helen Grech Member Chev Ray Cassar Member Dr Bernard Micallef Member Mr Joseph Fenech Member Ms Anita Seguna Member Dr Christine Firman Member Ms Sonia Zammit Member Dr Anthony Licari Member Prof Ivan Callus Member Mr John Degiorgio Member Ms Sharon Mifsud Secretary Dr Odette Vassallo Member Ms Lara Ann Vella Bilingual Support Teacher Ms Marika Farrugia Member Mr Daniel Cini Programmes coordinator AUTHORITIES, PARTNERS AND STAKEHOLDERS  16th June 2014 The Minister and the Permanent Secretary Hon Evarist Bartolo Minister for Education and Employment Mr Joseph Caruana Permanent Secretary College Principals, Directors, Assistant Directors of Education Frank Fabri Research and Development Department Pauline Caruana Assistant Director for Quality Assurance George Said Zammit Director for Student Services Jesmond Saliba Assistant Director (Non-State) ERCS Daniela Vella Assistant Director for Adult Learning Carmel Micallef College Principal: St Benedict College Marthese Cini Service Manager Inclusion Josette White Service Manager Customer Care Maria McNamara College Principal Kenneth Camilleri Assistant Director QAD 85 Language Education Policy Profile : Malta Josephine Mifsud College Principal Anthony Sammut College Principal Mary Anne Spiteri Assistant Director Curriculum Management Desiree
 Scicluna Bugeja Assistant Director Curriculum Manager Sandra Cortis Service Manager Education Psycho-Social Services Louis Scerri Assistant Director- Research and Development Department Anthony Degabriele Assistant Director Directorate for Quality and Standards in Education (DQSE) Victor Agius College Principal Mario Testa Maria Pace College Principal College Principal James Camilleri College Principal Ian Mifsud Director General ( DQSE) Education Officers John Attard Education Officer: Drama Kathleen Bonello Education Officer: Religion Antoinette Laferla Education Officer: Religion Chris Bugeja Education Officer: Literacy Antoinette Debattista Education Officer: Primary English Mary Anne Camilleri Education Officer: Secondary English Jonathan Mifsud Education Officer: Secondary Maths Frank Muscat Darlene Borg Education Officer: Secondary English Education Officer: Inclusive Education Amanda Schembri Muscat Education Officer: Inclusion Jacqueline Vanhear Education Officer: Training and Professional Development Michelle Attard Tonna Head of Project: Learning Outcomes Project Carmen Grech Edward Gilson Joseph Cutajar Michael Mallia Education Officer: Training and Professional Development Education Officer: Geography Education Officer: Physics Education Officer: Graphical Communication Bernadette Gerada Education Officer: Documentation Tania Mangion Education Officer: Early Years Lawrence Sciberras Education Officer: Gozo Christine Borg Education Officer: Italian 86 Language Education Policy Profile : Malta Jane Farrugia Buhagiar Education Officer Tony Pace Education Officer: Primary Anthony Farrugia Education Officer: Primary Mario J Muscat Education Officer: Science Christine Gauci Education Officer: Media Dunstan Hamilton Education Officer: PSD David Agius Muscat Education Officer: Maltese Mariella Galea Miriam Bugeja Education Officer: Maths Education Officer: Maths Melanie Casha Sammut Education Officer: Maths Rose Marie Privitelli Education Officer: Early Years
 Mariangela Schembri Education Officer: early Years Christine Firman Education Officer : Literacy Green Party Arnold Cassola Chairperson Mario Mallia Spokesperson for Education Malta Employers Association, MCESD, Chamber of Commerce, Federation of English Language Teachers of Malta Julian Cassar Torregiani Chairman- Federation of English Language Teaching Organisations Malta (FELTOM) Genevieve Abela CEO – FELTOM John Bencini Chairperson – Malta Council for Economic and Social Development (MCESD) Victor Carachi President- General Worker’s Union (GWU) Mireille Mifsud United Nations High Commissioner for Refugees (UNHCR) Durable Solutions Officer Jon Hoisaeter UNHCR representative Foreign Languages Associations Martha M. Gauci Project Manager British Council Claire Scicluna Officer in Charge of Courses: Goethe Institute & German Maltese Circle Arthur Ciantar President: German Maltese Circle Anastasia Oreshminova Russian Culture Centre 87 Language Education Policy Profile : Malta  17th June 2014 St Angela Kinder, Zabbar Sr. Alessandra Galea Head of School Sonia Zammit Literacy Support Teacher Rose Anne Cuschieri Director for Church Schools Bishop’s Seminary Daniela Demicoli Assistant Head Faculty of Education Colin Calleja Head of Unit (Inclusion and Access to Learning) Duncan Mercieca Head of Department (Education Studies) Sandro Caruana Head of Department (Arts & Languages in Education) Deputy Dean (Faculty of Education) Charles Bonello Head of Department (Mathematics, Science & Technical Education) The Matriculation and Secondary Education Certificate (MATSEC) Examinations Board Frank Ventura Chairperson: MATSEC Sandro Caruana Head of Department (Arts & Languages in Education) Deputy Dean (Faculty of Education) Veronica Grech Registrar : University Of Malta Raymond Camilleri Director of Examinations Dario Pirotta Administrative Director Sean Pollacco Principal Subject Area Officer Carole Mizzi Principal Subject Area Officer NGO Neil Falzon Director : Aditus Malta
 Union of Teachers Kevin Bonello President Joseph Fenech Member  18th June 2014 St Venera Primary School Rita Azzopardi Head of School Marchita Bonnici Assistant Head 88 Language Education Policy Profile : Malta Randolph Peresso Assistant Head Sandra Bajada Teacher Beverley Hili Teacher Veronique Sultana Teacher Floriana Primary School Mr Stephen Miceli Head of School Independent & Church Directors, Heads of Departments Rose Anne Cuschieri Director for Church Schools Sonia Zammit Literacy Support Teacher Adrienne Azzopardi Literacy Support Teacher Deborah Galea Literacy Support Teacher Marisa Bonanno Head of Department: Assessment Marika Farrugia Head of Department: Literacy Elaine Siegler Head of Department: Assessment Maria Debrincat Literacy Support Teacher Stephen Spiteri Service Manager- Church Schools Bernice Mizzi Director at Chiswick House School and St Martin's College and Head at Chiswick House School Anita Seguna Senior Leader - Head of Curriculum Design, Chiswick House School Joe Gauci Head of San Anton School Shadow Minister Joe Cassar Shadow Minister for Education Paul Attard Advisor to Shadow Minister  19th June 2014 Chiswick House School and St Martin’s College Bernice Missy Director at Chiswick House School and St Martin's College and Head at Chiswick House School Anita Seguna Senior Leader - Head of Curriculum Design, Chiswick House School St Martin’s College Anita Seguna Senior Leader - Head of Curriculum Design Chiswick House School Audrey Fenech Adami Assistant Head 89 Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Language Education Policy Profile : Malta Roberta Camenzuli Teacher Marianne Skinner Joselle Borg Cardona Teacher Maria Rosner Suzanne Loporto Teacher Tina Cassar Rebecca Debattista Teacher Neal Sammut Celia Schembri Sandy Damato Teacher Teacher Christine Spiteri Duca Dennis Aquilina Dalevene Caruana Teacher Nella Grech Jenny Pace Hickey Teacher Dorothy Calleja Steve Zammit Paul Portelli Mario Borg
 Teacher Teacher Teacher Parents Association Sue Psaila Maria Camenzuli Enrique Jose Alvarez Sanchez Teacher Glorianne Borg Axisa General Secretary Melanie Farrugia Member Press Institute, Broadcasting Authority, Public Broadcasting Services Pierre Cassar Chief Executive Broadcasting Authority Anthony Tabone Chairman Broadcasting Authority Joanna Spiteri Head Monitoring Department Broadcasting Authority Malcolm J. Naudi Chairman, Institute of Maltese Journalists Mario Schiavone Treasurer Reuben Zammit Programmes Manager English Speaking Union and Il-Kunsill Nazzjonali tal-lIsien Malti Yvette Micallef Director of Education (English Speaking Union) Ivan Callus Member (English Speaking Union) & Department of English, UOM Manwel Mifsud Member, Il-Kunsill Nazzjonali tal- Isien Malti Thomas Pace Director, Il-Kunsill Nazzjonali tal-lIsien Malti Albert Borg Member, Il-Kunsill Nazzjonali tal- lIsien Malti Ray Fabri Chairperson, Il-Kunsill Nazzjonali tal- lIsien Malti Institute of Linguistics, University of Malta 90 Language Education Policy Profile : Malta  20th June 2014 Tal-Ħandaq Girls’ Secondary George Mifsud Education Officer: Malti Christine Firman Education Officer: Literacy Maria Montebello Head of School Joanne Brincat Teacher Isabelle Azzopardi Teacher Alison Vella Teacher Michelle Caruana Teacher Cheryl-Ann Mamo Teacher Mariella Micallef Teacher Naxxar Boys Secondary Deo Zammit Head of School Josephine Gauci Assistant Head Simone Attard Assistant Head Stephania Scicluna Head of Department: Maltese Moira Buttigieg Head of Department: Geography Berenice Axiaq Clare Burlo Teacher Teacher Doriella Camilleri Teacher Katya Zammit Paul Muscat Roderick Vella RaySaliba Teacher Teacher Teacher Teacher Stephanie Wilkonson Teacher Tania Bonnici Teacher B) November 2014  Monday 10th November, 2014 Naxxar Boys’ Secondary School: Mr Steve Mifsud Head of School Ms Anthea Scerri Teacher of Biology Mr Roderick Vella Teacher of Italian 91 Language Education Policy Profile : Malta
 Naxxar Co-Education School: Mr Lino Borg Head of School Ms Dorianne Portanier Mifsud Assistant Head Ms Ruth Gatt Ms Tania Kenely Teacher of Mathematics Teacher of Integrated Science Mr Christian Spiteri Teacher of Maltese Dr Mario Pace: Lecturer at the University of Malta and Coordinator of the Subject Proficiency Assessment Programme.
 Tuesday 11th November, 2014 St Monica School, Birkirkara: Sr Marica Briffa Ms Josephine Mifsud Ms Doriette Gauci Ms Stephanie Farrugia Head of School Assistant Head Assistant Head Assistant Head Ms C Vella Teacher of Science Ms K Borg Barthet Teacher of Mathematics Meeting with PGCE students of English: Caruana Robert Joseph Mifsud Georgianne Cassar Farrugia Analise Mifsud Stephanie Cesare Leanne Clarke Frederick Coleiro Brenda Mizzi Francesca Maria Mizzi Yana Scerri Mariella Fenech Chiara Maria Zarb Lara Marie Gauci Rachel Anne Professor Antoinette Camilleri Grima: Professor at the Arts & Languages in Education Department, Faculty of Education Professor Ronald Sultana: Professor at the Education Studies Department, Faculty of Education.
 Wednesday 12th November, 2014 Tal-Ħandaq Girls’ Middle and Secondary School Ms Maria Montebello Head of School Mr G Galea Ms E Vella Ms M Muscat Mr A Saliba Teacher of Art Teacher of English Teacher of Home Economics Head of Department, Maltese Mr George Mifsud Education Officer, Maltese 92 Language Education Policy Profile : Malta St Augustine College Mr Ruben Mifsud Head of School Ms Marlene Briffa Assistant Head of School Hon Evarist Bartolo, Minister for Education and Employment By Skype 11 December 2014: Dr Alexandra Vella C) February 2015  Monday, 16th February 2015 Prof. Charles Mifsud, Mr David Muscat, Mr Daniel Cini  Tuesday, 17th February 2015 Director and Assistant Directors of the Directorate for the Quality and Standards in Education Representatives from the Independent & Church Schools Sectors Education Officers Representatives from the Church and Independent School Sectors.
English Speaking Union (ESU) and Il-Kunsill Nazzjonali tal-Ilsien Malti  Wednesday, 18th February 2015 Dr Michelle Attard Tonna, Project Leader of the Learning Outcomes Framework,.
Language Policy in Education Committee and Sub-committee Assistant Director and EOs for the Early Years Hon Evarist Bartolo, Minister for Education and Employment 93 Language Education Policy Profile : Malta Appendix 9 – Programme of Expert Group’s study visits A) 16-20 June 2014 94 Language Education Policy Profile : Malta B) 10-12 November 2015 95 COUNTRY REPORT Malta Ministry for Education and Employment 2014 Language in Education Policy Profile Table of Contents Glossary of Abbreviations ...................................................................................................................... 6 Introduction ........................................................................................................................................... 7 Part 1 : The Present Context .................................................................................................................. 9 1.1 Demographic information and an insight into history ................................................................... 10 1.2 The Constitution ............................................................................................................................ 11 1.3 The sociolinguistic context ............................................................................................................ 11 1.4 The role and status of Maltese and English in Malta ..................................................................... 13 1.5 Languages other than Maltese and English ................................................................................... 14 Table 3: Applications for asylum by citizenship and age (2012).
Source: Office of the Refugee Commissioner.
..................................................................................................................................... 16 2.1 The Educational System ................................................................................................................. 16 2.1.1 The structure of formal education system ............................................................................. 16 2.1.2 Post-­‐Secondary Education ...................................................................................................... 19 2.1.3 Assessment and Entry to Post-­‐Secondary Education Institutions .......................................... 20 2.1.4 Tertiary Education .................................................................................................................. 22 2.1.5 The Aims of Education ............................................................................................................ 23 2.1.6 Resource Centres for students with special needs ................................................................. 26 2.1.7 Adult Education ...................................................................................................................... 27 2.2 Language Education in Maltese Schools ........................................................................................ 27 2.2.1 The teaching of Maltese ......................................................................................................... 30 2.2.
The Teaching of English ............................................................................................................ 33 2.2.3 The teaching of foreign languages .......................................................................................... 36 2.3 Language Teaching at Post-­‐Secondary and Tertiary Levels ........................................................... 38 Country Report: Malta 2 2.4 Local and International assessment of languages ......................................................................... 40 2.5 Teaching Maltese as a foreign language ........................................................................................ 42 2.6 Foreign Students in Schools ........................................................................................................... 44 2.6.1 Provisions for Migrant Students in Schools ............................................................................ 44 2.7 Language Education for learners with special needs ..................................................................... 45 2.8 Teachers ......................................................................................................................................... 46 2.8.1Teacher Training ...................................................................................................................... 46 2.8.2 Continuing Professional Development for teachers ............................................................... 48 2.9.
Private institutions offering language courses ............................................................................. 49 2.10 Teaching English as a Foreign Language (EFL) in Malta ............................................................... 50 Part 2 Malta’s Response to Principles and Recommendations of the Council of Europe ................... 51 3 The Council of Europe ....................................................................................................................... 52 3.1 Curricula ................................................................................................................................. 52 3.2 The teaching of foreign languages ............................................................................................. 53 3.3 The European Year of Languages ............................................................................................... 54 3.4 Applying The Common European Framework of Reference for Languages to the Maltese language .......................................................................................................................................... 55 3.5 Teaching Migrant students ........................................................................................................ 56 3.6 The National Literacy Strategy for All.
....................................................................................... 58 3.7 Other initiatives for educators ................................................................................................... 58 4 The European Union ......................................................................................................................... 59 5 Further considerations ..................................................................................................................... 60 Part 3: Issues for discussion ................................................................................................................. 61 6 Raising awareness and developing positive attitudes towards languages ....................................... 62 7 How balanced bilingualism can be attained ..................................................................................... 64 8 Languages of instruction in schools, textbooks, teaching materials and assessment ...................... 64 9 Foreign language teaching and learning ........................................................................................... 67 Country Report: Malta 3 10 Provisions for migrant students in schools ..................................................................................... 68 11 Teacher education .......................................................................................................................... 69 12 Parental education and involvement .............................................................................................. 70 Bibliography ......................................................................................................................................... 71 Appendix 1 ........................................................................................................................................... 74 Appendix 2 ........................................................................................................................................... 76 Appendix 3 ........................................................................................................................................... 77 Appendix 4 ........................................................................................................................................... 78 Appendix 5 ........................................................................................................................................... 79 Appendix 6 ........................................................................................................................................... 86 Appendix 7 ........................................................................................................................................... 91 Country Report: Malta 4 Country Report: Malta 5 Glossary of Abbreviations NSO DQSE DES NCF National Statistics Office Directorate for Quality and Standards in Education Directorate General for Educational Services National Curriculum Framework MCAST Malta College for Arts, Science and Technology ITS SEC Institute of Tourism Studies Secondary Education Certificate MATSEC Matriculation and Secondary Education Certificate MQF IEN FLAP NMC EFL Malta Qualifications Framework Individual Education Needs Foreign Language Awareness Programme National Minimum Curriculum English as a Foreign Language Country Report: Malta 6 Introduction The Council of Europe recommends that language education should be guided by a plurilingual philosophy and that education systems are responsible for making all citizens aware of the value of plurilingualism.
light of the Council of Europe’s recommendations on the teaching and learning of languages, Malta faces two interlinked challenges, which are the tenets guiding this Language in Education Policy Profile.

The first challenge deals with promoting bilingualism as an integral part of linguistic identity and the second challenge revolves around the promotion of plurilingualism as part of a wider European and global community.
In the Such challenges require initiatives which ultimately lead to a final aim: that of developing plurilingual competences which can contribute to a plural linguistic identity rooted in education for democratic citizenship.
The present work on a Language in Education Policy Profile, in cooperation with the Council of Europe, is therefore a clear marker of political willingness to endorse both plurilingualism and bilingualism in Malta, and to develop a Language in Education policy on the basis of a coherent approach, by clarifying principles and defining goals, analysing situations and identifying resources (Beacco & Byram, 2003, p.9).
This Country Report provides a wide overview of the issues that concern the teaching and learning of languages, by involving as many stakeholders as possible.

Schools play a major role in the promotion of plurilingualism and the Council of Europe strongly recommends that the national education system, particularly compulsory schooling, be used as a basis for the creation of a culture of plurilingualism.
This is because language curricula help create this feeling and developing linguistic repertoires will foster linguistic affiliation to a issues deal with social community, beyond the national one.

However, representations that have complex origins.

These derive from history and traditions such as colonial relationships, political relationships and, geographical and cultural proximity.
Therefore, the wider sociolinguistic context has to be acknowledged, as ideologies linked to languages, present in macro-­‐contexts will inadvertently be present in micro-­‐contexts such as schools and classrooms.

language This report was drawn up by Lara Ann Vella under the direction of the Language Policy in Education Committee, set up by the Ministry for Education and Employment.
The main objective of this committee is to determine which are the issues related to the language in education situation in Malta at the national, school and classroom levels through Country Report: Malta 7 consultation with the stakeholders, which will lead to the development of a Language in Education Policy document1.
Following the guidelines set by the Council of Europe, this Country report is divided into three main parts: • Part 1 provides an overview of the context in which language learning takes place, by describing the sociolinguistic context and the educational system in Malta, with specific emphasis on language learning; • Part 2 focuses on the initiatives and reactions to the Council of Europe and the European Union, in the promotion of plurilingualism; • Part 3 focuses on the areas which require further action.
1 Further information about the committee can be found in Appendix 1.

Country Report: Malta 8 Part 1 : The Present Context Country Report: Malta 9 1.1 Demographic information and an insight into history The Republic of Malta comprises an archipelago of five islands.

The island of Malta is the largest, followed by Gozo, Comino, Cominotto and Filfla two are uninhabited islets).
As shown in Figure 1, the islands are situated in the Central Mediterranean Sea, 93 kilometres south of Sicily and 290 kilometres north of Libya .
latter (the Official Name Area Population Population Density Repubblika ta’ Malta (Maltese) Republic of Malta (English) 316 km2, 122 square miles 421,364 1,333 Table 1: Demographic information at a glance (National Statics Office, 2013) Figure 1: The Maltese Islands Malta’s location has given it strategic importance and thus a succession of powers, including the Phoenicians, Carthaginians, Romans, Byzantines, Arabs, Normans, Angevins, Aragonese, Country Report: Malta 10 Castilians, the Order of the Knights of St. John and the French conquered the island.
The British were the final rulers (from 1800 to 1964), after which, Malta obtained its Independence, in 1964.

Malta became a Republic in 1974 and a member of the European Union, in 2004.

With its accession to the European Union, Maltese became an official language of the EU.

1.2 The Constitution The Constitution of the Republic of Malta recognises Maltese as the National language and grants co-­‐official status to English: (1) The National language of Malta is the Maltese Language.
(2) The Maltese and the English languages and such other language as may be prescribed by Parliament (by a law passed by not less than two-­‐thirds of all the members of the House of Representatives) shall be the official languages of Malta and the Administration may for all official purposes use any of such languages2.

1.3 The sociolinguistic context Malta’s history and position have had an impact on its linguistic development.
In fact, the Maltese language provides an intriguing example of fusion of elements from diverse linguistic sources.

It has an Arabic base upon which various other borrowings from other languages such as from Romance languages and English have been introduced3.

Due to its various dominations, the presence of more than one language in Malta, has been an integral part of its sociolinguistic context throughout the centuries.
In fact, Brincat (2011) illustrates how this situation has existed ever since Arabic was introduced in Malta in around 870 AD.

With regard to the current sociolinguistic situation, Maltese is very widespread as a spoken variety.

Sociolinguistic surveys by Sciriha & Vassallo (2001, 2006), indicate that Maltese is the mother tongue of around 98% of the population, with a minimal percentage of Maltese nationals also claiming that English is their mother tongue.
When it comes to the written medium, these surveys4 illustrate that the Maltese language is used to a lesser extent as a written medium, particularly in higher education, since most texts are in English.

2 Source: Constitution of Malta, http://www.constitution.org/cons/malta/chapt0.pdf.

3 Brincat (2011) and Mifsud (1995).

4 Sciriha & Vassallo (2001) & Sciriha & Vassallo (2006.)
Country Report: Malta 11 Although the linguistic situation in Malta can be described as officially bilingual, in reality this takes place to varying degrees.

Code-­‐switching from Maltese to English and vice-­‐versa is a common linguistic practice, and this often gives rise to complaints about language deterioration.
Therefore, Vella (2013) argues that since the effects of regular use of English alongside Maltese clearly can been seen in daily interactions, rather than describing the linguistic situation as a dichotomy between English and Maltese, the notion of a continuum of use serves to successfully illustrate the complex linguistic behaviour of Maltese speakers, as illustrated in the following figure: Dialects of Maltese Standard Maltese Mixed Maltese English Maltese English Figure 2: Continuum of language use by Maltese speakers.
The presence of English can be attributed to Malta’s colonial heritage, as mentioned in Section 1.1.

During the British colonial period, English was introduced in Malta, eventually replacing Italian as the country’s official language, after a lengthy struggle known as the ‘Language Question’5.

This period was characterised by two important linguistic changes: the introduction of the English language as an official language and a legitimisation of the Maltese language.
In fact, as time passed, the status of the Maltese improved, as following a period during which it was limited mostly to the spoken variety, the language acquired its standardised written form.

While in the 1930s it was still defined as “il-­‐lingwa tal-­‐kcina” (the language to be used in kitchens), Maltese was finally declared an official language together with English, in 1934.
Although the Maltese language is spoken by the majority of citizens, this does not necessarily mean that it is used in all domains.

While, Maltese is mainly used on most local television and radio stations, local television stations continue to transmit films and documentaries in English.

Maltese is used regularly in most churches for religious services.
In education, English is considered a language of instruction, and knowledge of the language is indispensable to benefit fully from the teaching and learning experiences and to pursue tertiary education.

English also features dominantly, in many other spheres such as tourism, industry, entertainment, commerce, and the mass media.

English is traditionally associated with the written medium, as most textbooks and print material are readily available in English.
A survey carried out by the National Statistics 5 This was a debated argument between pro-­‐English and pro-­‐Italian supporters as to which language should be used for administrative purposes.

Country Report: Malta 12 Office6 with 1,000 participants, on culture participation reveals that with regard to the written domain, English is preferred by 44.5 % of the population, against the use of written Maltese, at 43.1 %.
When asked about their preferred language when reading, 46.3 % opt for English while 38.6 % prefer Maltese.

As regards newspapers, readership of the sister papers The Times of Malta and The Sunday Times, which are in English, is higher than that of other papers (Vella, 2013).

An increasing number of books are being written in Maltese and a considerable number of foreign classics are also being translated into Maltese.
However, reading material in Maltese remains relatively limited when compared to the availability of English texts.

Most textbooks used in schools are in English, with most textbooks in Maltese generally dealing with the actual teaching and learning of the Maltese language.

1.4 The role and status of Maltese and English in Malta When two languages are present in society, certain attitudes are formed towards them, as languages are interlinked with cultural and economic ideologies.
Moreover, language attitudes interact dynamically with the changes in time and sociopolitical environment.

As illustrated in the previous section, in the early 1900s, the Maltese language was not considered in high esteem, but nowadays it is used regularly in most linguistic domains.

The knowledge of foreign languages is considered to be useful by the majority of the Maltese nationals (Sciriha & Vassallo, 2006) and is often linked to better working opportunities.
Notwithstanding these favourable attitudes, the situation changes slightly with regard to the use of Maltese and English, by Maltese nationals.

This is because in a bilingual situation languages are linked to ideology and power, which very often go beyond the linguistic varieties in question.
Several small case studies have demonstrated that in Malta, while English is viewed positively as a key for socioeconomic advancement and instrumental factors, Maltese is viewed as a symbol of national identity and pride.
Moreover, it is necessary to point out that these studies have demonstrated how regular use of English in Malta by Maltese nationals, especially as a spoken medium, is sometimes associated with families pertaining to a higher socioeconomic class (Camilleri, 1995, Caruana, 2007, Vella, 2013).

At times Maltese nationals who speak English are linked to snobbery.
On the other hand, those who find difficulty in expressing themselves in English are associated with lower socioeconomic groups and with low levels of education .

These attitudes are vital as they form ideologies on which linguistic identities are formed, which in turn have important repercussions on how these languages are presented in educational contexts.

6 Culture participation survey , NSO (2011).


Country Report: Malta 13 Finally, even those who claim to use exclusively Maltese or English at all times are likely to use forms of codeswitching.

Malta is no exception to this (as illustrated in for example, Camilleri, (1995); Sciriha, (2004); Sciriha & Vassallo, (2006), Vella (2013)).

Romaine (1994) states that in the majority of communities where codeswitching has been studied, some social stigma has been attached to it.
In fact codeswitching is very often associated with a lack of command in any one of the languages, and with specific reference to the present situation, it is viewed negatively by most Maltese citizens and seen as a threat to the development of the Maltese language (Sciriha & Vassallo, 2006).

Again, this will invariably have an impact on the languages used within educational contexts, particularly those used as a medium of instruction.
1.5 Languages other than Maltese and English In general, as illustrated in several sociolinguistic surveys7, the overwhelming majority of Maltese citizens consider foreign languages to be important due to economic reasons, and because of the presence of tourists on the islands.

Such a positive attitude could also be explained in terms of Malta’s geographic position where encounters between individuals of different cultural backgrounds have been extremely frequent throughout its history.
Italian has a significant role in Malta due to geographical and historical factors.

In fact, Italian television channels, received in Malta via antennae or satellite, are quite popular amongst Maltese of all ages (Caruana, 2003, 2006).

The presence of the Italian media in Malta was especially influential up to the early nineties.

Traditionally, Italian channels have influenced the learning of Italian, where many Maltese nationals acquired the language by watching television (Caruana, 2003).
However, the recent shift in television viewing patterns, where people are opting more for Maltese channels, together with American and British channels, has had an influence on the status and proficiency of Italian, especially among the younger generations (Caruana, 2006).

The Maltese population is also characterised by a number of foreigners.

Of the total population, 4.8 %, are non-­‐Maltese nationals.
As shown in the following table, in 2011 Malta had a total of 20,000 foreign citizens: 7 For instance in Sciriha & Vassallo (2006), 62.8% of the participants state that foreign languages are very useful, 34.4% state that they are useful whereas only 2% declare that foreign languages are not useful.

Country Report: Malta 14 Table 2: Population by Nationality, Sex and Locality.

Source NSO (2012).
Source NSO (2012).

In recent years, the arrival of foreign nationals, to seek work, as asylum seekers or refugees has vastly increased the number of languages spoken in Malta.

The arrival of immigrants from North Africa to Southern Mediterranean countries is a well-­‐known phenomenon and these migratory movements have affected Malta significantly given the geographical position of the Islands (as shown in Figure 1).
Table 3 summarises the number of immigrants in Malta, who have applied for asylum in 2012.

Most immigrants originate from the Sub-­‐Saharan African Regions (91.1 %), while a further 5.5 % were of Asian descent (mainly of Syrian and Pakistani nationality8).

Finally, another recent phenomenon is the arrival of young adults from Eastern European countries who are employed (legally or illegally) in various sectors of the local community.
8 National Statistics Office World Refugee Day: 2013 Country Report: Malta 15 Table 3: Applications for asylum by citizenship and age (2012).

Source: Office of the Refugee Commissioner.

2.1 The Educational System 2.1.1 The structure of formal education system The Ministry of Education and Employment is responsible for the provision of education in Malta.
The Directorate for Quality and Standards in Education (DQSE) is specifically responsible to regulate, evaluate, and report on the various sections of the compulsory education system, with the aim of assuring quality education for all.
The following figure summarises the structure organisation of the entities responsible for the educational system in Malta: Country Report: Malta 16 The Minister The Permanent Secretary Director General for Quality and Standards in Education Director Research & Development Colleges Principals Director Quality Assurance Director Curriculum Director eLearning Non-­‐State Schools External Review School Improveme nt Training and Staff Development Student Assessment Curriculum Implementati on Curriculum Development Figure 3: Structure of Organisational system (Source: DQSE) The education policy in Malta is characterised by two main premises; equity and quality.
This commitment is evident by an inclusive policy at all levels of education and the provision of free education to all from kindergarten to tertiary education.

Education in Malta is offered through three different providers: the state, the church, and the private sector, the latter type of school being perceived to be generally English medium schools9.

The Government subsidises Church schools which do not charge tuition fees and gives tax rebates to parents sending their children to private schools.
Table 4 presents the number of schools in Malta.

9 Farrugia (2009).

Country Report: Malta 17 State Schools Church Schools Independent Schools Table 4: Number of Schools.

Source DQSE.

101 55 24 Compulsory education is sub-­‐divided into a six year primary cycle (5 to 10+ years) and five years of secondary education (11 to 16 years).
As highlighted in the National Curriculum Framework (2012)10, throughout the whole educational cycle the government is committed to a policy of inclusive education, where children with special needs are integrated into the mainstream.

The following diagram provides a synopsis of the Cycles of education and the benchmarking or monitoring exercises carried out.
THE EARLY YEARS CYCLE JUNIOR SCHOOLS YEARS CYCLE SECONDARY SCHOOL YEARS CYCLE E G A 0 KG 1 KG 2 Y1 Y2 Y3 Y4 Y5 Y6 Y7 Y8 Y9 Y10 Y11 Child Care Centres Kindergarten Centres Primary School Secondary Schools (also referred to as) F1 F2 F3 F4 F5 Report and Profile for all Learners Benchmarking exercise for all State Schools .
Non State Schools are invited to participate Secondary Examination Certificate (SEC) Figure 4: The Structure of the Maltese Educational System Prior to compulsory schooling, childcare services are offered to children aged between 3 months and 3 years, as shown in Figure 4.

Activities for children are focused on all the areas of child development including social, emotional, physical, intellectual, communication and creativity.
The daily programme provided includes a wide variety of play activities that stimulate learning in a modern, safe and fully equipped environment11.

10 Henceforth NCF.

11 http://education.gov.mt/en/education/Pages/Early-­‐Years.aspx.

Country Report: Malta 18 Pre-­‐Primary education caters for children aged between 3 and 5 years.

This is provided in kindergarten centres that are attached to primary schools and fall under the responsibility of the Head of the primary school.
At this level no formal teaching takes place.

Educational activity is aimed at developing the children's social attitudes, language and communication skills in preparation for primary education.

Although not compulsory, around 98% of 4 year olds attend kindergarten classes12.

Primary education is co-­‐educational in State and Independent Schools and covers the ages 5 to 10-­‐11.

Secondary education is available to all students who successfully complete primary education.
As from 2013, State Secondary schools have become coeducational.

Church Secondary schools are single sex schools13.

The following table provides an overview of the number of students attending different schools and sectors: State Church Independent Total Pre-­‐Primary 11371 1029 1562 13962 Primary 7537 7741 7741 18228 Secondary 11782 7560 7560 21635 Total 30690 16330 16330 53825 Table 5: Number of Students in 2013 (by type of school).

Source DQSE.
Source DQSE.

At the end of formal schooling, students are awarded a Secondary School Certificate and Profile, where all types of formal and non-­‐formal learning that takes place during the secondary years is accredited.

The main aim of this document is to validate and document all learning in order to give a holistic picture of the individual student and show the development that has occurred during the years.
2.1.2 Post-­‐Secondary Education Several pathways are available to all students, after completing compulsory schooling, leading to academic and to vocational routes.

Entry to most post-­‐secondary institutions is normally gained on the basis of completed secondary education and passes in Secondary Education Certificate exams (SEC)14.

It should be noted that the vocational route, also enables students to pursue an academic route at a later stage, as illustrated in Appendix 1.
12 https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Malta:Overview# 13 In 2010 the 11+ exam was abolished for a more inclusive educational system.

Prior to 2010, at the age of 11, students would generally sit for a qualifying examination.

Those who passed were admitted into Junior Lyceums, which were schools for higher achievers, while the other students attended General Secondary Schools.

14 Discussed in the following section.


Country Report: Malta 19 Students can follow academic courses at post-­‐secondary schools (also known as Sixth Forms) in a variety of subjects.

On completion of these courses they sit for their Advanced Level Examination and they are awarded their Matriculation Certificate.
With the exception of some private schools (such as, De La Salle College, St Aloysius' College, St. Edward's College and St. Martin's College Sixth Form), all are state-­‐run but have academic and administrative autonomy.

The state sixth form section is presently made up of the G.F. Abela Junior College, which is administered by the University of Malta, the Giovanni Curmi Higher Secondary School and Sir M.A.

Refalo Centre for Further Studies, in Gozo.

Other institutions are available.


The Malta College for Science and Technology (MCAST) offers various courses at certificate levels, MCAST-­‐BTEC Diploma and first degree Levels.

Appendix 2 offers an example of a course progression route.

Since its establishment in 2001, over 18,200 students have successfully completed full-­‐time courses at MCAST.

Many others acquire new skills and qualifications through part-­‐time courses every year.
Currently, MCAST offers over 170 full-­‐time and 300 part-­‐time courses in 10 different industry sectors.

This institution also offers students with the opportunity to merge vocational and academic routes.

Students who obtain a Higher National Diploma and who satisfy the general requirements from the various institutes can also pursue a degree course at a later stage.

The Institute of Tourism Studies (ITS) is aimed at meeting the changing needs of the Hospitality and Tourism Industry.
Its main responsibility is to furnish the Tourism Sector with professional personnel who can guarantee an excellent standard of products and services within the Hospitality Industry.

The Institute offers programmes of study at Certificate and Diploma level for careers in Hospitality and Tourism Management, Hotel Operations, Accommodation Operations, Travel Agency Operations, Travel and Tourism, and Tour Guiding15.
2.1.3 Assessment and Entry to Post-­‐Secondary Education Institutions Entry to most post-­‐secondary institutions is mostly determined by the number of qualifications obtained by the Matriculation and Secondary Education Certificate (MATSEC) Examinations Board.

This was established in 1991 by the Senate and the Council of the University of Malta, to develop an examination system in lieu of the GCE Ordinary and Advanced level examinations set by UK examination boards.
Registration for the Secondary Education Certificate (SEC) examinations is restricted to students in their final year of compulsory schooling and other students aged sixteen years and over.

These exams are intended as an external form of certification for the subjects 15 Refer to http://www.its.edu.mt/courses-­‐admission/full-­‐time-­‐courses.html for more information about courses.

Country Report: Malta 20 studied at school16.


These are high-­‐stakes examinations, as passes in the Core Subjects form part of the prerequisites to access most post-­‐secondary institutions.

The Matriculation Certificate is based on the International Baccalaureate model that maintains that students develop into more mature individuals if their studies encompass both the areas of the Humanities and the Sciences.
This system ensures that candidates study subjects from both the Humanities and the Sciences areas.

In addition, all students are obliged to sit for Systems of Knowledge17.

As from September 2012, all candidates can obtain the Matriculation Certificate within a period of five years.

Two sessions take place, in May and in September.

In this system of examinations, students study two subjects at Advanced level and another four at Intermediate level, including Systems of Knowledge18.
The Matriculation Certificate is the obligatory entry requirement into the University of Malta.

Certain Faculties have special course requirements in terms of the subjects needed for admission and the grades that are acceptable for further studies in particular areas.

Each post-­‐secondary institution has its own rules and regulations with regard to the qualifications needed to access such institutions.
With regard to the number of students following post-­‐secondary courses, current statistics clearly show that more effort needs to be done to encourage students to pursue education after compulsory schooling.

This is further evident in the rate of early-­‐school-­‐leavers which, at 22%, is nearly double the EU average of 12.8%.

.

Table 6 illustrates the percentage of early school leavers over three years.

16 Candidates opt for a Paper II A or a Paper II B.

Paper A is more challenging than Paper II B.


Candidates sitting for Paper I and Paper IIA may qualify for a grade within the range 1 to 5 (i.e.

grades 1, 2, 3, 4, 5), the results of candidates who do not obtain a grade 5 shall remain Unclassified (U).

Candidates sitting for Paper I and Paper IIB may qualify for a grade not higher than 4 (i.e.

grades 4, 5, 6, 7), the results of candidates who do not obtain at least a grade 7 shall remain Unclassified (U).
17 Systems of Knowledge is a subject which enables students to develop critical thinking skills, for higher education by serving as stimulus for a critical appreciation of culture within an interdisciplinary programme premised on the breaking down of departmental borders and specialisation.

For more information visit http://www.jc.um.edu.mt/sok.

18 https://www.um.edu.mt/__data/assets/pdf_file/0004/152428/mcstat11.pdf Country Report: Malta 21 Table 6: Number of early school leavers .
Source NSO (2013, p.12).

Statistics on the number of passes in SEC exams illustrate that 44% of fifth-­‐formers obtained the required 6 exams to take up post-­‐secondary studies and around 50% got less than five subjects or did not even sit for the exams.

To deal with these concerns the National Commission for Higher Education will be carrying out a skills analysis exercise in the labour market and work to introduce vocational subjects in secondary schools.
The project, in collaboration with the European Commission, is aimed to reduce early school leaving.

Moreover, Alternative Learning Programmes have also been introduced in schools.

These programmes are intended for secondary school students who require additional support and for school leavers who do not aspire to sit for the Secondary Education Certificate examinations.
Students are also provided with an alternative educational programme which features Malta Qualifications Framework (MQF) Level 119 training courses in vocational subjects.

Courses in Basic Skills in Maltese, English and Mathematics are also offered to these students.

2.1.4 Tertiary Education The University of Malta is the highest teaching institution in Malta.

It is a publicly funded institution and is open to all those who have the requisite qualifications.
Over the past few years, the University has reviewed its structures in order to be in line with the Bologna Process and the European Higher Education Area.

About 11,000 students including over 600 international students from 80 different countries, follow full-­‐time or part-­‐time degree and diploma courses.
A basic Foundation Studies Course enables international high school students who have completed their secondary or high school education overseas but who do not have the necessary entry requirements, to qualify for admission to an undergraduate degree course at the University of Malta.

Over 3,000 students graduate in various disciplines annually.

Moreover, there are a further 2,600 pre-­‐tertiary students at the Junior College 19 Refer to Appendix 3.
Country Report: Malta 22 which is also managed by the University20.

The university offers courses at diploma level, and at Bachelor, Masters and Doctoral levels.

Figure 5 illustrates that throughout the years, the humanities courses have maintained their popularity, closely followed by the course in business and administration, when compared to other courses, with a slight increase since 2008.

Figure 5: Graduates from the University of Malta by selected fields of study.
Source: NSO (2013 p. 12) 2.1.5 The Aims of Education The common objectives and principles for teaching in the three compulsory educational cycles are laid down in the National Curriculum Framework NCF, the official document which governs educational policies in Malta.
Primarily, the aim of education is to provide all your people with access for meaningful certification at the end of compulsory education In the Early Years, the emphasis is on the development of skills, knowledge and competences, values and positive dispositions towards learning which will be developed and 20Further information can be obtained on http://www.um.edu.mt/about/uom.

Country Report: Malta 23 extended in later years.


Pedagogies which incorporate play and experiential learning are adopted in classrooms, where children acquire social, communicative and intellectual competences.

In the Primary Years, the subject curricula propose a common learning content for all students, Students are given the opportunity to master Maltese and English, Mathematics, a Science subject and Digital Literacy.
Learning areas are introduced in the Junior Years and extended into the Secondary Years, where learners also choose a number of optional subjects according to their interests.

The development of the learning areas for the Junior and Secondary Years were guided by the Key Competences for Lifelong Learning: European Reference Framework (2006/962/EC).
The following diagram illustrates the Learning Areas and the Cross-­‐Curricular Themes presented in the NCF: Figure 6: The Learning and the Cross-­‐Curricular Themes in the National Curriculum Framework NCF (Ministry for Education and Employment, 2012, p.39).
The Junior Years Curriculum is divided into the following learning main areas: Country Report: Malta 24 § Languages: Maltese and English and awareness of a foreign language (school-­‐ based decision) § Mathematics § Science and Technology : Science and Design and Technology § Religious and Ethical Education § Humanities: Geography and History § Education for Democracy § Visual and Performing Arts § Health and Physical Education The Secondary Years Curriculum embraces all subjects that will lead students to completing compulsory schooling.
It is divided into these main learning areas: § Languages: Maltese and English § Mathematics § Religious and Ethical Education § Humanities Education: History and Geography § Education for Democracy: Social Studies § Visual and Performing Arts § Home Economics, Personal and Social Development (PSD) and Physical Education (PE) During the first year of the secondary cycle, the students generally study one foreign language which may include: § Arabic § French § German § Italian § Russian § Spanish The choice of subjects generally depends on the availability in schools.
There are also schools who might give students the opportunity to student two foreign languages.

During the final three years of the secondary cycle, students make further choices in their subject options.
The following list presents the range of subjects normally offered by schools: § Accounts § Art Country Report: Malta § History § Home Economics 25 § Business Studies § Computing § Design and Technology § Drama § Economics § Graphical Communication § Environmental Studies § European Studies § Geography § Foreign Languages: Arabic/ French/ German/ Italian/ Russian/ Spanish § Life Sciences (Biology) § Materials Sciences (Chemistry) § Music § Physical Education § Social Studies § Textiles Studies § Vocational Subjects21 2.1.6 Resource Centres for students with special needs Over the past 35 years major advancements have taken place in the area of education for students’ with special needs.
In 1995 an Inclusion policy was introduced in mainstream state schools.

This saw an increase in students with IEN attending mainstream schools with their peers and with the support of a Learning Support Assistant.

Currently there are 1725 Learning Support Assistants employed in State Schools.
Moreover, in 2005, The Inclusive and Special Education Review placed emphasis on the links between mainstream schools and Resource Centres by having the same transition structures, by putting particular emphasis on curricular development and implementation, as well as, better quality services for students22.

Table 7 illustrates the number of students attending the Resource Centres for students with special needs.
Maria Regina College, Dun Manwel Attard School St Benedict College, Helen Keller School St Clare College, San Miguel School St Gorg Preca College, Guardian Angel School St Gorg Preca College, Mater Dei School 78 31 11 44 10 Table 7: Number of students attending resource centres for students with special needs The ages of the students attending these schools span between the ages of 4 to 22 years.
Recently, the number of new entrants into these schools at primary level has diminished as most students with individual needs are attending mainstream schools.

The 2005 report 21 Leading to certification (Foreign and Local) recognised on the Malta Qualifications Framework.

22 Directorate for Educational Services .

(2009).


Special Schools Reform, available online, http://education.gov.mt/en/resources/Documents/Policy%20Documents/Special_Schools_Reform_ENG.pdf Country Report: Malta 26 states that the majority of students fall within the post secondary cohort that is 16 years and over.

Teaching staff at the four schools are all qualified teachers and some of them have additional qualifications, specialising in the teaching of students with IEN.
2.1.7 Adult Education Lifelong learning and educational opportunities are considered important principles of the Maltese educational policy, as this forms an important base for an enterprising society.

In line with this stance, the Directorate for Lifelong Learning offers courses for adults, to sustain a knowledge-­‐based economy, and to encourage learning as a key to success.
It also seeks to lift the barriers for participation in adult learning so that the overall participation is increased and to adopt the Action Plan on Adult Education as set out by the European Commission.

The Directorate offers adult learning classes in several areas of knowledge.

Some courses are also aimed at individuals who need to acquire basic literacy and numeracy skills in order to be in a better position to gain employment.
A number of evening classes also include courses specifically in English and Maltese for foreigners.

The Directorate is also responsible for scholarships in several priority sectors of the knowledge-­‐based economy23.

Adults can also follow courses at the Malta College of Arts and Science, both on a full-­‐time and on a part-­‐time basis.

Adults have the opportunity to study a variety of languages.
The Directorate for Lifelong Learning offers courses which take place both in the morning and in the evening, where adults can follow courses at different levels, for example basic conversation classes and also courses which lead to SEC and MATSEC certification.
A total of 3787 individuals are taking language related courses of which 526 are attending literacy courses.24 2.2 Language Education in Maltese Schools The importance attached to the teaching and learning of languages is highlighted in the NCF document, where one of the main outcomes of this Framework is to enable students to communicate effectively in at least three languages including Maltese and English, once they finish compulsory education.
The primary aim of learning languages is to enable learners: “to develop an awareness of the nature of language and language learning, of literature and literature learning, as well as widening their personal, social and cultural understanding” (Ministry for Education and Employment, 2012, p. 34).

23 http://lifelonglearning.gov.mt/articles/About%20Us/Directorate_for_Lifelong_Learning.aspx 24 Source DQSE.
Country Report: Malta 27 Moreover, the NCF states that the chief objective of language education should be for students to develop fluency and competence in the mother tongue, and the second language, which in the Maltese context general refer to Maltese and English respectively.
Language teaching and learning is vital as it will help students to: • use questioning, information, critical thinking, decision-­‐making and memory to organise thoughts, ideas, feelings, and knowledge; • communicate with others and respond to how others communicate; • formulate, express and present their arguments, feelings and ideas in a persuasive manner; • appreciate and enjoy the literary heritage of the languages they learn.

(Ministry for Education, 2012, p. 34).


The NCF also states that the main aim of teaching the English language in schools is to “provides access to near-­‐universal knowledge and culture” (Ministry for Education and Employment, 2012, p. 34), since English is considered to be an international language.

The NCF recommends that 30 % of the time during the Junior Years Cycle, the Lower Secondary Years Cycle and the Senior Secondary Years Cycle should be dedicated to the teaching of languages.
This can be translated to the number of lessons per week in Secondary Schools which have been proposed for the 2014-­‐2015 scholastic year, as illustrated in the following table: Country Report: Malta 28 Table 8: The 40-­‐lesson curriculum, effective from 2014-­‐2015.

Each lesson lasts 40 minutes.

Source: DQSE .


The table shows that in the first year of secondary school, prominence is given to the teaching of English, with 6 lessons per week, closely followed by Maltese which is allotted 5 lessons per week.

All foreign languages in Year 7 will be assigned 4 lessons per week, which will be reduced to 3 lessons per week in the final three years.
The curriculum also encourages the teaching of a foreign language in the light of the political, geographical and historical context of the Maltese.

The teaching and learning of foreign languages at secondary level caters for the acquisition of further communication tools that are useful to appreciate cultural diversity and to facilitate interaction within the European and international contexts.
According to the European Survey on Language Competences (2011)25, Malta has achieved relatively high competency levels in foreign levels in foreign language teaching and learning developed by young people in Malta during the compulsory schooling.

Malta ranks in the top half of the ranking (together with the Netherlands and Estonia) for both first target language and second target language (Netherlands, Malta, Estonia).
25 http://ec.europa.eu/languages/policy/strategic-­‐framework/documents/language-­‐survey-­‐final-­‐report_en.pdf Country Report: Malta 29 2.2.1 The teaching of Maltese One of the main outcomes of education is for young people to be able to acquire a sense of Maltese identity, while recognising and respecting others within a Mediterranean, European and globalised context.

Therefore, the teaching of Maltese language and literature is primarily aimed at developing a sense of identity.
The Early Years The NCF states that the overall objectives of language learning in the Early Years should predominantly focus on helping children increase their awareness of the functions and purposes of language skills.

From a young age, children can gain flexibility and control over language through correct and appropriate choice of words, by extending their vocabulary, learning how to assert themselves and becoming aware of the subtle influence which language has on society.
Young children will also become aware that they can use listening, speaking, reading and writing skills as tools which are used constantly in order for different purposes and functions.

Children are exposed to languages in meaningful ways using songs, stories and other activities, which would serve to promote learning and understanding of the world which goes beyond language learning itself.
In State Schools, children are first introduced to Maltese literacy and then English literacy is introduced in the second term of that academic year.

Speaking and listening activities take place in both English and Maltese.

Students are not formally assessed, although teachers are encouraged to write profiles to track the progress of each child.
The Junior Years An engagement with the Maltese language throughout the period of primary education extends the child’s linguistic experiences and deepens cultural awareness.

It also helps to instil a local identity in relation to the global and European perspective.
The principles guiding the teaching of Maltese in Primary schools are for students to: • develop skills and linguistic knowledge to be use the Maltese language in different contexts; • promote personal and identity development; • promote positive attitudes towards the Maltese language and towards other languages.

In the Junior Cycle Years, from Years 3 to 6 the NCF recommends school-­‐based assessment, incorporating the assessment of oral/aural skills.
The assessment process provides parents, Country Report: Malta 30 teachers and the school administration with an overview of each child’s development in terms of levels of achievement.

In the State sector the process becomes more formalised with the introduction of examinations in conjunction with other forms of assessment in Year 4.
At the end of the Junior Cycle, the four language skills, (listening, speaking, reading and writing) are assessed in the national end-­‐of-­‐Primary benchmark examination, introduced in 2011.

The Secondary Years The Maltese curriculum is based on attainment levels (ranging from 1 to 10) 26, which are observable statements of learning outcomes that students can attain.

There are approximately eight of these statements in each attainment level descriptor.
Once a student has attained the majority of the learning outcome statements in an attainment level descriptor, they are assumed to be working within the next level27.

The teaching and learning of Maltese at secondary level strengthens the learners’ sense of identity and conceptual development.
The main aims guiding the curriculum are: • To provide students with opportunities to become proficient in the Maltese language and to be able to use this language in all contexts; • To develop proficiency in listening, speaking, reading and writing and to be able to use the language in traditional and less traditional contexts, such as digital ones; • To consolidate grammatical and lexical knowledge that will enhance communicative competence in the language; • To examine the intricate link between culture and language, and how language has in contrast evolution evolved, and to appreciate the fact that (Directorate for Quality and Standards in Education ,(2012a)).
language is Traditionally, the teaching of Maltese as a first language has been associated with a grammar-­‐translation pedagogy.

However, a more communicative approach is being 26 There are ten levels of attainment level descriptors.

Level Four is equivalent for Year One and Two in Primary school and each level then progresses at two yearly intervals.

Each strand of learning has a set of attainment levels which describe the progression in student learning.
Each level represents the range of attainment that an average student can be expected to achieve every two year years.

Attainment level ten is for those students who significantly exceed the expected level of attainment at Form Five.

27 It should be noted that that the syllabi mentioned here apply to state schools.

Private and Church run schools need to adhere strictly to the syllabi, but they are to follow that principles outline in the National Curriculum Framework Document.
Moreover, most schools follow the syllabi set by the MATSEC board, in the last two years of Secondary Years, to enable their students to sit for these exams at the end of Secondary School.

Country Report: Malta 31 promoted in more recent editions of syllabi, where there is a focus on the four language skills, together with reference to cultural aspects pertaining to Maltese society.
The syllabi contain a list of grammatical and lexical items that teachers should cover in class, accompanied by a description of attainment levels.

Students also study aspects related to idiomatic expressions and proverbs, and there is also an emphasis on the fact that bilingual identity is an important facet of Maltese identity.

Summative assessment takes place at the end of each year.
Formative assessment is also encouraged together with ongoing assessment of students’ work throughout the academic year.

In Secondary school, summative assessment at the end of the fifth year is a significant exam, as the final marks are featured in the Secondary School Certificate and Profile.

It is a final written examination that also contains an aural and oral component.
Students are required to demonstrate proficiency in receptive skills and deal with a variety of texts of differing levels of formality.

With regard to the productive skills, students are required to demonstrate that they are able to use spoken language in various contexts, and that they are able to write texts of various lengths and genres, such as a short newspaper report or a formal letter.
During their oral examination, candidates are also expected to discuss a topic related to traditions and cultural heritage.

Furthermore, students are assessed for their knowledge of literary texts that have been covered in class.

As discussed in Section 2.1.3, at the end of their fifth secondary school year, students can also sit for their Secondary Education Certificate Examination.
The Maltese exam is a high-­‐ stakes exam as it is considered to be a prerequisite for most post-­‐secondary courses and also for employment purposes.

Currently language and literature lead to one exam.
The aims guiding the syllabus leading to this certification are similar to the ones guiding the teaching of Maltese in the secondary school years: • • • to assess the candidate’s proficiency in terms of linguistic accuracy, productive skills, receptive skills and interaction; to assess the candidate’s ability to use the appropriate style and register, depending on context of use; to assess the candidate’s knowledge and appreciation of different literary texts (MATSEC examinations board, (2011a)).
The examination is made up of two main Papers.

Paper 1 (50 % of the global mark) comprises an oral component, where candidates are also asked questions about topics related to Maltese culture.

Paper 1 is also made up of a language use component, where reading skills, knowledge of grammar and writing skills are assessed.

Paper 2 (50 % of the global mark) focuses on literature, and students write essays about a variety of themes, characters and literary devices.
Students study the set texts that are set by the examination board.

Country Report: Malta 32 2.2.

The Teaching of English The aims guiding the teaching of English in schools are defined by Malta’s sociolinguistic situation, together with the acknowledgement that English is a global language, and thus important for communication and economical purposes.
The general aims of the teaching and learning of English as a second language in primary and secondary schools are to enable students: • to develop their knowledge of the conventions, structures, patterns and vocabulary of the English language so that they can understand the way the English language works, and develop skills in listening, speaking, reading and writing that are vital to learning in other curriculum subjects, and the ability to communicate confidently, appropriately and effectively for different purposes and in different contexts, and become creative by using their imagination and mastery of language to express thoughts, ideas, experiences and feelings; • to benefit from the use of the World Wide Web, react creatively to new technology and take responsibility for their own learning by becoming autonomous learners, enhance their lifelong language development, and prepare themselves for the world of work and further education in Malta and abroad; • to appreciate literature as a source of enjoyment, knowledge of the world and as artistic accomplishment, engage critically and creatively with a variety of literary, non-­‐literary and media texts and appreciate how writers and speakers use the linguistic and literary features of the English language to convey meaning and to create desired effects, and develop an awareness and understanding of and respect for the culture/s of the people who speak the target language (Directorate for Quality and Standards in Education, 2012b, p. 8).
The Early Years The philosophy underlying the teaching of English in the Early Years is similar to the one underpinning the teaching of Maltese.

Language awareness takes place through listening to stories and rhymes and children are encouraged to participate in story telling activities.

Children are also exposed to books.

They are also given as opportunities to practise and consolidate their fine motor skills.
The NCF states that second-­‐language teaching can be successful if lessons are learnt from mother tongue acquisition and the pedagogies used in the more formal school settings should be driven by principles which are appropriate for the age group.

No formal assessment takes place, although teachers are encouraged to create profiles to illustrate the progress of each child.
Country Report: Malta 33 The teaching of English at Primary Level The principles guiding the teaching of English in the Primary school are to enable the learners to: • use appropriate language for different purposes; • master linguistic competence -­‐ vocabulary and grammatical structures; • • become investigative and constructivist learners by making use of printed and interact effectively using language; electronic text; • develop creative and imaginative skills • to develop a positive attitude to language learning and a sensitivity to and awareness of foreign languages and cultures28.
The Primary Syllabi of various years outline the skills that the students should acquire, starting with letter recognition and appreciation of both languages and moving on to specific linguistic functions that the students should become familiar with and to be able to produce.

Formal assessment of English starts at the end of the fourth year.
It is in the form of a written examination, with a listening comprehension component, a reading comprehension, testing of grammar and vocabulary items and a writing task.

Assessment of the Junior Years is by a final benchmarking examination at the end of the sixth year.

The exam comprises of a written, an aural and an oral component.
The teaching of English at Secondary Level One of the main tenets guiding the teaching of English at Secondary level is that the acquisition of proficiency in English is essential for learners to function effectively in a local and a global context.

Similarly to the Maltese syllabus for State Schools, the English language syllabus, is placed within a broader unitised curriculum29 which covers all of the content that can be taught within each year of schooling.
The English curriculum is based on a communicative, task-­‐based approach to language learning, based on 10 attainment levels.

According to the English Language Syllabus for Secondary Schools30, successful completion of the five year course would mean that 28 English, Syllabus for Primary Schools, p. ii 29 Where the similar functions, topics and outcomes are covered in most subjects throughout the year.
30 https://curriculum.gov.mt/en/Curriculum/Form-­‐3-­‐to-­‐5/Pages/default.aspx Country Report: Malta 34 students should have mastered a B2 level of competence, according to the Common European Framework of Reference for Languages.

The English language syllabi present a list of grammatical and lexical items, together with language functions that students should be able to master.
Topics are based on the children’s own interests and needs and teachers are encouraged to devise activities that involve language being used in real-­‐life situations.

Students are also exposed to a range of literary texts, which they read and analyse for an appreciation of literature.

Summative assessment takes place once a year.

Teachers are encouraged to engage in formative and ongoing assessment of unit-­‐based work.
At the end of the Secondary years, summative assessment is by a final written examination that also contains an aural and oral component.

Students are required to demonstrate proficiency in receptive skills ranging from basic retrieval of facts to higher order skills, such as inference.
With regard to the productive skills, students are required to demonstrate that they have mastered certain sub-­‐skills that range in complexity and demand, such as presenting facts and opinions, and producing several text types such as articles, film reviews, reports and narratives.

In the fourth and fifth year, students can also sit for an English Literature Examination, at the end of the year, while in Form 1, 2 and 3, students answer questions about unseen literary texts.
At the end of their fifth secondary school year, students can sit for their Secondary Education Certificate SEC Examination.

This certification is also considered to be compulsory for most post-­‐secondary courses and also for employment purposes.
The aims guiding the syllabus leading to this certification are similar to the ones guiding the teaching of English in the secondary school years: • To promote competence in the four skills of listening, speaking, reading and writing; competence in this context should be interpreted as referring to the ability of using the language fluently, accurately and appropriately; • To ensure that candidates achieve a level of competence which reflects the position English occupies in the Maltese educational system; • To foster the development of English in the national and wider context ; • To foster the development of language skills needed for further study, work and leisure; • To encourage methods of learning and teaching which help learners build up the knowledge, skills and attitudes they need to become more independent in thought and action (MATSEC examinations board (2011b), p. 2).
Country Report: Malta 35 The examination comprises two main Papers.

Paper 1 is made up of an aural, an oral and a language use component, which add up to 50 % of the marks.

Paper 2 is made up of a variety of tasks such as reading comprehensions, short writing tasks and a longer writing task.

This paper also comprises 50% of the global mark.

Students may also sit for an optional exam in English Literature.
2.2.3 The teaching of foreign languages Foreign language study has been an intrinsic aspect of Malta’s educational system for many years.

The importance attached to foreign languages is also explained by the fact that as a country Malta is highly dependent on foreign language skills for interaction with other European and global nations and cultures.
In fact, the NCF emphasises the need for learning foreign languages as “foreign language learning is a strength in our local system which needs to be sustained” (Ministry for Education and Employment, 2012, p. 58).

The teaching of foreign languages in Primary Schools In Primary schools, in addition to the simultaneous development of Maltese and English, in the later years of the Junior Years cycle, children also participate in a foreign language awareness programme.
The Foreign Language Awareness Programme (FLAP), started in 2007 first by teaching the Italian language, followed by French.

Currently Italian, French and German are being taught in all state schools (with some exceptions in Gozo).

Presently the programme includes the teaching of Italian in Year 5 and the teaching of French and German in Year 6.
The aim of this initiative is to enable primary school pupils to “gain an awareness of foreign languages with the aim of becoming open to other languages and cultures with a positive disposition towards mobility and new experiences” (Ministry of Education and Employment, 2012, p.33).

Some Church schools have followed suit and have introduced French and Italian to Year 5 students.

All schools have a minimum of 8 sessions to a maximum of 10 sessions of 30-­‐45 minutes each.
The programme is for students aged between 9-­‐11 years and promotes awareness of other languages through play.

The main focus is on oral and aural components where students are encouraged to listen and speak the languages they are being exposed to.

Videos and songs are used in classes to increase listening exposure.
The call for applications for FLAP teachers in state schools is an internal call (FLAP teachers are language graduates, who have followed the B.Ed (Hons) or the PGCE course at the University of Malta, and are secondary school teachers.

The Department has also extended the call for applications to Spanish, however, human resources are limited.

Country Report: Malta 36 The teaching of foreign languages at Secondary School All students attending secondary schools must study at least one foreign language.
The following figure indicates the number of students studying foreign languages in state schools in 2013-­‐201431.

The diagram clearly shows that Italian remains the most popular language being learnt at school, but over the past few years there has been an increase in interest in other languages, particularly in Spanish and German.
It should also be noted, that with regard to the choice of subjects in the third year of Secondary School, a few students choose languages, particularly German, Russian and Spanish, especially when compared to other subjects.

Figure 7: Number of students stuyding languages in state secondary schools.

Source: DQSE.
Source: DQSE.

As argued in Section 2.1.5, individual schools have considerable autonomy and flexibility with regard to curriculum options, taking into account the resources available and the needs of the students.

With regard to the teaching approaches that are advocated in syllabi, emphasis is laid on communication, where students are encouraged to discover the language by participating in a number of tasks and activities.
Students also explore aspects related to culture of the target language as emphasis is placed not only on developing multilingualism but multiculturalism.

Assessment takes place via a formal examination at the end of every year.

The format of the exam depends on the language being assessed, but in the majority of the cases, aural, oral and written skills are assessed.

31 Refer to Appendix 4 for a breakdown of language choices by class.
Country Report: Malta 37 At the end of the fifth year in Secondary school, students can sit for the SEC exams in the languages that are being taught in schools.
The main aims guiding the SEC syllabus for the teaching of languages are: • To develop the ability to use the language effectively for purposes of communication; • To develop the ability of learning to learn and to evaluate one’s own learning; • To offer insights into culture and civilization, intercultural awareness and notions of human universal values; • To contribute to the cognitive and affective development of the student.
The MATSEC Examinations Board defines communicative competence as the acquisition of linguistic competence, where the student learns to handle the lexical, grammatical, semantic, phonological and orthographic elements of the language.
This is also coupled by pragmatic competence, which refers to an awareness of the way in which messages and meanings are structured and realised, including a sociolinguistic component where the student learns to use the language according to socially accepted norms in a given situation (MATSEC Examinations Board, (2011c), p. 5).
2.3 Language Teaching at Post-­‐Secondary and Tertiary Levels It is beyond the scope of this report to provide a detailed description of language education at post-­‐secondary level, other than that pertaining to teacher education.

Nevertheless, language teaching at post-­‐secondary levels is intricately linked to language learning which takes place at school and vice versa.
Therefore a brief description is warranted: • The Sixth Forms: All sixth forms provide courses in a number of languages, which lead students to sit for their Advanced Level or Intermediate Level exams.

The languages that these schools offer vary, depending on availability of resources.

The languages commonly offered are: English, Maltese, Italian, French, Spanish, German, Arabic, Russian, Classical Languages.

The courses are comprised of a linguistic and also of a literary component.
• The Malta College of Arts, Science and Technology: Students following courses at MQF levels 1 and 2 receive support in literacy.

Courses in Maltese and English are organised for these students to ensure that they receive basic academic skills.

Students who are following courses at other levels also receive training in academic writing and support in relation to the field they are specialising in.
• The Institute of Tourism Studies: The Institute offers language courses in related to the field of Hospitality and Tourism.

Due to the importance of the knowledge of Country Report: Malta 38 languages in tourism students, the language component is an integral part of each course.

• The University of Malta: The University offers a number of courses in languages, at diploma, first degree and post-­‐graduate levels.
Support in academic writing is also provided by the Centre for English Language Proficiency, for students who are not following language courses.

The following table illustrates the number of students studying languages, who graduated from the University of Malta in 2012-­‐2013.

When comparing graduates in 2009 to those in 2013, there has been a slight increase in students taking up languages at first degree levels (B.A (General) and B.A.
(Hons)), with the most popular European languages being English, Maltese, Italian, and French.

German is the least popular option and Spanish is slightly gaining ground.
Faculty of Arts: (Total Number of Students: 1757) Course Bachelor of Arts (General) Bachelor of Arts (Honours) Master of Arts Master of Philosophy Doctor of Philosophy Number of Students 204 160 68 3 2 Total Number of Students 385 329 235 12 6 Institute for European Studies (Total Number of Students: 146) Course Bachelor of European Studies (Hons) with language speciality Number of Students 17 Total Number of Students 98 Institute of Maltese Studies – 10 students Table 9: Statistics for student graduates in 2012-­‐2013.
Source: http://www.um.edu.mt/__data/assets/pdf_file/0015/206502/completedawards2012-­‐3.pdf Country Report: Malta 39 2.4 Local and International assessment of languages As outlined in Section 2.1.3, students sit for their SEC, Ordinary Level exams at the end of their fifth year at Secondary school and for their Intermediate or Advanced level exams at a later state.
These exams can be translated to the following Common European Framework Reference Threshold Levels: Maltese English Foreign Languages (Italian, French, Spanish, German, Arabic, Russian) Students obtaining a Grade 1-­‐2 – Level B2 Students obtaining a Grade 1-­‐2 – Level B2 Students obtaining a Grade 1-­‐2 – Level B1 SEC Maltese English Foreign Languages All languages Intermediate Level Students obtaining Grade A-­‐B-­‐ Level C1 Students obtaining Grade A-­‐B-­‐ Level C1 Students obtaining Grade A-­‐B-­‐ Level B2 Advanced Level Students obtaining Grade A-­‐B -­‐C2 (other grades could range from C1 to C2, on the lower scale) Source: Personal communication with Ms Carole Mizzi, Principal Subject Area Officer, MATSEC unit.
The General Entry Requirements for Tertiary Education consist of the Matriculation Certificate and a pass at grade 5 or better in the Secondary Education Certificate examinations in English Language, Maltese and Mathematics32.

This applies to most post-­‐ secondary institutions, although certain establishments offer courses for students to enable them to re-­‐sit their SEC exams, to obtain the minimum qualifications.
Appendix 5 also provides more information about the grades obtained in languages at ordinary, intermediate and advanced levels.

The results for SEC exams are summarised in the following diagram33: 32 http://www.um.edu.mt/registrar/prospective/faqs#Entry Requirements 33 Minimum qualification that is a perquisite for most post-­‐secondary institutions.

Country Report: Malta 40 Figure 8: Number of passes (Grade 1-­‐5) in languages in 2004, 2008 and 2012.

Source: DQSE.
Source: DQSE.

The diagram and tables in Appendix 5 show that the differences in the number of students passing their English and Maltese exams over three years, have not been wholly significant.

However, there is a general consensus that, over the past few years, there has been a decline in standards with regard to proficiency in both written and spoken Maltese and English.
It should be noted that the number of students not passing their SEC exams in Maltese and English (and also in all languages) ties in to the concerns that have been discussed in Section 2.1.3, where a significant percentage of students are not obtaining minimum qualifications in both Maltese and English (among other subjects).
In response to these needs, The National Literacy Strategy for All has been launched to promote and enhance lifelong and lifewide, high quality literacy practices among children, youths, adults, third country nationals and persons with learning difficulties.

This initiative strives also to improve literacy outcomes, resulting in inclusive practices, higher educational qualifications, and better job prospects.
With regard to international assessment, when compared to international counterparts, Maltese 10 year-­‐olds obtained a mean reading score of 477 which was significantly lower than the international average (500) in the Progress in International Reading Literacy Study (PIRLS, 2011)34 .

In the Programme for International Student Assessment (PISA 2009+)35 the 34 Progress in International Reading Literacy Study (PIRLS, 2011), Malta Report, Ministry for Education and Employment, Malta.
35 Programme for International Student Assessment (PISA 2009+) (2013), Malta Report, Ministry for Education and Employment, Malta.

Country Report: Malta 41 percentage (36.3) of 15 year-­‐olds who were low achievers in reading literacy was significantly higher than the EU average (19.7).

From the PIRLS (2011) students scored higher in tasks that required retrieving information and making straight forward inferences than in tasks that required interpreting, integrating and evaluating information.
With reference to more general aspects of language learning and literacy, the language instructional time in a school year in Malta as reported by teachers is 51 hours less than the international average.

The time spent reading as part of language instruction in a school year in Malta is the lowest in all countries and is 34 hours less than the international average.
The time spent reading across the curriculum, including time spent on reading instruction in a school year in Malta is 42 hours less than the international average.

From the PISA (2009+) results, it emerged that students attending Area Secondary schools and boys attending Junior Lyceums scored more than 100 points less on the reading literacy scale than their counterparts.
2.5 Teaching Maltese as a foreign language As illustrated in Section 1.5, in the past decades there has been an influx of foreigners arriving on the islands.

Malta has become a sought-­‐after destination for many foreigners, including tourists, tertiary level students and professionals who visit the island for work-­‐ related purposes.

Alongside this influx there has also been a considerable increase in the number of individuals, mostly from Africa, who enter the country illegally.
Therefore, one consequence of this evolution has been that are increasing numbers of students in Maltese schools whose first language is neither Maltese nor English.

Therefore courses are organised to teach Maltese as a foreign language, to enable such groups to integrate in society.

The Directorate for Lifelong Learning offers such courses for foreigners.

Other stakeholders in the area include various non-­‐governmental organisations which also offer adult education literacy programmes.
For instance, one may include the Foundation for Educational Services36, the Fondazzjoni Guzè Ellul Mercer which organises basic literacy courses in Maltese, the Maltese Paulo Freire Institute, the Integra Foundation, which offers courses in Maltese and English to refugees, and the Jesuit Refugee Service37.

The Malta University Language School38 offers a course for beginners.
MCAST also offers a course to all students who feel the need to grasp basic oral skills which will equip them with the day-­‐to-­‐day communicative aspects in Maltese.

36 www.fes.org.mt.

37 http://www.jrsmalta.org/ 38 http://universitylanguageschool.com/updates/next-­‐maltese-­‐course-­‐register-­‐now/ Country Report: Malta 42 Online resources have also been developed.
Examples include: • The Lingu@Net project, which provides resources for learning Maltese as a foreign language39, • Europodians, which is an EU-­‐wide project in which Maltese language courses by mobile devices like phones, iPods and PDAs are created.

The project involves work with universities to create and distribute a series of language training courses to be used in mobile devices.
It offers resources for learning Maltese at CEFR A1 level;40 • The Tool for Online and Offline Language Learning which offers a blended learning course at CEFR A2 Level.

The NCF recognises that Malta has become a multi-­‐cultural society and that all schools should be in a position to provide children and their parents with language support in Maltese and English so that they achieve a basic working knowledge of these languages at the earliest possible in order to allow them to integrate quickly.
The provisions for students attending local schools will be discussed in the following section.

Although the Maltese language has been historically linked mainly to the Maltese islands, and spoken by relatively few people, there have been several initiatives to promote the language on a European and an International Level, especially by migrants.

Malta has had a long tradition of international migration which, for many years, has been regarded as a necessary to ease population pressure.
The 1950’s and 1960’s were characterised by thousands of Maltese leaving the islands to settle in Australia, Canada, the USA and the UK.

There are a good number of Maltese communities abroad, the major ones are found in Australia and Canada, USA and the UK, and these serve as communities that promote the teaching of Maltese as a foreign language.

The first time Maltese was formally taught outside the Maltese archipelago was in 1968, in Australia.
One such initiative is the Maltese Community Council in New South Wales, that conducts a Maltese Language School which currently operates from two campuses in two locations in Sydney.

The Council regards the School as a vital means of maintaining the Maltese language and culture in Australia.
39 http://www.linguanet-­‐worldwide.org/lnetww/en/resources/DocMng?event=VIEW&file=00013709 40 http://www.europodians.com/ Country Report: Malta 43 2.6 Foreign Students in Schools The number of foreign students attending local schools is presented in Table 10: State Schools Church Schools Independent Schools Table 10: Number of foreign students attending schools.

Source DQSE41.
Source DQSE41.

1109 39 1778 The Directorate for Quality and Standards in Education (DQSE) set up a working group, in September 2011, made up of representatives from the DQSE and the Directorate for Educational Services (DES), Colleges and the non-­‐State sector to work on a National Strategy addressing the different needs of immigrant children42.

Particular emphasis was made on language learning, in line with the recommendations in ‘Immigrant Youth, Education and the Labour Market’ (2010).
The Working Group identified certain realities experienced by these students.

There are those who have communication problems due to lack of proficiency in either Maltese or English.

This limitation is exacerbated as certain textbooks are in Maltese, and in some cases, these students cannot follow lessons in English.
Therefore, these needs create a number of challenges for schools which include finding ways to integrate the students (especially through sports activities and clubs), offering differentiated teaching, dealing with behaviour problems, and teaching Maltese and English.

2.6.1 Provisions for Migrant Students in Schools The Department of Quality and Standards in Education (DQSE), offers language support for migrant children.
This support takes the form of a six-­‐week intervention programme that consists of partial or full withdrawal from schools, so that students can follow basic language courses in Maltese and English.

The courses, which are based on the tenets guiding the CEFR, are tailor-­‐made for students and focus mainly on spoken interaction.

The emphasis is on survival English and Maltese, so that these students can initiate their integration process within schools.
Therefore, activities which involve real-­‐life use of language in various situations, where students are actively engaged in the learning process, are employed.

This also helps to contribute to a more holistic development of these students, where knowledge related to norms of behaviour in certain contexts need also to be acquired.

The students undergo an initial linguistic assessment, based on a description of a picture at the start of the course.
They are assessed on basic vocabulary items, phrasal 41 More information about nationalities can be found in Appendix 6.

42 Vassallo (2013).

Country Report: Malta 44 production and more continuous speech.

This is accompanied by a final assessment at the end of the course.

Moreover, currently, an online assessment tool is being developed.

The students are first introduced to either Maltese or English, depending on their own mother-­‐tongue.
The majority of students attending these courses come from Primary state schools.

This service is also accompanied by further support offered in schools, depending on the needs of each locality.

In most state primary schools, complementary education and literacy support teachers are asked to support the language acquisition of such learners so as to facilitate their social, cultural and educational integration.
In the secondary sector some of these learners are provided with Maltese as a second or additional language programme or assigned to a Core Competences Support Programme.

A number of schools have taken the initiative to provide support and services to integrate migrant children.
Some schools organise activities aimed to promote multiculturalism to make foreign children feel at home and also to help their parents to integrate, where foreign children talk about their culture during assembly and all school children work on a multicultural project which is then exhibited to parents.

These activities motivate children to research about traditions, religions, lifestyle, clothing and cuisine from different cultures.
2.7 Language Education for learners with special needs The resource centres for students with special needs cater for students’ individual needs, by focusing mainly on communication skills and pre-­‐literacy skills such as contingency responding and awareness and turn-­‐taking strategies.

The teachers work closely with Speech and Language Pathologists.

Opti-­‐music activities are also used which can vary from a sensory circuit to interactive story telling.
With regard to the teaching and learning of sign language, Il-­‐Lingwa Tas-­‐Sinjali Maltija or Maltese Sign Language (LSM) is the language of the Maltese Deaf Community.

There are currently three routes to learn this language: • The Directorate for Lifelong Learning offer Maltese Sign Language as evening courses at a number of locations across Malta; • MCAST offers Maltese Sign Language short courses.
• The University of Malta's Institute of Linguistics also offers some Maltese Sign Language and Sign Linguistics courses to university students through the department's Maltese Sign Language Project43.

43 http://www.deafmalta.com/maltese-­‐sign-­‐language-­‐lsm.html Country Report: Malta 45 2.8 Teachers The Number of regular teachers in Schools amounts to 5647, and the number of Kindergarten Assistants 474.
2654 State Schools 2082 Church Schools 911 Independent Schools Total 5647 Table 11: Number of Teachers (by type of school).

Source DQSE.

The following table illustrates the number of language teachers per type of school: State Schools Church Schools Independent Schools Table 12 : Number of Language Teachers.

Source DQSE.

743 283 95 2.8.1Teacher Training The initial training of teachers from primary level up to secondary level takes place at the University of Malta.
All students following a teaching course must also obtain passes in proficiency tests in English and Maltese, approved by the Faculty of Education.

Intending teachers follow a course at the University of Malta depending on the cycle they are geared towards.

Teachers who teach in special schools follow the same courses as primary and secondary school teachers and then specialise or follow in-­‐service training courses in teaching students with special educational needs.
Prospective students must satisfy the General Entry Requirements for admission, namely, the Matriculation Certificate and Secondary Education Certificate passes at Grade 5 or better in Maltese, English Language and Mathematics.

The two key components of all Bachelor of Education (B.Ed (Hons.))

programmes are the hands-­‐on school experiences in every year of the programme and a dissertation in the final year of the programme.

In 2013, there were 1084 students following a course in education.
The following table divides the number of students by course: Country Report: Malta 46 Course Education with Early Childhood Education and Care Secondary Education Language teaching (Secondary) Master of Education (in languages ) Postgraduate Certificate in Education (Teaching of Languages) Table 13: Students following a course at the Faculty of Education in 2013.

Source: http://www.um.edu.mt/__data/assets/pdf_file/0015/206502/completedawards2012-­‐3.pdf.
Number of Students 78 626 73 10 43 Early Years Teacher Training Teachers following the course in education in Early Years take a Bachelor of Education (Honours) in Early Childhood Education and Care course which is offered on a full-­‐time (4 years) or on a part-­‐time basis (five years).

Students receive training in a theoretical understanding of how young children develop & learn and pedagogical knowledge.

Qualifications in languages are encouraged.


The MCAST-­‐BTEC National Diploma in Children's Care, Learning and Development or the Certificate in Pre-­‐School Education Learning and Development, offered by MCAST also enables students to work in a professional capacity with children in child care and kindergartens and would also be considered an entry requirement, followed by a 2 year course.
Junior Years Teacher Training Primary teachers normally take a four year Bachelor of Education (Honours) in Primary Education.

Apart from general areas of study, students are prepared for teaching the Primary curricular subjects, namely, Maltese, English, Mathematics, Science and Technology, Religion and Ethics, Health and Physical Activity, Visual and Performing Arts, the Humanities (History, Geography and Citizenship).
A Certificate in the Teaching of Primary School Learning Areas is also offered and this is a one year part-­‐time evening course offered specifically for practitioners who are currently employed as supply teachers in primary schools and who hold a Secondary school teaching qualification.

Secondary Years Teacher Training Two routes are available for Secondary teachers: The Bachelor of Education (Honours) in Secondary Education is a four year full-­‐time course.
Applicants who choose Secondary Education as their area of specialisation shall also be Country Report: Malta 47 required to choose one or two teaching areas44.

Students focus on general areas of study and are also prepared for teaching the subjects that they are going to specialise in.

The main languages catered for are English, French, German, Italian, Maltese, and Spanish.
All students will be required to hold passes at Advanced Level at Grade C or better in each of the two subjects chosen as teaching areas.

Students follow courses offered by the Faculty of Arts, together with other courses which are more geared towards pedagogy, offered by the Faculty of Education.

The Postgraduate Certificate in Education course is a professional training course, consisting of instruction on educational issues and teaching methodology coupled with practical work in schools.
The intention is to make the concerns of professional practice informed by insights from research and a critical theory of education.

It is aimed for students who are already in possession of a degree in languages, such as the Bachelor of Arts (General or Honours).

Appendix 7 illustrates the number of students specialising the teaching of languages over 3 years.

In 2012/3 there has been a decrease in the number of graduates when compared to the other two years.
English and Maltese always take the lead as the most popular subjects, although Italian followed closely in 2010/11.

Also, although the numbers of students specialising in German and Spanish were always relatively low, it should be noted that in 2012/3 there were no graduates, specialising in the teaching of these languages.

A number of Masters courses in the teaching of languages are made available on a part-­‐time basis, depending on year of entry.
In 2013 the Master of Education in Italian Education course was offered.

2.8.2 Continuing Professional Development for teachers Teachers are highly encouraged to engage in continuous professional development initiatives.

Ongoing in-­‐service training to all teachers and support staff working in the Special Education Centre, in special schools and in mainstream schools is offered in various areas of special education.
This includes courses and workshops in communication, ICT, 44 The teaching areas for the Secondary Education area of specialisation shall be chosen as follows: two teaching areas from Group A, or one teaching area from Group B, or one teaching area from Group C. The teaching areas in Group A are: Art, English, French, Geography, German, History, Italian, Maltese, Music Studies, Religious Education, and Spanish.
The teaching areas in Group B are Science, with specialisation in either Biology, or Chemistry, or Physics.

The teaching areas in Group C are Computing, Nutrition, Family and Consumer Studies, Mathematics, Personal and Social Development, Physical Education, and Technical Design and Technology.

Country Report: Malta 48 curriculum development and planning, assessment and early intervention.

All teachers are statutory required to attend one in-­‐service course every year.
The Training and Professional Development Unit which falls under the Department of Curriculum Management organises in-­‐Service Courses for teaching grades generally in July and September.

Some courses are also organised during the scholastic year after school hours.

The Department of Curriculum Management works with various bodies to ensure that a vast range of courses are held to satisfy the needs of the teaching grades.
In 2014, the courses (both compulsory and vocational) related to languages were: Effective Literacy and Language Teaching and Learning in the Early Years • Emergent Literacy in Context • The Communicative Approach in the teaching of Foreign Languages • Reinforcing Teachers’ Methodology through Language Awareness • Literacy: A Hands-­‐on Approach • • Oracy Across the Curriculum • Developing Early Literacy Skills and the Core Competences Checklist • Receptive skills in Italian • DYSLEXIA?
How to identify and support students with dyslexia • Keyword Signing for Students with Learning Disabilities • Film and English Literature Teachers can also attend courses organised by private organisations that run a number of teacher training and development courses throughout the year, aimed at teachers and educators.

The Government also provides financial incentives for exchange visits and stays abroad.

2.9.
2.9.

Private institutions offering language courses In the past few years people have started to appreciate the value of learning foreign languages.

One of the consequences of this phenomenon has been a tremendous development of out-­‐of-­‐school educational service sector in the scope of foreign language teaching.

There are a number of private organisations that offer language courses to both children and adults.
These languages include Italian, French, Arabic, Spanish, Russian, German and Chinese (among others).

These centres are also important cultural hubs and promote diplomatic ties between Malta and other communities.

These organisations offer foreign language courses for all age groups.

They offer general language courses and courses preparing for international language proficiency qualifications.
Country Report: Malta 49 2.10 Teaching English as a Foreign Language (EFL) in Malta A number of students visit Malta to learn English at one of the local EFL schools.

According to the statistics issued by the NSO (2013) in 2013, 43 English Language Specialised Schools were operating in Malta, employing 1,469 teachers, working on a full-­‐time and part-­‐time basis.
The minimum qualifications for all teachers who are under 25 years of age must be in possession of a pass in the Test for English Language Teachers or a minimum of a Grade C in Advanced Level Examination in English, together with a TEFL Induction Course certificate45.

In 2013, 74,992 students visited Malta to study English.

The absolute majority of students were Europeans (90.2 per cent).

Of these, 49,804 were EU citizens, while 17,854 were from other European countries.
The American and African markets experienced an increase over 2012 levels, while the number of Asian students declined.

This forms a substantial part of tourists visiting Malta.

In fact students studying English as a foreign language amounted to 4.6 per cent of total foreign nationals visiting Malta during 201346.

The schools and the EFL industry are monitored by the English as a Foreign Language Monitoring Board.

Its main aim is to address EFL teachers and to monitor qualifications.
It also strives to upgrade EFL to a regulated profession to maintain and operate accreditation and quality assurance systems in all aspects of English language stays that provide for periodic rigorous audits to assure compliance and given quality standards.

Malta is the first country to enact legislation to regulate the EFL industry and is nowadays considered a top-­‐ quality destination by students wishing to improve their English language proficiency47.
45 More information can be found on http://eflmalta.gov.mt/en/Pages/Requirements-­‐for-­‐an-­‐EFL-­‐Teaching-­‐ Permit.aspx 46 https://eflmalta.gov.mt/en/Documents/Industry%20Statistics/2013stats.pdf 47 http://www.timesofmalta.com/articles/view/20131117/education/Malta-­‐highlighted-­‐as-­‐ELT-­‐ destination.495150 Country Report: Malta 50 Part 2 Malta’s Response to Principles and Recommendations of the Council of Europe Country Report: Malta 51 3 The Council of Europe Over the years, Malta has shown readiness and commitment in taking up recommendations of the Council of Europe to support language teaching and learning in ratifying documents by the Council of Europe, concerning the teaching and learning of languages.
As discussed in Part 1, the teaching of languages in Malta is guided by the premise that all citizens have the right to learn the national and foreign languages, so that: “all sections of their populations have access to effective means of acquiring a knowledge of the languages of other member states” (Recommendation No.

R (82) 18).

Malta has ratified the recommendations in the European Cultural Convention (1954) where the teaching and learning of language and culture are promoted.
Culture and civilisation is an integral part in the teaching of the Maltese language and other languages by focusing on an “endeavour to promote the study of its language or languages, history and civilisation in the territory of the other Contracting Parties and grant facilities to the nationals of those Parties to pursue such studies in its territory” (Article 2, European Cultural Convention).

Malta has also followed Recommendation No.


R (98)6 of the Committee of Ministers to Member States, an emphasis has been placed on diversification of “the languages on offer and setting objectives appropriate to each language” (2.2) and “encouraging teaching programmes at all levels that use a flexible approach …” (2.3).
Therefore, language education is Malta is based on the needs, motivations, characteristics and resources of learners, where educators and curricula managers are highly encouraged to develop appropriate methods and materials and forms and instruments for the evaluation of learning programmes.

In keeping with the recommendations of the Council of Europe, a Language Policy in Education working group on was established in July, 2013.
The main aim of this committee is to present recommendations for a Framework which will guide language policies in education in Malta.

3.1 Curricula The language curricula are underpinned by the promotion of plurilingualism and the recognition of diversity.

The development of the learning areas for the Junior and Secondary Years were guided by the Key Competences for Lifelong Learning: European Reference Framework (2006/962/EC).
The NCF places emphasis on each child’s individual needs, by Country Report: Malta 52 providing support environment: through differentiated teaching methods, within an inclusive “The principles of diversity and inclusion which underpin the NCF imply that at all stages learners of all aptitudes and competences should experience success, challenge, and the necessary support to sustain their effort”(Ministry of Education and Employment, 2012, p. 40).
This also means that in this inclusive environment, special attention is given to students with special needs, where provisions are made for all students.

The NCF follows the guidelines proposed in The Common European Framework (Council of Europe, 2001) where plurilingualism is promoted.

Children should have the opportunity to study at least one other language in an informal and semi-­‐formal manner during the final Primary years.
The current trends in language learning at this level, point to an approach that is dialogic and interactive, wherein pupils are exposed to learn the language and the language activities (Ministry for Education and culture through carefully selected Employment, 2012, p.34).

This is followed by a more formal teaching and learning of languages in the Secondary Years, where students learn one foreign language and are also given the opportunity to learn a second language.
In keeping with the recommendation of the Committee of Ministers of the Council of Europe no.

R (98) 6 (1998) regarding the Common European Framework of Reference for Language48s, these levels have been adopted at the secondary school stage in most language syllabi, to define language skills and levels that should be reached by learners.
3.2 The teaching of foreign languages Malta has always recognised the importance of teaching English, both as a second language in society and also as a global language as English can be viewed as an important “lingua franca …in the context of globalisation created by telecommunications, tourism and trade” (Point 4, Recommendation 1383 (1998)).
But a knowledge of English alone appears insufficient if Europe is to be placed within a wider international economic context and if cultural diversity is to be preserved.

Hence, the fact that English is a global language does not mean that other languages should be given less importance, particularly since Malta forms part of a European and of a global community.
48 Henceforth CEFR Country Report: Malta 53 As a result, Malta has ratified the recommendations that: “there should therefore be more variety in modern language teaching in the Council of Europe member states; this should result in the acquisition not only of English but also of other European and world languages by all European citizens, in parallel with the mastery of their own national and, where appropriate, regional language” (Point 5, Recommendation 1383 (1998)).
As a result, the commitment to the teaching of foreign languages is clearly highlighted in the NCF’s recommendations that a third language is taught in Secondary School.
On the whole, the teaching methods of foreign languages which are outlined in syllabi align to the recommendations presented in the Guide for the development of language education policies to teach languages “for communication in everyday transactions, for building social relations, to learn to understand and respect other cultures; ensuring pupils have the opportunity to study more than one other language; ensure all pupils in upper secondary continue to learn languages; assist the learning of further languages in upper secondary; encourage the fostering of learner autonomy in language learning as a basis for lifelong learning; sensitise learners to the role of languages in working life” (Recommendation (98) 6).
In fact, within recent years, there has been a shift from traditional grammar translation methods outlined in syllabi, to more communicative approaches, where the learners are encouraged to take part in real-­‐life meaningful activities.
With regard to Primary Education, “the promotion of awareness of linguistic and cultural diversity in Europe; opportunities to begin to learn a new language as early as possible; the enabling of smooth transition from one sector of an education system to another; evaluation of the success of early learning” (Recommendation No.

R (98) 6), is encouraged through the FLAP programme, which promotes the teaching of languages in a fun and meaningful way.
However, as will be discussed in the following Section, one of the main challenges is to emphasise a culture of plurilingualism which also encompasses pluricultural and intercultural communication, and for a more unified vision of language teaching across Primary and Secondary years.
Adults also have the opportunity to follow courses in languages which are offered both by State and Private institutions, in line with the recommendations to: “enable adults to maintain and further develop their language skills on a lifelong basis and encourage those with little or no previous language learning experience to acquire the ability to use a foreign language for communicative purposes” (Recommendation No.

R (98) 6).
R (98) 6).

3.3 The European Year of Languages In the last 13 years, the European Year of Languages, has been a key effort to promote linguistic diversity both on a national and a European level.

In Malta, this celebration (observed since 2001) has become an indispensable part of school event calendar, in its Country Report: Malta 54 effort to promote Europe’s rich linguistic diversity.
Several organisations such as the Ministry for Education, other education institutions, the media, towns and communities all unite under one aim.

Such activities are normally publicised and receive media coverage and are aimed “at achieving public recognition of the fact that each language has unique value, and that all languages are equally valid as modes of expression for those who use them” (European Year of Languages, Recommendation 1539 (2001)).
The Education Directorate issues a circular to all schools in Malta urging them to celebrate the day.

Various activities are held to raise awareness of the richness of linguistic diversity.

The majority of schools involved, mark the occasion with a special whole school assembly during which several presentations are held.

Songs, messages, poems, plays, quizzes and discussions in different languages, combined with different costumes and flags are also presented.
On the 26th September of every year a prize for the Best Language Practice in schools of the year will be given.

This is taking the form of a competition among all the schools in Malta.

Moreover, a circular is sent to all Local Councils urging them to celebrate the day at local level.
Apart from the general activities that are held each year in schools49, Malta has organised the following specific activities: • • • • • • A French Immersion Project with students, where a centre was created, which simulates real life in a French Region (2001) Ilsna (Tongues), which was a cultural programme at the national theatre involving music and poetry in various languages (2001) Film Festivals, where each month three or four films were shown in a particular language (2001) The Language Teacher of the Year Competition (2003) Celebrating Literary Multilingualism at the National Library (2012) Stands were set up by English and foreign language schools, embassies and cultural centres in Malta to distribute information about the various different languages around the world (2013) 3.4 Applying The Common European Framework of Reference for Languages to the Maltese language The Common European Framework of Reference for Languages’ main aim is to provide: 49 For more information visit http://edl.ecml.at/Events/EventsDatabase/tabid/1772/language/en-­‐ GB/Default.aspx Country Report: Malta 55 “ a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc.
across Europe.

It describes in a comprehensive way what language learners have to learn to do in order to use a language for communication and what knowledge and skills they have to develop so as to be able to act effectively”(Council of Europe, 2001, p.1).
In line with the belief that the Threshold Levels are a powerful tool to facilitate reflection, communication and networking in language education, these threshold levels have been applied to the Maltese language, in 1997, so that learners of Maltese’s progress can also “be measured at each stage of learning and on a life-­‐long basis” (Council of Europe, 2001, p.1).
Such levels are underpinned by the tenet that the language learner is autonomous, and self-­‐sufficient bearer of the demands of everyday communication.

The document Fuq l-­‐ Għatba tal-­‐Malti (Mifsud & Borg, 1997), presents the level descriptors that should guide the teaching and learning of Maltese as a foreign language.
The main objective of this exercise was to adopt language activities, competences and proficiency markers that are appropriate to the local context, and yet can be related to a wider context and therefore communicated more easily to colleagues in other educational institutions and to other stakeholders like learners, parents and employers, within a European Community.
3.5 Teaching Migrant students The legal provisions protecting minority groups comply with points in Article 8 of the European Charter for Minority or Regional Languages (1992).
This ensures that education is accessible for all children, including their country nationals as illustrated in the following declarations: Subsidiary Legislation 217.12 (Immigration Act) Common Standards and Procedures for Returning Illegally Staying Third-­‐Country Nationals Regulations : Regulation 10(3) A minor in detention shall have access to leisure activities, including play and recreational activities appropriate to his age, and state education in Malta depending on the length of his stay.
Regulation 11(7) The Principal Immigration Officer, except in the case of detention as provided in regulations 9 and 10, during the period granted for voluntary departure in accordance with regulation 4 or the period during which removal is postponed in accordance with regulation 6, shall: (c) ensure that as far as possible a minor has access to state education in Malta depending on the length of his stay; Migrant Workers (Child Education) regulations – Legal notice 259/2002 Country Report: Malta 56 This legislation which regulates the education of children of migrant workers became effective in October 2003.
Migrant workers’ children within the compulsory school age (5-­‐16 years) will be provided with the school-­‐based support for the learning of any of the official languages.

It also provides for the teaching of the language and culture of the country of origin of immigrant children.

As has been previously elucidated, the NCF promotes the use of pedagogies that are inclusive in nature and cater for diversity.
Therefore, it recognizes the heterogeneous nature of the community of learners, thereby acknowledging and respecting individual differences of beliefs, and ethnicity.

The NCF aims to develop Learners who are engaged citizens in constantly changing local, regional and global realities.
Therefore, students are taught to: “• respect diversity and value difference • respect and promote Maltese culture and heritage • develop intercultural competence and appreciate their heritage within the Mediterranean, European and global contexts • work towards strengthening social cohesion and ensuring social justice • uphold social justice and democratic principles” (Ministry for Education and Employment, 2012, p. 33).
The NCF recognises the needs of learners from diverse social, cultural and linguistic backgrounds including children of refugees and asylum seekers for whom the curriculum should include access to an educational programme which is embedded within an emotional and psychologically supportive environment that respects their individual circumstances (Ministry for Education and Employment, 2012, p. 41).
Moreover, there several initiatives have been carried out to ensure that multiculturalism is not only respected but also disseminated: • The Jesuit Refugee Service (JRS) Malta Outreach Programme in Schools : Since 2004 the Jesuit Refugee Service (JRS) Malta has been carrying out a project in collaboration with the Humanities Section within the Curriculum Management and eLearning Department in schools entitled ‘Strength in Diversity’, ‘Bridging Cultures’, ‘All Equal’, ‘Cultures and Colours’.
It includes talks by refugees, artistic workshops about human rights, role plays to appreciate the needs and fears of individuals concerned and students visiting the local mosque; • The INDIE project (2007-­‐ 2010) : Inclusion and Diversity in Education (INDIE) was run in collaboration with national and regional education authorities from nine EU Member States and aimed to promote social cohesion and raise educational Country Report: Malta 57 standards in culturally inclusive schools.
The programme developed new projects and practices for managing inclusion and diversity in schools.

These were based on a European Youth Charter drawn up by students to give them a voice and a stake in this critical issue.
Through these activities, INDIE brought together pupils, head teachers and policymakers to respond to these challenges and build lasting networks; • Staff members from the Departments of Arts & Languages within the Faculty of Education were involved in the creation of materials and skill-­‐based activities for the SPICES (Social Promotion of Intercultural Communication, Expertise and Skills) project50; 3.6 The National Literacy Strategy for All.
The National Literacy Strategy for All, launched in May 2013, is aimed at ensuring that all citizens in Malta are able to acquire literacy skills.

This strategy considers literacy as an important element in the field of social inclusion.

Therefore concrete measures are to be taken in order, to ensure that everybody has the opportunity to obtain the skills required for them to participate fully in society.
Opportunities for learners will be provided to enable them to make sense of their experiences and to make connections with their histories, cultures and communities, through increased access to books and the language arts participatory democracy is strengthened.

The strategy also emphasises the promotion of a policy of bilingualism and biliteracy.

It involves all stakeholders and ensures that parents and the class teacher have a primary role in the literacy development of the child.
Therefore, existing initiatives and programmes in the field of literacy are consolidated to ensure increased effectiveness and impact.

3.7 Other initiatives for educators In line with the aims of the European Centre for Modern Languages, emphasis is also placed on the professional development of teachers.

Teachers are encouraged to take part in seminars and courses focusing on the practice of the learning and teaching of languages, to promote dialogue and exchange among educators and51.

50 (Klein et al.
50 (Klein et al.

2007).

51 For further information please refer to http://www.ecml.at/Malta/ExpertsinvolvedinECMLactivities/tabid/1375/language/en-­‐GB/Default.aspx Country Report: Malta 58 4 The European Union The European Union plays an important role in the field of language education policies, since languages have been on its agenda since the early days (for example, Resolution of the Education, Youth and Culture (EYC) Council of 9 February, 1976).
The Multilingualism Policy Unit (Directorate-­‐General for Education and Culture) has implemented an Action Plan 2004-­‐ 2006 to promote language learning and linguistic diversity52.

This text, which supplements the major programmes – Erasmus, Leonardo de Vinci, etc.

– identifies a broad area in which Member States can take action, both in schools and in the wider society.
With regard to initiatives in Malta, usually, they take form of inter-­‐school exchanges, the participation in international projects.

As part of the Erasmus component, each year, a significant number of Maltese students visit foreign countries to study at partner universities in order to continue their studies in a foreign language.

With specific reference to the integration of migrants, several projects have been organised.
For instance, the Employment & Training Cooperation organised a course for Third Country Nationals in Malta entitled Integrating TCNs in the Maltese society.

A language course and raising cultural awareness sessions were organised.

This includes Maltese and English literacy courses, together with information about cultural aspects related to living in Malta53.
EU border funds are being used for the development of courses for Third Country National Students, entitled Language Learning and Parental Support for Integration.

This project aims at providing migrant learners in schools with further support thanks to a functional language learning programme, in conjunction with the support received in schools.

This will enable students to integrate and participate in mainstream education.
It is also aimed to provide parents or significant adults with the necessary awareness and support with regard to the schooling system and their role in their child’s education54.
Language support assistants55 were also employed for this purpose to provide support in 52 Communication from the Commission to the Council, the European Parliament, the Economic and Social Committee and the Committee of the Regions: Promoting language learning and linguistic diversity (http://europa.eu.int/comm/education/doc/official/keydoc/actlang/act_lang_en.pdf) 53 http://etc.gov.mt/Resources/file/Training%20Programmes/IF03-­‐2012-­‐Brochure.pdf 54 https://www.google.com.mt/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&cad=rja&uact=8&ved=0CD0QFjA C&url=https%3A%2F%2Fsecure2.gov.mt%2Ffpd%2Ffile.aspx%3Ff%3D9351&ei=Ki1yU9_jBsai4gTg2YCADA&usg =AFQjCNEFWfr2-­‐LJT0k9eUqQz2AJjBRf0eg&bvm=bv.66330100,d.bGE 55 The call for applications was part-­‐financed by the European Union European Fund for the Integration of Third Country Nationals (EIF).
Source http://education.gov.mt/en/Documents/Vacancies/Language%20Support%20Assistant%20-­‐%20LLAPSI%20-­‐ %202%20EN%20DQSE%20274-­‐2013.pdf Country Report: Malta 59 language learning to collaborate with teachers and the School Management to help students in their language acquisition and integration process.
5 Further considerations The language situation in Malta features some typical characteristics that have been outlined by the Council of Europe in its Guide for the development of language education policies in Europe.
The main goal for language education policies should be “to enhance the value of and develop the linguistic repertoires of social agents through plurilingual teaching (in the form of measures to facilitate language teaching and learning) and plurilingual and pluricultural education, as education for awareness of language diversity and intercultural communication (Beacco & Byram, 2003 p.35).
In line with this statement, the main challenges that are present in Malta deal mainly with: • How balanced bilingualism can be attained • Raising awareness and developing positive attitudes towards languages • Teacher education • Languages of instruction in schools, textbooks and teaching materials • Languages used in tests and examinations • Parental education and involvement • Foreign language teaching and learning • Provisions for migrant students in schools The following section will deal with these points in light of the present sociolinguistic situation and recommendations by the Council of Europe for the development of a language policy in education.
Country Report: Malta 60 Part 3: Issues for discussion Country Report: Malta 61 As stated in the Guide for the development of language education policies, implementing a form of education directed by and towards plurilingualism requires a clearly stated political will by all stakeholders, developed within a democratic framework and based on principles requiring long-­‐term explanation and dissemination.
This does not entail starting from scratch and disregarding all the work that has been carried out throughout the years, but it is necessary to rethink teaching objectives, produce teaching materials appropriate to the new policy emphases, train teachers and education staff, and raise awareness in schools, universities and civil society.

It is strongly recommended that the national education system, particularly compulsory schooling, be used as a basis for the creation of a culture of plurilingualism.
State educational establishments play a crucial role in fostering the feeling of belonging.

Language curricula help create this feeling as increased attention to the plurality of linguistic repertoires and developing them will also help to foster linguistic affiliation to a community broader than the national one.
Furthermore, the establishment of principles for language education policies should take in society, on the one hand, into account current developments taking place internationalisation, the commercialisation of most human activities, the increasing role of multinational companies, the formative influence of the economy on society and the impact of television culture and, on the other, the re-­‐emergence of feelings of identity and the resurgence of ethnocentrically based nationalism (Beacco & Byram, 2003, p.32).
6 Raising awareness and developing positive attitudes towards languages When drawing up a language in education policy, the broader linguistic context, together with the attitudes towards languages in society need to be taken into consideration.

This is because members of a speech community share a set of beliefs about appropriate language practices, sometimes forming a consensual ideology, while assigning values and prestige to various aspects of the language varieties used in it.
These beliefs both derive from and influence the use of language in society.

Therefore, designing language syllabuses and courses is not solely a pedagogical matter since languages are not a type of knowledge comparable to other subjects transmitted by education systems.

Languages can be acquired outside formal schooling and are also used to construct individual and group identity (Beacco & Byram, 2003, p.13).
As has been discussed in previous sections, with regard to Country Report: Malta 62 the linguistic situation in Malta, the above considerations indicate that it is a reflection of the historical and political permutations of the past, together with values associated with the use of Maltese and English.
Given the importance of such attitudes and language ideologies, important points to be taken into consideration are: • Raising awareness about the cognitive, social and cultural benefits of bilingualism; • Introducing early awareness-­‐raising activities about human language and identity issues related to the use of language in Malta and in the world at the time when children are starting to learn to think about language; • Directing public attention to the fact that monolingualism is being less economically sustainable and less competitive than bilingualism, especially in a society that relies heavily on the knowledge of languages, and within a wider European perspective that promotes plurilingualism.
This entails respect the linguistic rights of individuals and groups in their relations with the state and linguistic majorities, and respect for freedom of expression (Beacco & Byram, 2003, p.36) ; • Educating all stakeholders about the notion of additive bilingualism as opposed to subtractive bilingualism.
This is particularly important for nationalistic beliefs accompanied by the fear that the knowledge of a second language would impinge upon the mastery of the first language, particularly with regard to fears that the Maltese language is threatened by the English language; • The legitimisation of both Maltese and English in all domains and addressing the ideology of the unequal value of languages (where it exists); • Encouraging schools to become institutions that make learners aware of the social norms of language use in society and encourage learners to become plurilingual European citizens; • Viewing language learning as positive and the way forward, not only in terms of economic advancement, but also as a means of developing intercultural sensitivity and as an intrinsic component of democratic citizenship in Europe (Beacco & Byram, 2003, p.13) In this way language teaching can be adapted to changes in European society, which is increasingly multicultural and multilingual, as can be seen from the visible multilingualism of its major centres; Country Report: Malta 63 • The ways in which languages are represented in the media.
The media can be used not only to promote a good model for language use, but also to disseminate positive attitudes towards Maltese, English and other languages.

As a result, initiatives could be created to promote linguistic identity while at the same time addressing linguistic stereotypes and nationalistic fears.

The basic tenet guiding these awareness raising initiatives should recognise that being a plurilingual individual is the way forward.
This illustrates that the teaching of languages in schools is merely the technical outcome of a collective examination of the role of languages in society and the role of education systems that involves ideologies that are held by civil society.

7 How balanced bilingualism can be attained It is vital that the role of Maltese and English need to be maintained, supported and extended, keeping in mind also the role of linguistic ideologies.
For this reason several points need to be addressed: • The current concerns regarding the teaching and learning of Maltese and English need to be actively addressed, particularly in the light of concerns that have been brought up related to standards in both national and international assessment.
This has to be applied to all skills in both languages; • Ways in which individuals can obtain adequate proficiency in both languages in order to be considered balanced bilinguals; • Further academic research to provide a review of the current situation, in line with recent advancements and policies; • Ways in which schools can provide further support for the development of the second language.
8 Languages of instruction in schools, textbooks, teaching materials and assessment Bilingualism in education was mentioned for the first time in The National Minimum Curriculum (NMC) a national curricular document in 1999 (Ministry for Education, 1999).

This sparked the debate about which languages should be used for instruction and assessment purposes and whether it is feasible to have a strict English-­‐only medium, as was Country Report: Malta 64 being proposed by the policy makers at that time.
The National Minimum Curriculum56 (1999) suggests that “teachers of Maltese, Social Studies, History, Religion and PSD (Personal and Social Development) teach these subjects in Maltese; teachers of foreign languages teach in the language in question; and teachers of the remaining subjects teach in English”.

Furthermore, the NMC (Ministry for Education, 1999, p.82) states that “only in those cases where this poses great pedagogical problems does the NMC accept codeswitching as a means of communication”.
The NMC recommendation for a shift to an English-­‐only medium has had negative repercussions as documented and researched by Farrugia (2009a, 2009b).

She describes how most pupils felt uncomfortable and “held back from asking questions because they were afraid that they would make mistakes or because they were not sure how to ask the question in English” (Farrugia 2009a, p. 21).
Furthermore, in spite of these declarations, the various studies conducted in a variety of schools have shown that despite the clear policy suggestions in the majority, the NMC of 1999 influenced very little what was actually happening in classes and teachers stuck to their preferred language of instruction with frequent instances of codeswitching57 .

The NCF contains some recommendations which can also be taken into consideration.
These include references to the issue of bilingualism and the importance of a high level of proficiency by all students in both Maltese and English.
The NCF recommends that such a language in education policy should address: • “entitlement issues –students need to become proficient in Maltese and English and preferably in another language for their full social, cultural and economic integration; • cultural issues – the rightful place of Maltese as an expression of our national identity; the preference for English as the first language of a minority of our population; the diverse nationalities of students in schools; overcoming prejudices or perceptions related to other languages and cultures; • • implementation issues – the use of language/s in different learning areas; language of assessment; the 1999 NMC recommendation that schools develop their own language policy according to their own needs; professional issues – teachers who are proficient in both English and Maltese; the development of resources in Maltese and in English as necessary; the development of Maltese for specific purposes; the need to heighten interest in and access resources for other languages; 56 Henceforth NMC.
57 For example Busuttil (2001); Camilleri Grima (2001), (2003); Farrugia (2009a).

Country Report: Malta 65 • economic issues – the need to have proficiency in English for competitiveness in a globalised economic environment; the importance of foreign languages for the fostering of international relations” (Ministry of Education and Employment, 2012, p. 41).

With regard to the language of assessment, only the Maltese language is examined exclusively in Maltese.
National examination questions in Maltese History, Religious Knowledge and Social Studies can be answered in either Maltese or English.

In state schools, these three subjects are taught through Maltese and the textbooks are in Maltese, but in church and private schools textbooks are provided in English for these subjects too.

Proficiency in English has been linked to achievement.
For instance in Ventura’s (1991) study students in different schools forming homogenous groups, who underwent instruction in science through English, sat for the same version of the test in either Maltese or English.

The study concludes that “performance of the more able in science is independent of the language of the test, but the less able obtain far better results if they take the test in Maltese” (p.17).
Following the Common European framework of reference for languages (Council of Europe 2001, p. 168), plurilingual and pluricultural competence is defined as the ability “to use languages for the purposes of communication and to take part in intercultural action, where a person, viewed as a social agent, has proficiency, of varying degrees, in several languages and experience of several cultures”.
As argued by Camilleri Grima (2013) in Maltese classrooms, teachers and learners access the various linguistic resources available to them in order to render the text in English in linguistic ways that are appropriate for them so that they can assimilate the content according to their needs, pace and ways of learning.
Nevertheless, these points raise a number of issues that merit further consideration: • The role of English and Maltese as languages of instruction, particularly with regard to specific learner characteristics; • The question of which languages used in teaching materials such as handouts, in light of the fact that most textbooks are in English; • The language of assessment, particularly where there are students who have problems with either English or Maltese, and as a result knowledge of language impinges upon performance.
Country Report: Malta 66 9 Foreign language teaching and learning Competence in foreign languages is an essential resource for the country and therefore a language in education policy should pay due regard to the teaching of foreign languages, within a bilingual society.

In line with the recommendations of the Council of Europe, plurilingual education should go beyond the teaching of foreign languages as subjects.
It refers to activities, whether carried out as a form of teaching or otherwise, which aim to raise awareness and positive acceptance of cultural, religious and linguistic differences, and the capacity to interact and build relationships with others (Beacco & Byram, 2003, p. 76).
The ability to use several languages to varying degrees and for distinct purposes is defined in the Common European Framework of Reference for Languages (p.168) as the ability “to use languages for the purposes of communication and to take part in intercultural action, where a person, viewed as a social agent, has proficiency, of varying degrees, in several languages and experience of several cultures”.
In light of these recommendations, the themes to be discussed are: • • • The use of the CEFR for the teaching and learning of all languages, to document language skills in a transparent manner, and to allow for comparisons with European states; How a culture of plurilingualism can be implemented in schools, where the teaching of foreign languages is not only encouraged, but viewed as an essential feature of learner development; How the teaching of foreign languages can become less fragmented and how it could be presented as explicitly interconnected and contribute to students’ holistic repertoire of linguistic knowledge and allow plurilingual competence to come into play; • Ways in which students are encouraged to study more languages in secondary school and at post-­‐secondary levels; • How language teaching can contribute to pluricultural competence among primary and secondary students.
Country Report: Malta 67 10 Provisions for migrant students in schools The increase in the number of migrant students whose first language is neither Maltese nor English has placed further demands upon the teaching of languages.

The document The Integration of Third Country Nationals in the Maltese Education System makes several recommendations to deal with the fact that in the coming years, Malta’s school population is likely to become more multinational and multilingual.
The document states that providing early language assistance to these children is an important part of improving their school readiness and allowing them to start on an equal footing with their peers.

At primary level a Language Support Teacher (LST) would be able to support the child’s development of either Maltese or English proficiency so that the child can gradually gain full access to the curriculum.
Moreover, it recommends individualised assessment programmes for children, teacher training programmes to enable teachers to deal with this phenomenon, systematic ongoing support on a needs basis for students, accompanied by the implementation of intercultural education.
Therefore this raises several issues which need to be addressed: • Ways in which the teaching of Maltese and English as foreign languages can be standardised across the curriculum, and the resources and teachers needed to carry out these duties; • Ways in which the linguistic capital represented by speakers’ existing repertoires can be managed effectively, and developed, as language skills could prove key advantages for accessing foreign markets; • Ways in which the integration of these students and the acknowledgement of their culture and language in schools can take place; • Ways in which communication with parents can be maintained and the type of support that the school can provide them in order so that they will be a better position to sustain their children’s education.
Country Report: Malta 68 11 Teacher education The concept of language attitudes and how these can contribute to ideology has already been dealt with.

These attitudes are learnt and, therefore, teachers play a paramount role in their formation, to such an extent that attitudes formed under educator influence may be extremely difficult to change.
With regard to the issue pertaining to the languages of instruction and assessment, teachers are the primary actors in this, as they are the ones who ultimately deliver lessons in classrooms.

Therefore, the teachers’ own home language backgrounds and their language experiences as pupils at school are two variables which would contribute to the current language choices in the classroom.
In fact studies have established that a number of variables such as home language, age and training have influence choice of language in the classroom (Camilleri, 1995).

The teachers’ own attitudes need to be acknowledged before they can deal with students’ language attitudes.

Caruana (2007) carried out a study on language attitudes with first-­‐year students enrolled in the Faculty of Education and the Faculty of Arts.
The results illustrate that the use of Maltese is much more widespread than the use of English among intending teachers in the study, but the use of English gains ground in the education domain Furthermore, the number of subjects who claim to be highly proficient in Maltese is much higher than those who claim to be highly competent in English or in Italian.
However, when they were asked to rate the importance they give to Maltese when carrying out a series of activities, 70% of them considered Maltese to be important even to write.

The study concludes that certain prejudices towards English as the language of the ‘snobbish’ upper classes also emerged in the study, but these were rather few and far between.
Most future teachers seem to be aware that these attitudes are not beneficial and while stressing their Maltese identity most subjects also expressed positive attitudes towards English.
This leads to several points for discussion which are directly linked to teachers and teacher training: • • Language teacher training should emphasise the European objective of plurilingual education and plurilingual competence, with specific focus on the development of democratic citizenship and intercultural education; Teacher education could take into consideration the notion of plurilingualism.
Teachers should view themselves not only responsible for the teaching of languages as subjects but also for inculcating a plurilingual environment; • Over the past years there has been a growing concern regarding the level of English and Maltese in Malta.
Teacher training programmes should ensure that only students who have an adequate proficiency in the languages, can move on to becoming teachers, Country Report: Malta 69 especially when it comes to the teaching of both Maltese and English in Primary Schools; • • Teacher education should provide necessary support for students who are not specialising in the teaching of languages, who have difficulties in either Maltese or English, to ensure that teachers present themselves as bilingual and if possible plurilingual individuals; Teachers should be trained to deal with migrant students, particularly with those students whose first language is neither English nor Maltese.
12 Parental education and involvement Parents play an important role in developing their children’s language because they serve as significant language learning models for their children and they are involved in their children’s early language socialisation.

This will inevitably influence the way children view languages as they are being socialised in a particular language ideology.
A language in education policy has to acknowledge the vital role of parents as major stakeholders in their children’s plurilingual education.
Therefore the main issues to be dealt with are: • Ways in which schools, teachers and parents can work more collaboratively; • Ways in which schools can inform parents about their children’s progress and attainment in languages in a more comprehensive manner; • • Seminars and activities for parents about the role of languages in society and for raising awareness about the importance of language attitudes in society; Support offered to parents whose first language is neither English nor Maltese.
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Country Report: Malta 73 Appendix 1 TERMS OF REFERENCE LANGUAGE POLICY IN EDUCATION COMMITTEE Language is important in the provision of quality education (Council of Europe, 201258).

Quality education should be inclusive and language should form the basis of successful learning in all subjects.
I t is not enough simply to claim that language education is adequately being addressed because it is being taught at a basic level in the formal curriculum.

Policies and practices are to be formulated and coordinated to ensure not just minimum standards but high quality provision.

The Minister for Education has declared that priority should be given to the provision of quality education and language education in particular.
One of the mechanisms to ensure a quality language education is the setting up by the Minister of the National Language Policy in Education Committee, with the following terms of reference: 1) Determine which are the issues related to the language in education situation in Malta at the national, school and classroom levels through consultation with the stakeholders.

2) Engage in an informed reflection on the issues determined in point 1.
3) Map out what should be the main considerations of a language policy in education at the national, school and classroom levels.

4) Following wider consultation, draw up a national language policy in education for Malta.

58 Recommendation CM/R (2012)13 of the Committee of Ministers to Member States Country Report: Malta 74 5) Propose a number of measures for implementation based on the National Language Policy in Education.
6) Seek to raise public awareness of the importance of concerted efforts to raise standards in language in order to ensure quality education.
July 2013 Committee Members Chairperson Prof essor Charles L. Mifsud Deputy Chairperson Mr David Muscat Ms Elizabeth A. Pisani Mr Ray Cassar Mr Joseph Fenech Dr Christine Firman Dr Anthony Licari Mr John Degiorgio Mr Joseph Cachia Professor Helen Grech Dr Bernard Micallef Ms Anita Seguna Ms Sonia Zammit Professor Ivan Callus Ms Sharon Mifsud Secretary Country Report: Malta 75 Appendix 2 Figure 9: Course progression route for courses offered by the Institute of Mechanical Engineering.
Source: Malta College of Arts, Science and Technology (2013), p.318 Country Report: Malta 76 Appendix 3 Source: http://www.ncfhe.org.mt/content/home-­‐malta-­‐qualifications-­‐framework/5963805/ Country Report: Malta 77 Appendix 4 FORM 1 FORM 2 n a i l a t I h c n e r F FORM FORM 4 n a m r e G c i b a r A h s i n a p S n a i l a t I FORM III I 2259 624 466 32 413 2234 646 336 24 407 2575 103 749 III 45 I 421 III 26 I 29 III 9 n a i s s u R 0 I 514 III 86 I III I III I III I III I III I III I III I III 2913 90 759 25 215 18 11 14 502 46 3106 139 834 46 288 4 I 5 III 10 I III 451 74 n a i s s u R 4 n a i s s u R 4 FORM 1 FORM 2 n a i l a t I h c n e r F FORM FORM 4 n a m r e G c i b a r A h s i n a p S n a i l a t I FORM 2259 624 466 32 413 2234 646 336 24 407 2575 103 749 I III I III 45 I 421 III 26 I 29 III 9 n a i s s u R 0 I 514 III 86 I III III 2913 90 759 25 215 18 11 14 III III I I I n a i s s u R 4 I III III 502 46 3106 139 834 46 288 4 III III I I I n a i s s u R 4 I 5 III 10 I III 451 74 Table 14: Choice of languages in State Secondary Schools by Class, in 2013-­‐2014.
Source: DQSE.
Country Report: Malta 78 L-ISTRATEĠIJA NAZZJONALI TAL-LITTERIŻMU GĦAL KULĦADD F’MALTA U GĦAWDEX 2014-2019 1 2 STRATEĠIJA NAZZJONALI TAL-LITTERIŻMU L-ISTRATEĠIJA NAZZJONALI L-ISTRATEĠIJA NAZZJONALI LITTERIŻMU TAL-LITTERIŻMU GĦAL KULĦAD F’MALTA U GĦAWDEX GĦAL KULĦADD F’MALTA U GĦAWDEX 2014-2019 2014-2019 Ministeru għall-Edukazzjoni u x-Xogħol Ġunju 2014 1 2 STRATEĠIJA NAZZJONALI TAL-LITTERIŻMU Radd il-ħajr L-Istrateġija Nazzjonali tal-Litteriżmu għal Kulħadd f’Malta u Għawdex tfasslet mill-proposti mressqa mit-tmien gruppi ta’ ħidma konsultattivi (ara l-Appendiċi) imwaqqfa apposta mill-Ministeru għall-Edukazzjoni u x-Xogħol.
Dan id-dokument tħejja u nkiteb miċ-Ċentru tal-Litteriżmu tal-Università ta’ Malta.

Inroddu ħajr lill-individwi, l-edukaturi, l-iskejjel, il-kulleġġi, il-ġenituri u l-entitatjiet li taw il-kontribut tagħhom fit-tfassil ta’ din l-Istrateġija.

Nirringrazzjaw b’mod partikolari lill-Unjin tal-Għalliema (MUT) u lill-Kummissjoni Nazzjonali għall-Promozzjoni tal-Ugwaljanza (NCPE).
3 4 STRATEĠIJA NAZZJONALI TAL-LITTERIŻMU Il-Werrej Kelmtejn mill-Ministru Sommarju Eżekuttiv Introduzzjoni X’nifhmu b’Litteriżmu L-Irwol tal-Litteriżmu fl-Iżvilupp Personali u Soċjali Il-Qafas tal-Kurrikulu Nazzjonali għal Kulħadd Il-Prinċipji Ewlenin tal-Istrateġija Programmi tal-Litteriżmu għall-Familja u fil-Komunità Programmi mfassla mill-iskejjel fuq inizjattiva tagħhom u oħrajn Inizjattivi Nazzjonali Il-Qafas tal-Istrateġija Nazzjonali tal-Litteriżmu għal Kulħadd L-Istruttura tal-Istrateġija Nazzjonali tal-Litteriżmu għal Kulħadd Politika Bilingwi Kunsiderazzjonijiet marbuta mad-Differenzi bejn in-Nisa u l-Irġiel Il-Proċess ta’ Konsultazzjoni Il-Proċess ta’ Implimentazzjoni L-Ewwel Snin Is-Snin Bikrin L-Aħħar Snin tal-Primarja Is-Snin tas-Sekondarja Iż-Żgħażagħ L-Adulti It-Tfal b’Diffikultajiet u Diżabilitajiet Marbuta mat-Tagħlim Ċittadini ta’ Pajjiżi Terzi Il-Litteriżmu Diġitali Referenzi L-Appendiċi: Il-Gruppi ta’ Ħidma Konsultattivi 6 8 17 18 20 21 22 23 25 25 26 28 28 29 30 31 31 34 35 38 42 45 47 50 53 56 60 5 Kelmtejn mill-Ministru Aħna nqisu l-ħidma sfiqa li qiegħda ssir biex ngħollu l-livell tal-litteriżmu f’pajjiżna bħala kruċjali għall-inklużjoni soċjali.
Il-mitt miżura ta’ politika u fuqhom li tipproponi l-Istrateġija Nazzjonali tal-Litteriżmu għal Kulħadd f’Malta u Għawdex saru bil-għan li niżguraw li t-tfal, iż-żgħażagħ u l-adulti kollha jkollhom l-opportunità jiksbu l-kompetenzi meħtieġa u b’hekk jgħixu l-ħajja fil-milja tagħha.

Il-litteriżmu u l-kisba tiegħu huma suġġetti kumplessi li jeħtieġu l-impenn sħiħ u d-dedikazzjoni tal-ġenituri, l-għalliema, il-persuni li jieħdu ħsieb it-tfal, il-professjonisti, u s-soċjetà kollha.
L-Istrateġija tagħna hija mifruxa tul il-ħajja, u tagħti prijorità b’mod ċar lill-ewwel snin u s-snin bikrin.

Huwa proprju f’dan l-istadju tal-ħajja li kull tifel u tifla jsejsu l-pedamenti tal-litteriżmu tagħhom, liema pedamenti jiddeterminaw l-iżvilupp sħiħ tagħhom.

L-Istrateġija tħeġġeġ u xxerred il-litteriżmu fl-oqsma kollha tal-ħajja u bejn il-ġenerazzjonijiet, u tisħaq fuq l-irwol ewlieni li għandhom il-familja u l-komunità fl-iżvilupp u l-kisba tal-litteriżmu ta’ kull tifel u tifla.
Il-fatt li aħna bilingwi huwa ta’ vantaġġ kbir għalina għal bosta raġunijiet.

Kemm il-Malti kif ukoll l-Ingliż huma importanti.

Irridu nkomplu nagħmlu l-almu tagħna biex insaħħu dan il-bilingwiżmu billi niżguraw li t-tfal u ż-żgħażagħ tagħna jiġu esposti b’mod tajjeb għaż-żewġ lingwi.
L-edukaturi tagħna jridu jkomplu jiżviluppaw u jirfinaw il-metodi tagħhom ta’ tagħlim tal-lingwi biex iqanqlu fl-istudenti l-ħajra għat-tagħlim u jimmotivawhom jieħdu r-riedni tat-tagħlim fi jdejhom, ngħidu aħna, permezz tat-teknoloġija tal-informatika u għodod oħrajn effettivi.

Kuljum fl-iskejjel għandu jiġi ddedikat aktar ħin għall-qari bil-Malti u l-Ingliż fil-ħin li t-tfal iqattgħu l-iskola.

Nistidnuk tingħaqad magħna f’dan il-proġett ambizzjuż ħafna, u ta’ sfida kbira.
Biex intejbu l-litteriżmu rridu naħdmu lkoll flimkien, individwi u entitajiet, kulħadd b’tir wieħed, li jkollna soċjetà aħjar!
Evarist Bartolo Ministru għall-Edukazzjoni u x-Xogħol 6 STRATEĠIJA NAZZJONALI TAL-LITTERIŻMU 7 Sommarju Eżekuttiv L-għan ġenerali tal-Istrateġija Nazzjonali tal-Litteriżmu għal Kulħadd f’Malta u Għawdex huwa li xxerred u żżid il-prattiki tajbin tal-litteriżmu tul il-ħajja kollha u fl-oqsma differenti tagħha, fost it-tfal, iż-żgħażagħ, l-adulti, iċ-ċittadini ta’ pajjiżi terzi u l-persuni li jsibuha bi tqila jitgħallmu.
L-Istrateġija trid twassal biex il-ħidma b’risq il-litteriżmu li qiegħda ssir tagħti riżultati aħjar ħalli b’hekk joktru l-prattiki inklużivi u ż-żgħażagħ jiksbu kwalifiki akkademiċi ogħla u jkollhom prospetti ta’ xogħol aħjar.

L-Istrateġija Nazzjonali tal-Litteriżmu għal Kulħadd f’Malta u Għawdex: - Tqis il-litteriżmu bħala element importanti għall-kisba tal-inklużjoni soċjali.
Għaldaqstant, għandhom jittieħdu miżuri konkreti biex jiġi żgurat li kulħadd ikollu l-opportunità jikseb il-ħiliet bażiċi u b’hekk ikun jista’ jipparteċipa bis-sħiħ fis-soċjetà.

- Tippromwovi l-ħsieb li l-komunità għandha tkun litterata ħalli b’hekk l-istudenti jingħataw l-opportunità jitgħallmu mill-esperjenzi tagħhom u jorbtu tiġribhom mal-istorja, il-kultura u l-identità tagħhom.

B’aktar aċċess għal kotba u lingwi, tissaħħaħ id-demokrazija parteċipattiva.
- Ixxerred politika bilingwi u l-bilitteriżmu fil-Malti u l-Ingliż.

- Tisħaq li l-ġenituri u l-għalliema tal-klassi għandhom sehem ewlieni fl-iżvilupp tal-litteriżmu tat-tfal.

Is-servizzi ta’ għajnuna għandhom jikkumplimentaw ix-xogħol fejjiedi li jagħmlu l-għalliema tal-klassi.

- Tikkonsolida u tintegra aħjar l-inizjattivi u l-programmi eżistenti fil-qasam tal-litteriżmu biex dawn ikunu aktar effettivi u jagħtu aktar frott.
- Tmexxi ’l quddiem il-metodu ta’ tagħlim magħruf bħala l-Litteriżmu Bilanċjat fejn l-aspetti tekniċi tal-qari u l-kitba jiġu mgħallma f’kuntest li l-istudenti jagħmlu sens mit-testi li jkunu qegħdin jaqraw u/jew jiktbu.
8 STRATEĠIJA NAZZJONALI TAL-LITTERIŻMU QARI MGĦAJJAT KITBA GĦAL RASEK QARI FLIMKIEN KITBA GWIDATA KITBA INTERATTIVA LITTERIŻMU BILANĊJAT STUDJU TA’ KLIEM QARI GWIDAT KITBA FLIMKIEN QARI GĦAL RASEK KITBA FUQ MUDELL Mudell ta’ Litteriżmu Bilanċjat 9 - Tħeġġeġ l-integrazzjoni tal-ħiliet tat-taħdit, il-qari u l-kitba.

- Tipprovdi aktar opportunitajiet għal ħin iddedikat għall-qari bil-Malti u l-Ingliż fil-kurrikulu kollu fi ħdan il-qafas ta’ riferiment tal-Qafas tal-Kurrikulu Nazzjonali.
- Tirrakkomanda li jkunu t-timijiet ta’ tmexxija tal-iskejjel flimkien mal-għalliema li jagħżlu liema strateġiji tal-litteriżmu għandhom jintużaw fil-klassijiet tal-iskola tagħhom billi huma jkunu jafu l-ħtiġijiet tal-istudenti tagħhom.

Is-servizzi ċentrali għandhom ikunu hemm biex jagħtu l-għajnuna.

- Tisħaq li għandu jkun hemm opportunitajiet għall-iżvilupp professjonali tal-edukaturi ta’ livelli differenti fit-tagħlim tal-litteriżmu.

- Tħeġġeġ l-użu ta’ teknoloġiji ġodda fit-tagħlim tal-litteriżmu.
- Tippromwovi aktar studji ta’ riċerka biex ikollna stampa aktar ċara tal-prattiki tal-litteriżmu f’Malta u Għawdex.

- Ixxerred kuxjenza favur il-litteriżmu permezz ta’ inizjattivi nazzjonali, il-midja u miżuri li jiffavorixxu l-familja.

L-objettivi ewlenin għall-Ewwel Snin tat-tfulija (0 – 3 snin) huma dawn li ġejjin: - Tingħaraf l-importanza tal-ħila tat-taħdit bħala prekursur tal-litteriżmu.
- Jiżdied l-involviment tal-ġenituri u l-persuni li jieħdu ħsieb it-tfal ta’ din l-età fl-iżvilupp tal-litteriżmu tat-tfal tagħhom permezz ta’ programmi ta’ qari u rrakkontar ta’ stejjer bħal Aqra miegħi/Read with me.

- Jitkattru l-ambjenti mogħnija bil-kotba, speċjalment fid-djar ta’ tfal u familji li ftit ikollhom kotba biex jiżdied il-qari fost it-tfal u l-ġenituri.

- Jitjiebu l-proċeduri ta’ identifikazzjoni tal-ħtiġijiet u ta’ interventi bikrija.
- Jingħataw aktar opportunitajiet ta’ żvilupp professjonali lil dawk li jaħdmu f’dan is-settur.

- Titjieb il-kollaborazzjoni fil-promozzjoni tal-litteriżmu bejn id-diversi ministeri u aġenziji li jaħdmu b’risq dan il-qasam.

10 STRATEĠIJA NAZZJONALI TAL-LITTERIŻMU L-objettivi ewlenin għas-Snin Bikrin (mill-Kinder sat-2 sena tal-Primarja) huma dawn li ġejjin: - Tingħaraf l-importanza tal-ħila tat-taħdit bħala prekursur tal-litteriżmu.
- Jitkattru l-ambjenti mogħnija bil-kotba, speċjalment fid-djar ta’ tfal u familji li ftit ikollhom kotba.

- Issir enfasi fuq djalogu bis-sens bejn l-adulti u t-tfal.

- Jixtered u jitħaddem il-Litteriżmu Bilanċjat.

- Jiżdied il-ħin iddedikat għall-qari bil-Malti u l-Ingliż fil-kurrikulu kollu.

- Jissaħħu l-proċeduri tal-iskrinjar tal-ħtiġijiet u tat-tfassil tal-profil tat-tfal biex jiġi żgurat li jkun hemm intervent f’waqtu.
- Il-ġenituri u l-persuni li jieħdu ħsieb tfal ta’ din l-età jingħataw l-appoġġ kollu meħtieġ biex ikunu jistgħu jgħinu lit-tfal tagħhom jiksbu l-ħiliet tal-litteriżmu.

- Jitkabbru u jiżdiedu l-libreriji fil-klassijiet u fl-iskejjel.

- L-iskejjel għandu jkollhom politika ċara kif se jgħallmu l-litteriżmu bil-Malti u l-Ingliż.
L-objettivi ewlenin għall-Aħħar Snin tal-Primarja huma dawn li ġejjin: - Jitwaqqfu Timijiet tal-Litteriżmu f’kull kulleġġ li jkunu magħmula minn Kap tad-Dipartiment tal-Litteriżmu, għalliema tal-litteriżmu u għalliema oħra.

- Fil-pjan ta’ żvilupp tal-iskejjel kollha, il-litteriżmu jingħata prijorità u jkun jinkludi pjan/ijiet ta’ azzjoni relevanti.

- L-iskejjel kollha jingħataw l-informazzjoni meħtieġa biex fuqha jibbażaw il-pjan/ijiet ta’ żvilupp u l-pjan/ijiet ta’ azzjoni tagħhom.
- Jixtered u jitħaddem il-Litteriżmu Bilanċjat.

- Jiżdied il-ħin iddedikat għall-qari bil-Malti u l-Ingliż fil-kurrikulu kollu.

- Jixterdu l-istrateġiji tal-Qari Flimkien (shared reading) u l-Qari Gwidat (guided reading).

- Jissaħħu l-proċeduri ta’ identifikazzjoni tal-ħtiġijiet u tat-tfassil tal-profili tat-tfal biex jiġi żgurat li jkun hemm intervent f’waqtu.

- Jitkabbru u jiżdiedu l-libreriji fil-klassijiet u fl-iskejjel.
- Jiġu stabbiliti proċeduri biex l-iskejjel ikollhom ambjent xieraq għall-istudenti diżlessiċi.

11 L-objettivi ewlenin għas-Snin tas-Sekondarja huma dawn li ġejjin: - Fil-Pjan ta’ Żvilupp tal-Iskejjel ikun hemm Politika fuq il-Litteriżmu mfassla mill-maniġment tal-iskola.

- Kull skola għandha tevalwa s-sitwazzjoni tal-litteriżmu tagħha u tfassal pjan ta’ azzjoni mat-Tim tal-Litteriżmu u b’konsultazzjoni mal-Uffiċjali Edukattivi tal-Malti, l-Ingliż u l-Litteriżmu.
- Jixtered u jitħaddem il-Litteriżmu Bilanċjat.

- Jiżdied il-ħin iddedikat għall-qari bil-Malti u l-Ingliż fil-kurrikulu kollu.

- Jiġi żviluppat portfolju għall-istudenti bil-kisbiet li jagħmlu fil-litteriżmu.

- Jissaħħaħ il-Programm tal-Kurrikulu Bażiku (CCP).

- Jingħataw aktar opportunitajiet ta’ żvilupp professjonali kontinwu lill-istaff biex ikompli jiżviluppa l-ħiliet tiegħu.

- Jitkabbru u jiżdiedu l-libreriji tal-iskejjel.


- Jiġu stabbiliti proċeduri biex l-iskejjel ikollhom ambjent xieraq għall-istudenti diżlessiċi.

L-objettivi ewlenin għaż-Żgħażagħ huma dawn li ġejjin: - Jissaħħu u jiżdiedu l-programmi tal-ħiliet bażiċi maħsuba għaż-żgħażagħ.

- Tingħata akkreditazzjoni lill-programmi tal-ħiliet bażiċi biex jiġi żgurat li jkunu rikonoxxuti aktar, fost oħrajn minn min iħaddem, u biex iwittu t-triq għat-tkomplija ta’ studji avvanzati u ogħla.
- Jiġi żgurat li l-persuni b’diffikultajiet u b’diżabilitajiet marbuta mat-tagħlim jingħataw l-għajnuna biex itejbu l-ħiliet tagħhom fil-litteriżmu permezz ta’ programmi mfassla apposta għalihom, u permezz tal-użu tat-teknoloġija.

- Jiżdiedu l-opportunitajiet għall-iżvilupp ta’ programmi ta’ tagħlim integrat u metodoloġiji innovattivi oħra.

- Joktru u jixterdu l-programmi formali u mhux formali ta’ litteriżmu għall-komunità fiċ-ċentri tal-komunità.
- Isir użu aktar effettiv tat-teknoloġiji l-ġodda u tan-netwerks soċjali fit-tagħlim tal-litteriżmu liż-żgħażagħ.

12 STRATEĠIJA NAZZJONALI TAL-LITTERIŻMU L-objettivi ewlenin għall-Adulti huma dawn li ġejjin: - Jiżdiedu l-opportunitajiet għall-iżvilupp professjonali tal-edukaturi tal-Malti u l-Ingliż li jaħdmu fil-qasam tal-litteriżmu tal-adulti.

- Jitħeġġeġ l-iżvilupp ta’ għodod u materjali xierqa għat-tagħlim tal-litteriżmu tal-adulti bil-Malti u l-Ingliż.
- Titwaqqaf sistema ta’ akkreditazzjoni effiċjenti u ta’ min joqgħod fuqha għall-programmi tal-ħiliet bażiċi tal-adulti.

Dawk li jipprovdu dawn is-servizzi għandhom ikun mgħarrfa bil-benefiċċji ta’ din l-akkreditazzjoni.

- Jiżdiedu l-programmi tal-litteriżmu għall-familja.

- Aktar kunsilli lokali u libreriji lokali jinvolvu ruħhom fi programmi ta’ litteriżmu għall-adulti li jsiru fil-komunità.
- Jiġu pprovduti aktar programmi tal-litteriżmu li jwasslu għal impjieg għall-adulti qiegħda u bi ftit kwalifiki.

- Jiġu offruti programmi tal-litteriżmu u l-ħiliet bażiċi lir-residenti tal-faċilitajiet korrettivi biex dawn jerġgħu jintegraw ruħhom fis-soċjetà.

Dawn il-programmi jistgħu jkunu marbuta mas-sistema tal-parole u hekk titħeġġeġ il-parteċipazzjoni tal-persuni kkonċernati.
- Jiġi żgurat li l-persuni b’diffikultajiet u b’diżabilitajiet marbuta mat-tagħlim jingħataw l-għajnuna biex itejbu l-ħiliet tagħhom tal-litteriżmu permezz ta’ programmi mfassla apposta għalihom, u permezz tal-użu tat-teknoloġija.

- Jitħeġġu skemi ta’ taħriġ ma’ min iħaddem biex jiġu pprovduti korsijiet fil-litteriżmu u fl-edukazzjoni bażika fuq il-post tax-xogħol.
L-objettivi ewlenin għat-Tfal b’Diffikultajiet u b’Diżabilitajiet marbuta mat-Tagħlim huma dawn li ġejjin: - Tissaħħaħ is-sistema ta’ riferiment ibbażata fuq tliet livelli, fi kliem ieħor l-għalliem/a tal-klassi, il-professjonisti tal-iskola u l-professjonisti esterni.

- Jiżdied l-iżvilupp professjonali kontinwu tal-għalliema u l-persuni l-oħra li jaħdmu f’dan il-qasam fl-iżvilupp tal-ħiliet tal-litteriżmu.
- Is-servizzi speċifiċi li jingħataw lil studenti b’diffikultajiet u b’diżabilitajiet marbuta mat-tagħlim ikopru firxa usa’ ta’ diffikultajiet marbuta mat-tagħlim.

13 - Issir promozzjoni tat-tagħlim multisensorjali fis-suġġetti kollha mgħallma l-iskola.

- L-istudenti li jaqgħu lura ħafna fil-litteriżmu jingħataw programmi intensivi ta’ litteriżmu għal perjodu definit ta’ żmien.
- L-assistenti tat-tagħlim, li jkunu ngħataw taħriġ bażiku fil-litteriżmu, għandhom jgħinu lill-istudenti li jsibu diffikultà fil-litteriżmu, taħt il-gwida tal-għalliema tagħhom u tal-ispeċjalisti tal-litteriżmu.

- Jingħataw korsijiet ta’ taħriġ lill-ġenituri u l-persuni li jieħdu ħsieb it-tfal biex dawn ikunu jistgħu jgħinu fl-iżvilupp tal-litteriżmu tat-tfal tagħhom.
- Jiġu implimentati miżuri li jiffavorixxu l-familja biex il-familji tat-tfal li jsibuha diffiċli biex jitgħallmu jiġu inklużi fil-proċess ta’ appoġġ u fil-programmi ta’ intervent li jsiru mat-tfal tagħhom.

L-objettivi ewlenin għaċ-Ċittadini ta’ Pajjiżi Terzi huma dawn li ġejjin: - Jinħolqu klassijiet ta’ appoġġ fil-lingwa u l-litteriżmu magħmula minn gruppi żgħar ta’ studenti minn pajjiżi terzi fejn l-istudenti jingħataw attenzjoni individwali.
B’dan il-mod l-istudenti jħossuhom komdi jesperimentaw bil-lingwa, huma u jiksbu l-ħiliet tal-litteriżmu.

- Jixtered it-tagħlim tal-ħiliet tal-litteriżmu f’kuntest li jagħmel sens għall-istudenti.

- Jingħataw opportunitajiet ta’ żvilupp professjonali kontinwu lill-għalliema u l-ħaddiema kollha involuti fil-qasam tat-tagħlim tal-litteriżmu taċ-ċittadini ta’ pajjiżi terzi.

- Jissokta l-ħolqien ta’ linji gwida u materjal għat-tagħlim tal-Malti bħala t-tieni lingwa jew lingwa barranija.
- Joktru l-ambjenti mogħnija bil-kotba, speċjalment fid-djar ta’ tfal u familji li ftit ikollhom kotba.

14 STRATEĠIJA NAZZJONALI TAL-LITTERIŻMU L-objettivi ewlenin għal-Litteriżmu Diġitali huma dawn li ġejjin: - Dawk kollha involuti f’dan il-qasam ikunu tal-istess fehma fir-rigward tal-objettivi li jistgħu jintlaħqu fl-iżvilupp tal-lingwa u l-litteriżmu permezz tat-teknoloġiji l-ġodda.
- Dawk kollha li jmissu ma’ dan il-qasam fl-iskejjel jiġu involuti fl-istadji kollha tal-proċess tat-teħid tad-deċiżjonijiet b’rabta mal-viżjoni ‘‘teknoloġija diġitali lil kull student/a’’ biex jiġi żgurat li l-proġett tal-litteriżmu diġitali, kull skola tagħmlu tagħha.

- Il-kulleġġi u l-iskejjel jingħataw l-għajnuna biex jadattaw il-kontenut elettroniku għall-ħtiġijiet tal-litteriżmu tal-istudenti tagħhom.
- L-għalliema jkollhom il-possibilità li jtejbu l-ħiliet tagħhom fit-tagħlim elettroniku permezz ta’ żvilupp professjonali kontinwu.

- - - - Il-kontenut elettroniku li jitqiegħed għad-dispożizzjoni tal-iskejjel għandu jiġi adattat u ggradat skont il-ħtiġijiet fil-lingwa u l-litteriżmu li jkollhom l-istudenti tagħhom.

Il-ġenituri jiġu offruti sessjonijiet ta’ taħriġ apposta għalihom biex ikunu jistgħu jgħinu lil uliedhom waqt li dawn ikunu qegħdin jużaw il-kontenut elettroniku minn djarhom.
Il-proġetti pilota li qed jipprovdu teknoloġiji ġodda lil studenti individwali għandhom jiġu implimentati u reveduti.

Is-sistemi ta’ appoġġ pedagoġiku, tekniku u amministrattiv relevanti għandhom jingħataw skont x’jirriżulta fil-proġetti pilota.

15 16 STRATEĠIJA NAZZJONALI TAL-LITTERIŻMU Introduzzjoni Il-Gvern Malti qiegħed jagħmel ħiltu kollha biex jiżgura li kull individwu f’Malta u Għawdex jingħatawlu l-aqwa opportunitajiet u b’hekk jikseb il-ħiliet meħtieġa tal-litteriżmu.
Din il-mira se tintlaħaq permezz tal-Istrateġija Nazzjonali tal-Litteriżmu għal Kulħadd u Kampanja Nazzjonali favur il-Litteriżmu marbuta magħha, maħsuba għal setturi differenti tas-soċjetà.
L-Istrateġija se titwettaq ukoll fid-dawl tar-riżultati reċenti miksuba minn Malta fil-Progress in International Reading Literacy Study (PIRLS)1 fejn il-marka medja fil-qari (477) tat-tfal Maltin li għandhom għaxar snin kienet b’mod sinifikanti aktar baxxa mill-medja internazzjonali (500), u fil-Programme for International Student Assessment (PISA 2009+)2 fejn 36.3% tal-istudenti ta’ 15-il sena marru ħażin fil-qari b’mod sinifikanti meta tqis li l-medja tal-UE kienet 19.7%.
Mir-riżultati tal-PIRLS (2011) ta’ Malta, fil-Malti u l-Ingliż, l-istudenti Maltin ġabu marki ogħla f’taħriġ fejn kellhom jiftakru informazzjoni u jagħmlu inferenzi ċari milli f’taħriġ fejn intalbu jinterpretaw, jintegraw u jevalwaw l-informazzjoni.

Il-ħin iddedikat għat-tagħlim ta’ lingwa f’sena skolastika f’Malta, skont l-għalliema huwa 51 siegħa inqas mill-medja internazzjonali.
Il-ħin iddedikat għall-qari bħala parti mit-tagħlim ta’ lingwa f’sena skolastika f’Malta huwa l-aktar wieħed baxx fil-pajjiżi kollha, madwar 34 siegħa inqas mill-medja internazzjonali.

Il-ħin iddedikat għall-qari fil-firxa ta’ suġġetti li hemm fil-kurrikulu f’sena skolastika f’Malta, inkluż il-ħin iddedikat għat-tagħlim tal-qari, huwa 42 siegħa inqas mill-medja internazzjonali.
Mir-riżultati ta’ Malta fil-PISA (2009+) ħareġ li l-istudenti li jattendu l-iskejjel sekondarji u s-subien li jattendu l-Junior Lyceum ġabu aktar minn 100 marka inqas fil-kejl tal-qari mill-istudenti l-oħra tamparhom.

1 Progress in International Reading Literacy Study (PIRLS, 2011), Malta Report, Il-Ministeru għall-Edukazzjoni u x-Xogħol, Malta.

2 Programme for International Student Assessment (PISA 2009+) (2013), Malta Report, Il-Ministeru għall-Edukazzjoni u x-Xogħol, Malta.
17 X’nifhmu b’Litteriżmu B’litteriżmu nifhmu l-ġabra ta’ għarfien u ħiliet miksuba li fuqhom jissejsu t-tagħlim, il-komunikazzjoni, l-użu tal-lingwa u l-interazzjoni soċjali 3.

Il-litteriżmu jvarja mill-abbiltà bażika li tkun taf taqra, tikteb, tisma’ u tifhem sal-ħiliet ta’ pproċessar ta’ livell ogħla li bihom tkun kapaċi tiddeduċi, tinterpreta, issegwi u telabora l-materjal mgħallem 4.

Minn meta tfaċċat il-midja diġitali, id-definizzjoni tal-litteriżmu saret aktar wiesgħa u komprensiva.
Il-midja diġitali tifforma parti mill-prattika ta’ kuljum tal-litteriżmu.

Żdied l-element viżiv u l-animazzjonijiet, u kotrot ukoll l-informazzjoni li tinkiseb b’apparati elettroniċi 5.

Meta l-istudenti jużaw il-midja diġitali, hija prattika standard li jittrasferixxu u jipproċessaw l-informazzjoni permezz ta’ diversi mezzi (testwali, viżivi, tal-awdjo, eċċ.).

Jeħtieġ li l-istudenti jkunu kapaċi jevalwaw u jilagħbu bil-mezzi multimodali biex jagħmlu sens minnhom 6.
Il-kisba tal-litteriżmu mhix biss waħda mill-miri l-aktar importanti tal-edukazzjoni u l-ogħla mir-responsabilitajiet akkademiċi, iżda hija wkoll il-pedament li fuqu kull persuna tibni t-tagħlim u l-parteċipazzjoni futuri tagħha fis-soċjetà u fil-qasam tax-xogħol.

Il-litteriżmu jiffaċilita l-aċċess għal sorsi li jgħinu l-iżvilupp personali bħall-interazzjoni soċjali u l-attivitajiet kulturali.

3 New South Wales (NSW).

Department of Education and Training (2009).


An Introduction to Quality Literacy Teaching.

Wales.

4 Henry, M.K.

(2004).

Unlocking Literacy: Effective Decoding & Spelling Instruction.

Maryland: Paul Brookes Publishing co. 5 Kress, G. (2003).

Literacy in the New Media Age.

Rouledge: London.

6 Wiegel, M, James, C & Gardner, H. (2009).

Learning: Peering Backward and Looking Forward in the Digital Era’, International Journal of Learning and Media (ILJM), 1 (1).
18 STRATEĠIJA NAZZJONALI TAL-LITTERIŻMU 19 L-Irwol tal-Litteriżmu fl-Iżvilupp Personali u Soċjali Biex persuna tirnexxi fl-edukazzjoni u fuq il-post tax-xogħol trid tkun litterata.

Il-korelazzjoni bejn il-faqar u l-litteriżmu hija mifhuma minn kulħadd 7,8.

Il-PIRLS wera li l-ikbar grupp ta’ qarrejja batuti huma tfal ġejjin minn ambjent soċjoekonomiku baxx jew wieħed ta’ migrazzjoni 9.
Ir-rapport tal-1996 tal-Organisation for Economic Co-operation and Development (l-OECD) 10 saħaq fuq is-sehem tal-litteriżmu fil-promozzjoni tal-kompetittività u l-ħolqien tax-xogħol, id-demokrazija u l-koeżjoni soċjali, u t-tnaqqis tal-faqar.

Il-litteriżmu huwa essenzjali għall-bini ta’ soċjetà mogħnija bl-għarfien u għat-tisħiħ tal-persuni, il-familji, il-komunitajiet u n-nazzjonijiet.

L-individwi li għandhom livelli ogħla ta’ litteriżmu, is-soċjetà tirrikonoxxihom aktar minn persuni oħra.
Mill-iskola t-tfal u ż-żgħażagħ suppost joħorġu litterati.

Madankollu, bosta żgħażagħ qegħdin itemmu l-iskola obbligatorja b’livell ta’ litteriżmu baxx, jew saħansitra illitterati.

Hemm ukoll adulti li jsibuha bi tqila jaqraw u dan jillimitalhom il-parteċipazzjoni tagħhom fis-soċjetà.

Il-fatturi soċjoekonomiċi jitqiesu bħala fost l-aktar fatturi determinanti fil-kisba tal-litteriżmu.
It-tfal li jkunu ġejjin minn ambjent soċjoekonomiku baxx x’aktarx jibqgħu lura fl-iżvilupp konjittiv u l-mixja edukattiva tagħhom.

Dan jiġri sa mil-livell tal-kindergarten 11.

Ir-riċerka li saret f’Malta wriet li l-livell ta’ edukazzjoni u t-tip ta’ impjieg tal-ġenituri Maltin huma marbuta b’mod sinifikanti mal-livell ta’ litteriżmu milħuq minn uliedhom 12.
L-Istrateġija Nazzjonali tal-Litteriżmu għal Kulħadd se tindirizza din is-sitwazzjoni billi tipprova tnaqqas kemm jista’ jkun l-għadd ta’ individwi soċjalment esklużi minħabba n-nuqqas jew il-livell baxx ta’ litteriżmu tagħhom.

7 Organisation for Economic Co-orperation and Development (OECD).

(2009).

PISA 2009 Assessment Framework: Key Competencies in Reading, Mathematics and Science.

Paris.
Paris.

8 Bailey, I (2006), Overview of the Adult Literacy System in Ireland and Current Issues in its Implementation, in Review of Adult Learning and Literacy: volume 6: Connecting Research, Policy, and Practice, eds J Comings, B Garner, C Smith & N Center for the Study of Adult Learning and Literacy, Lawrence Erlbaum Associates, Mahwah, pp.197-240.

9 Mullis, I.V.S., Martin, M.O., Foy, P., & Drucker, K.T.

(2012).
(2012).

Progress in International Reading Literacy Study (PIRLS) 2011 international results in reading.

Chestnut Hill, MA: Boston College.

10 Organisation for Economic Co-operation and Development (OECD) (1996), Lifelong Learning for All, OECD, Paris.

11 Lee, V.E.

& Burkam, D.T.

(2002).

Inequality at the Starting Gate: Social Background Differences in Achievement as Children begin School.

Washington, DC: Economic Policy Institute.


12 Mifsud, C.L., Grech, R., Hutchison, D., Morrison, J., Rudd, P. & Hanson, J., (2004) Literacy for School Improvement – Value Added for Malta.

Agenda Publishers, Malta.

20 STRATEĠIJA NAZZJONALI TAL-LITTERIŻMU F’dawn l-aħħar għoxrin sena, rajna żieda qawwija fil-mobilità fid-dinja.

Il-biċċa l-kbira tal-pajjiżi qed jinħakmu minn mewġa kbira ta’ multikulturaliżmu.
Ħafna komunitajiet huma magħmula minn gruppi multilingwi li jkunu litterati, iżda mhux fil-lingwa tal-pajjiż li jkunu joqogħdu fih 13.

F’dawn l-aħħar snin, f’Malta daħlu għadd kbir ta’ migranti irregolari.

Dawn iċ-ċittadini ta’ pajjiżi terzi jħabbtu wiċċhom mal-problema tal-integrazzjoni kulturali u lingwistika.

Il-biċċa l-kbira tagħhom ma jkollhomx mezzi ta’ għajxien u jkunu bla xogħol, u dan ipoġġihom f’qagħda soċjoekonomika mwiegħra.
Uħud minn dawn iċ-ċittadini ta’ pajjiżi terzi huma tfal tal-età tal-iskola li jidħlu fl-iskejjel Maltin f’livelli differenti tas-sistema edukattiva 14.

L-Istrateġija Nazzjonali tal-Litteriżmu għal Kulħadd se tipprovdi qafas li jiżgura li l-adulti u t-tfal minn pajjiżi terzi jingħataw aktar mezzi milli għandhom biex jiksbu u jiżviluppaw il-ħiliet tal-litteriżmu meħtieġa.
Il-Qafas tal-Kurrikulu Nazzjonali għal Kulħadd Fil-Qafas tal-Kurrikulu Nazzjonali, il-litteriżmu jitqies bħala tema interkurrikulari essenzjali għall-edukazzjoni tal-istudenti kollha u sabiex jintlaħqu l-għanijiet tal-edukazzjoni.
Il-Qafas jiddikjara dan li ġej: Il-Litteriżmu Il-fatt li l-litteriżmu hu l-ewwel tema interkurrikulari joħroġ aktar l-importanza li t-tagħlim kollu jseħħ, primarjament, permezz tal-lingwa fil-forom diversi tagħha, u għalhekk l-edukaturi kollha jridu jqisu ruħhom bħala dawk li jridu jiggarantixxu l-ħakma tal-lingwa li għandu jkollhom l-istudenti fil-qasam partikolari tagħhom tat-tagħlim.
Dan ifisser li l-kompetenza fil-litteriżmu mhix biss fi ħsieb l-għalliema tal-Primarja u tal-għalliema tal-lingwi fis-Sekondarja, imma huma responsabbli minnha l-edukaturi kollha.

Barra minn hekk, il-komunità kollha tal-iskola trid tħaddan l-importanza tal-kompetenza fil-litteriżmu: din, fost l-oħrajn, titlob l-involviment attiv tal-ġenituri u tal-komunità lokali (pġ.

37) 15.

13 European Union High Level Group of Experts on Literacy (2012) Act now!
Final report: EU High Level Group of Experts on Literacy.

il-Lussemburgu: L-Uffiċċju tal-Pubblikazzjonijiet tal-Unjoni Ewropea.

14 Vassallo, J.

(2013).

The Integration of Third Country Nationals in the Maltese Education System.

Id-Direttorat għal Kwlaità u Standards fl-Edukazzjoni, il-Ministeru għall-Edukazzjoni u x-Xogħol.

15 Il-Ministeru għall-Edukazzjoni u x-Xogħol (2012).

Il-Qafas tal-Kurrikulu Nazzjonali għal Kulħadd.

Malta: Salesian Press.


21 Il-Prinċipji Ewlenin tal-Istrateġija Fl-Ewropa qed jikber il-fenomenu tat-tfal li tul is-snin skolastiċi obbligatorji ma jkunux kisbu l-ħiliet bażiċi li jippermettulhom jimxu ’l quddiem 16.

Ħafna wkoll jiddubitaw kemm programmi ta’ intervent fit-tul huma fil-fatt ta’ ġid għat-tfal u kemm qiegħed jiġi żgurat li l-effetti tagħhom ma jintilfux 17.

L-għan ta’ intervent edukattiv għandu jkun li jkollu effetti dejjiema.

Kif nistgħu nibnu programmi li jħallu effetti dejjiema?
L-evidenza empirika turi li hemm bżonn interventi komprensivi mifruxin fuq numru ta’ snin u li jkunu diretti lejn punti ta’ tranżizzjoni ewlenin.

Dawn għandhom ikunu elementi kruċjali fil-programmi u għandhom jindirizzaw il-ħtiġijiet tat-tagħlim tat-tfal 18.

Jeħtieġ li s-servizzi edukattivi u l-programmi tal-litteriżmu ma jibqgħux separati minn xulxin 19.

Jeħtieġ nintegraw aħjar l-istrateġiji tagħna u s-servizzi li qed jiġu offruti biex nagħtu sens ta’ tkomplija.
Il-programmi kollha tal-litteriżmu għandhom ikunu parti integrali mill-programmi edukattivi tal-iskejjel jew għandhom ikunu marbuta magħhom.

L-Istrateġija Nazzjonali tal-Litteriżmu għal Kulħadd tipproponi għadd ta’ miżuri li għandu jkollhom effetti sinifikanti u dejjiema meta jiġu implimentati minn gruppi differenti tas-soċjetà Maltija.

Il-programmi attwali tal-litteriżmu għandhom jissaħħu u jiġu estiżi biex ikunu aktar effettivi u jipprovdu valur miżjud.
Qed jiġu proposti numru ta’ miżuri ġodda li se jaffettwaw lil gruppi differenti tas-soċjetà Maltija.

Sabiex l-Istrateġija Nazzjonali tal-Litteriżmu għal Kulħadd tkun waħda ta’ suċċess, jinħtieġ l-impenn tal-gvern, u tad-diversi ministeri, dipartimenti u aġenziji oħra.

Jeħtieġ ukoll li kulħadd jinvolvi ruħu kemm il-gruppi differenti tas-soċjetà Maltija kif ukoll kull min għandu x’jaqsam.
Sabiex l-Istrateġija Nazzjonali tal-Litteriżmu għal Kulħadd tabilħaqq tilħaq lil kulħadd, din tinkludi fiha elementi li huma marbuta kemm mal-edukazzjoni tul il-ħajja kif ukoll mal-edukazzjoni fil-firxa wiesgħa tal-oqsma tagħha.

Hija tagħti importanza wkoll lil aspetti relatati mal-edukazzjoni bejn il-ġenerazzjonijiet, kif jingħad mill-Istitut tal-Edukazzjoni tal-UNESCO 20.
Dan minħabba r-relazzjoni mill-qrib li teżisti bejn il-livell tal-litteriżmu tat-tfal u l-livell ta’ edukazzjoni ta’ dawk li jieħdu ħsiebhom 21.

Dan għandu jwassal għal integrazzjoni aħjar tal-programmi edukattivi offruti mill-iskejjel u l-programmi tal-litteriżmu mogħtija minn aġenziji oħra għat-tfal, il-ġenituri u adulti oħra.

16 European Union High Level Group of Experts on Literacy (2012) Act Now!

Final report: EU High Level Group of Experts on Literacy.
il-Lussemburgu: L-Uffiċċju tal-Pubblikazzjonijiet tal-Unjoni Ewropea.

17 Spodek, B., & Saracho, O.N.

(Eds.).

(2006).

Handbook of Research on the Education of Young Children.

Mahwah, New Jersey: Lawrence Erlbaum Associates.

18 Brooks-Gunn, J.

(2003).

Do You Believe in Magic?

What We Can Expect From Early Childhood Intervention Programs.

Social Policy Report, 17(1), 3-14.


19 Brooks, G., Giles, K., Harman, J., Kendall, S., Rees, F., & Whittaker, S. (2001) Assembling the Fragments: A Review of Research in Adult Basic Skills.

National Foundation for Educational Research.

London: DfEE.

20 Kaplan, M.S.

(2001), School-Based Intergenerational Programs.

Hamburg, Germany: UNESCO.

21 Mifsud, C.L., Grech, R., Hutchison, D., Morrison, J., Rudd, P. & Hanson, J., (2004) Literacy for School Improvement – Value Added for Malta.
Agenda Publishers, Malta.

22 STRATEĠIJA NAZZJONALI TAL-LITTERIŻMU Programmi tal-Litteriżmu għall-Familja u fil-Komunità Il-programmi tal-litteriżmu għall-familja huma effettivi għax itejbu kemm il-litteriżmu tat-tfal kif ukoll il-ħiliet tal-ġenituri.

Permezz ta’ dawn il-programmi, il-ġenituri jingħataw l-għodda meħtieġa biex jgħinu lil uliedhom.

Dawn il-programmi jħallu impatt ikbar minn ħafna miżuri edukattivi oħrajn 22.
Fuq kollox, imma dawn il-programmi jridu jikkumplimentaw l-attivitajiet tal-litteriżmu li jsiru l-iskola.

Ir-riċerka turi li tfal żvantaġġjati li jieħdu sehem f’dawn il-programmi jgawdu minn benefiċċji konjittivi u mhux konjittivi fit-tul.

Is-soċjetà tibbenefika wkoll minn dawn il-programmi għax bil-ħiliet miksuba, it-tfal jinfetħulhom opportunitajiet ta’ impjieg aħjar 23.
L-aħjar programmi huma dawk li jħarrġu lill-ġenituri kif jgħallmu ħiliet speċifiċi tal-litteriżmu billi tingħatalhom gwida ċara dwar il-kontenut u t-teknika li jkunu jridu jgħallmu 24.

Tali programmi jkunu aktar fejjieda meta l-ġenituri jitħarrġu kif għandhom jgħinu ’l uliedhom jiżviluppaw il-ħiliet soċjali u emozzjonali tagħhom, u mhux biss fil-ħiliet bażiċi edukattivi 25.

L-inizjattivi tal-litteriżmu għall-familja għandhom jitmexxew b’tali mod li jikkumplimentaw il-programmi tal-litteriżmu fil-klassi.
Dan jista’ jsir billi tiġi żviluppata politika nazzjonali tal-litteriżmu li tinkludi firxa ta’ programmi komplimentari li jkunu maħsuba għall-ħtiġijiet ta’ gruppi speċifiċi.

Għandha tingħata aktar attenzjoni għall-validità kulturali ta’ tali inizjattivi, sabiex jiġi żgurat li jiġu indirizzati l-ħtiġijiet ta’ familji bi dħul baxx u ta’ gruppi etniċi differenti.

Dawn il-programmi għandhom jitfasslu b’mod li jtejbu l-litteriżmu tat-tfal u jgħinu l-iżvilupp soċjali u emozzjonali tagħhom.
Fl-istess ħin dawn il-programmi jridu jiżviluppaw ukoll il-ħiliet tal-ġenituri biex dawn ikunu jistgħu jgħinu lil uliedhom fil-qari, ngħidu aħna, permezz ta’ programmi tal-qari fejn jinqalbu l-irwoli ta’ min qed jgħid l-istorja u min qed isegwiha.
L-Istrateġija Nazzjonali tal-Litteriżmu għal Kulħadd se taħdem biex issaħħaħ programmi eżistenti bħal dawk immexxija mill-Fondazzjoni għas-Servizzi Edulattivi (FSE) pereżempju NWAR, Klabb Ħilti, Id f’Id, il-Programm tal-Kitba għal Malta (MWP), Klabb Naħla u Klabb Arzella.

Il-programmi eżistenti għandhom jiġu riveduti b’mod regolari u jiġu żviluppati inizjattivi ġodda.

22 Carpentieri, J., Fairfax-Cholmeley, K., Litster, J., & Vorhaus, J.
(2011) Family Literacy in Europe: Using Parental Support Initiatives to Enhance Early Literacy Development.

London: NRDC, Institute of Education.

23 Kağitçibaşi, Ç., Sunar, D., Bekman, S., & Cemalcilar, Z.

(2005).

Continuing Effects of Early Intervention in Adult Life: Preliminary Findings of Turkish Early Enrichment Project Second Follow Up Study.

Istanbul: Mother Child Education Foundation Publications.

24 Sénéchal , M., & Young, L. (2008).


The Effect of Family Literacy Interventions on Children’s Acquisition of Reading from Kindergarten to Grade 3: A Meta-Analytic Review.

Review of Educational Research, 78(4), 880-907.

25 Desforges, C. & Abouchaar, A.

(2003).

The Impact of Parental Involvement, Parental Support and Family Education on Pupil Achievements and Adjustments: A Literature Review.

London: DfES.
London: DfES.

23 24 STRATEĠIJA NAZZJONALI TAL-LITTERIŻMU Programmi mfassla mill-iskejjel fuq inizjattiva tagħhom u oħrajn L-għalliema tal-klassi, il-kapijiet tal-iskola u l-prinċipali għandhom jingħataw l-mezzi u r-riżorsi meħtieġa biex jippjanaw u jwettqu l-proġetti tal-litteriżmu tagħhom b’risq l-istudenti li jkollhom bżonn l-għajnuna.

Dan jista’ jseħħ billi jingħataw għotjiet għal proġetti proposti mill-iskejjel.
Inizjattivi Nazzjonali L-Istrateġija Nazzjonali tal-Litteriżmu għal Kulħadd se jkollha l-għan li ssaħħaħ il-programmi nazzjonali attwali.

F’dawn l-aħħar xhur, ġew imnedija numru ta’ inizjattivi: Il-programm Aqra Miegħi/Read with Me għandu l-għan li jippromwovi l-litteriżmu fl-ewwel snin kruċjali tat-tfulija (0-3 snin).

F’dan il-programm isiru attivitajiet regolari, interattivi u pjaċevoli, ta’ qari, kant u moviment, kif ukoll tagħlim tan-numri għat-tfal u l-ġenituri jew il-persuni li jieħdu ħsiebhom.
Nimlew il-libreriji tad-djar u l-iskejjel bil-kotba: Din hija inizjattiva maħsuba biex il-libreriji tal-iskejjel primarji jimtlew b’kotba attraenti u interessanti bil-Malti u bl-Ingliż.

Bis-saħħa ta’ kampanja nazzjonali favur il-qari, il-ġenituri u l-persuni li jieħdu ħsieb it-tfal se jitħeġġu jinvolvu ruħhom f’qari flimkien mat-tfal tagħhom.

Hemm rabta diretta bejn l-ammont ta’ kotba li jkollhom it-tfal fl-ambjent ta’ madwarhom, speċjalment fid-dar, u l-livell tal-litteriżmu tagħhom 26.
L-Ambaxxaturi tal-Qari: Il-Ministeru tal-Edukazzjoni ħatar numru ta’ personalitajiet lokali li qed jagħtu spinta lill-qari fl-iskejjel permezz ta’ attivitajiet ta’ qari u diskussjoni fi klassijiet differenti.

Dawn il-personalitajiet fiż-żjarat li qed jagħmlu fl-iskejjel qed ikunu ta’ eżempju għall-istudenti u qed irawmu attitudni pożittiva lejn il-qari billi jaqraw stejjer u jaqsmu l-esperjenzi tagħhom mal-istudenti.
Programm ta’ Tagħlim Alternattiv (ALP): Dan il-programm huwa maħsub għal dawk l-istudenti li jitilqu mill-iskola u li ma jkollhomx il-ħsieb li jagħmlu l-eżamijiet taċ-Ċertifikat tal-Edukazzjoni Sekondarja (ĊES).

L-istudenti li jkunu fl-aħħar sena tal-iskola obbligatorja jingħataw iċ-ċans li jagħmlu programm edukattiv alternattiv li jinkludi korsijiet ta’ taħriġ tal-1 Livell tal-Qafas Malti tal-Kwalifiki f’suġġetti vokazzjonali.
Dawn l-istudenti qed jingħataw ukoll il-possibilità li jsegwu Korsijiet ta’ Ħiliet Bażiċi fil-Malti, l-Ingliż u l-Matematika.

Il-Programmi tal-Promoturi tal-Qari u s-Sħab fil-Qari (Reading Champions and Reading Buddies): Huwa maħsub li dawn il-programmi jsiru fl-iskejjel u fi Skola Sajf biex iħeġġu lil tfal u żgħażagħ jispiraw tfal u żgħażagħ bħalhom jaqraw.

26 European Union High Level Group of Experts on Literacy (2012) Act Now!

Final Report: EU High Level Group of Experts on Literacy.
Luxembourg: L-Uffiċċju tal-Pubblikazzjonijiet tal-Unjoni Ewropea.. 25 Il-Qafas tal-Istrateġija Nazzjonali tal-Litteriżmu għal Kulħadd Edukazzjoni Formali Edukazzjoni Mhux Formali Miżuri addizzjonali - Appoġġ mill-familja - Test mediku - iċ-Child Development and Assessment Unit (CDAU) - Koordinazzjoni bejn l-awtoritajiet tas- saħħa, tal-edukazzjoni u tas-servizzi soċjali.
- Programmi ta’ Qari - Indukrar tat-Tfal Flimkien - Ambjenti li jkunu mogħnija bil-kotba - Ambjenti li jkunu mogħnija bil-kotba - Libreriji fil-klassijiet b’aktar kotba u riżorsi aħjar - Programmi tal-litteriżmu għall-familji - Programmi tal-litteriżmu wara l-ħin tal-iskola - Programmi tal-litteriżmu għall-familji - Programmi tal-litteriżmu wara l-ħin tal-iskola - Il-Programm tal-Kitba għal Malta (MWP) - Ambjenti li jkunu mogħnija bil-kotba - Libreriji fil-klassijiet b’aktar kotba u riżorsi aħjar L-Ewwel Snin Iċ-Ċiklu tas-Snin Bikrin Iċ-Ċiklu tal- Aħħar Snin tal-Primarja - Il-Litteriżmu Bilanċjat - Żieda fil-ħin iddedikat għall-qari - Qari Gwidat - Qari Flimkien - Assessjar bażi - Sistema ta’ profil estiż tal-kompetenzi ewlenin - Intervent bikri - Programm ta’ taħdit u smigħ - Edukazzjoni kumplimentari - Il-Litteriżmu Bilanċjat - Żieda fil-ħin iddedikat għall-qari - Qari Gwidat - Qari Flimkien - L-Istrateġija tal- kompetenzi ewlenin - Intervent fil-litteriżmu - Programm ta’ taħdit u smigħ - Edukazzjoni kumplimentari - Pjanijiet ta’ Azzjoni mfassla mill-Iskejjel (SIAPs) - L-Assessjar għat-Tagħlim 26 STRATEĠIJA NAZZJONALI TAL-LITTERIŻMU Edukazzjoni Formali Edukazzjoni Mhux Formali Is-Snin tas- Sekondarja - Il-Litteriżmu Bilanċjat - Żieda fil-ħin iddedikat - Programmi tal-litteriżmu fiċ-ċentri taż-żgħażagħ - Programmi tal-litteriżmu wara l-ħin tal-iskola - Il-Programm tal-Kitba għal Malta (MWP) - Programmi li jħaffu t-tranżizzjoni bejn l-edukazzjoni sekondarja u dik ogħla - Korsijiet tal-ħiliet bażiċi fiċ-ċentri taż-żgħażagħ u tal-komunità - korsijiet organizzati minn Għaqdiet Mhux Governattivi - Korsijiet tal-ħiliet bażiċi fiċ-ċentri tal-komunità għall-qari - Il-litteriżmu tal-adolexxenti - Il-Programm tal-Kurrikulu Bażiku - Programmi ta’ litteriżmu f’kull skola - Klabbs tal-qari - L-Assessjar għat-Tagħlim - Programmi ta’ Litteriżmu Integrat It-Tranżizzjoni mill- edukazzjoni sekondarja għall- edukazzjoni ogħla, it-taħriġ jew ix-xogħol Iż- Żgħażagħ - Programmi tal-ħiliet bażiċi għaż-żgħażagħ - Programmi ta’ Litteriżmu Integrat - Korsijiet tal- Korporazzjoni għax- Xogħol u t-Taħriġ (ETC) - Korsijiet tal-Kulleġġ Malti tal-Arti, ix- Xjenza u t-Teknoloġija (MCAST) L-Adulti - Korsijiet edukattivi għall-adulti - Programmi ta’ Litteriżmu Integrat - Korsijiet tal-Korporazzjoni għax-Xogħol u t-Taħriġ (ETC) - Korsijiet tal-Kunsilli Lokali - Iċ-Ċentri Aċċess Miżuri addizzjonali - Ambjenti li jkunu mimlijin kotba - Libreriji fl-iskejjel b’riżorsi aħjar - It-tisħiħ tar-rabta bejn it-tagħlim u x-xogħol - Il-litteriżmu taż-żgħażagħ - Il-litteriżmu għax-xogħol - It-tisħiħ tar-rabta bejn it-tagħlim u x-xogħol - Libreriji lokali u pubbliċi b’aktar kotba u riżorsi aħjar - Il-litteriżmu għax-xogħol - It-tisħiħ tar-rabta bejn it-tagħlim u x-xogħol - Libreriji lokali u pubbliċi b’aktar kotba u riżorsi aħjar 27 L-Istruttura tal-Istrateġija Nazzjonali tal-Litteriżmu għal Kulħadd L-Istrateġija Nazzjonali tal-Litteriżmu għal Kulħadd tiddeskrivi firxa ta’ strateġiji użati fis-sistemi edukattivi formali u mhux formali ta’ Malta u Għawdex, u strateġiji lil hinn minnhom li bis-saħħa tagħhom it-tfal, iż-żgħażagħ u l-adulti jistgħu jiksbu l-ħiliet meħtieġa tal-litteriżmu.
It-tfal u ż-żgħażagħ huma mistennija li jkunu jafu jitkellmu, jaqraw u jiktbu sew f’kull qasam tal-kurrikulu.

It-tir ewlieni tal-Istrateġija huwa li l-istudenti jkunu kapaċi jħaddmu u japplikaw il-ħiliet u l-kunċetti li jkunu tgħallmu biex iwettqu ħidmiet realistiċi skont l-istadju ta’ żvilupp tagħhom.

L-Istrateġija Nazzjonali tal-Litteriżmu għal Kulħadd għandha l-għan li turi l-firxa ta’ miżuri u strateġiji użati f’livelli differenti u f’għadd ta’ sitwazzjonijiet.
Din it-turija għandha twassal biex ikun hemm koordinazzjoni u integrazzjoni aħjar tal-istrateġiji u hekk tiżdied l-effettività tagħhom.

Politika Bilingwi Wieħed mill-elementi essenzjali ta’ pajjiż bilingwi huwa l-abilità tal-poplu tiegħu li jaqleb minn lingwa għal oħra b’mod naturali.

Din il-kapaċità hija tassew importanti għalina l-Maltin u l-Għawdxin għax permezz tagħha jkollna aċċess għal dak kollu li hu bil-Malti u bl-Ingliż u anki b’lingwi oħra.
Il-politika bilingwi tagħna trid tqis il-wirt lingwistiku kbir u varjat tagħna, u twitti t-triq lill-istudenti biex jiksbu l-ħiliet tal-litteriżmu minn kmieni u jkomplu jiżviluppawhom b’tali mod li japplikawhom għal-lingwi Ewropej u lingwi oħra.

Irridu nitkellmu dejjem aktar fuq individwi plurilingwi, kif isostni l-Kunsill tal-Ewropa 27, liema individwi jkollhom ħakma ta’ aktar minn lingwa waħda u jkunu kapaċi jaqilbu minn lingwa għal oħra, skont iċ-ċirkustanzi.
Biex jiksbu livelli xierqa ta’ kompetenza f’lingwa 28 u jitħaffef il-progress ġenerali tat-tfal huwa essenzjali li t-tfal żgħar jibdew jitgħallmu lingwa minn kmieni.

Dan ifisser li t-tagħlim aħjar ikun mifrux fuq perjodu itwal, ħalli b’hekk ikun hemm riżultati aktar permanenti fit-tagħlim ta’ lingwa u l-abilità tat-tfal li jitgħallmu l-lingwi tissaħħaħ 29.
Xi wħud jaħsbu li t-tfal li jiġu esposti għal aktar minn lingwa waħda jistgħu jitfixklu u jibdew iħawdu lingwa ma’ oħra, u b’hekk il-proċess ta’ żvilupp tagħhom fil-lingwa 27 Il-Kunsill tal-Ewropa (2007).

From Linguistic Diversity to Plurilingual Education, Language Policy Division, Strażburgu.
28 Johnstone R (2002), Addressing ‘the age factor’: Some implications for languages policy, Council of Europe, http:// www.coe.int/t/dg4/linguistic/source/JohnstoneEN.pdf 29 European Commission (2011), European Strategy Framework for Education and Training.

Language Learning at Pre-primary School Level: Making it Efficient and Sustainable – A Policy Handbook, Brussels.

http://ec.europa.eu/ education/languages/pdf/ellpwp_en.pdf 30 Edelenbos, P, Johnstone, R, Kubanek, A.
The Main Pedagogical Principles Underlying the Teaching of Languages to Very Young Learners, European Commission, 2006, http://ec.europa.eu/education/policies/lang/doc/young_en.pdf 28 STRATEĠIJA NAZZJONALI TAL-LITTERIŻMU jixxekkel.

Dan mhux minnu sakemm iċ-ċirkustanzi jkunu favorevoli u t-tagħlim isir sew.
Ir-riċerka turi li t-tfal għandhom tendenza jittrasferixxu għat-tieni lingwa jew il-lingwa barranija dawk il-kunċetti u t-termini li jkunu tgħallmu bl-ewwel lingwa jew l-ilsien nattiv tagħhom, u dan jistimula l-kompetenzi konjittivi tagħhom 30.

Fil-proċess tat-tagħlim bikri ta’ lingwa rridu nqisu l-kwistjonijiet tal-ekwità, il-kwalità, il-konsistenza u l-kontinwità.

Sabiex jiġi żgurat li dawn fil-fatt ikunu qegħdin jiġu applikati għandhom jitħaddmu l-proċessi pedagoġiċi xierqa.
Dawn il-proċessi jeħtieġ ikunu skont l-età, ta’ kwalità u li jistgħu jitkejlu.

L-immersjoni fil-lingwa tista’ tgħin lit-tfal jitgħallmu lingwa b’mod spontanju.
Il-metodi ta’ tagħlim ta’ lingwa li għandhom jiġu adottati jistgħu jinkludu l-Espożizzjoni tat-tfal għal-Lingwa fejn l-istudenti jogħdsu fil-lingwa mgħallma, it-Tagħlim Integrat tal-Kontenut u l-Lingwa (CLIL) fejn it-tieni lingwa tintuża bħala l-lingwa tat-tagħlim ta’ kontenut mhux relatat mal-istess lingwa, u s-Sistema Tandem fejn membri differenti tal-istaff jużaw lingwa differenti mal-istudenti (ngħidu aħna, l-għalliema titkellem bil-Malti u l-assistent jitkellem bl-Ingliż).
F’dan tal-aħħar, is-soltu jitħaddem il-prinċipju “persuna waħda, lingwa waħda”.

L-Istrateġija Nazzjonali tal-Litteriżmu għal Kulħadd tiffoka fuq il-firxa ta’ ħiliet tal-litteriżmu meħtieġa biex l-istudenti jkunu kompetenti kemm fil-Malti kif ukoll fl-Ingliż.

Biex l-istudenti jiżviluppaw ħiliet tal-litteriżmu fiż-żewġ lingwi u jkunu jistgħu jaqilbu bla wisq taħbit mill-Malti għall-Ingliż u viċeversa, iridu jingħataw opportunitajiet speċifiċi ta’ tagħlim li jgħinuhom isiru kompetenti fiż-żewġ lingwi.
Għandu wkoll ikollhom aċċess għal materjal tat-tagħlim biż-żewġ lingwi f’taħriġ li jagħmel sens u f’medda ta’ kuntesti skont is-suġġett kif inhu xieraq.

L-Istrateġija Nazzjonali tal-Litteriżmu għal Kulħadd tippromwovi l-bilitteriżmu u għandha l-għan li tiżgura li dan jiddaħħal għalkollox fis-sistema edukattiva Maltija.
Kunsiderazzjonijiet marbuta mad-Differenzi bejn in-Nisa u l-Irġiel Fl-istudju PISA 2009+ 31 Malta kellha l-ikbar differenza fil-marki bejn il-bniet u s-subien, b’differenza ta’ 72 marka meta mqabbla mal-medja ta’ 39 marka tal-Organisation for Economic Co-operation and Development (OECD).

Fl-istudju PIRLS 2011 32 il-bniet f’Malta ġabu 18-il marka aktar mis-subien fit-test tal-Ingliż u 25 marka aktar mis-subien fit-test tal-Malti.
Din l-istrateġija mhijiex imparzjali fejn jidħlu d-differenzi bejn in-nisa u l-irġiel.

Biex tiġi żgurata l-ekwità u tiżdied l-effettività fil-programmi tal-litteriżmu, iż-żewġ sessi jridu jingħataw importanza.

L-informazzjoni mhux segregata skont is-sess għandha tippermettilna nidentifikaw il-problemi differenti li s-subien u l-bniet jissieltu magħhom fil-qasam tal-litteriżmu.

L-interventi għandhom isiru skont x’turi l-informazzjoni miġbura.
31 Programme for International Student Assessment (PISA 2009+) (2013), Malta Report, Il-Ministeru għall-Edukazzjoni u x-Xogħol, Malta.

32 Progress in International Reading Literacy Study (PIRLS, 2011), Malta Report, Il-Ministeru għall-Edukazzjoni u x-Xogħol, Malta 29 Il-Proċess ta’ Konsultazzjoni Il-Qafas tal-Istrateġija Nazzjonali tal-Litteriżmu għal Kulħadd tnieda għal konsultazzjoni usa’ f’Mejju 2013.
Kull min kien interessat u l-pubbliku ġenerali ġew mistiedna jibagħtu r-reazzjonijiet tagħhom fuq indirizz elettroniku partikolari.

Fl-istess ħin, inħatru tmien gruppi ta’ ħidma konsultattivi mill-Ministru għall-Edukazzjoni.

Kull grupp ta’ ħidma kellu jidentifika l-qagħda attwali tal-qasam speċifiku tiegħu, jindika l-problemi relevanti u jressaq rakkomandazzjonijiet relevanti skont mandat speċifiku, sal-aħħar ta’ Lulju 2013.
Il-gruppi ta’ ħidma konsultattivi ntalbu: − − − jiddeskrivu s-sitwazzjoni attwali tal-litteriżmu fil-qasam tagħhom.

jeżaminaw uħud mill-problemi marbutin mal-litteriżmu li jistgħu jkunu ta’ tħassib u li jistgħu jeħtieġu azzjoni.

jipprovdu strateġija b’objettivi ċari għat-tfassil ta’ pjanijiet ta’ azzjoni b’risq il-litteriżmu.

Kellha tingħata attenzjoni partikolari lil dawn li ġejjin: l-integrazzjoni tal-ħiliet tat-taħdit, is-smigħ, il-qari u l-kitba.
− − politika bilingwi b’bilitteriżmu fil-Malti u l-Ingliż.

− aktar opportunitajiet ta’ ħin iddedikat għall-qari bil-Malti u l-Ingliż kellhom jiddaħħlu fil-kurrikulu kollu, fi ħdan il-qafas ta’ riferiment tal-Qafas tal-Kurrikulu Nazzjonali 2012.
Il-gruppi ta’ ħidma konsultattivi ttrattaw l-oqsma li ġejjin: l-Ewwel Snin u s-Snin Bikrin 1 2 L-Aħħar Snin tal-Primarja Is-Snin tas-Sekondarja 3 4 Iż-Żgħażagħ 5 L-Adulti 6 7 8 Id-Diffikultajiet u d-Diżabilitajiet marbuta mat-Tagħlim Iċ-Ċittadini ta’ Pajjiżi Terzi Il-Litteriżmu Diġitali L-Istrateġija Nazzjonali tal-Litteriżmu għal Kulħadd proposta hija msejsa fuq ix-xogħol li għamlu l-gruppi ta’ ħidma konsultattivi, ir-reazzjonijiet li waslu minn kull min wera interess u mill-pubbliku ġenerali, u fuq kunsiderazzjonijiet ġenerali li jittieħdu meta titfassal politika u l-implimentazzjoni tagħha.
L-ewwel u qabel kollox tħejja abbozz tal-Istrateġija Nazzjonali tal-Litteriżmu għal Kulħadd f’Malta u Għawdex biex issir konsultazzjoni wiesgħa fuqu.

30 STRATEĠIJA NAZZJONALI TAL-LITTERIŻMU Il-Proċess ta’ Implimentazzjoni Wara li tkun ġiet iffinalizzata l-Istrateġija Nazzjonali tal-Litteriżmu għal Kulħadd, għandhom jitħejjew għadd ta’ pjanijiet ta’ azzjoni biex jiġi żgurat it-twettiq tad-diversi objettivi tal-politika.
Dawn se jitfasslu mid-diversi dipartimenti u aġenziji responsabbli mil-litteriżmu fis-setturi rispettivi tagħhom.

L-Ewwel Snin Il-litteriżmu jibda jinkiseb mit-twelid.

Jeħtieġ li niffokaw aktar fuq il-litteriżmu fl-ewwel snin tat-tfulija (minn 0 sa 3 snin).

Il-litteriżmu fl-ewwel snin irid ikun fuq nett tal-aġenda edukattiva Maltija.

Illum kulħadd jaqbel li l-litteriżmu bikri għandu rwol kruċjali fl-iżvilupp sħiħ tat-tfal billi jiddetermina s-suċċess futur tagħhom fl-edukazzjoni 33.
Il-kisba bikrija tal-litteriżmu hija marbuta wkoll ma’ rati aktar baxxi ta’ tluq bikri mill-iskola.

Il-programmi li jinvolvu lill-ġenituri għandu jkollhom element qawwi ta’ litteriżmu bikri.

Il-ġenituri u l-persuni li jieħdu ħsieb it-tfal għandhom jiġu ggwidati biex fi djarhom jagħtu lok għal esperjenzi bikrin ta’ litteriżmu 34.

L-edukaturi tas-snin bikrin jeħtieġ jippromwovu u jtejbu l-perċezzjonijiet u l-attitudnijiet lejn il-litteriżmu u l-għarfien tiegħu .
Dan jista’ jsir billi l-ġenituri u l-persuni li jieħdu ħsieb it-tfal jingħataw l-għajnuna u appoġġ meta jiġu biex jorganizzaw attivitajiet integrati li jqanqlu l-interess tat-tfal u joffru esperjenzi pożittivi ta’ litteriżmu kemm id-dar kif ukoll f’postijiet oħra.
Fatturi ċirkostanzjali, bħall-ambjent soċjoekonomiku, il-kompetenza limitata fil-lingwa, id-diffikultajiet jew id-diżabilitajiet marbuta mat-tagħlim, u l-fatt li xi ġenituri jew persuni li jieħdu ħsieb it-tfal, huma stess isibuha bi tqila jaqraw, jistgħu jfixklu lit-tfal milli jkollhom esperjenzi xierqa ta’ tagħlim 36,37.
Fuq bażi nazzjonali nħossu l-ħtieġa li jkun hemm sforz kollaborattiv mill-ministeri rilevanti, il-kunsilli lokali, il-libreriji pubbliċi, il-professjonisti tas-snin bikrin u l-midja biex titqajjem kuxjenza pubblika fuq l-importanza li l-litteriżmu jinkiseb fl-ewwel snin.

33 Copple, C., & Bredekamp, S.

(Eds.).

(2009).

Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth to Age 8.
Washington, DC: National Association for the Education of Young Children Literacy Panel.

Retrieved October 11, 2013, from http://www.nifl.gov/publications/pdf/ NELPReport09.pdf.

34 Strickland, D.S.

& Riley-Ayers, S. (2006).

Early Literacy: Policy and Practice in the Preschool Years.

Rutgers: New Brunswick.

35 Neuman, S., Copple, C., & Bredekamp, S. (2000).

Learning to Read and Write: Developmentally Appropriate Practices for Young Children.
Washington, DC: National Association for the Education of Young Children.

36 National Center for Family Literacy.

(2008).

Developing Early Literacy: Report of the National Early Literacy Panel.

37 Snow, C. E., Burns, M. S., & Griffin, P.

(Eds.).

(1998).

Preventing Reading Difficulties in Young Children.

Washington, DC: National Academy Press.


31 Din it-taqsima tipproponi rakkomandazzjonijiet kif jistgħu jingħataw opportunitajiet ta’ tagħlim tal-litteriżmu għat-trabi u t-tfal li jkunu għadhom kemm telqu jimxu, u għall-ġenituri u l-persuni li jieħdu ħsiebhom.

Il-programmi jeħtieġ iwasslu biex il-livell tal-litteriżmu ta’ ġenerazzjoni sħiħa jogħla.

Dan jista’ jseħħ billi jkunu mistennija standards għolja fit-tagħlim bikri u jissaħħu l-mekkaniżmi tal-iskrinjar bikri.
Jista’ jkun hemm titjib fl-istandards billi jiżdied l-investiment fl-edukazzjoni u billi jsir sforz akbar mill-ġenituri biex fi djarhom u fi ħdan il-komunità jrawmu ambjenti mogħnija b’riżorsi tal-litteriżmu.

Il-Politika tirrakkomanda li: 1 2 Is-sehem tat-taħdit fil-kisba tal-litteriżmu għandu jiġi rikonoxxut b’mod ċar u għandhom jiġu promossi opportunitajiet għal djalogu bis-sens bejn l-adulti u t-tfal.
Jiżdied l-involviment tal-ġenituri u ta’ dawk li jieħdu ħsieb it-tfal ta’ din l-età fl-iżvilupp tal-litteriżmu permezz ta’ programmi ta’ qari u rrakkontar ta’ stejjer bħal Aqra Miegħi/Read with me.

Għandu jkun hemm koordinazzjoni aħjar tal-programmi tal-litteriżmu għall-familja li jsiru fl-iskejjel ma’ dawk li jsiru minn aġenziji oħra.

3 Jiġu promossi inizjattivi u skemi nazzjonali bil-għan li kemm jista’ jkun kull dar ikollha librerija.
4 Titjieb il-kwalità tal-edukazzjoni bikrija permezz tat-taħriġ li jingħata lill-edukaturi qabel ma jibdew jgħallmu u tagħlim ieħor kontinwu f’dan il-qasam bħala parti mill-iżvilupp professjonali tagħhom.

5 Għandu jkun hemm koordinazzjoni aħjar fil-proċeduri ta’ skrinjar bikri biex jiġi żgurat li t-timijiet multidixxiplinari jaġixxu b’mod xieraq.

Iż-żieda fil-kollaborazzjoni bejn il-ministeri għandha tiffaċilita l-koordinazzjoni.
6 Jitniedu inizjattivi nazzjonali u popolari biex joktru l-prattiki tal-litteriżmu effettivi fid-djar li jiffukaw u jisħqu fuq l-importanza tad-djalogu bis-sens bejn il-ġenituri/l-adulti u t-tfal tagħhom, u s-sehem kbir tal-midja.

7 Għandu jkun hemm integrazzjoni aħjar tal-isforzi li qed isiru biex jinfirex il-litteriżmu fl-ewwel snin billi tikber il-kollaborazzjoni ta’ bejn il-ministeri.
32 STRATEĠIJA NAZZJONALI TAL-LITTERIŻMU 33 Is-Snin Bikrin Fis-snin bikrin (4-6 snin), il-litteriżmu jitrawwem billi jibdew jinkisbu l-ħiliet u l-għerf meħtieġa għat-taħdit, il-qari, il-kitba u l-ħakma ta’ lingwa.

Il-kompetenzi konjittivi u lingwistiċi tal-persuna jibdew joħorġu fid-deher u, sa mill-età bikrija ta’ ħames snin, id-differenzi fl-iżvilupp tal-litteriżmu bejn tfal u oħra jkunu evidenti 38.
Matul is-snin bikrin, it-tfal jgħaddu mill-edukazzjoni fakultattiva għall-edukazzjoni obbligatorja fejn il-metodi tat-tagħlim informali jsiru tagħlim formali 39.

It-tfal jibdew jorbtu l-għarfien tal-litteriżmu li jkunu kisbu matul is-snin tal-edukazzjoni bikrija mal-lingwa miktuba u mitkellma.

Il-ħsejjes tal-ittri bil-mod il-mod jgħaqqduhom flimkien biex joħolqu kliem sempliċi.

Jibdew jużaw l-istrateġiji tat-tagħlim u jagħmlu l-assoċjazzjonijiet.
Jibdew jifhmu li dak li jkunu tgħallmu qabel huwa marbut u se jużawh biex jitgħallmu fil-ġejjieni 40.

L-involviment tal-ġenituri fis-snin bikrin jitqies bħala essenzjali biex it-tfal jirnexxilhom jiżviluppaw il-ħiliet tal-litteriżmu tagħhom.

Jeħtieġ li l-ġenituri u l-edukaturi tas-snin bikrin jipprovdu lit-tfal tagħhom b’ambjenti ta’ tagħlim għonja fil-litteriżmu ħalli b’hekk l-espożizzjoni għal-litteriżmu toktor u tinfirex.

Sabiex dawn il-miżuri jiġu implimentati, għandu jkun hemm għadd ta’ politiki.
L-edukazzjoni tal-ġenituri u l-iżvilupp professjonali kontinwu tal-edukaturi tas-snin bikrin iridu jissaħħu.

Trid issir ukoll aktar riċerka biex nifhmu aħjar l-implikazzjonijiet li għandu l-bilingwiżmu fuq l-iżvilupp bikri tal-litteriżmu f’Malta.

Barra minn hekk għandhom jingħataw prijorità l-opportunitajiet li bihom jitjiebu l-iskejjel, il-metodi tal-iskrinjar bikri u l-prinċipji gwida għat-tagħlim tal-litteriżmu maħsuba għall-edukaturi u l-ġenituri.
Il-Politika tirrakkomanda li: 8 9 Is-sehem tat-taħdit fil-kisba tal-litteriżmu għandu jiġi rikonoxxut b’mod ċar u għandhom jiġu promossi opportunitajiet għal djalogu bis-sens bejn l-adulti u t-tfal.

Jixtered u jitħaddem il-metodu ta’ tagħlim magħruf bħala l-Litteriżmu Bilanċjat fejn l-aspetti tekniċi tal-qari u l-kitba jintgħallmu f’kuntesti fejn wieħed jagħmel sens mit-test li jkollu quddiemu.

10 Jiżdied il-ħin iddedikat għall-qari bil-Malti u l-Ingliż fil-kurrikulu kollu.
38 Entwisle, D. R., & Alexander K. L. (1993).

Entry into School: The Beginning School Transition and Educational Stratication in the United States.

Annual Review of Sociology, 19(1), 401-423.

39 National Institute for Literacy (2006).

The Early Childhood Longitudinal Study.

Retrieved October 11th from http://www.nifl.gov/nifl/facts/ECLS.html.

40 Tabors, P.O.

& Snow, C.E.

(2003).

Young Bilingual Children and Early Literacy Development.

In S.B.

Neuman & D.K.


Dickinson (Eds), Handbook of Early Literacy Research.

New York: Guilford Press.

34 STRATEĠIJA NAZZJONALI TAL-LITTERIŻMU 11 Jissaħħu l-proċeduri tal-iskrinjar tal-ħtiġijiet u tat-tfassil tal-profil tat-tfal biex jiġi żgurat li jkun hemm intervent f’waqtu mill-għalliema tal-klassi, mill-għalliema kumplimentari u minn speċjalisti oħra tal-litteriżmu.

12 Jitkabbru u jiżdiedu l-libreriji fil-klassijiet u fl-iskejjel.
13 Il-ġenituri, il-persuni li jieħdu ħsieb it-tfal, u l-iskejjel għandhom ikunu konxji tal-ħtieġa li jkollna standards aħjar fil-litteriżmu bil-Malti u l-Ingliż.

L-iżvilupp tal-litteriżmu għandu jingħata prijorità mill-għalliema, mit-timijiet maniġerjali tal-iskejjel, mill-prinċipali tal-kulleġġi u mill-uffiċjali edukattivi.

14 Kull skola għandha jkollha politika ċara għat-tagħlim tal-litteriżmu għall-Malti u l-Ingliż.
Din għandha titfassal bis-sehem tal-għalliema tal-klassi, l-għalliema tal-litteriżmu, il-Kapijiet tad-Dipartiment tal-litteriżmu, il-Malti u l-Ingliż, u l-Uffiċjali Edukattivi għas-Snin Bikrin, il-Litteriżmu, il-Malti u l-Ingliż.

15 Jeħtieġ li jinftiehmu aħjar il-proċessi ta’ kisba tal-Malti u l-Ingliż, u l-istrateġiji li jintużaw fit-tagħlim taż-żewġ lingwi fis-snin bikrin.
Għandu jkun hemm aktar opportunitajiet għar-riċerka f’dawn l-oqsma biex l-istudji jiggwidaw il-politiki relevanti b’enfasi partikolari fuq id-differenzi bejn l-irġiel u n-nisa, u l-bqija.

16 Għandu jkun hemm opportunitajiet għall-bini tal-kapaċità u l-iżvilupp professjonali kontinwu fil-litteriżmu għal kull min ikun involut f’dan il-qasam.

L-Aħħar Snin tal-Primarja Fl-aħħar snin tal-primarja, jiddaħħlu oqsma speċifiċi tat-tagħlim tal-litteriżmu.
L-istudenti jitgħallmu strateġiji ta’ fehim, grammatika, kisba ta’ vokabularju, ħeffa fil-qari u mudelli kif wieħed jispelli.

L-istudenti li ma jirnexxilhomx jiksbu l-ħiliet bażiċi tal-litteriżmu matul l-aħħar snin tal-primarja, isibuha iebsa jaħkmu s-suġġetti li jiġu mgħallma fis-snin tas-sekondarja.

L-iskejjel primarji għandhom jiżguraw li l-istudenti kollha jagħmlu l-progress meħtieġ fil-primarja.

Dan isir billi l-għalliema jissorveljaw u jgħinu lil dawk l-istudenti li jkunu f’riskju li jaqgħu lura.
L-għalliema kollha tal-aħħar snin tal-primarja għandhom jitħarrġu fil-litteriżmu biex ikollhom l-għarfien essenzjali tal-kompetenzi, l-istili differenti ta’ tagħlim, l-interessi u l-ħtiġijiet tat-tagħlim tal-istudenti tagħhom 42.

41 Literacy for Learning (2004): The Report of the Expert Panel on Literacy in Grades 4-6 in Ontario.

Retrieved 15th October 2013 from http://www.edu.gov.on.ca/eng/document/reports/literacy/panel/literacy.pdf.
42 Louden, W., Rohl, M., Barratt Pugh, C., Brown, C., Cairney, T., Elderfield, J., House, H., Meiers, M.,Rivalland, J.

& Rowe, K. (2005) ‘In Teachers’ Hands: Effective Literacy Teaching Practices in the Early Years of Schooling’, Monitoring Learning.

Retrieved 15th October, 2013 from http://research.acer.edu.au/monitoring_learning/2 35 Biex it-tagħlim tal-litteriżmu jkun effettiv, l-istandards tal-iskejjel u l-politiki għal-litteriżmu jeħtieġ jitfasslu sew u mbagħad jitwettqu.
L-ilħuq ta’ miri speċifiċi, l-allokament xieraq ta’ riżorsi, l-istaff speċjalizzat, il-kontenut tal-kurrikulu u l-iżvilupp professjonali għandhom jingħataw prijorità.

Jeħtieġ issir ħidma għalenija f’risq il-litteriżmu.

L-edukaturi kollha, huma ta’ liema grad huma, it- timijiet tat-tmexxija tal-iskejjel, l-għalliema kumplimentari u l-membri l-oħra tal-istaff, il-ġenituri u l-membri tal-komunità fuq livell usa’ għandhom ilkoll jiġbdu ħabel wieħed fil-litteriżmu.
Din it-taqsima tressaq rakkomandazzjonijiet għal politika fuq il-litteriżmu fl-aħħar snin tal-primarja, fejn il-litteriżmu jiġi mgħallem f’ambjent li joffri appoġġ lill-istudenti u jimmotivahom.

L-objettiv ewlieni huwa li l-litteriżmu jitħaddan mill-ġenituri, mill-membri tal-istaff tal-iskejjel u l-komunità, u jsir parti integrali mill-ħajja tat-tfal u mill-kurrikulu.
Din l-Istrateġija Nazzjonali għal Kulħadd għandha l-għeruq tagħha fin-National Policy and Strategy for the Attainment of Core Competences in Primary Education (2009), tikkonsolida l-istess politika u strateġija, u sseddaqha.

Dik il-Politika seħqet fuq l-identifikazzjoni bikrija tad-diffikultajiet marbuta mal-litteriżmu u l-għoti ta’ intervent u appoġġ relevanti 43.
Din il-Politika tirrakkomanda li: 17 Fl-iskejjel tal-Istat jitwaqqfu Timijiet tal-Litteriżmu magħmula minn għalliema tal-klassi, għalliema kumplimentari u għalliema tal-litteriżmu.

Dawn it-timijiet jitwaqqfu f’kull Kulleġġ, jitmexxew mill-Kap tad-Dipartiment inkarigat mil-litteriżmu u jikkonsultaw mal-Uffiċjali Edukattivi tal-Malti, l-Ingliż u l-Litteriżmu.
18 It-Timijiet tal-Litteriżmu jużaw il-proċeduri tal-Manwal tal-Litteriżmu bħala punt tat-tluq, iżda mbagħad ikunu fil-libertà li jsibu modi u metodi alternattivi biex jilħqu l-miri tagħhom fil-litteriżmu.

L-istudenti li jkunu jeħtieġu l-għajnuna fil-litteriżmu għandhom jiġu identifikati mill-iskejjel sa tmiem it-Tielet Sena.
Il-pjanijiet ta’ azzjoni biex is-sitwazzjoni ta’ dawn it-tfal tiġi indirizzata b’mod effettiv u tkun prijorità għandhom ikunu ddikjarati b’mod ċar u għandhom jiddaħħlu fil-Pjan għall-Iżvilupp tal-Iskola (SDP).

19 L-iskejjel tal-Istat għandu jkollhom għad-dispożizzjoni tagħhom is-sorsi ta’ informazzjoni relatati mal-prestazzjoni fil-litteriżmu tal-istudenti tagħhom biex ikunu jistgħu jqisuhom fit-tfassil tal-Pjan għall-Iżvilupp tal-Iskola tagħhom.
Dawn huma: l-assessjar fil-litteriżmu li jsir kull sena fit-Tielet Sena, ir-riżultati tal-aħħar tas-sena fil-Malti u l-Ingliż tar-Raba’ u l-Ħames Sena, ir-riżultati tal-eżami tal-benċmark fil-Malti u l-Ingliż li jsiru fl-aħħar sena tal-Primarja, ir-riżultati taċ-ċikli konsekuttivi tal-Progress in International Reading Literacy Study (PIRLS), informazzjoni dwar l-istudenti li jiġbru l-għalliema kumplimentari kull sena, − − − − − − fejn ikun japplika, l-informazzjoni li toħroġ miċ-ċekkjatur/i tal-kompetenzi bażiċi u t-testijiet fil-qari/fl-ortografija użati fis-Snin Bikrin.
43 National Policy and Strategy for the Attainment of Core Competences in Primary Education (2009), Ministry of Education, Culture, Youth and Sport, Malta.

36 STRATEĠIJA NAZZJONALI TAL-LITTERIŻMU 20 L-iskejjel primarji tal-Istat għandu jkollhom ukoll l-informazzjoni li ġejja għad-dispożizzjoni tagħhom, skont kif applikabbli: − − − − informazzjoni fuq kull student, informazzjoni fuq il-livell tal-iskola, il-medji globali ta’ “familji ta’ skejjel”.
B’familji ta’ skejjel nifhmu għadd ta’ skejjel li jkunu jixtiebhu f’ċerti aspetti bħalma huma s-sess tal-istudenti, id-daqs tal-iskola u l-ambjent soċjoekonomiku tagħhom.

L-iskejjel li jkunu fi ħdan l-istess “familja” jkunu jistgħu jqabblu r-riżultati tagħhom mal-medja globali tal-“familja” tagħhom u b’hekk il-paragun isir bejn skejjel li jixtiebhu mhux bejn l-iskejjel kollha, il-medji nazzjonali.
21 L-iskejjel primarji tal-Istat għandu jkollhom pjanijiet ta’ azzjoni għal-litteriżmu fil-Pjanijiet għall-Iżvilupp tal-Iskola tagħhom.
22 L-iskejjel primarji tal-Istat għandu jkollhom Pjanijiet ta’ Azzjoni mfassla minnhom (SIAPs) li jinkludu l-komponenti li ġejjin: − mekkaniżmi biex il-ħtiġijiet tal-litteriżmu jiġu assessjati kemm jista’ jkun minn kmieni, − strateġiji fil-qari u l-kitba u riżorsi oħrajn relatati biex l-istudenti kollha jiksbu l-kompetenzi mistennija fil-litteriżmu, − strateġiji biex il-familji u l-komunitajiet lokali jieħdu sehem fil-programmi tal-litteriżmu, − pjanijiet biex dawn l-istrateġiji tal-qari u l-kitba jintużaw il-ħin kollu u b’mod sistematiku, − miri mistennija ta’ titjib fil-livell tal-litteriżmu, − azzjonijiet biex l-iskejjel ikollhom ambjent xieraq għall-istudenti diżlessiċi, − pjanijiet ta’ Żvilupp Professjonali Kontinwu marbuta mal-litteriżmu għall-istaff kollu tal-iskola.
23 L-iskejjel li jkunu xempju tal-eċċellenza fl-iżvilupp u l-implimentazzjoni ta’ tali pjanijiet, u li jagħtu prova bir-riżultati miksuba ta’ dan is-suċċess, għandhom jiġu identifikati u mogħtija t-titlu ‘‘Skejjel ta’ Eċċellenza fil-Litteriżmu’’.

Għandu jkun hemm riżorsi disponibbli għall-iskejjel biex skejjel oħrajn tal-Istat u mhux tal-Istat jagħrfu għaliex l-iskejjel ta’ eċċellenza rnexxew fl-inizjattivi tagħhom u hekk ikunu jistgħu jimitawhom.
24 Id-Dipartiment tat-Tmexxija tal-Kurrikulu għandu jħejji proċeduri u skemi biex l-iskejjel ikollhom ambjent xieraq għall-istudenti diżlessiċi.

L-iskejjel li joħolqu dan l-ambjent għandhom jiġu identifikati u mogħtija r-rikonoxximent mistħoqq fuq livell nazzjonali.
25 Permezz tal-ħolqien tat-Timijiet tal-Litteriżmu fil-Kulleġġi, l-għalliema tal-litteriżmu se jkunu qed jagħtu definizzjoni ġdida lill-irwol tagħhom għax se jkunu qed iħeġġu t-tagħlim tal-litteriżmu f’kull sitwazzjoni u stadju tal-ħajja kif tipproponi l-Istrateġija tal-Litteriżmu għal Kulħadd.

Dan se jkun jista’ jseħħ bis-saħħa tal-kollaborazzjoni li se tiżdied bejn l-iskola, il-familji u l-komunità lokali fil-qasam tal-litteriżmu.
26 It-Tim tal-Litteriżmu għandu jaħdem id f’id mal-iskejjel primarji tal-Istat tal-Kulleġġ tiegħu biex jiżgura li jkun hemm opportunitajiet spissi u sistematiċi ta’ Qari Flimkien u Qari Gwidat, u dawn ikunu inklużi fil-pjanijiet tat-tagħlim.

Huwa mistenni wkoll li dawn l-opportunitajiet ta’ qari jiddaħħlu fil-Pjanijiet ta’ Azzjoni li jitfasslu mill-iskejjel (SIAPs).

37 27 It-Timijiet tal-Litteriżmu għandhom ukoll jaħdmu flimkien mal-istaff tad-diversi servizzi kurrikulari peripatetiċi tal-Kulleġġ tagħhom.
Irid ikun hemm fehim reċiproku tal-isfidi fil-litteriżmu li dak il-Kulleġġ partikolari jkun qed iħabbat wiċċu magħhom u kulħadd jaħdem għal għan wieħed.

28 It-Test fil-Litteriżmu li jsir fit-Tielet Sena għandu jsir lill-istudenti kollha tat-Tielet Sena fl-iskejjel primarji tal-Istat.

L-iskejjel l-oħra li mhumiex tal-Istat għandhom jiġu mistiedna jieħdu sehem f’dan l-eżerċizzju wkoll.

29 Għandhom jintużaw proċeduri aktar effiċjenti fl-identifikazzjoni u l-assessjar tal-ħtiġijiet tal-litteriżmu.
30 L-għalliema, il-Learning Support Assistants (LSAs) u l-membri tat-Timijiet tat-Tmexxija tal-iskejjel (SMT) għandu jingħatalhom taħriġ għall-Iżvilupp Professjonali Kontinwu tagħhom bl-għan li jtejbu l-ħiliet tagħhom.

It-taħriġ għandu jwassal għal ippjanar aħjar, tagħlim aqwa u reviżjoni tal-mod kif għandha titwettaq l-istrateġija tal-litteriżmu fl-iskola.

Il-Programmi ta’ Żvilupp Professjonali Kontinwu għandhom jiġu offruti wkoll lill-Kulleġġi u lill-iskejjel mhux tal-Istat.
Id-Dipartiment tat-Tmexxija tal-Kurrikulu għandu jqis ukoll talbiet speċifiċi minn kulleġġi u skejjel għal taħriġ speċifiku fi strateġiji tal-litteriżmu.

Is-Snin tas-Sekondarja Mill-iskola sekondarja l-istudenti jiksbu l-kwalifiki u l-ħiliet meħtieġa biex ikunu jistgħu jirnexxu wara li jispiċċaw l-iskola obbligatorja.

Fis-sekondarja l-istudenti jingħataw il-ħiliet meħtieġa biex ikunu jistgħu jifhmu aħjar suġġetti speċifiċi li jitgħallmu 44.
Sa ma jagħlqu ħmistax-il sena, l-istudenti huma mistennija jkunu jafu jaqraw u jiktbu sew u b’mod indipendenti, ikollhom ħakma tajba tal-lingwa li jisimgħu u li jużaw biex jitkellmu, u li jużaw l-istess lingwa b’mod tajjeb 45,46.

Fis-snin tal-iskola sekondarja, xi studenti jitilfu l-ħiliet tal-litteriżmu li jkunu kisbu qabel 47.
Ħafna studenti jitilqu mill-iskola sekondarja b’livell baxx f’dak li għandu jaqsam mal- ħila tagħhom li jaqraw, jifhmu u jiktbu, u jkun diffiċli għalihom li jkomplu l-Edukazzjoni Avvanzata.

Dawk l-istudenti li jitilqu mill-iskola b’livell baxx ta’ litteriżmu jsibuha diffiċli biex ikampaw f’xogħolhom u fil-ħajja ta’ kuljum.
L-istudji wrew li xi studenti sekondarji f’Malta mhux biss għandhom livell baxx ta’ litteriżmu imma saħansitra l-prestazzjoni tagħhom fil-litteriżmu hija inqas mil-livelli mistennija 48.

44 Ministry of Education and Employment (2012).

A National Curriculum Framework for All.

Malta: Salesian Press.

45 Goodwyn, A.

& Findlay, K. (2003) Shaping Literacy in the Secondary School: Policy, Practice and Agency in the Age of the National Literacy Strategy.

British Journal of Educational Studies, 51 (1), pp.
20-35.

46 European Union High Level Group of Experts on Literacy (2012) Act Now!

Final Report: EU High Level Group of Experts on Literacy.

Luxembourg: Publications Office of the European Union.

47 Jacobs, J. E., Lanza, S., Osgood, D. W., Eccles, J. S., & Wigfield, A.

(2002) ‘Ontogeny of Children’s Self Beliefs: Gender and Domain Differences Across Grades One Through 12’, Child Development, 73, 509–527.
48 Programme for International Student Assessment (PISA 2009+) (2013), Malta Report, Ministry for Education and Employment, Malta.

38 STRATEĠIJA NAZZJONALI TAL-LITTERIŻMU L-għan prinċipali ta’ din il-politika għas-snin tal-iskola sekondarja huwa li l-istudenti jitħeġġew għat-tagħlim tal-litteriżmu.

Biex dan iseħħ mhux biss l-istudenti jridu jkunu ddedikati għat-tagħlim imma wkoll l-għalliema.

Irid ikun hemm kollaborazzjoni sħiħa bejn l-istudenti u l-għalliema, u jitħaddmu teknoloġiji ġodda.
Il-politika tirrakkomanda li l-metodi u l-materjali użati għat-tagħlim ikunu rilevanti għall-adolexxenti ħalli jinteressawhom.

Il-politika tisħaq li għandhom jissaħħu l-programmi tal-litteriżmu fl-iskejjel u lil hinn minnhom.

Il-libreriji għandhom jingħataw aktar importanza, ikun hemm żvilupp professjonali aktar iffokat, tranżizzjoni aħjar għall-istudenti mill-primarja għas-sekondarja, u ħafna aktar riċerka f’dan il-qasam.
Il-Politika tirrakkomanda li: 31 Fil-Pjan għall-Iżvilupp tal-Iskola (SDP) ikun hemm Politika fuq il-Litteriżmu mfassla mit-Tim tat-Tmexxija tal-iskola (SMT) b’kollaborazzjoni mal-istaff, il-Kapijiet tad-Dipartimenti, l-Uffiċjali Edukattivi, u l-Prinċipali tal-Kulleġġi.

32 Kull Kulleġġ għandu jfassal politika fuq il-lingwa li tkun tirrifletti l-ħtiġijiet tal-istudenti ta’ dak il-kulleġġ.

Għal dan il-għan kull skola għandha ddaħħal Politika fuq il-Lingwa fl-Edukazzjoni.
33 It-Tim tal-Litteriżmu ta’ kull Kulleġġ jevalwa s-sitwazzjoni tal-litteriżmu fl-iskejjel rispettivi tiegħu u jfassal pjanijiet ta’ azzjoni biex jindirizza l-ħtiġijiet tal-qarrejja l-batuti b’konsultazzjoni mal-Uffiċjali Edukattivi tal-Malti u l-Ingliż.

34 Fil-bidu tas-sena skolastika, bl-għajnuna tat-Tim tal-Litteriżmu tal-Kulleġġ, isir skrinjar ta’ kull klassi biex jiġi evalwat il-livell ta’ kompetenza fil-litteriżmu ta’ kull student/a.
35 L-istudenti li jkunu qed isibuha bi tqila jitgħallmu minħabba l-livell tal-litteriżmu tagħhom jingħataw sessjonijiet żejda minn għalliema mqabbda apposta.

Dawn is-sessjonijiet għandhom jiġu adattati skont il-livell ta’ abilità ta’ dawn l-istudenti.
36 Tiġi stabbilita struttura ta’ responsabilitajiet ċara biex jiġi żgurat li dawk l-istudenti li jiġu assessjati u jinstab li jkollhom diffikultajiet speċifiċi fit-tagħlim tingħatalhom l-għajnuna meħtieġa 37 Abbażi tar-riżultati miksuba fil-PISA (2009+), għandha tingħata attenzjoni partikolari lil dawk l-istudenti li ma jkunux marru tajjeb.

38 Tingħata attenzjoni partikolari lill-istudenti eċċellenti.

39 Jingħata materjal tal-qari xieraq lill-qarrejja kollha biex jiżdied il-qari.
40 L-involviment tal-ġenituri fil-proċess ta’ tagħlim ta’ wliedhom jiġi definit aħjar.

Għandhom ikunu aktar infurmati fuq is-sistemi tat-tagħlim li jintużaw fl-iskejjel u għandhom ukoll jiġu aġġornati fuq l-istrateġiji użati mill-għalliema fit-tagħlim tagħhom.

Ir-rabta ta’ bejn l-iskola u d-dar għandha tissaħħaħ ħalli l-ġenituri jieħdu aktar sehem fl-edukazzjoni ta’ wliedhom.
39 41 Fl-ewwel snin tal-iskola sekondarja, kull student għandu jkollu portfolju li jkun fih tagħrif fuqu sa mill-ewwel snin tal-iskola primarja.

Jekk mhux għal kulħadd tal-inqas dan il-portfolju għandu jintuża għal dawk l-istudenti li jkunu eżenti mill-eżami tal-Benċmark.
Fih ikun hemm kitbiet tal-istudenti f’suġġetti differenti li jkunu ġew assessjati mill-għalliema, rekords regolari ta’ qari indipendenti, awtoevalwazzjonijiet, ċekkjaturi bil-miri li jgħinu fl-awtoassessjar, u noti li jispjegaw il-kisbiet magħmula mill-istudenti fuq perjodu ta’ żmien.

Il-portfolju jagħti lok lill-istudenti, l-għalliema u l-ġenituri biex jiddiskutu l-progress tal-istudenti fit-tagħlim, u jippjanaw flimkien kif jistgħu jintlaħqu l-miri.
Il-portfolju jħeġġeġ ukoll lill-istudenti jkunu responsabbli tat-tagħlim tagħhom.

42 Għandu jkun hemm aktar opportunitajiet għall-għalliema biex janalizzaw il-prattiki tat-tagħlim tagħhom u biex jevalwaw, jippjanaw u jfasslu l-programmi meqjusa neċessarji mill-Politika tal-Litteriżmu tal-iskola tagħhom.. 43 It-taħriġ preparatorju għall-għalliema jsir b’mod li jiżgura li l-għalliema ġodda jkollhom il-ħiliet meħtieġa biex jegħlbu l-isfidi tal-litteriżmu li jiltaqgħu magħhom fil-klassi.
44 L-iżvilupp tal-ħiliet tal-għalliema għandu jkompli tul il-karriera professjonali tagħhom kollha.

L-għalliema għandu jkollhom il-possibilità li jiksbu aktar ħiliet fil-proċess ta’ assessjar u evalwazzjoni biex ikunu jistgħu jagħmlu assessjar kontinwu tat-tagħlim li jagħtu.

45 Jiżdiedu l-opportunitajiet ta’ Żvilupp Professjonali Kontinwu fl-oqsma tat-tagħlim u l-assessjar tal-litteriżmu għall-għalliema, l-istaff li jagħti appoġġ u l-maniġment tal-iskejjel u l-kulleġġi.

46.
46.

L-għalliema għandhom ikunu aktar liberi u flessibbli f’dak li għandu x’jaqsam mal-kontenut u l-applikazzjoni tas-sillabi tal-Malti u l-Ingliż.

47 Il-kontenut tas-sillabi għandu jiġi revedut b’tali mod li fejn hu meħtieġ, minn naħa jonqos il-kontenut u min-naħa l-oħra jiżdied il-ħin għall-qari.

48 L-għalliema tal-Ingliż u suġġetti oħra li jsiru bl-Ingliż għandhom jitħeġġu jitkellmu bl-Ingliż anke barra mill-klassi.

Dan għandu jrawwem attitudni pożittiva lejn l-Ingliż fost l-istudenti.
49 It-Tagħlim Integrat tal-Kontenut u l-Lingwa (CLIL) jintuża b’mod aktar mifrux.

Dan jista’ jfisser li xi suġġetti (mhux il-lingwi) jiġu mgħallma biss bl-Ingliż, u oħrajn jiġu mgħallma biss bil-Malti eċċ.

50.

L-istudenti jiġu esposti aktar għal-lingwa Ingliża permezz ta’ opportunitajiet ta’ qari, mezzi tal-midja, teknoloġiji ġodda, eċċ.
51 Jitwaqqaf Ċentru ta’ Riżorsi għat-Tagħlim tal-Ilsien Malti u l-Letteratura Maltija biex jipprovdi lill-għalliema b’materjal u riżorsi ta’ kwalità għolja li jkunu jistgħu jintużaw fit-tagħlim tal-Malti.

40 STRATEĠIJA NAZZJONALI TAL-LITTERIŻMU 41 52 Għandhom jiġu allokati fondi apposta lill-iskejjel għall-kotba tat-taħriġ, softwer u riżorsi oħra marbuta mal-litteriżmu.
Għandu jkun hemm aktar kollaborazzjoni bejn l-iskola, l-għalliema u l-komunità inġenerali u dan għandu jwassal biex jinħolqu klabbs tal-qari u klabbs tal-litteriżmu għall-istudenti, l-għalliema u l-ġenituri.

Il-kunsilli lokali u n-negozji għandhom jiġu involuti f’dan il-qasam biex il-komunità kollha tkun qed tagħti sehemha.

53 Ikun hemm sforz kollettiv minn kull min hu involut fil-litteriżmu fl-iskejjel, il-ġenituri u l-komunitajiet lokali biex il-ħiliet tal-litteriżmu jinkisbu kemm jista’ jkun kmieni.
54 Jixterdu fil-midja l-benefiċċji tal-litteriżmu.

Iż-Żgħażagħ L-edukazzjoni avvanzata u l-impjieg jitolbu li ż-żgħażagħ ikollhom livell għoli ta’ litteriżmu.

Problemi ta’ natura soċjoloġika (bħal problemi fil-familja, l-assenteiżmu jew id-diffikultajiet fit-tagħlim) jistgħu jfixklu liż-żgħażagħ milli jimxu ’l quddiem fil-qari u l-kitba 49.

Min iħaddem qed jistenna dejjem aktar li min japplika biex jaħdem ikollu livelli xierqa ta’ litteriżmu u kwalifiki għolja 50.
Illum biex xi ħadd ikun jista’ jagħmel l-attivitajiet ordinarji tal-ħajja ta’ kuljum fis-soċjetà tagħna, irid ikun litterat.

Biex wieħed juża t-tagħmir teknoloġiku, bħall-ismartfowns, il-kompjuters u n-netwerks soċjali jrid ikun jaf jikkomunika.

Anke biex tapplika għal impjieg li ma tantx ikun jitlob ħiliet jew inkella biex timla formola tas-saħħa, trid tkun taf tikteb u taqra.

F’Malta, in-numru ta’ studenti li joħorġu kmieni mill-iskola huwa relattivament għoli 51.
Nygaard (2009) 52, tiġbed l-attenzjoni għall-fatt li hemm rabta kbira bejn l-istudenti li joħorġu kmieni mill-iskola, u li jieqfu ħesrem kif ukoll l-imġiba antisoċjali min-naħa l-waħda, u d-diffikultajiet fil-litteriżmu min-naħa l-oħra.

Iż-żgħażagħ Maltin u Għawdxin jistgħu jsegwu numru ta’ programmi biex itejbu l-livell ta’ litteriżmu tagħhom wara li jkunu spiċċaw l-edukazzjoni obbligatorja.
Dawn il-programmi huma offruti mid-Dipartiment tat-Tagħlim Tul il-Ħajja (DLL) u l-Kulleġġ Malti tal-Arti, ix-Xjenza u t-Teknoloġija (MCAST) u huma mmirati għaż-żgħażagħ u l-istudenti adulti (’il fuq minn 16-il sena) li ma jkollhomx kwalifiki formali.

Fil-kompetenzi ewlenin bħalma huma l-ħiliet lingwistiċi u l-kompetenza fl-użu tal-kompjuter, l-istudenti li jeħtieġu l-għajnuna jingħataw appoġġ individwali u korsijiet fi gruppi.
49 Mifsud, C.L., Grech, R., Muscat, D. & Rudd, P. (2006) A Study of Young People following Basic Skills Courses in Malta.

Department Further Studies and Adult Education, Education Division, Malta: Government Printing Press.

50 Lindsay, D. (2012,).

Maltese Literacy Rates of ‘Particular Concern’ The Malta Independent, retrieved from http://www.independent.com.mt/articles/2012-09-09/news/maltese-literacy-rates-of-particular-concern-315767/ 51 Il-Ministeru għall-Edukazzjoni u x-Xogħol (2012).
An Early School Leaving Strategy.

Malta.

52 Nygaard, C. (2009) Students’ Antisocial and Violent Behaviour in State Secondary Schools.

Teżi mhux ippubblikata: l-Università ta’ Malta, Masters fil-Youth and Community Studies.

42 STRATEĠIJA NAZZJONALI TAL-LITTERIŻMU Il-politiki li jitfasslu bil-għan li jtejbu l-ħiliet tal-litteriżmu taż-żgħażagħ għandhom jaraw li jissaħħu l-programmi eżistenti u li jitniedu inizjattivi ġodda.
Il-ġbir flimkien tal-għarfien u r-riżorsi li għandhom fornituri differenti ta’ servizzi stabbiliti għandu jwassal biex l-inizjattivi b’risq il-litteriżmu jirnexxu aktar u jilħqu aktar żgħażagħ vulnerabbli.

L-opportunitajiet ta’ skambji ta’ ideat għandhom jitfasslu b’mod li tiżdied il-kollaborazzjoni bejn gruppi ta’ persuni msieħba fi proġetti u ż-żgħażagħ li joħorġu b’inizjattivi huma stess.
Il-Politika tirrakkomanda li: 55 Jitwaqqfu mekkaniżmi ta’ netwerking bejn entitajiet u aġenziji differenti biex titwettaq l-Istrateġija.

56 Jiġu riveduti l-programmi akkreditati tal-Ewwel, it-Tieni u t-Tielet Livell tal-Qafas Malti tal-Kwalifiki (QMK) li jipprovdu entitajiet differenti.
57 Li l-Kummissjoni Nazzjonali għall-Edukazzjoni Avvanzata u Ogħla (NCFHE): − tfassal Qafas ta’ Livelli qabel l-Ewwel Livell; dan huwa partikolarment meħtieġ għal inizjattivi bħall-Programm “Pathway to Indipendent Living” tal-Kulleġġ Malti tal-Arti, ix-Xjenza u t-Teknoloġija (MCAST), − tagħmel modifiki li jirriflettu r-rekwiżiti tal-edukazzjoni vokazzjonali u tal-programmi ta’taħriġ b’adattamenti speċifiċi tal-komponenti tal-Ħiliet Ewlenin, − tiċċara kwistjonijiet relatati mal-ekwivalenzi u l-akkreditazzjoni.
L-akkreditazzjoni mhux formali m’għandhiex tkun limitata biss għal programmi mmexxija minn entitajiet privati.

58 Jitwaqqaf netwerk bejn l-entitajiet li fih entitajiet formali u mhux formali jkunu jistgħu jikkollaboraw fuq proġetti ta’ żvilupp u riċerka bħalma huwa dak tal-Libreriji Ħajjin, f’ambjenti formali u mhux formali.

59 Isiru korsijiet fil-Ħiliet tal-Litteriżmu tal-Informazzjoni għal dawk li jaħdmu maż-żgħażagħ jew il-menters tagħhom.
60 Il-menters taż-żgħażagħ jitħarrġu kif jistabbilixxu sistemi ta’ sħab (buddy systems) f’ambjenti formali u mhux formali.

Il-menters jistgħu jservu ta’ pont siewi bejn il-professjonisti edukattivi u l-LSAs fuq naħa, u dawk li jaħdmu maż-żgħażagħ f’kuntesti mhux formali fuq in-naħa l-oħra.

61 Jitniedu l-proġetti tal-Libreriji Ħajjin f’istituzzjonijiet edukattivi formali u mhux formali.
Fil-proġetti tal-Libreriji Ħajjin jiġu mistiedna persuni li jkunu jaħdmu f’oqsma differenti tal-ħajja biex ikellmu liż-żgħażagħ.

L-istudenti joħolqu stallazzjoni ħajja bl-għajnuna tal-istaff tal-librerija u tal-persuni li jaħdmu fis-settur tal-litteriżmu billi jużaw materjal stampat u materjal awdjoviżiv meħud minn sorsi differenti ta’ informazzjoni.

43 44 STRATEĠIJA NAZZJONALI TAL-LITTERIŻMU 62 Jitniedu programmi ta’ tagħlim tal-lingwi.
Dan jista’ jwassal biex issir reviżjoni tal-kontenut tal-korsijiet tal-Ewwel u t-Tieni Livell biex minn banda, fejn meħtieġ, jitnaqqas il-kontenut u mill-banda l-oħra, issir aktar enfasi fuq il-kisba tal-ħiliet orali, tal-qari u l-kitba, u l-ħiliet diġitali.

63 Issir reviżjoni tal-korsijiet tal-litteriżmu tal-Ewwel u t-Tieni Livell offruti mid-Dipartiment tat-Tagħlim Tul il-Ħajja (DLL) mibnija fuq il-Qafas Malti għall-Kwalifiki (QMK).
64 Jiżdiedu l-opportunitajiet għall-iżvilupp ta’ programmi ta’ tagħlim integrat u metodoloġiji innovattivi oħra.

65 Joktru u jixterdu l-programmi ta’ litteriżmu formali u mhux formali għall-komunità fiċ-Ċentri tal-Komunità.

66 Isir użu aktar effettiv tat-teknoloġiji l-ġodda u tan-netwerks soċjali fit-tagħlim tal-litteriżmu liż-żgħażagħ.

L-Adulti Livell baxx ta’ litteriżmu fi żmien l-adultezza jaf ikollu impatt negattiv fuq l-aspetti personali, soċjali u ekonomiċi tal-persuna.
Skont ir-Rapport tal-Grupp ta’ Esperti fuq il-Litteriżmu tal-UE (2012), 20% tal-adulti m’għandhomx livelli sodisfaċenti ta’ litteriżmu biex ikampaw mal-ħtiġijiet tas-seklu 21.

L-adulti f’ħafna pajjiżi Ewropej (fosthom Malta), għandhom ftit wisq kwalifiki, ngħidu aħna, il-ħiliet bażiċi fil-qari u l-kitba biss, u għalhekk ma jkomplux l-istudji tagħhom wara l-edukazzjoni obbligatorja 53.
It-tfal ta’ dawn il-persuni, x’aktarx jiltaqgħu ma’ diffikultajiet marbuta mal-litteriżmu wkoll, u għaldaqstant għandhom aktar tendenza li jmorru ħażin fl-iskola.

Tul is-snin saru bosta inizjattivi u programmi bil-għan li jogħla l-livell tal-litteriżmu fost l-adulti f’Malta.

Dawn il-programmi jiġu offruti fil-komunità, f’ċentri ta’ tagħlim għall-adulti u fuq il-post tax-xogħol minn għadd ta’ organizzazzjonijiet.
Jiġu offruti wkoll programmi oħra għall-migranti irregolari, ir-residenti tal-faċilità korrettiva u lill-persuni bi ħtiġijiet speċjali 54.

Din il-Politika għandha l-għan li ttejjeb l-esperjenza ta’ tagħlim tal-adulti billi żżid l-opportunitajiet għat-tagħlim permezz ta’ ffinanzjar ta’ proġetti, titjib fir-riżorsi u appoġġ lil min iħaddem.
Il-Politika tirrakkomanda li: 67 Jiżdiedu l-opportunitajiet għall-iżvilupp professjonali tal-edukaturi tal-Malti u l-Ingliż li jaħdmu fil-qasam tal-litteriżmu tal-adulti billi fost oħrajn ikun hemm korsijiet li jwasslu għal ċertifikat, diploma u baċellerat.

68 Toktor ir-riċerka empirika fuq il-litteriżmu tal-adulti f’Malta, b’referenza partikolari għad-differenzi bejn in-nisa u l-irġiel, eċċ.

53 European Union High Level Group of Experts on Literacy (2012) Act Now!
Final Report: EU High Level Group of Experts on Literacy.

Luxembourg: Publications Office of the European Union.

54 National Center for Family Literacy (2008).

Developing Early Literacy: Report of the National Early Literacy Panel.

45 69 Ikun hemm sistema ta’ akkreditazzjoni effiċjenti u ta’ min joqgħod fuqha għall-programmi tal-litteriżmu tal-adulti.

Dawk li jipprovdu dawn is-servizzi jsiru konxji tal-benefiċċji tal-akkreditazzjoni tal-korsijiet tal-litteriżmu.
70 Jitfassal Qafas ta’ Kurrikulu għal-Litteriżmu.

Dan għandu jintrabat u jissawwar fuq il-Qafas tal-Kurrikulu Nazzjonali (QKN) għas-snin skolastiċi.

71 Jiżdiedu l-programmi tal-litteriżmu għall-familja.

72 Il-kunsilli lokali għandhom jingħataw awtorizzazzjoni statutorja b’rabta mal-edukazzjoni tal-adulti biex ikunu jistgħu jinvestu parti mill-baġit tagħhom għal-litteriżmu tal-adulti.
73 Il-kunsilli lokali jitħeġġu jikkollaboraw mal-entitajiet tal-gvern, mal-Organizzazzjonijiet Mhux Governattivi (NGOs) u mal-Organizzazzjonijiet ibbażati fil-Komunità (CBOs) biex il-ħtiġijiet tal-komunità lokali fir-rigward tal-programmi tal-litteriżmu tal-adulti jintlaħqu b’mod inklużiv u organizzat.

74 Il-libreriji lokali jiġu involuti fi strateġiji lokali tal-litteriżmu għall-adulti li jkunu bbażati fil-komunità.
Għandhom isiru sforzi biex “il-librerija tilħaq aktar lill-komunità” u biex “il-komunità tuża aktar il-librerija”.

75 Jintalbu fondi lokali u mill-UE biex jiġu żviluppati għodod u riżorsi għat-tagħlim tal-litteriżmu lill-adulti bil-Malti u l-Ingliż.

76 Il-programmi tal-Litteriżmu għax-Xogħol jiġu offruti lil persuni qiegħda u lil żgħażagħ li ma jkollhomx kwalifiki jew ikollhom ftit wisq kwalifiki.
77 78 Il-programmi tal-litteriżmu u l-ħiliet bażiċi għandhom jiġu offruti lir-residenti tal-faċilità korrettiva biex jerġgħu jintegraw ruħhom fis-soċjetà.

Dawn il-programmi jistgħu jintrabtu mas-sistema tal-parole biex titħeġġeġ il-parteċipazzjoni tal-persuni kkonċernati.
Il-persuni b’diffikultajiet u b’diżabilitajiet marbuta mat-tagħlim jingħataw l-għajnuna biex ikollhom aċċess għal-litteriżmu permezz ta’ programmi mfassla apposta għalihom, fosthom programmi li fihom jintużaw il-kompjuters u mezzi elettroniċi oħra.

79 L-unjins tal-ħaddiema u l-impjegaturi għandhom jinkludu t-taħriġ fil-litteriżmu u l-ħiliet bażiċi fil-ftehimiet kollettivi li jagħmlu mal-ħaddiema.
80 Jiġu offruti skemi ta’ inċentivi ta’ taħriġ lil min iħaddem biex isiru korsijiet fil-litteriżmu u fl-edukazzjoni bażika fuq il-post tax-xogħol.

81 It-tagħlim tal-litteriżmu u tal-ħiliet bażiċi jiġi inkluż fl-iskemi ta’ apprendistat u kollokament tal-Korporazzjoni għax-Xogħol u t-Taħriġ (ETC), bil-parteċipazzjoni sħiħa kemm tal-Kulleġġ Malti tal-Arti, ix-Xjenza u t-Teknoloġija (MCAST) kif ukoll tal-Istitut tal-Istudji Turistiċi (ITS).
46 STRATEĠIJA NAZZJONALI TAL-LITTERIŻMU It-Tfal b’Diffikultajiet u Diżabilitajiet Marbuta mat-Tagħlim Minkejja li f’ħajjitna neħtieġu t-taħdit, il-qari u l-kitba, ħafna żgħażagħ u adulti jsibuha diffiċli jiżviluppaw u jiksbu l-ħiliet tal-litteriżmu.

Ir-raġunijiet għala xi persuni jsibuha bi tqila jitgħallmu huma bosta u mhux la kemm tispjegahom.

Ewlenin fosthom insibu d-diffikultajiet u d-diżabilitajiet marbuta mat-tagħlim.
Ir-riċerka turi li l-individwi li jkollhom diffikultà biex jitgħallmu jbatu ħafna biex isibu xogħol stabbli, u ħafna minnhom jew jispiċċaw qiegħda, jew ikollhom jaħdmu ħinijiet twal jew jaqilgħu pagi aktar baxxi minn individwi li m’għandhomx diffikultà jew diżabilità marbuta mat-tagħlim 55.

Dawn in-nies jispiċċaw f’din il-qagħda għal għadd ta’ raġunijiet.

Waħda minnhom hi li ma jkunux jafu jaqraw, jiktbu tajjeb u jħaddmu ħiliet oħra bażiċi 56.
F’Malta għandna għadd kbir ta’ persuni bi ħtiġijiet speċjali li huma rreġistrati bħala illitterati (23.5%).

Dawn il-persuni ma jirnexxilhomx jiksbu l-kwalifiki meħtieġa biex ikomplu l-istudji tagħhom lil hinn mill-edukazzjoni obbligatorja 57.

Matul il-primarja u s-sekondarja, il-biċċa l-kbira tal-istudenti jiksbu l-ħiliet tal-litteriżmu mingħajr diffikultà u mingħajr il-ħtieġa ta’ xi intervent addizzjonali.

Madankollu, studenti oħrajn ma jaslux waħidhom.


Ikunu jeħtieġu li xi professjonisti jidentifikaw il-ħtiġijiet tagħhom u li jingħataw appoġġ individwali minn speċjalisti.

L-osservazzjoni u l-moniteraġġ mill-bidu għandhom iwasslu biex jiġu identifikati d-diffikultajiet marbuta mal-litteriżmu 58.

L-aħjar appoġġ li jistgħu jingħataw dawn l-istudenti hu intervent multisensorjali li jkun iffokat fuq l-abilitajiet individwali tal-istudenti b’diffikultajiet marbuta mal-litteriżmu.
Il-kontribut ta’ professjonisti, imħarrġa biex jassessjaw u jintervjenu f’każijiet ta’ persuni li jkollhom diffikultajiet marbuta mal-litteriżmu, huwa kruċjali biex edukaturi oħra jħossuhom kunfidenti meta jiġu biex jagħtu appoġġ fit-tagħlim lil dawk li jkollhom bżonnu.

Barra minn hekk, għandu jkun hemm istruzzjonijiet ċari dwar x’tagħmir teknoloġiku ta’ assistenza jew tagħmir ieħor xieraq għandu jintuża fil-programmi, it-taħriġ u l-materjal użat fil-programmi tal-litteriżmu 59.
F’Malta jiġu offruti għadd ta’ servizzi lit-tfal b’diffikultajiet u diżabilitajiet marbuta mat-tagħlim fl-iskejjel u fil-komunità.

Dawn jieħdu l-forma ta’ assessjar multidixxiplinari, stqarrijiet, edukazzjoni komplimentari, programmi ta’ titjib fil-litteriżmu u konsulenza.

Din il-politika għandha l-għan li tiżgura l-integrazzjoni aħjar u titjib fl-iżvilupp tal-programmi eżistenti.

55 Kaye, H. S. (2005).

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56 Mooney, M. & Pacuilla-Silver, H. (2010).

Literacy, Employment and Youth with Learning Disabilities: Aligning Workforce Development Policies and Programs retrieved November 1st 2013 from http://files.eric.ed.gov/fulltext/ ED512296.pdf 57 Bezzina, F., Callus, A.M. & Cardona, G.C.

(2010).

The Quality of Life of Disabled People: Some Answers from Census 2005.
Malta: KNPD, disponibbli minn fuq: http//www.knpd.org/ 58 Report by a Working Party of the Division of Educational and Child Psychology (1999).

Dyslexia, Literacy and Psychological Assessment.

U.K: The British Psychological Society.

59 Gregg, N. (2009).

Research-Based Best Practice: Assessing and Accommodating the Adolescent and Adult Populations with Learning Disabilities and AD/HD.

New York: Guilford Press.

47 Il-Politika tirrakkomanda li: 82 Jiġu riveduti l-proċeduri u l-assessjar ta’ riferiment.
Tissaħħaħ is-sistema ta’ riferiment ibbażata fuq tliet livelli, fi kliem ieħor, l-għalliem/a tal-klassi, il-professjonisti tal-iskola u l-professjonisti esterni.

Għandhom ikunu l-għalliema tal-klassi li jagħżlu f’liema stadju jniedu l-proċeduri ta’ riferiment.

83 L-għalliema għandhom jingħataw appoġġ aħjar u għandhom ikunu mgħammra tajjeb biex jilqgħu t-tfal fil-klassi tagħhom meta jkunu għadhom fl-ewwel fażijiet ta’ identifikazzjoni.
84 Jkun hemm żvilupp professjonali kontinwu għal: a Dawk li jieħdu ħsieb it-tfal biex ikunu jistgħu jirreferu u jgħinu lit-tfal b’diffikultajiet marbuta mat-tagħlim, b L-għalliema tal-iskejjel primarji biex jagħrfu jidentifikaw lit-tfal b’diffikultajiet marbuta mat-tagħlim.
L-għalliema għandhom ikunu jafu xi strateġiji jużaw biex jagħmlu intervent xieraq, b’mod partikolari meta tkun qed titħaddem is-sistema ta’ riferiment ibbażata fuq tliet livelli, c L-għalliema tal-iskejjel sekondarji biex ikunu jistgħu jgħinu lit-tfal imsemmija jiżviluppaw il-ħiliet tal-litteriżmu permezz tas-suġġett tagħhom u biex jagħrfu l-importanza tal-litteriżmu fis-suġġetti kollha, d L-għalliema u dawk kollha li jaħdmu ma’ tfal b’forom differenti ta’ diffikultajiet marbuta mat-tagħlim fil-qasam tal-iżvilupp tal-ħiliet li jwasslu għal-litteriżmu, e L-LSAs biex ikunu jistgħu jiffurmaw parti minn tim multidixxiplinari, f L-għalliema komplimentari u l-għalliema li joffru appoġġ fit-tagħlim biex jestendu l-ħila esperta tagħhom fil-litteriżmu.
85 Is-servizzi għat-tfal b’diffikultajiet speċifiċi marbuta mat-tagħlim jissaħħu u jinfirxu biex jilħqu tfal li jkollhom diffikultajiet marbuta mat-tagħlim kumplessi u partikolari.

It-tagħlim multisensorjali jintuża fit-tagħlim tas-suġġetti kollha.

Dawk kollha li jaħdmu ma’ tfal b’diffikultajiet marbuta mat-tagħlim jagħtu daqqa t’id lill-għalliem/a fit-tagħlim tal-litteriżmu.
86 L-istudenti b’diffikultajiet serji fil-litteriżmu għandhom jingħataw korsijiet intensivi fit-taħdit, il-qari u l-kitba għal perjodu ta’ żmien definit.

87 L-istudenti li jagħmlu korsijiet rilevanti biex jiksbu l-ewwel kwalifika f’dan il-qasam isiru konxji tal-firxa ta’ diffikultajiet marbuta mat-tagħlim permezz ta’ esperjenzi prattiċi mal-istudenti fl-iskejjel.

88 L-iskejjel jingħataw aktar opportunitajiet biex jinvestu f’riżorsi xierqa għat-tfal b’diffikultajiet marbuta mat-tagħlim.
89 L-assistenti tal-klassi, li ngħataw taħriġ bażiku fil-litteriżmu, għandhom jingħataw impjieg.

Huma għandhom jgħinu lill-istudenti li jkunu qed jitħabtu biex jitgħallmu jaqraw u jiktbu taħt is-superviżjoni ta’ speċjalisti tal-litteriżmu.

48 STRATEĠIJA NAZZJONALI TAL-LITTERIŻMU 49 90 Għandu jkun hemm sessjonijiet ta’ qsim ta’ prattiki tajbin kif jiġi mgħallem il-litteriżmu fil-klassi, il-materjal li jintuża għall-qari, u l-livell u l-għamla ta’ appoġġ li jingħata lit-tfal skont il-ħtiġijiet tagħhom.
91 Jittieħdu miżuri li jiffavorixxu l-familja biex il-familji jkunu involuti fil-proċess ta’ appoġġ u fil-programmi li jingħataw it-tfal b’diffikultajiet marbuta mat-tagħlim.

92 Isiru korsijiet għall-ġenituri/persuni li jieħdu ħsieb it-tfal biex ikunu jistgħu jgħinu lil uliedhom jiksbu l-ħiliet tat-taħdit, il-qari u l-kitba.

93 Il-libreriji pubbliċi jkollhom kotba, riżorsi u softwer xierqa għall-istudenti b’diffikultajiet marbuta mal-qari.
Ċittadini ta’ Pajjiżi Terzi Iċ-ċittadini ta’ pajjiżi terzi (ĊPT) li jgħixu f’Malta għandhom jingħataw l-għajnuna biex jiżviluppaw il-ħiliet tagħhom fil-litteriżmu ħalli b’hekk ikunu jistgħu jikkomunikaw aħjar il-bżonnijiet tagħhom, jeżerċitaw id-drittijiet tagħhom u jwettqu l-aspirazzjonijiet tagħhom tal-preżent u l-ġejjieni.

Jekk dawn il-persuni kompetenti fil-lingwa/i użati fil-komunità jkollhom aktar ċans javvanzaw fl-istudji tagħhom u jsibu impjieg aħjar.
Migranti li ma jkollhomx il-ħiliet lingwistiċi bażiċi jistgħu jinqatgħu għalihom waħedhom u jispiċċaw jiġu sfruttati 60.

Fl-iskola primarja, numru kbir ta’ tfal migranti ma jkollhomx il-livell ta’ litteriżmu mistenni biex ikunu jistgħu jkampaw tajjeb bil-lingwa tal-pajjiż li jkun qed jospitahom u għalhekk ibatu biex jagħmlu x-xogħol li jingħatawlhom 61, 62.

F’Malta huwa mistenni li t-tfal tal-migranti jkollhom ħakma tal-Malti u l-Ingliż biex ikunu jistgħu jsegwu bħat-tfal l-oħra fil-klassi.
Minħabba ż-żieda ta’ migranti irregolari f’Malta, li ħafna minnhom iġibu magħhom tfal tal-età tal-iskola, jeħtieġ li s-sistema edukattiva Maltija tiġi riveduta biex tinkorpora l-parteċipazzjoni tat-tfal migranti fl-iskejjel 63.

In-numru ta’ tfal barranin fl-iskejjel kollha ta’ Malta u Għawdex, u l-aktar fl-iskejjel tal-Istat, qed jiżdied bil-kbir 64.

60 Asian American Justice Center, (2007).


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org/upload/publicationfiles/IM3622H5009.pdf 61 Geva, E. & Verhoeven, L. (2000) Basic Processes in Early Second Language Reading.

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(2013).

The Integration of Third Country Nationals in the Maltese Education System.
Id-Direttorat għal Kwalità u Standards fl-Edukazzjoni, il-Ministeru għall-Edukazzjoni u x-Xogħol.

50 STRATEĠIJA NAZZJONALI TAL-LITTERIŻMU Fil-biċċa l-kbira tal-iskejjel primarji tal-Istat, l-għalliema komplementari u l-għalliema tal-litteriżmu jintalbu jgħinu lil dawn l-istudenti jitgħallmu lingwa biex tkun iffaċilitata l-integrazzjoni soċjali, kulturali u edukattiva tagħhom.
Fis-settur tas-sekondarja, uħud minn dawn l-istudenti jistgħu jsegwu programm fil-Malti u l-Ingliż bħala ilsna addizzjonali, jew inkella jiddaħħlu fil-Programm tal-Kompetenzi Ewlenin.

Hemm oħrajn imma li ma jingħatawx appoġġ u jkollhom jaqdfu għal rashom 65, 66, 67.

L-iskejjel u l-istituzzjonijiet edukattivi l-oħrajn għandhom jiċċelebraw id-diversità kulturali.

L-Istrateġija Nazzjonali tal-Litteriżmu għal Kulħadd f’Malta u Għawdex tirrikonoxxi l-qagħda partikolari ta’ dawn il-gruppi etniċi.
L-istudenti barranin għandhom ikunu milqugħa u jiġu inklużi.

Għalhekk, hemm bżonn servizz partikolari kif ukoll strateġiji li jkunu mmirati speċifikament għaċ-ċittadini ta’ pajjiżi terzi (ĊPT).

Il-Politika tirrakkomanda li: 94 Il-ġenituri migranti jingħataw tagħrif fuq iċ-ċentri tat-tfal u l-iskejjel li fihom jistgħu jibagħtu lil uliedhom.

95 Il-ġenituri migranti jitħeġġu jdaħħlu lil uliedhom l-iskola mill-aktar fis ħalli jfittxu jintegraw ruħhom u jiżviluppaw il-ħiliet bażiċi tagħhom.
96 Il-klassijiet ta’ appoġġ fil-lingwa għandhom ikunu żgħar biex jinħoloq ambjent sigur u l-istudent ma jiħux xokk kulturali meta jiddaħħal fi klassi normali.

Fi gruppi żgħar l-istudenti jkunu jistgħu jingħataw attenzjoni individwali u għalhekk jħossuhom komdi jieħdu r-riskji fil-ħiliet relatati mal-lingwa u l-litteriżmu li jkunu qed jiġu mgħallma.

97 Għandu jkun hemm komunikazzjoni kontinwa bejn it-tuturi tal-klassijiet ta’ appoġġ fil-lingwa/i u l-għalliema tal-klassi regolari.
98 It-tagħlim tal-litteriżmu għandu jkun interdixxiplinari, multikulturali u interattiv, u marbut mal-esperjenzi mgħoddija tal-istudenti.

99 Il-ħiliet fil-litteriżmu għandhom jiġu mgħallma f’kuntest u b’mod li jagħmel sens fil-prattika u fil-ħajja ta’ kuljum.

100 Il-programmi tal-litteriżmu għandu jkunu ggradati skont il-ħila tat-tfal.

65 Frendo, V. (2005).

Children’s Rights and Cultural Diversity in the School.

A Focus on the Integration of Non-Maltese Speaking Children in the Primary Classroom.
(Unpublished Master’s dissertation).

University of Malta, Malta.

66 Galea, S., Attard Tonna, M., & Cassar, J.

(2011).

Young Migrant Women in the Making.

Educational Experiences in Maltese Secondary Schools.

In J. Christododoulou (Ed.

), Young 67 Sammut, S. (2004).

The ‘Alien’ Experience: Returned Migrants in Gozitan Secondary Schools.

(Unpublished Master’s dissertation).

University of Malta, Malta.


51 101 L-iskejjel għandhom ikunu f’pożizzjoni li jiddeċiedu jistgħux jilqgħu lil dawn l-istudenti ġodda jew le.

X’aktarx li ħafna minn dawn l-istudenti, il-mixja edukattiva tagħhom tkun tħarbtet minħabba l-konflitti f’pajjiżhom u jkunu għaddew minn żminijiet iebsa ħafna.

Il-Kulleġġ jew l-iskola jkun jaqblilha li ssib traduttur jew ġenituri oħra li jitkellmu l-istess lingwa fl-ewwel fażi tal-proċess ta’ integrazzjoni fl-iskola.
102 Jitfasslu linji gwida skont l-età dwar kif l-istudenti jistgħu jiġu assessjati.

L-użu ta’ riżorsi elettroniċi kif ukoll il-faċilitajiet ta’ traduzzjoni jistgħu jgħinu biex jiġi stabbilit u mtejjeb l-assessjar tal-litteriżmu.

103 Jitħaddmu l-prattiki ta’ litteriżmu użati fil-familja u l-komunità biex fl-iskola l-istudenti kollha jingħataw l-aqwa esperjenza edukattiva possibbli.
104 L-għalliema u dawk kollha involuti għandhom jingħataw opportunitajiet ta’ Żvilupp Professjonali Kontinwu fil-qasam tat-tagħlim tal-litteriżmu lil Ċittadini ta’ Pajjiżi Terzi.

105 Jitfasslu linji gwida għat-tagħlim tal-Malti bħala t-tieni lingwa jew bħala lsien barrani.
106 Ikun hemm koordinazzjoni mad-Dipartiment tas-Saħħa biex jittieħdu miżuri ta’ prevenzjoni u interventi fil-ħin, speċjalment fir-rigward tal-Patoloġiji tat-Taħdit u l-Lingwa, ħalli b’hekk ikunu jistgħu jiġu identifikati diffikultajiet li jxekklu l-iżvilupp fil-litteriżmu.

107 Joktru l-ambjenti li jkunu mimlijin bil-kotba, speċjalment fost studenti u familji li ftit għandhom kotba fi djarhom.
108 Il-ġenituri għandhom jiġu ggwidati kif jistgħu jsaħħu u jagħtu importanza lil-litteriżmu biex l-iskejjel isiru aktar sensittivi għar-realtajiet soċjali, kulturali u storiċi tagħhom.

Dan jista’ jsir billi jissaħħu r-rabtiet bejn id-dar u l-iskola, isiru sessjonijiet ta’ trawwim ta’ kuxjenza favur il-litteriżmu għall-ġenituri, jiżdied it-tagħlim tal-ġenituri, u jitħaddmu programmi ta’ appoġġ bħas-sistema tas-sħab (buddy system).
109 Il-ġenituri jitħeġġew jaqraw lil uliedhom u jipprovdu biżżejjed opportunitajiet biex uliedhom jiżviluppaw l-għarfien fonoloġiku permezz ta’ taqbiliet u għanjiet.

110 Il-ġenituri jingħataw l-appoġġ meħtieġ biex jużaw ħiliet u strateġiji differenti li jagħtu spinta lil-litteriżmu fil-familja.

111 Id-Direttorat għat-Tagħlim Tul il-Ħajja (DLL) jikkollabora mal-aġenziji li jmexxu ċ-ċentri miftuħa tal-migranti biex jiġu organizzati korsijiet fil-lingwi u f’ħiliet bażiċi oħrajn.
112 Id-Direttorat għat-Tagħlim Tul il-Ħajja (DLL) jikkollabora mal-Agency for the Welfare of Asylum Seekers (AWAS) biex il-migranti li jgħixu fil-komunità jkollhom aċċess għall-korsijiet tal-litteriżmu.

113 Il-programmi tal-lingwa u l-litteriżmu għall-adulti migranti għandhom iqisu l-esperjenzi personali tal-migranti u l-aspirazzjonijiet tagħhom.
114 L-għalliema tal-litteriżmu li jaħdmu mal-migranti fi programmi maħsuba apposta għalihom jew fi klassijiet regolari jitħarrġu kif iġibu ruħhom u jaffrontaw sitwazzjonijiet multikulturali.

52 STRATEĠIJA NAZZJONALI TAL-LITTERIŻMU Il-Litteriżmu Diġitali Il-litteriżmu diġitali għandu rwol ċentrali f’ħajjet in-nies.

Min ikun kapaċi jikkomunika, jitgħallem u jaħdem permezz ta’ diversi teknoloġiji jkun f’qagħda aħjar minn min ma jkollux dawn il-ħiliet 68.
Bis-saħħa tat-teknoloġiji l-ġodda l-individwi jiksbu l-ħiliet u l-għerf neċessarji biex jieħdu sehem attiv f’attivitajiet komunitarji, kulturali, kummerċjali u intellettwali 69.

It-tagħlim b’mezzi diġitali, sa mill-ewwel snin tat-tfulija, qed jingħata attenzjoni kbira.

Il-litteriżmu diġitali huwa wieħed mit-temi interkurrikulari identifikati fil-Qafas tal-Kurrikulu Nazzjonali (QKN) 70.
L-integrazzjoni tad-diversi forom ta’ litteriżmu diġitali fil-kurrikulu Malti tista’ tirnexxi biss jekk l-edukaturi nfushom ikunu jafu jħaddmuhom tajjeb.

Dawn il-forom ġodda ta’ litteriżmu jistgħu jżidu l-motivazzjoni u l-parteċipazzjoni tal-istudenti fit-tagħlim, u għalhekk huma kruċjali biex it-tagħlim ikun effettiv 71, 72.

Din il-politika tagħmel għadd ta’ rakkomandazzjonijiet biex jitrawmu bosta forom ta’ litteriżmu diġitali fil-klassi u fil-komunità.
Saret sejħa lil kull min jaħdem f’dan il-qasam biex tissawwar viżjoni ċara kif se ssir l-implimentazzjoni u t-tixrid tat-teknoloġiji ġodda għal skopijiet ta’ tagħlim.

Se ssir evalwazzjoni tal-prattiki fejn it-teknoloġija qed tintuża għat-tagħlim biex insiru nafu jekk l-għanijiet, wara kollox, humiex qegħdin jintlaħqu.

Għandha titrawwem kultura ta’ kollaborazzjoni u għandhom jiġu mħeġġa opportunitajiet fejn il-prattiki tajbin jinqasmu bejn l-imsieħba ħa kulħadd jitgħallem minnhom.
Il-Politika tirrakkomanda li: 115 Jiġi mistħarreġ x’kompetenzi diġitali għandhom l-għalliema u kif l-għalliema u l-istudenti jġibu ruħhom waqt li fit-tagħlim ikunu qed jinqdew bit-teknoloġiji diġitali.

116 Id-Direttorat tat-Tagħlim Elettroniku jieħu f’idejh il-promozzjoni u l-moniteraġġ tal-ħiliet diġitali tat-tfal u l-edukaturi, u tal-metodoloġiji użati fil-litteriżmu diġitali.

117 Jitfasslu u jitħaddmu għodod ta’ assessjar tal-litteriżmu diġitali fl-iskejjel.
118 Titħeġġeġ ir-riċerka fil-litteriżmu diġitali, fost oħrajn fil-pedagoġiji, it-teknoloġiji u t-tħaddim tiegħu.

119 It-timijiet ta’ tmexxija tal-iskejjel jiġu involuti fl-istadji kollha tal-proċess tat-teħid tad-deċiżjonijiet b’rabta mal-viżjoni “teknoloġija diġitali lil kull student/a’’ biex jiġi żgurat li l-iskejjel iħossu li l-proġett huwa tagħhom ukoll.
120 Sa mill-bidu nett, l-imsieħba kollha fil-proġett għandu jkollhom viżjoni komuni fir-rigward tal- objettivi fuq l-iżvilupp tal-abilitajiet fil-lingwa u l-litteriżmu permezz tat-teknoloġiji l-ġodda.

68 Evans, J (ed) (2004).

Literacy Moves On: Using Popular Culture, New Technologies and Critical Literacy in the Primary Classroom.

London: David Fulton Publishers.

69 Hague, C & Payton, S (2010), Digital Literacy across the Curriculum.

Futurelab, retrieved 26th October from www.


futurelab.org.uk/ projects/digital-participation.

70 Il-Ministeru għall-Edukazzjoni u x-Xogħol (2012).

Il-Qafas tal-Kurrikulu Nazzjonali għal Kulħadd.

Malta: Salesian Press.. 71 Herrington, J., Oliver, R., & Reeves, C. (2003).

Patterns of Engagement in Authentic Online Learning Environments.

Australian Journal of Educational Technology, 19(1), 59-71.

72 Mills, K. (2010).

“Shrek Meets Vygotsky.” Journal of Adolescent & Adult Literacy 54(1): 35-45.
53 54 STRATEĠIJA NAZZJONALI TAL-LITTERIŻMU 121 Il-kulleġġi u l-iskejjel għandhom jiġu megħjuna jadattaw il-kontenut elettroniku għall-ħtiġijiet fil-litteriżmu tal-istudenti tagħhom.

122 Jingħataw sessjonijiet ta’ informazzjoni lill-ġenituri biex dawn ikunu jistgħu jgħinu ’l uliedhom jinqdew bil-kontenut elettroniku minn djarhom.

123 L-għalliema jingħataw aktar appoġġ mill-għalliema tat-tagħlim diġitali fl-iskola fejn jgħallmu.
124 L-aħjar prattiki fit-tagħlim elettroniku jixterdu fl-iskejjel bis-sehem tal-persuni li jkunu spikkaw fil-Litteriżmu Diġitali.

125 Ikun hemm bini tal-kapaċitajiet fit-tagħlim elettroniku permezz tal- Iżvilupp Professjonali Kontinwu.

126 Fil-programmi universitarji għal dawk li jkunu beħsiebhom jilħqu għalliema jsir tagħlim fuq l-iżviluppi ġodda fil-litteriżmu diġitali.
127 Il-libreriji ta’ Malta u Għawdex isiru diġitali, biex il-kotba elettroniċi jsiru aċċessibbli għal kulħadd u hekk jgħinu lill-pedagoġija tal-litteriżmu diġitali, fosthom it-tagħlim mibni fuq l-istħarriġ.

128 Issir reviżjoni tal-użu tal-Pjattaforma Virtwali tat-Tagħlim tal-Fronter biex tgħin tassew fil-promozzjoni tal-ħiliet tat-taħdit, il-qari u l-kitba.

129 Jinfirex l-użu tat-teknoloġiji ġodda ċellulari fit-tagħlim.
130 Il-kontenut elettroniku li jitqiegħed għad-dispożizzjoni tal-iskejjel jiġi adattat u ggradat skont il-ħtiġijiet fil-lingwa u l-litteriżmu ta’ studenti differenti.

Dan jista’ jseħħ billi l-edukaturi jingħataw l-għodda meħtieġa biex isegwu l-andament u l-progress tal-istudenti tagħhom permezz ta’ portfolji elettroniċi onlajn.

131 Jiġu stabbiliti rabtiet sodi bejn id-dar u l-iskola biex it-tfal jiġu megħjuna meta jużaw il-litteriżmu diġitali biex jitgħallmu.
132 Issir kampanja biex titrawwem kuxjenza fil-komunità inġenerali dwar il-benefiċċji edukattivi tal-litteriżmu diġitali.

133 Il-programm tat-tablets fl-iskejjel jiġi aġġornat biex jirrifletti l-għanijiet tal-Istrateġija Nazzjonali tal-Litteriżmu għal Kulħadd f’Malta u Għawdex.

134.

Isir assessjar tal-kompetenzi diġitali tal-għalliema, jitwettqu studji pilota fuq l-għoti ta’ teknoloġija diġitali lil kull student/a, u ssir evalwazzjoni tas-sistema diġitali kollha.

135.
135.

Fuq il-bażi tal-esperjenzi miksuba mill-proġett tat-teknoloġija għal kull student (pereżempju l-Proġett tan-Netbooks), jiġu żviluppati proġetti pilota oħra bit-tablets.

136.

Titwaqqaf sistema elettronika onlajn ta’ għajnuna lill-pubbliku biex l-implimentazzjoni tal-proġett tat-teknoloġija lil kull student issir aħjar.

137.

Issir reviżjoni u analiżi tal-proġetti pilota tat-teknoloġija lil kull student.

138.
138.

Jitwaqqfu sistemi ta’ appoġġ pedagoġiku, tekniku u amministrattiv rilevanti, skont ir-riżultati tal-proġetti pilota.

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Literacy, Employment and Youth with Learning Disabilities: Aligning Workforce Development Policies and Programs meħud fl-1 ta’ Novembru, 2013 minn http://files.eric.ed.gov/fulltext/ED512296.pdf National Center for Family Literacy.

(2008).

Developing Early Literacy: Report of the National Early Literacy Panel.

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The Early Childhood Longitudinal Study.

Meħud fil-11 ta’ Ottubru minn http://www.nifl.gov/nifl/facts/ECLS.html.

58 STRATEĠIJA NAZZJONALI TAL-LITTERIŻMU Neuman, S., Copple, C., & Bredekamp, S. (2000).

Learning to Read and Write: Developmentally Appropriate Practices for Young Children.

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An Introduction to Quality Literacy Teaching.

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Progress in International Reading Literacy Study (PIRLS, 2011), Malta Report, Il-Ministeru għall- Edukazzjoni u x-Xogħol, Malta.

Rapport minn Working Party of the Division of Educational and Child Psychology (1999).
Dyslexia, Literacy and Psychological Assessment.

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Sammut, S. (2004).

The ‘Alien’ Experience: Returned Migrants in Gozitan Secondary Schools.

(Teżi tal-Master Mhux Ippubblikata).

L-Università ta’ Malta, Malta.

Sénéchal , M., & Young, L. (2008).

The Effect of Family Literacy Interventions on Children’s Acquisition of Reading from Kindergarten to Grade 3: A Meta-Analytic Review.

Review of Educational Research, 78(4), 880-907.


Snow, C. E., Burns, M. S., & Griffin, P. (Edituri).

(1998).

Preventing Reading Difficulties in Young Children.

Washington, DC: National Academy Press.

Spodek, B., & Saracho, O.N.

(Edituri).

(2006).

Handbook of Research on the Education of Young Children.

Mahwah, New Jersey: Lawrence Erlbaum Associates.

Strickland, D.S.

& Riley-Ayers, S. (2006).

Early Literacy: Policy and Practice in the Preschool Years.

Rutgers: New Brunswick.

Tabors, P.O.


& Snow, C.E.

(2003).

Young Bilingual Children and Early Literacy Development.

F’S.B.

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Dickinson (Edituri), Handbook of Early Literacy Research.

New York: Guilford Press.

Vassallo, J.

(2013).

The Integration of Third Country Nationals in the Maltese Education System.

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59 L-Appendiċi: Il-Gruppi ta’ Ħidma Konsultattivi Is-Snin Bikrin u l-Ewwel Ftit Snin Rachael Agius, David Agius-Muscat, Raymond Facciol, Helen Grech, Tania Mangion, Mariangela Schembri Meli, Rita Micallef, Josanne Schiavone, Suzanne Vassallo.
L-Aħħar Snin tal-Primarja Christopher Bugeja, Antoinette Debattista, Marika Farrugia, Charles Mifsud, Anita Seguna, Sandro Spiteri.

Is-Snin tas-Sekondarja Mary Anne Camilleri, Anthony De Gabriele, Joanne Grima, George Mifsud, Maria McNamara.

Iż-Żgħażagħ Ruth Baldacchino, David Muscat, Carmen Nygaard, Josephine Saliba, Miriam Theuma.

L-Adulti Mario Cardona, Fr Vince Magri, Carmen Mamo, Pauline Miceli.
It-Tfal b’Diffikultajiet u Diżabilitajiet Marbuta mat-Tagħlim Paul Attard Baldacchino, Nathalie Buhagiar, Jane Farrugia Buhagiar, Christine Firman, Carmen Gauci, Kurt Mizzi.

Iċ-Ċittadini ta’ Pajjiżi Terzi (ĊPT) Jane Farrugia Buhagiar, Dunstan Hamilton, Sharon Micallef Cann, Rachel Schembri, Josephine Vassallo.

Il-Litteriżmu Diġitali Patrick Camilleri, Martin Debattista, Tania Gatt, Emile Vassallo, Emmanuel Zammit.
60 STRATEĠIJA NAZZJONALI TAL-LITTERIŻMU 61 62 A NATIONAL LITERACY STRATEGY A NATIONAL LITERACY STRATEGY FOR ALL IN MALTA AND GOZO 2014-2019 1 2 A NATIONAL LITERACY STRATEGY A NATIONAL LITERACY STRATEGY FOR ALL IN MALTA AND GOZO 2014-2019 Ministry for Education and Employment June 2014 1 2 A NATIONAL LITERACY STRATEGY Acknowledgements The National Literacy Strategy for All is based on the proposals made by the eight expert consultative working groups (see Appendix), set up by the Ministry for Education and Employment, and the extensive feedback received from numerous educators, schools, colleges and parents.
The final document was compiled and written by the Centre for Literacy of the University of Malta.

We acknowledge also the feedback which was received from various individuals, private and public entities and other stakeholders like the Malta Union of Teachers (MUT) and national agencies including the National Commission for the Promotion of Equality (NCPE).
3 4 A NATIONAL LITERACY STRATEGY Contents Minister’s Foreword Executive Summary Introduction Defining Literacy The Role of Literacy in Personal and Social Development The National Curriculum Framework for All The Overriding Principles of the Strategy Family and Community-based Literacy Programmes School-initiated and School-based Programmes National Initiatives The National Literacy Strategy Framework The Structure of the National Literacy Strategy for All A Bilingual Policy Gender Considerations The Consultation Process The Implementation Process The First Years The Early Years The Junior Years The Secondary Years Youths Adults Children with Learning Difficulties and Disabilities Third Country Nationals Digital Literacy References Appendix: The Consultative Working Groups 6 8 17 18 20 21 22 23 25 25 26 28 28 29 30 31 31 34 35 38 42 45 46 50 52 56 60 5 Minister’s Foreword We consider our efforts to improve levels of literacy to be an important factor in ensuring that everybody feels included in Maltese society.
Over one hundred policy measures are being proposed by the National Literacy Strategy for All in Malta so that we continue to ensure that all our children, youths and adults have the opportunity to acquire the competencies required for them to lead fulfilling lives.

Literacy and the acquisition of literacy are complex issues which require a strong commitment from parents, caregivers, highly dedicated professionals and society at large.
Our Strategy adopts a lifelong perspective, with a clear priority on the first and early years.

It is at this stage that the foundations of literacy, that will influence highly later development, are laid down for each child.

The Strategy promotes also lifewide and intergenerational dimensions by supporting the crucial roles of the family and the community in supporting the literacy development of each child.
Our bilingual status is a rich asset for us in many ways, where both Maltese and English are important for us.

We need to continue finding ways of strengthening further this status by ensuring that our children and young people have appropriate exposure to both languages.

Our educators need to keep developing and fine-tuning their language teaching and learning methods to enthuse their students and to motivate them to learn more, through the use of technology and beyond.
More time is to be devoted to actual reading in both Maltese and English as part of the daily school timetable.

We invite you to join us in this highly challenging and ambitious project as we seek to collaborate with various individuals and entities to create a better society!
Evarist Bartolo Minister for Education and Employment 6 A NATIONAL LITERACY STRATEGY 7 Executive Summary The overall purpose of the National Literacy Strategy for All is to promote and enhance lifelong and lifewide, high quality literacy practices among children, youths, adults, third country nationals and persons with learning difficulties.

It strives also to improve literacy outcomes, resulting in inclusive practices, higher educational qualifications, and better job prospects.
The National Literacy Strategy for All seeks to: - Consider literacy as an important element in the field of social inclusion.

Therefore concrete measures are to be taken in order to ensure that everybody has the opportunity to obtain the skills required for them to participate fully in society.

- Promote a literate community which provides opportunities for learners to make sense of their experiences and to make connections with their histories, cultures and communities.
Through increased access to books and the language arts participatory democracy is strengthened.

- Promote a policy of bilingualism and biliteracy in Maltese and English.

- Ensure that parents and the class teacher have a primary role in the literacy development of the child.

The support services in schools should complement the vital work of the classroom teacher.
- Consolidate and integrate better existing initiatives and programmes in the field of literacy to ensure increased effectiveness and impact.

- Promote Balanced Literacy teaching and learning where the technical aspects of reading and writing are taught in the context of making meaning through text.

Balanced literacy is a curricular methodology that integrates various modalities of literacy instruction.

Assessment-based planning is at the core of this model.
The balanced literacy approach is characterized by explicit skill instruction and the use of authentic texts.

Through various modalities, the teacher implements a well-planned comprehensive literacy programme that reflects a gradual release of control, whereby responsibility is gradually shifted from the teacher to the students.
8 A NATIONAL LITERACY STRATEGY READ ALOUD INDEPENDENT WRITING SHARED READING GUIDED WRITING INTERACTIVE WRITING BALANCED LITERACY WORD STUDY GUIDED READING SHARED WRITING INDEPENDENT READING MODELLED WRITING A Balanced Literacy Model 9 - Promote the integration of the skills of oracy, reading and writing.

- Introduce increased opportunities for Reading Time in Maltese and English throughout the curriculum, within the frame of reference of the National Curriculum Framework.
- Decisions about the most appropriate literacy strategies are to be taken at the school level, that is by those who have the best knowledge about and are closest to the learners.

In this regard schools are to receive support from the central services.

- Promote professional development opportunities for educators at different levels in literacy learning and teaching.

- Promote the use of new technologies in the teaching and learning of literacy.
- Promote research studies that will provide a better understanding of literacy practices in Malta and Gozo.

- Promote literacy awareness through national initiatives, the media and family- oriented measures.

The main objectives for the First Years (0-3) are as follows: - Recognise the importance of oracy as a precursor to literacy.

- Engage parents and caregivers in the literacy development of their children through programmes which promote story-telling, etc.
- Book-rich environments are to be promoted, especially with learners and families who lack literacy material at home.

- Improve early screening and intervention procedures.

- Provide increased opportunities for the professional development of staff.

- Improve the collaboration in the promotion of literacy among various ministries and agencies.

10 A NATIONAL LITERACY STRATEGY The main objectives for the Early Years (KG1 to Year 2) are as follows.
- Recognise the importance of oracy as a precursor to literacy.

- Book-rich environments are to be promoted, especially with learners and families who lack literacy material at home.

- Put emphasis on adult/child meaningful dialogue.

- Promote Balanced Literacy teaching and learning.

- Provide extended opportunities for Reading Time across the curriculum.

- Consolidate screening and profiling procedures to ensure timely intervention.
- Parents and caregivers are to receive the necessary support to be able to promote the literacy skills of their children.

- Extend class and school libraries.

- Schools are to have clear policies for the teaching and learning of literacy in Maltese and English.

The main objectives for the Junior Years are as follows: - Establish College based Literacy Teams involving a Head of Department in Literacy, Literacy support teachers and other support staff.
- All schools are to feature literacy as a priority in their development plan with relevant action plans.

- All schools have the necessary data on which to base their development and action plans.

- Promote Balanced Literacy teaching and learning.

- Provide increased opportunities for Reading Time across the curriculum.

- Disseminate Shared and Guided reading strategies.

- Consolidate screening and profiling procedures to ensure timely intervention.

- Extend class and school libraries.


- Establish procedures to promote dyslexia-friendly schools.

11 The main objectives for the Secondary Years are as follows: - A Literacy Policy is to be featured in the School Development Plan by the school management team.

- Each school is to assess the situation in literacy and draw up action plans with the support of the literacy team and in consultation with the Education Officers in Maltese, English and Literacy.
- Promote Balanced Literacy teaching and learning.

- Provide increased opportunities for Reading Time across the curriculum.

- Develop a literacy performance portfolio for each student with literacy difficulties.

- Develop further the Alternative Learning Programmes.. - Offer increased opportunities for capacity building and continuous professional development.

- Extend school libraries.

- Establish procedures to promote dyslexia-friendly schools.
The main objectives for Youths are as follows: - Consolidate and extend further current programmes in Basic Skills intended for young people.

- Promote the accreditation of basic skills programmes to ensure their wider recognition for further studies and by employers.

- Ensure that persons with learning difficulties and disabilities are helped to improve their literacy skills through bespoke programmes, also through the use of technology.
- Increase opportunities for the development of embedded learning programmes and other innovative methodologies.

- Promote the organisation of formal and non-formal community literacy programmes in community centres.

- More effective use of new technologies and social networks in the teaching of literacy to young people.
12 A NATIONAL LITERACY STRATEGY The main objectives for Adults are as follows: - Increase opportunities for the professional development of adult literacy educators of Maltese and English.

- Promote the development of tools and materials for the teaching of literacy to adults in Maltese and English.

- An efficient and reliable accreditation system for adult Basic skills programmes.

Service providers are to be made aware of the benefits of such accreditation.
- Increase opportunities for family literacy programmes.

- Involve further Local Councils and local Libraries in community based strategies for adult literacy.

- Make further provision for Literacy for Employment programmes for unemployed and low- skilled adults.

- Basic skills and literacy programmes are to be offered to prison inmates for better reintegration in society.

These may be linked to the parole system in order to encourage increased participation.
- Ensure that persons with learning difficulties and disabilities are helped to improve their literacy skills through bespoke programmes, also through the use of technology.

- Promote training schemes with employers to provide literacy and basic education courses at the workplace.

The main objectives for Children with Learning Difficulties and Disabilities are as follows: - Reinforce the three-tiered referral system, involving the class teacher, school-based and external professionals.
- Promote continuing professional development for teaching and support staff in the development of literacy skills.

- A broader spectrum of learning difficulties should be covered by the specific learning difficulties services.

- Promotion of multisensory teaching in the different school subject areas.

13 - Students with severe literacy difficulties are to be provided with intensive literacy courses over an identified period of time.
- Classroom assistants, who have received basic training in literacy, are to provide support to students who are struggling with literacy under the guidance of teachers and literacy specialists.

- Make provision for training courses for parents/caregivers to enable them to support the literacy development of their children.

- Implement family-friendly measures to enable families to be included in the support and intervention process of children with learning and literacy difficulties.
The main objectives for Third Country Nationals are as follows: - Promote small group language and literacy support classes where students can receive individual attention.

In this way they feel comfortable taking risks with the language and literacy skills being taught.

- Promote the teaching of literacy skills in a meaningful context.
- Teaching and support staff involved in the area of teaching literacy to Third Country Nationals are to be provided with continuing professional development opportunities.

- Guidelines and materials for the teaching of Maltese as a second or additional language are to be developed further.

- Book -rich environments are to be promoted, especially with learners and families who lack literacy material at home.
The main objectives for Digital Literacy are as follows: - All stakeholders are to have a shared vision regarding the objectives for the development of language and literacy abilities through the new technologies.

- All the stakeholders in schools are to be involved in all the stages of decision- making regarding the one to one vision to ensure the school has full ownership of the project.
14 A NATIONAL LITERACY STRATEGY - Professional development programmes for members of the school management team, who are to act as mentors to the teachers involved, are to be organised.

- Colleges and schools are to be supported to adapt the relevant eContent to the literacy needs of their learners.

- Capacity building in eLearning through continuing professional development is to be provided to teachers.
- The eContent made available to schools is to be adapted and graded according to the language and literacy needs of the different learners.

- Parental education sessions are to be offered to parents in order to enable them to assist their children when accessing the relevant e-content from home.

- Pilot projects involving one to one technologies are to be implemented and reviewed.
- The relevant pedagogical, technical and administrative support systems are to be implemented based on the results of the pilot projects.

15 16 A NATIONAL LITERACY STRATEGY Introduction It is the intention of the Maltese government to do its utmost to ensure that every one in Malta and Gozo is provided with the best opportunities to acquire the required literacy skills.
This goal will be achieved through a National Literacy Strategy for All and a complementary National Literacy Campaign which will target different sectors of society.
The Strategy will be implemented also in the light of recent results obtained by Malta in the Progress in International Reading Literacy Study (PIRLS) 1 where the mean reading score (477) of Maltese ten year-olds was significantly lower than the international average (500) and the Programme for International Student Assessment (PISA 2009+) 2 where the percentage (36.3) of 15 year-olds who were low achievers in reading literacy was significantly higher than the EU average (19.7).
The PIRLS (2011) Malta results in Maltese and English show that students scored higher in tasks that required retrieving information and making straight forward inferences than in tasks that required interpreting, integrating and evaluating information.

The language instructional time in a school year in Malta as reported by teachers is 51 hours less than the international average.
The time spent reading as part of language instruction in a school year in Malta is the lowest in all countries and is 34 hours less than the international average.

The time spent reading across the curriculum, including time spent on reading instruction in a school year in Malta is 42 hours less than the international average.
From the PISA (2009+) Malta results it emerged that students attending Area Secondary schools and boys attending Junior Lyceums scored more than 100 points less on the reading literacy scale than their counterparts.

1 Progress in International Reading Literacy Study (PIRLS, 2011), Malta Report, Ministry for Education and Employment, Malta.

2 Programme for International Student Assessment (PISA 2009+) (2013), Malta Report, Ministry for Education and Employment, Malta.
17 Defining Literacy Literacy can be defined as a set of cultivated skills and knowledge that serve as a basis for learning, communication, language use and social interaction 3.

Literacy ranges from the basic ability to read, write, listen and comprehend, to higher level processing skills where the learner is able to deduce, interpret, monitor and elaborate on what was learnt 4.

Since the advent of digital media, the definition of literacy has widened and progressed.
Digital media forms part of everyday literacy practice through the addition of visuals and animations, as well as the increased amount of information made available through electronic devices 5.

When using digital media it is standard that learners transfer and process information through various means (textual, visual, audio and so on).

It is necessary that learners are able to evaluate and manipulate the multimodal means to generate meaning 6.
Literacy acquisition is not only one of the most important goals of schooling and the highest of academic responsibilities, but it is also the foundation for future learning and participation in society and employment.

It also allows access to sources of personal enrichment such as social interaction and cultural activities.

3 New South Wales (NSW).

Department of Education and Training (2009).

An Introduction to Quality Literacy Teaching.

Wales.

4 Henry, M.K.

(2004).


Unlocking Literacy: Effective Decoding & Spelling Instruction.

Maryland: Paul Brookes Publishing co. 5 Kress, G. (2003).

Literacy in the New Media Age.

Rouledge: London.

6 Wiegel, M, James, C & Gardner, H. (2009).

Learning: Peering Backward and Looking Forward in the Digital Era’, International Journal of Learning and Media (ILJM), 1 (1).
18 A NATIONAL LITERACY STRATEGY 19 The Role of Literacy in Personal and Social Development Literacy is a key element for success in education and at the workplace.

The correlation between poverty and literacy is well-established 7, 8.

PIRLS also shows that children from a low socioeconomic status and migration backgrounds are the biggest group among poor readers 9.
The Organisation for Economic Co-operation and Development report, 1996 10, highlighted the role of literacy in promoting competitiveness and employment, democracy and social cohesion, and addressing poverty.

Literacy is essential for the building of a knowledge society and the strengthening of people, families, communities and nations.

Individuals who have higher levels of literacy are rewarded by society.

Schools are responsible for the literacy of children and young adults.
However, there are many young people who finish school with low levels of literacy, or who are illiterate.

There are also adults who are reluctant to read and this limits their participation in society.

Socio-economic factors are seen as major determinants of levels of literacy acquisition.

Children coming from families with a lower socio-economic status are likely to lag behind in cognitive and educational performance.

This happens as early as kindergarten 11.


In Malta, the level of education and the type of occupation of the parents were found to correlate significantly with the level of literacy achievement of their children 12.

The National Literacy Strategy for All will address this situation by seeking to reduce as much as possible the number of individuals who are socially excluded because of a lack of or a low level of literacy skills.

7 Organisation for Economic Co-orperation and Development (OECD).

(2009).
(2009).

PISA 2009 Assessment Framework: Key Competencies in Reading, Mathematics and Science.

Paris.

8 Bailey, I (2006), Overview of the Adult Literacy System in Ireland and Current Issues in its Implementation, in Review of Adult Learning and Literacy: volume 6: Connecting Research, Policy, and Practice, eds J Comings, B Garner, C Smith & N Center for the Study of Adult Learning and Literacy, Lawrence Erlbaum Associates, Mahwah, pp.197-240.

9 Mullis, I.V.S., Martin, M.O., Foy, P., & Drucker, K.T.
(2012).

Progress in International Reading Literacy Study (PIRLS) 2011 international results in reading.

Chestnut Hill, MA: Boston College.

10 Organisation for Economic Co-operation and Development (OECD) (1996), Lifelong Learning for All, OECD, Paris.

11 Lee, V.E.

& Burkam, D.T.

(2002).

Inequality at the Starting Gate: Social Background Differences in Achievement as Children begin School.

Washington, DC: Economic Policy Institute.


12 Mifsud, C.L., Grech, R., Hutchison, D., Morrison, J., Rudd, P. & Hanson, J., (2004) Literacy for School Improvement – Value Added for Malta.

Agenda Publishers, Malta.

20 A NATIONAL LITERACY STRATEGY In the last two decades there has been a large scale movement of people from around the world.

Most countries are experiencing high levels of multiculturalism.
Many communities are comprised of multilingual groups who may be literate, but not in the language of the country where they reside 13.

In recent years, Malta has experienced an influx of irregular migrants.

These third country nationals are faced with cultural and language integration issues.

Most of them lack financial means and are unemployed which gives them a low socio-economic status.
A number of these third country nationals are school-age children who find themselves entering Maltese schools at different levels 14.

The National Literacy Strategy for All should provide the framework for ensuring that third country adults and children are empowered further through the acquisition and development of the required literacy skills.
The National Curriculum Framework for All In the National Curriculum Framework 15 literacy is identified as a cross-curricular theme and as essential for the education of all students and for achieving the aims of education.
The Framework states: Literacy Placing Literacy as the first cross-curricular theme highlights the fact that all learning happens primarily through language in its various forms, and that therefore all educators need to see themselves as guarantors of the language mastery required of their learners in their particular area of knowledge.
This implies that literacy competence is not only the concern of the Primary class teacher and the language teachers in Secondary school but in fact it is the responsibility of all educators.

Additionally, the school community as a whole needs to embrace the primacy of literacy competence: this implies the active involvement of parents and the local community among others (p 37).

13 European Union High Level Group of Experts on Literacy (2012) Act now!
Final report: EU High Level Group of Experts on Literacy.

Luxembourg: Publications Office of the European Union.

14 Vassallo, J.

(2013).

The Integration of Third Country Nationals in the Maltese Education System.

Department of Quality and Standards in Education, Ministry for Education and Employment.

15 Ministry for Education and Employment (2012).

A National Curriculum Framework for All.

Malta: Salesian Press.


21 The Overriding Principles of the Strategy In Europe the phenomenon of children who go through the statutory years of schooling without obtaining the basic skills which allow them to move ahead is increasing 16.

There is also concern about the long term benefits of intervention programmes and what can be done to ensure that there is not a ‘fade out’ of effects 17.

The goal in educational intervention is to have lasting effects.
How do we structure programmes that produce lasting effects?

Empirical evidence points to the need for comprehensive interventions that span multiple years and target key transition points.

These should be crucial elements of programmes addressing the learning needs of children 18.

It is necessary to reduce the fragmentation of educational services and literacy programmes .

We need to integrate better our strategies and the services being offered in order to achieve a better sense of continuity.
Literacy programmes 19 are to be an integral part of or complement the educational programmes in schools.

The National Literacy Strategy for All proposes a number of measures, which should have profound and long-lasting effects for implementation with diverse groups of Maltese society.

The current literacy programmes are to be consolidated and extended further in order to ensure increased effectiveness and added value.
A number of new measures which will affect different strands of Maltese society are proposed.

For the National Literacy Strategy for All to be a success the commitment of government, various ministries, departments and other agencies is required.

There is also a need for the involvement of different groups of Maltese society and of every individual.

In order to reach everybody the National Literacy Strategy for All features elements of both lifelong and lifewide education.
It also places emphasis on aspects of intergenerational education as espoused by the UNESCO Institute of Education 20.

This is because of the strong relationship which exists between the levels of literacy of children and the level of education of those who care for them 21.

This should lead to a better integration of the educational programmes offered by schools and other agencies for children, parents and other adults.

16 European Union High Level Group of Experts on Literacy (2012) Act Now!
Final Report: EU High Level Group of Experts on Literacy.

Luxembourg: Publications Office of the European Union.

17 Spodek, B., & Saracho, O.N.

(Eds.).

(2006).

Handbook of Research on the Education of Young Children.

Mahwah, New Jersey: Lawrence Erlbaum Associates.

18 Brooks-Gunn, J.

(2003).

Do You Believe in Magic?

What We Can Expect From Early Childhood Intervention Programs.

Social Policy Report, 17(1), 3-14.


19 Brooks, G., Giles, K., Harman, J., Kendall, S., Rees, F., & Whittaker, S. (2001) Assembling the Fragments: A Review of Research in Adult Basic Skills.

National Foundation for Educational Research.

London: DfEE.

20 Kaplan, M.S.

(2001), School-Based Intergenerational Programs.

Hamburg, Germany: UNESCO.

21 Mifsud, C.L., Grech, R., Hutchison, D., Morrison, J., Rudd, P. & Hanson, J., (2004) Literacy for School Improvement – Value Added for Malta.
Agenda Publishers, Malta.

22 A NATIONAL LITERACY STRATEGY Family and Community-based Literacy Programmes Family literacy programmes are effective in improving both child literacy and parental support skills.

They have a greater impact than most educational interventions 22.

However, it is important that such programmes complement school literacy activities.
Research shows that there are long-term cognitive and non-cognitive gains for disadvantaged children participating in these programmes and long-term returns for society, such as better employment opportunities 23.

They are particularly effective when parents are trained to teach specific literacy skills and they have clear guidelines about tasks and techniques 24.
Such programmes are more effective when they provide parents with training in socio-emotional support skills, and not only in educational support skills 25.

Family literacy initiatives are to be run in a way that they complement classroom literacy programmes.

This can be achieved by developing a national literacy policy which includes a range of complementary programmes which are targeted to the needs of specific groups.
Greater attention needs to be given to the cultural validity of such initiatives, in order to ensure that the needs of low-income families and ethnically diverse target groups are met successfully.

These programmes should seek to improve child literacy and socio-emotional development, while also developing the parents’ capacity to support their child’s reading ability, for example through dialogic reading programmes.
The National Literacy Strategy for All will seek to consolidate existing programmes like those run by the Foundation for Educational Services (FES) like NWAR, Klabb Ħilti, Id F’Id, Malta Writing Programme, Klabb Naħla and Klabb Arzella.

Existing programmes should be reviewed on an ongoing basis and new initiatives developed.

22 Carpentieri, J., Fairfax-Cholmeley, K., Litster, J., & Vorhaus, J.

(2011) Family Literacy in Europe: Using Parental Support Initiatives to Enhance Early Literacy Development.
London: NRDC, Institute of Education.

23 Kağitçibaşi, Ç., Sunar, D., Bekman, S., & Cemalcilar, Z.

(2005).

Continuing Effects of Early Intervention in Adult Life: Preliminary Findings of Turkish Early Enrichment Project Second Follow Up Study.

Istanbul: Mother Child Education Foundation Publications.

24 Sénéchal , M., & Young, L. (2008).

The Effect of Family Literacy Interventions on Children’s Acquisition of Reading from Kindergarten to Grade 3: A Meta-Analytic Review.
Review of Educational Research, 78(4), 880-907.

25 Desforges, C. & Abouchaar, A.

(2003).

The Impact of Parental Involvement, Parental Support and Family Education on Pupil Achievements and Adjustments: A Literature Review.

London: DfES.

23 24 A NATIONAL LITERACY STRATEGY School Literacy Programmes Teachers, heads of schools and principals are to be empowered to plan and implement their own projects to provide literacy support to individual students who may require it.
This is to be achieved through the award of grants for projects proposed by schools.

National Initiatives The National Literacy Strategy for All will seek to consolidate current national programmes.

In recent months a number of initiatives have been launched: The Aqra Miegħi/Read with Me programme seeks to promote literacy education in the crucial first years (0-3).

It will provide regular, interactive and fun sessions in literacy and numeracy for children and their parents/caregivers.
Mobilising home and classroom libraries: This is a drive to equip classroom libraries in primary schools with appealing and attractive readers in Maltese and English.

It is envisaged that through a related national campaign, parents and caregivers are encouraged to engage in shared reading with their children.

There is a direct link between the availability of books, especially at home and levels of literacy 26.
Reading Ambassadors: The Ministry for Education has appointed a number of local personalities who will be promoting reading in schools through organised events involving different classrooms.

These personalities will be sharing their experiences of reading and seeking to act as role models to inculcate positive attitudes towards reading.
Alternative Learning Programmes (ALP): These programmes are intended for secondary school students who require additional support and for school leavers who do not aspire to sit for the Secondary Education Certificate examinations.

It provides these students, who are in their final year of compulsory education, with an alternative educational programme which features Malta Qualifications Framework (MQF) Level 1 training courses in vocational subjects.
Courses in Basic Skills in Maltese, English and Mathematics are also offered to these students.

Reading Champions and Reading Buddies programmes in schools.

It is intended that these programmes are run in schools and summer schools to encourage children and teenagers to inspire others to read.

It is important that programmes are reviewed and evaluated on an on-going basis.

26 European Union High Level Group of Experts on Literacy (2012) Act Now!

Final Report: EU High Level Group of Experts on Literacy.
Luxembourg: Publications Office of the European Union.

25 The National Literacy Strategy Framework Formal Education Non-formal Education The First Years - Family support - Health screening - Child Development and Assessment Unit (CDAU) - Child Care Additional measures - Coordination among the health, education and social services authorities.
- Shared Reading programmes - Book-rich environments - Family Literacy programmes - After-school programmes - Book-rich environments - Better resourced classroom Libraries The Early Years Cycle - Balanced Literacy teaching and learning - Increased Reading Time.
- Guided Reading - Shared Reading - Baseline Assessment - Core Competencies Extended Profiling system - Early Intervention - Oracy Programme - Complementary Education The Junior Years Cycle - Balanced Literacy teaching and learning - Increased Reading - Family Literacy programmes - Book-rich environments - After-school Literacy - Better resourced programmes - Malta Writing Programme (MWP) classroom Libraries Time.
- Guided Reading - Shared Reading - Core Competences Strategy - Literacy Intervention - Oracy Programme - Complementary Education - School Initiated Action Plans (SIAPs) - Assessment for Learning 26 A NATIONAL LITERACY STRATEGY Formal Education Non-formal Education Additional measures The Secondary Years - Balanced Literacy teaching and learning - Increased Reading - Basic Skills courses in Youth and Community Centres - Youth literacy - Literacy for Employment Time.
- courses run by - Strengthening the - Adolescent Literacy - Core Curriculum Non-Government Organisations (NGOs) connection between learning and work - Better resourced local and public Libraries - Link programmes for transition from Secondary to Higher Education - Strengthening the connection between learning and work - Basic Skills courses in Youth and Community Centres - Youth literacy - Literacy for Employment - courses run by Non-Government Organisations (NGOs) - Strengthening the connection between learning and work - Better resourced local and public Libraries Transition from Secondary education to Higher Education, training or work Youths Programme - Specific School Literacy programmes - Reading clubs - Assessment for Learning - Embedded literacy programmes - Basic Skills programmes for young people - Embedded literacy programmes - Employment and Training Cooperation(ETC) courses - Malta College for Arts Science and Technology(MCAST) courses Adults - Adult Education courses - Embedded literacy programmes - Employment and Training Coorporation (ETC) programmes - Local Council programmes - Aċċess Centres - Basic Skills courses in Community Centres - Literacy for Employment - Strengthening the connection between learning and work - Better resourced local and public Libraries 27 The Structure of the National Literacy Strategy for All The National Literacy Strategy for All describes the various strategies employed throughout the Maltese formal and non-formal educational systems and beyond to enable children, young people and adults to acquire the necessary literacy skills.
Children and young people are expected to become accomplished in oracy, reading and writing across the curriculum.

The focus is on the learners’ acquisition of and ability to apply the skills and concepts they have learnt to complete realistic tasks appropriate for their stage of development.

The National Literacy Strategy for All seeks to make explicit the various measures and strategies employed at different levels and across a number of situations.
This should allow for better coordination and integration of strategies to ensure increased effectiveness.

A Bilingual Policy One of the essential elements of a bilingual country is the ability of its people to switch easily between languages.

This capability is valuable because it allows people in Malta, wherever possible, access to both Maltese and English and other languages.
Such a policy enables also access to a wide and varied linguistic heritage and provides learners in Malta with a head start in literacy skills that can be further developed and applied to European and world languages.

Increasingly we need to refer to plurilingual individuals, as promoted by the Council of Europe 27, who have competence in more than one language and can switch between languages, according to circumstances.
An early start in language learning is essential for young children to gain appropriate levels of competence 28 and for shaping children’s overall progress.

It means that learning can take place over a longer period, ensuring more permanent results in language learning and an enhanced capacity to learn languages 29.

Some concern has been shown that a child exposed to more than one language may become confused and mix them up, inhibiting their language development process.
This should not happen if there are favourable circumstances.

Research has shown that children tend to transfer into the second/foreign language the concepts and terms they have learned through their first language/mother tongue, stimulating cognitive competences 30.

27 Council of Europe (2007).

From Linguistic Diversity to Plurilingual Education Language Policy Division, Strasbourg.
28 Johnstone R (2002), Addressing ‘the age factor’: Some implications for languages policy, Council of Europe, http:// www.coe.int/t/dg4/linguistic/source/JohnstoneEN.pdf 29 European Commission (2011), European Strategy Framework for Education and Training.

Language Learning at Pre-primary School Level: Making it Efficient and Sustainable – A Policy Handbook, Brussels.

http://ec.europa.eu/ education/languages/pdf/ellpwp_en.pdf 30 Edelenbos, P, Johnstone, R, Kubanek, A.
The Main Pedagogical Principles Underlying the Teaching of Languages to Very Young Learners, European Commission, 2006, http://ec.europa.eu/education/policies/lang/doc/young_en.pdf 28 A NATIONAL LITERACY STRATEGY In early language learning we need to consider issues of equity, quality, consistency and continuity.

In order to ensure that these are in place, the appropriate pedagogical processes are to be adopted.

These processes need to be age-specific, sound and measurable.
Language immersion can help children to acquire language spontaneously.

Language learning methods to be adopted may include Language Exposure where students are immersed in the target language, Content and Language Integrated Learning (CLIL) where the second language is used as a medium in the teaching and learning of nonlanguage content, and Language Tandems where different staff use different languages.

This is usually based on the ‘one person-one language’ principle.
The National Literacy Strategy for All focuses on the range of literacy skills required to ensure competence in Maltese and English.

In order to develop dual literacy skills, where learners can switch freely between the Maltese and English languages, learners need to be provided with specific learning opportunities that will help to ensure proficiency in both languages.
They should also have access to learning materials in both languages to engage in meaningful tasks and within a range of subject-specific contexts as appropriate.

The National Literacy Strategy for All supports dual literacy and seeks to ensure that it is fully embedded within the education system in Malta.
Gender Considerations In the PISA 2009+ 31 study, Malta had by far the largest scale point difference between girls and boys, with a difference of 72 scale points compared to an Organisation for Economic Co-operation and Development (OECD) average of 39 scale points.

In the PIRLS 2011 32 study, girls in Malta scored 18 scale points more than boys on the English test and 25 scale points more than boys on the Maltese test.

This strategy is not gender neutral.


The gender mainstreaming of such a strategy is important to ensure equity and increased effectiveness.

Gender desegregated data should allow us to identify the different issues boys and girls contend with, in the field of literacy.

Interventions are to be targeted accordingly.

31 Programme for International Student Assessment (PISA 2009+) (2013), Malta Report, Ministry for Education and Employment, Malta.
32 Progress in International Reading Literacy Study (PIRLS, 2011), Malta Report, Ministry for Education and Employment, Malta.

29 The Consultation Process The National Literacy Strategy Framework for All was launched in May 2013 for wider consultation.

Interested parties and the general public were invited to write in with their feedback to a designated email address.

Concurrently with this, eight consultative working groups were appointed by the Minister for Education.
Each working group was tasked with identifying the state of play in their specific area.

They were then asked to specify relevant issues and make relevant recommendations according to a specific remit by the end of July 2013.

The consultative working groups were asked to provide: − a presentation of the current situation with regard to literacy.

− a consideration of some literacy issues which may be of concern and which may require action.
− a strategy with clear objectives for the formulation of plans of action for literacy.

Specific consideration was to be given to the following: integrating the skills of oracy, reading and writing.

− − a policy of bilingualism with dual literacy in Maltese and English.

− increased opportunities for Reading Time in Maltese and English were to be promoted throughout the curriculum, within the frame of reference of the National Curriculum Framework 2012.
The consultative working groups dealt with the following areas: 1 The First and Early Years.

2 The Junior Years.

3 The Secondary Years.

4 Youths 5 Adults 6 Specific Learning Difficulties and Disabilities.

7 Third Country Nationals.

8 Digital Literacy The proposed National Literacy Strategy for All is based on the work of the consultative working groups, the feedback received from the stakeholders and the general public, and general policy and implementation considerations.
In the first place a draft National Literacy Strategy for All will be produced for wider consultation.

30 A NATIONAL LITERACY STRATEGY The Implementation Process Following the finalisation of the National Literacy Strategy for All a number of action plans are to be formulated to ensure the implementation of the various policy objectives.

These will be drawn up by the various departments and agencies responsible for their respective sectors.

The First Years Literacy acquisition starts from birth.
There needs to be an increased focus on literacy in the first years (0 to 3 years) and this is to feature more highly on the Maltese educational agenda.

It has long been established that early achievement in literacy plays a crucial role in determining future success in schooling 33.

Early literacy achievement is associated also with lower rates of early school leaving.
Parental involvement programmes should have a strong early literacy component that guides parents and caregivers in providing early literacy experiences at home 34.

Early childhood educators need to promote and enhance perceptions of literacy attitudes and knowledge 35.

This can be achieved by supporting parents and caregivers in providing integrated, stimulating activities and positive literacy experiences at home and beyond.
Situational factors, such as socio-economic status, limited language proficiency, learning difficulties or disabilities, and parents or caregivers who have themselves experienced reading difficulties, may prevent children from gaining the appropriate experiences that encourage learning 36,37.
On a national basis there is a need for a collaborative effort by relevant ministries, Local Councils, Public Libraries, early years professionals and the media to seek to raise public awareness of the importance of literacy acquisition in the first years.

33 Copple, C., & Bredekamp, S.

(Eds.).

(2009).

Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth to Age 8.

Washington, DC: National Association for the Education of Young Children Literacy Panel.
Retrieved October 11, 2013, from http://www.nifl.gov/publications/pdf/ NELPReport09.pdf.

34 Strickland, D.S.

& Riley-Ayers, S. (2006).

Early Literacy: Policy and Practice in the Preschool Years.

Rutgers: New Brunswick.

35 Neuman, S., Copple, C., & Bredekamp, S. (2000).

Learning to Read and Write: Developmentally Appropriate Practices for Young Children.

Washington, DC: National Association for the Education of Young Children.

36 National Center for Family Literacy.

(2008).


Developing Early Literacy: Report of the National Early Literacy Panel.

37 Snow, C. E., Burns, M. S., & Griffin, P.

(Eds.).

(1998).

Preventing Reading Difficulties in Young Children.

Washington, DC: National Academy Press.

31 This section makes recommendations for the provision of enriching literacy opportunities for babies and toddlers, and parents and caregivers to bring about increased levels of literacy within a whole generation.
This can be achieved by promoting early learning standards and consolidating early screening mechanisms.

Improved standards may be achieved through an increased investment in parental education and efforts to nurture rich literacy environments in homes and within the community.

The Policy recommends that: 1 2 The role of oracy should be recognised clearly and opportunities for adult-child meaningful dialogue are to be promoted.
There is promotion of the engagement of parents and those who have the care of children in the literacy education of children, like the Aqra Miegħi/Read with Me programme.

There should be better coordination of school and family literacy programmes run by other agencies.
3 There is promotion of national initiatives and schemes to ensure that as many families with young children as possible have a library at home 4 There is improvement in the quality of the provision of early childhood education through pre-service and continuing professional development of the educators.

5 There is better coordination of early screening procedures to ensure appropriate intervention by multidisciplinary teams.

Increased inter-ministerial collaboration is to facilitate this.
6 We embark on national and popular initiatives for the promotion of effective literacy practices in homes with a specific focus on the importance of parent/adult-child meaningful dialogue through parental education programmes and the media.

7 There is better integration of the efforts to promote literacy in the first years through enhanced collaboration by various ministries.
32 A NATIONAL LITERACY STRATEGY 33 The Early Years In the Early Years (ages 4-6), literacy is nurtured by generating the initial skills and knowledge used in oracy, reading, writing and language.

Cognitive and linguistic proficiency become apparent and as early as age five, differences in literacy performance between children are evident 38.

During the early years, children move from optional education to compulsory education where informal teaching methods become formal instruction 39.
Children begin to link the literacy awareness that they obtained in the preschool years to basic written and spoken language.

Letter sounds are gradually blended to create simple words.

Learning strategies and associations take place.

There is an initial understanding that what was learnt previously is related to future learning 40.

Parental involvement in the early years is seen as an essential criterion for successful literacy development.
Parents and early childhood educators need to surround their children with enriched learning environments where literacy exposure is promoted and broadened.

For these requirements to be implemented a number of policies need to be present.

There is a need for parental education and the continuing professional development of early childhood educators.

Further research is required to understand better the implications that bilingualism has on early literacy development in Malta.
Furthermore opportunities for school improvement, methods for initial screening, and guiding principles for literacy learning for educators and parents are to be given priority.

The Policy recommends that: 8 The role of oracy should be recognised clearly and opportunities for adult-child meaningful dialogue are to be promoted.

9 Promote Balanced Literacy teaching and learning where the technical aspects of reading and writing are taught in the context of making meaning through text.
10 There should be increased opportunities for Reading Time in Maltese and English across the curriculum.

11 Screening and profiling procedures to ensure appropriate intervention by class and complementary teachers and other support specialists are to be developed further.

38 Entwisle, D. R., & Alexander K. L. (1993).

Entry into School: The Beginning School Transition and Educational Stratication in the United States.

Annual Review of Sociology, 19(1), 401-423.


39 National Institute for Literacy (2006).

The Early Childhood Longitudinal Study.

Retrieved October 11th from http://www.nifl.gov/nifl/facts/ECLS.html.

40 Tabors, P.O.

& Snow, C.E.

(2003).

Young Bilingual Children and Early Literacy Development.

In S.B.

Neuman & D.K.

Dickinson (Eds), Handbook of Early Literacy Research.

New York: Guilford Press.


34 A NATIONAL LITERACY STRATEGY 12 The role of for class libraries is strengthened and better provision is made for them.

13 The issue of improved standards of literacy in Maltese and English should be the concern of parents, those who have the care of children, and schools.

The development of literacy should be perceived as a priority area by teachers, school management teams, college principals and education officers.
14 Each school should establish clear policies for the teaching of literacy for Maltese and English through the support of Literacy Support Teachers, Heads of Department of Literacy, Maltese and English, and Education Officers for the Early Years, Literacy, Maltese and English.

15 There needs to be a better understanding of the acquisition processes of Maltese and English and the teaching and learning strategies for the two languages in the early years.
There are to be increased opportunities for research in these areas to guide relevant policies with specific emphasis on gender differences, etc.

16 There are to be opportunities for capacity-building and continuing professional development in literacy for all stakeholders.

The Junior Years In the Junior years, specific areas of literacy learning are introduced.

Students learn comprehension strategies, grammar, vocabulary acquisition, reading fluency and spelling patterns 41.
The inability to acquire basic literacy skills in the junior years generates problems for the mastering of future learning in the secondary years.

The primary schools should guarantee that all students make the necessary progress by screening and supporting those who are at risk of falling behind.

It is critical that all teachers in the junior years are trained in literacy so as to be able to obtain an essential insight into students’ competences, learning styles, interests, and learning requirements 42.
For effective literacy learning to take place, school standards and policies for literacy need to be planned and implemented.

The accomplishment of specific targets, appropriate resource allocation, specialised staff, curriculum content, and professional development should be priorities.

There is also a need to promote a team effort, requiring the support of educators at all grade levels, school management, support and complementary staff, parents, and members of the wider community.
41 Literacy for Learning (2004): The Report of the Expert Panel on Literacy in Grades 4-6 in Ontario.

Retrieved 15th October 2013 from http://www.edu.gov.on.ca/eng/document/reports/literacy/panel/literacy.pdf.

42 Louden, W., Rohl, M., Barratt Pugh, C., Brown, C., Cairney, T., Elderfield, J., House, H., Meiers, M.,Rivalland, J.

& Rowe, K. (2005) ‘In Teachers’ Hands: Effective Literacy Teaching Practices in the Early Years of Schooling’, Monitoring Learning.
Retrieved 15th October, 2013 from http://research.acer.edu.au/monitoring_learning/2 35 This section makes recommendations for a literacy policy in the junior years, where literacy is taught in a supportive and stimulating environment.

The overriding objective is that literacy is endorsed by parents, members of the school staff and the community and promoted throughout the lives of children and the curriculum.
This National Strategy for All seeks to build upon, consolidate and extend further the National Policy and Strategy for the Attainment of Core Competences in Primary Education (2009).

That Policy laid emphasis on the early identification of literacy difficulties and the provision of relevant intervention and support 43.
The Policy recommends that: 17 In the state sector, Literacy Teams composed of class teachers, complementary and literacy support teachers, are to be set up within each College and led by a head of department in charge of literacy in consultation with the Education Officers for Maltese, English and Literacy.

18 These Literacy Teams shall use the Literacy Handbook procedures as their point of departure, but shall be at liberty to seek alternative ways of reaching their literacy targets.
Learners with literacy difficulties are to be identified by the end of Year 3 by the schools.

Plans to address this situation effectively as a matter of priority are to be made explicit and should form part of the School Development Plan (SDP).

19 State schools shall have available the following data sources with respect to literacy performance so as to inform their School Development Plan process: − the yearly Year 3 Literacy Competence Assessment.
− annual results for Maltese and English for Years 4 and 5.

− the End of Primary Benchmark results for Maltese and English − Results from the consecutive cycles of Progress in International Reading Literacy Study (PIRLS).

− − where applicable, the Core Competences Checklist and reading/spelling tests information about the learners in the Complementary Service per year.

used in the Early Years.


20 State primary schools shall also have available the following data, as applicable: learner-by-learner data; − − school-level data; − aggregated averages of ‘school families’.
School families are composed of schools that are comparable on a number of factors, including gender, school size and socioeconomic background, so that schools within the same ‘family’ can compare their results with the aggregated average of their ‘family’ and so compare like with like; − national averages.

43 National Policy and Strategy for the Attainment of Core Competences in Primary Education (2009), Ministry of Education, Culture, Youth and Sport, Malta.
36 A NATIONAL LITERACY STRATEGY 21 State primary schools are to have literacy action plans in their School Development Plans.
22 State primary schools are to have School Initiated Action Plans (SIAPs) that will include the following components: − mechanisms to assess literacy needs as early as possible; − reading and writing strategies and related resources to ensure the expected literacy competences for all learners; − strategies to include families and local communities in literacy programmes; − plans to ensure the frequent and systematic use of these reading and writing strategies; − expected literacy attainment improvement targets; − actions to become dyslexia-friendly schools; − plans for literacy-related Continuing Professional Development for school staff.
23 Schools that are models of excellence in the development and implementation of such plans, and who are demonstrating proven success as a result, shall be identified and celebrated as Literacy Beacon Schools.

Resources shall be made available so that other schools in state and non-state sectors can seek to understand better their success, and to emulate them as applicable.

24 The Curriculum department shall draw up procedures and schemes for schools to become dyslexia-friendly.
Dyslexia-friendly schools shall be identified and celebrated nationally.

25 Through the development of the College Literacy Teams, the literacy support teachers can redefine their role so as to champion the lifewide aspect of the Literacy Strategy for All, through greater liaison between the school and families and the local community.
26 The Literacy Team shall engage with State primary schools to ensure that there are frequent and systematic opportunities for Shared and Guided reading, as part of the mainstream teaching and learning process.

It is expected that these opportunities feature in the School Initiated Action Plans (SIAPs).

27 The Literacy Teams shall also engage with staff in the various peripatetic curricular services giving provision in their College.
This is to enhance mutual understanding of the literacy challenges faced by that College and to seek to achieve a common purpose.

28 The Year 3 Literacy Competences Test shall be administered to all Year 3 learners in state primary schools.

Non-state schools shall be invited to participate.

29 More efficient procedures are to be used in the identification and assessment of literacy needs.
30 Continuing professional development shall be provided to teachers, Learning Support Assistants and Senior Management Team (STM) members to enhance their capacity to plan, deliver effectively and review the implementation of the school-based literacy strategy.

Such Continuing Professional Development programmes shall be offered to the Colleges and to non-state schools.

The Curriculum Department shall also consider specific requests made for targeted training.
37 The Secondary Years The Secondary school equips students with the required qualifications and skills to be successful beyond compulsory schooling.

Knowledge of unique skills are provided to gain a deeper understanding of specific learning subjects 44.

By the age of fifteen a student is expected to read and write fluently and independently, have high levels of expressive and receptive language and use language in a correct manner 45,46.
In the Secondary school years there may be a decline in levels of literacy 47.

Many students leave Secondary school with low levels of reading comprehension and writing skills, making it difficult for them to move on to Further Education.

Low levels of basic literacy proficiency make it difficult for school leavers to cope with employment and daily activities.

Some secondary students in Malta have been found to have low levels of literacy as they perform below the expected levels 48.
The overriding objective of this policy for the secondary school years is to seek to increase student motivation to literacy learning through dedicated teaching and learning, peer collaboration, media usage and technology.

It recommends that the methods and materials used for teaching and learning are relevant and appealing for the teenage years.
It seeks also to strengthen the literacy programmes within and outside school settings and calls for the increased role of libraries, more focused professional development, smoother transitions from primary to secondary for students and increased research.

The Policy recommends that: 31 A Literacy Policy is featured in the School Development Plan (SDP) by the School Management Team (SMT) in consultation with staff, heads of department, Education Officers, and College Principals.
32 Each College should draw up a Language Policy which reflects the need of the students in that college.

Based on this each school introduces a Language in Education Policy.

33 The Literacy Team of each College assesses the situation of literacy in their respective schools and draws up action plans to address the needs of struggling readers.

44 Ministry of Education and Employment (2012).

A National Curriculum Framework for All.

Malta: Salesian Press.

45 Goodwyn, A.


& Findlay, K. (2003) Shaping Literacy in the Secondary School: Policy, Practice and Agency in the Age of the National Literacy Strategy.

British Journal of Educational Studies, 51 (1), pp.

20-35.

46 European Union High Level Group of Experts on Literacy (2012) Act Now!

Final Report: EU High Level Group of Experts on Literacy.

Luxembourg: Publications Office of the European Union.

47 Jacobs, J. E., Lanza, S., Osgood, D. W., Eccles, J. S., & Wigfield, A.
(2002) ‘Ontogeny of Children’s Self Beliefs: Gender and Domain Differences Across Grades One Through 12’, Child Development, 73, 509–527.

48 Programme for International Student Assessment (PISA 2009+) (2013), Malta Report, Ministry for Education and Employment, Malta.

38 A NATIONAL LITERACY STRATEGY 34 Class-based screening is to take place at the beginning of each school year in order to appraise each student’s level of proficiency with the support of the College Literacy Team.
35 Learners who are struggling in literacy may be provided with additional sessions by specifically designated tutors.

These sessions are to be adapted to the level of ability of these students.

36 A clear chain of responsibility is established in order to ensure that learners who are assessed for specific learning difficulties are provided with the required intervention.

37 Following the results obtained in PISA (2009+) specific attention needs to be given to underperforming students.
38 Particular attention is paid to gifted students.

39 Appropriate reading material to motivate all readers is provided.

40 That the involvement of parents in the learning process of their children is defined better.

They are to be better informed about the systems prevailing in schools.

Parents are to be briefed about the teaching and learning strategies adopted in schools in order to strengthen school-home links and allow them to play a larger role in the education of their children.
41 In the first year of secondary school, each student is to have a portfolio from their primary school years.

At least this portfolio should be available for those students who are exempted from the Benchmark Examination.
This could feature evidence of pieces of writing from different subjects, student retellings to assess construction of meaning, continuous records of independent reading, self-evaluations, goal- setting checklists that will help in self-assessment, and anecdotal notes explaining achievement over time.
This should provide learners, teachers and parents with an opportunity to discuss the learning progress of the students, plan how to meet targets and encourage learners to assume responsibility for their learning.

42 There should be increased opportunities for teachers to reflect on their practice and to evaluate, plan and devise programmes that are deemed necessary by the School Literacy Policy.
43 The pre-service training of teachers is to ensure that newly-qualified teachers have the necessary skills to meet the literacy challenges in their classrooms.

44 Capacity-building of teachers is to continue throughout their professional careers.

Teachers are to be upskilled in assessment and evaluation processes to engage in continuous assessment for learning.
39 45 There are increased opportunities for continuous professional development in the fields of the teaching, learning and assessment of literacy for all teachers, support staff and school and College management teams.

46 Teachers are to have increased freedom and flexibility with regards to the content and application of the Maltese and English syllabi.

47 The content of the syllabus is to be revised and where necessary it is to be reduced and Reading Time is increased.
48 Teachers of English and other subjects are encouraged to express themselves in English even outside the classroom.

This will foster a positive attitude towards the language among students.

49 Content Language Integrated Learning (CLIL) is used more extensively.

This may involve that some non-language subjects are taught exclusively through English or Maltese.

50.

There is increased exposure to the English Language through additional reading opportunities, the media, new technologies, etc.
51 A Centre for Maltese Language and Literature and related educational resources is to be set up.

Such a Centre should provide teachers with high quality materials and resources.

52 Specific funds are to be allocated to schools for textbooks, related software and other literacy resources.

There is increased collaboration between the school and the parents and the wider community for the creation of reading and literary clubs for students, teachers and parents.
Local Councils and businesses are to be involved in order to ensure the support of the wider community.

53 There is a concerted effort among all stakeholders in schools, parents and local communities to promote the acquisition of language skills from the early years.

54 The benefits of adequate levels of literacy are promoted in the media.

40 A NATIONAL LITERACY STRATEGY 41 Youths Further education and employment demand high levels of literacy skills from youths.
Sociological reasons (such as family issues, absenteeism), or learning difficulties may disrupt the progress of literacy acquisition among young people 49.

Increasingly employers expect applicants to have adequate levels of literacy and high qualifications 50.

Appropriate levels of literacy are also necessary for an individual to function in society at large, where technological devices, such as the use of mobile phones, computers and social networks have become the order of the day.
Even applying for a low skilled job or filling up a health form requires at least basic literacy ability.

The number of early school leavers in Malta is relatively high 51.

Nygaard (2009) 52, points out that there are strong associations between early school leaving, school drop-outs, anti-social behaviour and literacy difficulties.
Youths in Malta are offered a number of programmes for the improvement of literacy levels beyond compulsory education by the Department of Life Long Learning (DLL) and the Malta College of Arts Science and Technology (MCAST).

These programmes target youth and adult learners (16 years +) without formal qualifications.

Individual support and group courses are run in core competences such as language skills and computer literacy.
Policies targeting youth literacy skills should seek to strengthen existing programmes or introduce new ones.

The pooling of established service providers’ knowledge and resources should lead to more successful literacy initiatives involving more vulnerable youths.

Networking opportunities are to be geared towards collaborating on projects in partnership with initiatives by young people themselves.
The Policy recommends that: 55 Networking mechanisms between different entities and agencies are set up in order to implement the Strategy.

56 A review of the Malta Qualifications Framework (MQF) Level 1 and Level 2 accredited programmes provided by different entities are reviewed.

57 That the National Commission for Further and Higher Education (NCFHE); 49 Mifsud, C.L., Grech, R., Muscat, D. & Rudd, P. (2006) A Study of Young People following Basic Skills Courses in Malta.
Department Further Studies and Adult Education, Education Division, Malta: Government Printing Press.

50 Lindsay, D. (2012,).

Maltese Literacy Rates of ‘Particular Concern’ The Malta Independent, retrieved from http://www.independent.com.mt/articles/2012-09-09/news/maltese-literacy-rates-of-particular-concern-315767/ 51 Ministry of Education and Employment (2012).

An Early School Leaving Strategy.

Malta.

52 Nygaard, C. (2009) Students’ Antisocial and Violent Behaviour in State Secondary Schools.
Unpublished Thesis: University of Malta, Masters in Youth and Community Studies.

42 A NATIONAL LITERACY STRATEGY − designs a Framework for Entry Levels below Level 1; this is especially relevant to initiatives such as the Pathway to Independent Living Programme at the Malta College of Arts, Science and Technology (MCAST).

− makes adaptations that reflect the needs of vocational education and training programmes with specific adaptations to Key Skills components.
− clarifies equivalence and accreditation issues.

Non-formal accreditation should not be restricted to programmes run by private entities.

58 Set up an inter-entity network in which formal and non-formal entities can collaborate on development and research projects like living libraries within both formal and non-formal settings.

59 Courses in Information Literacy Skills are held for youth workers and youth mentors.
60 Youth mentors are trained to establish the buddy system in formal and non- formal settings.

Mentors can also serve as an important link between education professionals and Learning Support Assistants (LSAs) and youth workers within non- formal contexts.

61 Living Libraries projects within formal and non-formal education institutions are embarked upon.

Living Library projects invite people working from different industries to give presentations to youths.
Learners create a living installation with the help of library and literacy staff using self-produced print and audio-visual material based on various information sources.

62 Language programmes are embarked upon.

This could entail reviewing Level 1 and Level 2 course content to reduce overloading and emphasise the acquisition of oral, reading, writing and digital literacy skills.
63 Level 1 and Level 2 literacy courses offered by the Department for Life Long Learning (DLL) based on the Malta Qualifications Framework (MQF) are reviewed.

64 There are increased opportunities for the development of embedded learning programmes and other innovative methodologies.

65 Youth workers organise non-formal and formal community literacy programmes in Community Centres.

66 New technologies and social networks are to be used effectively in the teaching of literacy to young people.
43 44 A NATIONAL LITERACY STRATEGY Adults Low levels of literacy in adulthood have a negative impact on personal, social and economic aspects.

According to the EU high level group of experts on literacy report (2012), 20% of adults do not have the satisfactory literacy levels to cope effectively with the demands of the 21st century.
Adults in many European countries (including Malta), possess only basic reading and writing skills, creating a situation where individuals have minimum qualifications and do not proceed beyond compulsory education 53.

The children of such adults are more likely to struggle with literacy themselves, and therefore are more prone to fail at school .

There have been a number of initiatives and programmes to improve literacy levels amongst adults in Malta.
Such programmes are offered in the community, in adult learning centres and the work place by a number of organisations.

Other programmes are offered also to irregular migrants, prison inmates and persons with a disability 54.

The Policy seeks to enhance the learning experience of adults, by increasing learning opportunities through funding, resource enhancement and support to employers.
The Policy recommends that: 67 There are increased opportunities for the professional development of adult literacy educators for Maltese and English at the certificate, diploma and degree levels.

68 There are increased opportunities for empirical research related to adult literacy in Malta with specific reference to gender differences, etc.

69 There is an efficient and reliable accreditation system for adult literacy programmes.
Service providers are made aware of the benefits of accreditation of literacy courses.

70 An adult Literacy Curriculum Framework is drawn up.

This should follow upon the current National Curriculum Framework (NCF) for the school years.

71 There are increased opportunities for family literacy programmes.

72 Local Councils are given a statutory remit in relation to adult education so that they can invest part of their budget in adult literacy.
73 Local Councils are urged to collaborate with Government entities, Non-Government Organisations (NGO) and Community Based Organisations (CBOs) in order to respond to the needs of the local community for adult literacy programmes in an inclusive and organised manner.

53 European Union High Level Group of Experts on Literacy (2012) Act Now!

Final Report: EU High Level Group of Experts on Literacy.

Luxembourg: Publications Office of the European Union.

54 National Center for Family Literacy (2008).


Developing Early Literacy: Report of the National Early Literacy Panel.

45 74 Local libraries are involved in local community-based strategies for adult literacy.

Efforts are made to ‘move out the library into the community’ and to ‘move the community into the library’.

75 Local and EU Funds are sought to develop tools and materials for the teaching of literacy to adults in Maltese and English.
76 Literacy for Employment programmes are offered to unemployed and low-skilled young adults.

77 Basic skills and literacy programmes are offered to prison inmates for better reintegration in society.

These may be linked to the parole system in order to encourage participation.

78 Persons with learning difficulties and disabilities are helped to access literacy through bespoke programmes, including also the use of technology.
79 Trade unions and employers include training in literacy and basic skills in collective agreements.

80 Training incentive schemes are offered to employers to provide literacy and basic education courses at the workplace.

81 Literacy and basic skills education is featured in Employment Training Cooperation (ETC) apprenticeship and placement schemes, with the full participation of both the Malta College for Arts, Science and Technology (MCAST) and for Institute of Tourism Studies (ITS).
Children with Learning Difficulties and Disabilities Literacy plays a central role in our lives and yet so many young people and adults appear to encounter difficulty in developing sufficient literacy skills.

The reasons for literacy difficulties are multifaceted, among which are learning difficulties and disabilities.
It has been shown that individuals with learning difficulties struggle to find stable employment, with many either being unemployed, working for longer hours or working for lower wages compared to individuals without a learning difficulty or disability 55.

55 Kaye, H. S. (2005).

Unpublished Tabulations of 2005 Data from the U.S. Survey of Income and Program Participation.

Washington, DC: U.S. Census Bureau, Survey of Income and Program Participation (SIPP).
46 A NATIONAL LITERACY STRATEGY One of the fundamental reasons for this is lack of fluency in reading, writing and other literacy specific tasks 56.

In Malta a high number of people with a disability are enlisted as being illiterate (23.5%), resulting in the inability to obtain appropriate qualifications to proceed beyond compulsory education 57.

In the Primary and Secondary school years, the majority of students gain literacy skills without any effort and without the need for any additional intervention.
However, some students require professional identification of their needs and specialist individual support.

Early observation and monitoring should lead to the identification of literacy difficulties 58.

Multisensory intervention which focuses on the individual abilities of students with literacy difficulties can be effective in supporting students.
The input of professionals, who have training in the assessment and intervention of literacy difficulties is central to empower other educators to act as learning scaffolds for those in need.

Furthermore, clear instruction needs to be available for the use of assistive technology or adaptive apparatus for programmes, training, and material that is specific to literacy acquisition 59.
In Malta a number of services for children with learning difficulties and disabilities are offered at school and within the community.

These take the form of multidisciplinary assessment, statementing, complementary education, literacy enhancement programmes, and counselling.

This policy seeks to ensure better integration and further development of the existing programmes.

The Policy recommends that: 82 There is a review of referral procedures and assessments.
The three-tiered referral system, involving the class teacher, school-based and external professionals is reinforced.

Teachers should be able to determine at what stages they are to embark on the referral procedures.

83 Teachers should be supported better and well-equipped to include children within the classroom when they are still in the first phases of identification 55 Kaye, H. S. (2005).

Unpublished Tabulations of 2005 Data from the U.S. Survey of Income and Program Participation.
Washington, DC: U.S. Census Bureau, Survey of Income and Program Participation (SIPP).

56 Mooney, M. & Pacuilla-Silver, H. (2010).

Literacy, Employment and Youth with Learning Disabilities: Aligning Workforce Development Policies and Programs retrieved November 1st 2013 from http://files.eric.ed.gov/fulltext/ ED512296.pdf 57 Bezzina, F., Callus, A.M. & Cardona, G.C.

(2010).

The Quality of Life of Disabled People: Some Answers from Census 2005.
Malta: KNPD, available from: http//www.knpd.org/ 58 Report by a Working Party of the Division of Educational and Child Psychology (1999).

Dyslexia, Literacy and Psychological Assessment.

U.K: The British Psychological Society.

59 Gregg, N. (2009).

Research-Based Best Practice: Assessing and Accommodating the Adolescent and Adult Populations with Learning Disabilities and AD/HD.

New York: Guilford Press.


47 84 There is continuing professional development for: a Child Care Assistants to be able to refer and support children with learning difficulties.

b Teachers in primary schools in the identification of children with learning difficulties.

They should be familiar with a set of strategies for appropriate literacy intervention, particularly once the three-tiered referral system is implemented.
c Secondary teachers to be able to support the development of literacy through their subject area and to appreciate the importance of literacy skills across the curriculum.

d Teaching and support staff in the development of pre-literacy skills for children with mild, moderate and profound learning difficulties.

e Learning Support Assistants (LSAs) to enable them to form part of a multidisciplinary team.

f Complementary Education and Learning Support teachers to extend their literacy expertise.
85 The services for children with Specific Learning Difficulties are strengthened and extended to include a wider range of learning difficulties and multisensory teaching in relation to the different subject areas.

Specific learning difficulties staff could serve as multipliers for other teachers.

86 Students with severe literacy difficulties are provided with intensive literacy courses over an identified period of time.
87 Students following relevant undergraduate courses are sensitive to the array of learning difficulties through hands-on experiences with learners at schools.

88 Schools are offered more opportunities to invest in resources appropriate for children with learning difficulties.

89 Classroom assistants who have received basic training in literacy are engaged.

They are to provide support to students who are struggling with literacy under the guidance of literacy specialists.
90 There should be opportunities for the sharing of good practice regarding the time spent on literacy in classrooms, the nature of reading materials and the level of support offered.

91 -Family friendly measures are implemented to enable families to be included in the support and intervention process of children with learning difficulties.

92 There are courses for parents/caregivers to enable them to support the literacy development of their children.
93 Public libraries offer reading material and software that are appropriate for learners with reading difficulties.

48 A NATIONAL LITERACY STRATEGY 49 Third Country Nationals Third country nationals (TCNs) living in Malta are to be supported to develop their literacy skills to be able to communicate better their needs, to seek to fulfill their rights and to realize their present and future aspirations.
Proficiency in one or more languages used in their wider community increases their chances for better education and employment.

A lack of basic language skills can cause migrants to become secluded and susceptible to exploitation 60.

In the primary school, a large number of migrant children do not have the literacy levels expected to be able to cope effectively in their host country language and tend to struggle with the work presented 61,62.
In Malta it is expected that the children of migrants master Maltese and English to be able to follow the work presented to them in schools.

The influx of irregular migrants in Malta, quite a number of whom are accompanied by school-age children, has made it necessary to review the Maltese education system with regard to the participation of migrant children in schools 63.

The number of migrant children in all schools in Malta, but especially in state schools, is increasing significantly 64.
In most state primary schools, complementary education and literacy support teachers are asked to support the language acquisition of such learners so as to facilitate their social, cultural and educational integration.

In the secondary sector some of these learners are provided with programmes in Maltese and English as additional languages or assigned to a Core Competences Support Programme.

However some lack such support 65, 66,67.


61 Geva, E. & Verhoeven, L. (2000) Basic Processes in Early Second Language Reading.

Scientific Studies of Reading, 4, 261-353.

(Special issue).

62 Driessen, G., Van Der Silk, F & De Bot, K. (2002) Home Language and Language Proficiency: A Large-Scale Longitudinal Study in Dutch Primary Schools.

Journal of Multilingual and Multicultural Development, 20, 175-194.

63 Calleja, C., Cauchi, B., & Grech, M. (2010).

Education and Ethnic Minorities in Malta.


Malta: e-SPICES Learning Partnership.

64 Bezzina, F., Callus, A.M. & Cardona, G.C.

(2010).

The Quality of Life of Disabled People: Some Answers from Census 2005.

Malta: KNPD, available from: http//www.knpd.org/ 64 Vassallo, J.

(2013).

The Integration of Third Country Nationals in the Maltese Education System.

Department of Quality and Standards in Education, Ministry for Education and Employment.

65 Frendo, V. (2005).


Children’s Rights and Cultural Diversity in the School.

A Focus on the Integration of Non-Maltese Speaking Children in the Primary Classroom.

(Unpublished Master’s dissertation).

University of Malta, Malta.

66 Galea, S., Attard Tonna, M., & Cassar, J.

(2011).

Young Migrant Women in the Making.

Educational Experiences in Maltese Secondary Schools.

In J. Christododoulou (Ed.

), Young Migrant Women in Secondary Education.


Promoting Integration and Mutual Understanding Through Dialogue and Exchange (pp.

87-124).

Cyprus: University of Nicosia Press.

67 Sammut, S. (2004).

The ‘Alien’ Experience: Returned Migrants in Gozitan Secondary Schools.

(Unpublished Master’s dissertation).

University of Malta, Malta.

50 A NATIONAL LITERACY STRATEGY Schools and other educational institutions are to celebrate cultural diversity.
The National Literacy Strategy for All acknowledges the unique position of such groups.

Students who belong to different ethnic minorities are to be included in an inclusive and friendly environment.

For this reason there is need for a provision and strategies that are directed specifically towards third country nationals (TCNs).

The Policy recommends that: 94 Migrant parents are provided with information about childcare and schooling options.
95 Migrant parents are encouraged to enrol their children as soon as possible since this will support their integration and literacy development.

96 Language support classes should be small in order to create a safe environment where the learner can deal with the culture shock of mainstream class.

Here the learner will be able to receive individual attention and feel comfortable taking risks with the language and literacy skills being taught.
97 There should be ongoing communication between the tutors of literacy support classes and mainstream teachers.

98 Literacy teaching should be interdisciplinary, multicultural, and interactive and linked to past experiences.

99 Literacy skills should be taught within a context and with a meaningful real life purpose.

100 Literacy programmes should be graded according to the child’s ability.

101 Schools are to implement ways of determining the school readiness of the new learners.
Most of these learners may have had their education disrupted through conflict and have experienced acute stress.

It may be feasible to set up links with translators or parents who speak the same language who can help both the school and the new entrants in this inception process.

102 Age appropriate guidelines on how learners can be assessed should be considered.
The use of online resources as well as translation facilities will further enhance and provide for an effective and efficient way of assessment with regards to literacy.

103 The literacy practices of learners’ families and communities should be fostered so that the school can provide the best educational experience for all learners.
There is to be awareness that conventional school literacy practices may serve as instruments of control and disempowerment which supersede and displace those existing within families.

51 104 Continuing Professional Development opportunities in the area of teaching literacy to Third Country Nationals are offered to the teaching and support staff involved.

105 Guidelines for the teaching of Maltese as a second or additional language are developed.
106 There is coordination with the Health Department for timely prevention and intervention measures, especially with regard to Speech and Language Pathology in order to screen for any difficulties which may impede effective literacy development.

107 Book- rich environments are to be promoted especially with learners and families who lack literacy materials at home.
108 Parents need guidance as to how they can affirm and value their sharing of literacy for socially, culturally and historically responsive schooling.

Home-school links, parental awareness sessions, parental education and buddy support schemes may help in this regard.

109 Parents are encouraged to read to their children and provide ample opportunities to develop phonological awareness through rhymes and songs.

110 Parents are supported to use different skills and strategies to promote literacy at home.
111 The Directorate for Lifelong Learning (DLL) collaborates with agencies running the open centres for migrants in the organisation of literacy and other basic skills courses.

112 The Directorate for Lifelong Learning (DLL) collaborates with the Agency for the Welfare of Asylum Seekers (AWAS) in order to reach out to migrants living in the community to help them access literacy courses.

113 Language and literacy programmes for adult migrants take into account their personal stories and their aspirations.
114 Adult literacy educators working with migrants in targeted programmes or in mainstream provision are trained to deal with multicultural settings in their classrooms.

Digital Literacy Digital literacy plays a central role in people’s lives.

The ability to communicate, learn and work through different technologies is a huge asset 68.

It equips individuals with the abilities and knowledge to be able to participate actively in community, cultural, commercial and intellectual activities.
68 Evans, J (ed) (2004).

Literacy Moves On: Using Popular Culture, New Technologies and Critical Literacy in the Primary Classroom.

London: David Fulton Publishers.

52 A NATIONAL LITERACY STRATEGY Learning through digital modes, even from the first and early years, has been receiving a great deal of attention 69.

Digital literacy is one of the cross-curricular themes identified in the National Curriculum Framework (NCF) 70.
The integration of digital literacies in the Maltese curriculum can only be successful if educators themselves are proficient in their use.

Such literacies can bring about high levels of learner motivation and participation which are crucial for effective learning 71,72.

This policy makes a number of recommendations for nurturing digital literacies in the classroom and within the community.
There is a call for stakeholders to develop a clear vision of the implementation of the technology for learning purposes.

They are to evaluate their technology-enhanced practices in order to determine whether goals are being reached.

Collaboration is to be nurtured and opportunities for the sharing of good practices are to be promoted.

The Policy recommends that: 115 Teacher’s digital competences and teaching and learning behaviours through digital technologies are investigated.
116 The Directorate of eLearning assumes the role of promoting and monitoring the skills of children and educators and the methodologies employed for digital literacy.

117 Assessment tools for digital literacy in schools are designed and implemented.

118 Research in digital literacy management, pedagogies and technologies is promoted.

119 The school administration is involved in all stages of decision-making regarding the one to one vision to ensure the school has full ownership of the project.
120 From the onset all stakeholders are to have a shared vision regarding the objectives for the development of language and literacy abilities through the new technologies.

121 Colleges and schools are supported to adapt the relevant eContent to the literacy needs of their learners.

122 Information and parental education sessions are offered to parents to allow them to be able to assist their children in accessing the relevant e-content from home.
69 Hague, C & Payton, S (2010), Digital Literacy across the Curriculum.

Futurelab, retrieved 26th October from www.

futurelab.org.uk/ projects/digital-participation.

70 Ministry for Education and Employment (2012).

A National Curriculum Framework for All.

Malta: Salesian Press.

71 Herrington, J., Oliver, R., & Reeves, C. (2003).

Patterns of Engagement in Authentic Online Learning Environments.

Australian Journal of Educational Technology, 19(1), 59-71.

72 Mills, K. (2010).


“Shrek Meets Vygotsky.” Journal of Adolescent & Adult Literacy 54(1): 35-45.

53 54 A NATIONAL LITERACY STRATEGY 123 There is increased school- based support for eLearning through support teachers.

124 Best practice in eLearning is promoted in schools through the identification of Digital Literacy champions.

125 There is capacity building in eLearning through Continuing Professional Development.
126 The undergraduate programmes for intending teachers are to reflect new developments in digital literacy.

127 Libraries in Malta are rendered digital, making eBooks widely accessible in order to support digital literacy pedagogy including inquiry-based learning.

128 There is a review of the use of the Fronter Virtual Learning Environment to support the promotion of oracy and literacy skills.

129 There is increased support for the use of mobile technologies in teaching and learning.
130 The e-content made available to schools is adapted to and graded according to the language and literacy needs of different learners.

This can be achieved by offering tracking facilities and monitoring progress through online portfolios.

131 Strong home-school links are established so that children are supported in their use of digital literacy for educational purposes.

132 There is a campaign for the raising of awareness among the wider community about the educational benefits of digital literacy.
133 The programme for the use of tablets in schools is framed within the National Literacy Strategy for All.

134 The assessment of the digital competences of teachers, pilot studies for the introduction of one-one technologies and the necessary evaluations are carried out.

135 Based on previous experiences with 1:1technologies (e.g.

Netbooks Project), pilot projects with tablets are developed.

136 An online support system for the implementation of one-one technologies is set up on a nationwide basis.
137 A review and analysis of the pilot projects on one to one technologies is conducted.

138 Based on the pilot projects the relevant pedagogical, technical and administrative support systems are set up.

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59 Appendix: The Consultative Working Groups The First and the Early Years Rachael Agius, David Agius-Muscat, Raymond Facciol, Helen Grech, Tania Mangion, Mariangela Schembri Meli, Rita Micallef, Josanne Schiavone, Suzanne Vassallo.
The Junior Years Christopher Bugeja , Antoinette Debattista, Marika Farrugia, Charles Mifsud, Anita Seguna, Sandro Spiteri.

The Secondary Years Mary Anne Camilleri, Anthony De Gabriele, Joanne Grima, George Mifsud, Maria McNamara.

Youths Ruth Baldacchino, David Muscat, Carmen Nygaard, Josephine Saliba, Miriam Theuma.

Adults Mario Cardona, Fr Vince Magri, Carmen Mamo, Pauline Miceli.
Children with Learning Difficulties and Disabilities Paul Attard Baldacchino, Nathalie Buhagiar, Jane Farrugia Buhagiar, Christine Firman, Carmen Gauci, Kurt Mizzi.

Third Country Nationals (TCNs) Jane Farrugia Buhagiar, Dunstan Hamilton, Sharon Micallef Cann, Rachel Schembri, Josephine Vassallo.

Digital Literacy Patrick Camilleri, Martin Debattista, Tania Gatt, Emile Vassallo, Emmanuel Zammit.
60 A NATIONAL LITERACY STRATEGY 61 62 Faculty of Education, University of Malta Department of Arts, Open Communities and Adult Education March 2016 Prof CARMEL BORG Prof PETER MAYO Dr MILOSH RAYKOV ADULT LEARNING IN MALTA KNOWLEDGE GAPS AND METHODOLOGICAL CHALLENGES Department of Arts, Open Communities and Adult Education Prof Peter Mayo, Head of Department Adult Learning in Malta: Knowledge Gaps and Methodological Challenges Co-Investigators in Alphabetical Order Prof Carmel Borg Department of Arts, Open Communities and Adult Education Prof Peter Mayo Department of Arts, Open Communities and Adult Education Dr Milosh Raykov Department of Education Studies, Faculty of Education Faculty of Education University of Malta March 2016 1 CONTENTS PREFACE Sandro Caruana A MESSAGE FROM THE LIFELONG LEARNING AND EARLY SCHOOL LEAVERS DIRECTORATE Mario Cardona INTRODUCTION: HISTORICAL PREAMBLE THIS STUDY CAUTION: DANGERS OF AN OVERLY ECONOMISTIC RENDERING RESEARCH PROBLEM OBJECTIVES METHODS OBJECTIVES PARTICIPANTS DATA ANALYSIS RESULTS Participation in Adult Education in Malta Participation in adult education and income Participation Rates in Adult Education in Malta and the EU Participation in adult education by sex Access to Adult Education Preferred forms and content of lifelong learning Pilot Study and Concluding Remarks REFERENCES APPENDIX THE AUTHORS 2 1 3 5 7 8 10 13 14 15 16 16 17 17 20 24 27 29 42 52 66 72 73 ACKNOWLEDGEMENTS We acknowledge the support of the Ministry for Education and Employment and of the Directorate for Lifelong Learning and Early School Leavers who commissioned the research leading to this publication.
The study was co-funded by the ERASMUS+ programme of the European Union through the EU Agenda for Adult Learning Project (2015) implemented by the Directorate.

We are indebted to the National Statistics Office for providing statistical data for our review and analysis.

This publication would not have materialised without the financial support of the Faculty of Education, University of Malta.
3 LIST OF FIGURES Figure 1: Total participation rate in formal or non-formal education in Europe Future 2: Total participation rate in formal education and training in the EU Figure 3: Participation in formal education by educational attainment Figure 4: Employment income and participation in education Figure 5: Income and type of education Figure 6: School dropout by educational attainment Figure 7: Participation in lifelong learning in Malta and other European countries Figure 8: Participation in formal or non-formal education in Malta and the EU Figure 9: Participation in formal education and training in Malta and the EU Figure 10: Participation in non-formal education and training in Malta and the EU Figure 11: Participation rate in lifelong learning Figure 12: Trend of Early school leaving in Malta and the EU Figure 13: Participation in formal or non-formal education in Malta and the EU Figure 14: Participation in formal education in Malta and the EU [Males %] Figure 15: Participation in non-formal education in Malta and the EU [Males %] Figure 16: Participation in formal or non-formal education in Malta and the EU Figure 17: Participation in formal education in Malta and the EU [Females %] Figure 18: Participation in non-formal education in Malta and the EU [Females %] Figure 19: Material Deprivation and Educational Attainment Figure 20: Material Deprivation and Educational Attainment Figure 21: Barriers to participation in education and training by sex Figure 22: The most important barriers to participation in adult education Figure 23 Participant's highest level of education and their family background (father's or male guardian's highest level of education) Figure 24: Participant's highest level of education and their family background (mother's or female guardian's highest level of education) Figure 25: Participant's highest level of education and their family background (father's or mother's highest level of education, first generation) Figure 26: Labour force activity rate in Malta by sex and age
 group Figure 27: Labour force activity rate by sex and age group, the EU member states Figure 28: Participation in formal education by age, gender, educational attainment, employment status and company characteristics 18 19 20 20 21 21 23 24 25 25 25 26 27 28 28 28 29 29 30 30 31 32 33 33 34 34 27 36 4 Figure 29: Participation in non-formal education by age, gender, educational attainment, employment status and company characteristics Figure 30: Participation in courses by age, gender, educational attainment, employment status and company characteristics Figure 31: Participation in seminars or workshops by age, gender, educational attainment, employment status and company characteristics Figure 32: Participation in guided on-the-job training by age, gender, educational attainment, employment status and company characteristics Figure 33: Participation in informal learning by age, gender, educational attainment, employment status and company characteristics Figure 34: Early school leaving and participation in informal learning Figure 35: Index of early school leavers ‘readiness to learn’ Figure 36: Control over work and the possibilities for engagement in adult education Figure 37: In your opinion, which of the following are the most important skills that education provides?
Figure 38: Opinions about the most important skills Figure 39: Perceived learning opportunities outside of formal education Figure 40: Evaluation of Adult education in Malta and the other EU Member States LIST OF TABLES Table 1: School dropout and participation in adult education Table 2: Educational attainment and family background Table 3 Educational attainment and family background Table 4: Participation in formal education by district of residence Table 5: Participation in non-formal education by district of residence Table 6: Participation in non-formal education (multiple logistic regression results) Table 6: The Most Important skills by educational attainment Table 8: Preferred Forms of adult education in Malta and educational attainment Table 9: How old were you when you stopped full-time education?
37 38 38 38 38 42 43 44 45 46 47 48 22 32 34 39 40 41 46 47 49 5 PREFACE Adult learning in Malta.

Knowledge gaps and methodological challenges ‘Adult education’, ‘adult learning’ and ‘lifelong learning’ are terms which are popular in public discourse today.

Indeed they are carriers of notions which sound pleasant to the ear, and which easily garner widespread approval.
Who is, after all, not in favour of a society which creates possibilities of learning for adults, which makes education readily accessible beyond compulsory schooling and which portrays it as a lifelong process?

The popularisation of these terms, and of the notions they carry, while being conducive to consciousness- raising and not being negative per sé, does conceal some dangers.
One of these is when adult education is viewed exclusively as an instrumental tool, possibly also marketed as a product, and not as a means to improve one’s quality of life, to become reflective citizens and to lead to even further opportunities for learning.

The study by Faculty of Education colleagues Carmel Borg, Peter Mayo and Milosh Raykov provides insights into the ‘state of the art’ of adult learning in Malta and presents comparisons with several countries worldwide, especially those in the EU.
Numerous thought-provoking considerations emerge from the data provided, also in relation to the trends of early-school leaving in Malta.

While it is indeed positive to see a number of encouraging patterns, including the participation in education-related activities in adult life, the study clearly shows that much is yet to be achieved locally, especially when taking into consideration variables such as gender and socio-economic status.
Borg, Mayo & Raykov’s study also has the merit of providing indications of how one can be pro-active in this sector.

It illustrates how locally in adult learning there is an interest towards foreign languages and specialized subjects, such as science, in addition to basic and job-specific skills.
Other transferable skills, such as problem-solving and working with others, are also viewed as important thereby hinting that, even locally, there is the need for the 1 sector to develop widely, in consonance with the concept of lifewide, besides lifelong, education.

Furthermore, through the pilot study which complements the comparative data of their research, the authors highlight that participants mention that they learn from Internet-mediated audiovisual sources, beside television and radio.
These data are discussed in what, at the beginning of the study, is defined as the ‘dangers of an overly economistic rendering’, thereby underlining that a balance is to be found between the demands of employment and the development of reflective and critical skills in learners.

The latter is particularly important locally, especially in relation to what is often transmitted through the means of communication mentioned above.
This study is perfectly in line with the vision that the Faculty of Education has developed recently, summarised by our goal: Promoting an Educated Public in a Participatory Democracy.

The recent restructuring of the faculty aims, in fact, to move beyond the faculty’s trademark Initial Teacher Education endeavours, of which it is proud, and engage more directly with the community it serves.
This restructuring has led to the creation of the Department of Art, Open Communities and Adult Education, one of the goals of which is precisely to research and tackle issues related to adult learning locally, as described in Borg, Mayo & Raykov’s study.
In conclusion, besides stressing the merits of this work as another milestone in the extensive body of research that the Faculty of Education has produced over the years, it is worth noting that it provides an opportunity for those who are not necessarily experts in the field to obtain a concise and comprehensible picture of Adult Education in Malta and elsewhere today, supplemented by clear indications of where action needs to be taken.
Sandro Caruana Dean Faculty of Education University of Malta 2 A MESSAGE FROM THE DIRECTORATE FOR LIFELONG LEARNING AND EARLY SCHOOL LEAVERS Towards the end of 2011 the European Council passed a Resolution for a Renewed European Agenda for Adult Learning1, urging the European Commission to establish a proper focus on the role of adult learning.
It also proposed better coordination between member states in the field of adult learning, and the sharing of good practices to facilitate peer learning between experts, policy makers and practitioners in adult learning.

The Council also suggested that more research is carried out so that member states would be in a position to draft and implement evidence-based policies to promote adult learning.
Finally, it also suggested that the Commission uses European funds so that a Renewed Agenda for Adult Learning would be implemented effectively across member states.

One of the priority areas of this European Agenda for Adult Learning was precisely that of “improving the knowledge base on adult learning and monitoring the adult-learning sector.

"2 The Ministry for Education and Employment published a Framework for the Education Strategy for Malta 2014-20243.
It set out four goals for education reform in Malta, the second one of which is,“increase participation in lifelong learning and adult learning”4.

In order to be able to reach this goal the Ministry published a Malta National Lifelong Learning Strategy 20205.
One of the suggestions in this strategy is to “improve processes to collect data on Lifelong Learning practices.”6 For the better implementation of the European Agenda for Adult Learning the European Commission appointed national coordinators in every member state to act as a point of reference.

It also initiated a funding programme to enable every national coordinator to 1 European Council (2011) Council Resolution on a renewed European agenda for adult learning.

2011/C 372/01.
2011/C 372/01.

Available from: http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv:OJ.C_.2011.372.01.

0001.01.ENG.

[Accessed on 14.04.2016].

2 Ibid.

3 Ministry for Education and Employment (2014) Framework for the Education Strategy for Malta 2014-2024.

4 Ibid., p.3 5 Ministry for Education and Employment (2014) Malta National Lifelong Learning Strategy 2020.

6 Ibid., p.69 3 carry out a programme for the implementation of the Agenda at a national level.
The Directorate for Lifelong Learning and Early School Leavers was identified as the National Coordinator for Malta.

Research on adult learning and low skilled and low qualified adults is a priority in the implementation of the EU Agenda in Malta.
Already some information is available through two different periodic surveys carried out by the National Office of Statistics (NSO), namely, the Adult Education Survey which is carried out every five years, and the Labour Force Survey which is carried out on a quarterly basis.

We think that both surveys can yield critical information for the purpose of evidence-based policy making.
Our collaboration with researchers from the Faculty of Education is an effort to delve deeper into the data gathered through the NSO surveys in order to provide us with much needed information about the needs of adult learners, and about the gaps between demand and supply.

This is not a simple, market-oriented vision but one that is also inspired by a need to ensure equity in access to lifelong learning opportunities.
We need information about prospective learners who are most likely to need adult learning opportunities.

What are their learning needs, their aspirations and dreams?

How can society help people to fulfil those aspirations?

The more people live on the margins of society, the more we need to know about them in order to be able to approach them with realistic solutions, inspired by a vision for inclusive and equitable lifelong learning systems.
This research is the second one which the Directorate for Lifelong Learning and Early School Leavers has commissioned.

We think that this research produced by Carmel Borg, Peter Mayo and Milosh Raykov is an excellent contribution towards evidence-based policies for equity of access.

It will provide the Ministry for Education and Employment with invaluable data that will inform policy making and implementation.
It also identifies other gaps that will need to be studied further in other research projects which the Directorate will be commissioning in the near future.

Mario Cardona Director Directorate for Lifelong Learning and Early School Leavers Ministry for Education and Employment 4 INTRODUCTION: HISTORICAL PREAMBLE Adult education, as documented in the literature (see Mayo, 2007), occurred in different historical and ideological Maltese contexts.
Adult Education means different things to different people in Malta and Gozo.

It was traditionally associated with adult literacy and basic education in the period ranging from the last part of the 19th century to the early part of the 20th century, at a time when there was no mass public education.

Throughout most of the 20th century, it was linked with emigration and involved literacy education, especially in the English language.
The main purpose was to assist prospective emigrants in settling in former British colonies of settlement such as the USA, Canada and Australia.

Vocational education, often with a strong agricultural bias, was also instrumental in this regard.

Adult education was also associated with religious instruction and with social development.

Social development was initially often promoted by institutions with a strong Catholic orientation and that followed the social teachings of the Catholic Church.
This was certainly the case with MAS (Social Action Movement) from the mid-fifties onward (Mayo, 2007, p. 17).

However, sporadic socialist initiatives were also to be found in the early part of the 20th century, particularly through the efforts of Manwel Dimech (Zammit Marmarà, 1997).

Socialist and labour-oriented adult education made its mark in the 80s with the emergence of NGOs connected with the Labour Party and the General Workers' Union.
Prior to that, we saw the emergence of an academy connected with Christian Democratic politics, strongly linked to the Nationalist Party.

Other initiatives, such as the Centre for Labour Studies (originally called the Workers’ Participation Development Centre), emerged in the early 80s primarily because of the experiments in self-management which the Labour government had introduced.
Links between local adult education providers and other agencies began to occur especially with regard to adult education providers connected with the Church, unions or the main 5 political parties.

The Konrad Adenauer Foundation, the Freidrich Ebert Stiftung and the German Bishops Conference were the most visible ones.

(Caruana and Mayo, 2002, p. 62, Caruana, 2004) Trade unions also refined their provisions in adult education, establishing foundations.
Malta's accession to the EU brought an increasing interest in adult education as several agencies and individuals began to compete for Grundtvig and Leonardo funding.

Following Malta's accession, a number of initiatives in adult education, especially with regard to employability, began to emerge, relying for the most part on ESF funding.
The early 90s also saw the establishment of an important centre for vocational education, the Employment and Training Corporation, and the first Millennium decade saw the re- emergence of another Higher Education college, dedicated to vocational education - the Malta College of Arts, Science and Technology (MCAST) - which also attaches importance to adult vocational education.

In this regard, it complements the University of Malta which traces its origins to 1592.
This university has, for years, and especially since the late 40s and 50s, and more so since the 60s, been providing different kinds of university continuing education (Mayo, 2003).

Its monopoly is however being challenged not only by MCAST, especially through its very recently-established University College, but by the increasing provision of degree programmes by the proposed Jordanian financed American University of Malta, Bart College in Gozo and Middlesex University’s Malta campus.
There are also institutes serving as franchise agencies for foreign universities, especially recognised and established UK universities.

The European Graduate School is just about to start operating a hub centre in Malta.

One can also avail oneself of globally marketed online programmes by a plethora of institutions, including universities.

The available programmes are in such areas as Management, ICT, Training, Communications and Education (Mayo, 2007; Darmanin, 2009).
One area which has expanded exponentially since the 70s is that of teaching English to foreigners, including foreign adults.

The country surpassed England, a long time ago, as the most favoured destination for German students (Domas, 2004, p. 10).
In sum, while the struggle for a more emancipatory adult education features in the work of some NGOs, social movement activists (see Vincent Caruana, in Borg and Mayo, 2007, Borg & Formosa, 2013, Borg & Formosa, 2015, Brown, 2014) and in writings and talks by educationists (see, for instance, Wain, 2004, Borg and Mayo, 2006), the dominant form of 6 adult education in this global Neo-liberal scenario, of which Malta forms part, is that of adult education for employability.
Malta is not very different from other European countries in this regard.

The dominant EU discourse, concerning new basic skills (which, alas, do not include critical literacy), focusing on ICT and a variety of narrowly defined competences, is very influential in this regard.

It drives the country's policy, not least through its funding mechanisms on which the country's adult education agencies seem to be heavily dependent.
THIS STUDY Many studies demonstrate that core academic skills including literacy, numeracy and communication are increasingly important as they represent the crucial condition for engagement in further learning and also due to the increasingly complex and multidimensional requirements at work (OECD, 2013; Statistics Canada, 2013).
Recent focus on new basic skills (CE, 2001), including ICT skills, should in no way minimise the perennial importance attached to these three areas for the fulfilment of the basic tasks to serve as fully fledged citizens capable of being gainfully employed, and at the same time, capable of functioning as social actors, thus contributing directly to the sustained development of a democratic environment (see Wain, 2004; English and Mayo, 2012).
The increased labour market demand for high-level skills, the increased popular demand for education and barriers to participation that many adults face, represent serious challenges for practitioners and policy makers to provide flexible solutions and education and training that corresponds to the interests of individuals and communities and the needs of the labour market.

The purpose of this study is to examine issues associated with participation in lifelong learning in Malta.
This first phase of the study includes an extensive literature review (most of it is already available in this preliminary report) with a focus on empirical studies in the domain of adult learning based on an inspection of the major databases that include information about different forms of lifelong learning in Malta (see Baldacchino & Mayo, 1997; Mayo, 2007; Mayo, Pace & Zammit, 2008), the European Union (Milana & Holford, 2014) and other regions of the world.
7 The study aims to provide applicable empirical results relevant for the development of evidence-based policies that will provide support for participation to members of social groups insufficiently engaged in lifelong learning.

This inquiry will focus on the identification of educational needs of 18 to 64-year-old adults and their opinions about the various content, forms and organization of lifelong learning.
The study is expected to provide evidence for the development of applicable policies and organizational measures oriented on widening participation and effects of adult work-related learning.

This study will focus on an exploration of the feasible, cost-effective forms of work-related learning which, in addition to formal work-related training, would include non-formal education and informal learning.
In the era of globalisation that increasingly demands a highly qualified labour force (Borg & Mayo, 2013), different forms of adult learning are more and more important for personal development and the overall social and economic progress of every nation.
Research demonstrates the significant role of adult learning for improved working and living conditions of people with lower levels of education and skills as well as for empowerment of marginalized members of society (Boeren, Holford, Nicaise & Baert, 2012; Chisholm & Hasan, 2010; Field, 2009; Kickbusch, 2001; Singh, 1999).
The research also demonstrates the important role of adult education for improved employability and enhanced performance of the entire labour force (Blossfeld, Kilpi-Jakonen, de Vilhena & Buchholz, 2014; Field, 2009; Morgan-Klein & Osborne, 2007; Romaniuk & Snart, 2000; Rubenson, 2006).
CAUTION: DANGERS OF AN OVERLY ECONOMISTIC RENDERING Of course, one must remain cognizant of the existence of research which indicates that simply adult education and training for jobs do not always yield the desired results.

Given the global competition for the few high paying middle class jobs available (see Brown, Lauder, & Ashton, 2010), tey might not lead to the level of employment and financial rewards being anticipated.
Brown, Lauder and Ashton’s (2011) challenge the taken-for- granted notion that the acquisition of greater education will lead to greater individual and 8 national prosperity.

These authors draw on a range of international research indicating the global competition for rewarding, middle-class jobs.
They write, with regard to the USA, that the “fate of American workers is inextricably linked to a global auction for cut-priced brainpower that is weakening the trading position of many managers, professionals and technicians previously associated with individual success and a comfortable standard of living” (p.5).

This global auction is sustained by an explosion of higher education worldwide.
As well, they point to emerging economies, such as China and India, as bringing about a change characterised by the provision of a new global high-skill, low-wage workforce that is leading to a paucity of good, and financially rewarding jobs.

The struggle for these few jobs will leave many highly qualified people disappointed having to make do with underemployment, precarious living conditions and possibly poverty.

(Ibid.)
(Ibid.)

‘Employability’ does not necessarily and always mean ‘employment’ (Gelpi, 2002) or quality employment.

This is not to say that the earlier claims for adult education and training, involving popular participation, do not measure up to present day reality.

Research indicates that they do.

However, one has to tread warily with regard to the expectations one generates, keeping one’s foot firmly on the ground and constantly monitoring the processes of learning involved and the claims made for it.
One must also bear in mind that employability is only one of the aims of participation in adult education, albeit a quite common and legitimate one.

The scope of adult learning participation is broad enough to comprise a whole range of purposes, as, we anticipate, our study will show.

Many of these, including those that are work related, exist outside the narrow framework of simply ‘learning to produce’ within conventional capitalist relations of production.
Regular monitoring of participation in adult education provides evidence regarding continually increasing levels of educational attainment and participation in all forms of adult education (Eurostat, 2015; OECD, 2014; UNDP, 2014).

A significant number of studies also demonstrate an increasing popular demand for, and motivation to obtain, higher levels of education.
In many countries, however, this kind of data is not available (Bowlby, J.W., McMullen, 2002; Krahn & Taylor, 2005; Livingstone & Raykov, 2013).

It is only recently, and possibly because of EU membership, that these data are slowly becoming available in Malta, especially through the National Office of Statistics.

9 The Adult Education Survey of 2011 yielded the following results: • 46.8 per cent of persons aged 25-64 participated in education and lifelong learning during 2011.
• Of participants engaged in education/Lifelong Learning (formal, non-formal and informal learning), men constituted 53 per cent.

Needles to say, the remaining 47 per cent were female.

• There is a declining participation rate as persons grow older.

• Participants in non-formal education constituted 34% of 25-64 population.

• 109,803 learning activities were recorded and they primarily consisted of courses or on-the-job training.
• 60% of courses were job-related • 55,450 people participated in informal learning activities leading to knowledge acquisition.

The majority fell within the 35-44 year bracket, while 17% were aged between 55 and 64.

• More than 50% of participants attended cultural events, e.g.

live performances, cinemas and cultural site visits (the most popular).

Source:(NSO, 2013.)

Adult Education Survey.

NSO, Malta.


While this information might appear sufficient to provide an indication of the growth of the field (as far as adult participation is concerned), we fear that it does not cover the whole gamut of adult education provision and participation in Malta, a substantial amount of which occurs outside the context of institutional learning.
(Mayo, 2007) Most of this provision is of a non-formal nature and we are aware of the well-rehearsed statements concerning the difficulties involved in measuring this type of adult education and learning.

The present study, however, is sufficient to indicate a steady rise in the level of participation, and this can be explained by the fact that several institutions came to the fore from the 90s onward, thus creating a much needed infrastructure for adult participation in education.
RESEARCH PROBLEM Several European (European Commission, 2015a) and international studies (OECD, 2014) demonstrate a constantly increasing educational attainment and a high level of involvement of adults in various forms of lifelong learning.

Despite the numerous policy measures (e.g.


MEDE, 2014), the 26.0% increased financial support to widen participation in tertiary 10 education and increased involvement in lifelong learning, tertiary educational attainment in Malta is significantly below the EU average of 36.9% (European Commission, 2014a).
According to a 2011 report, in comparison to the EU member states, Malta had the highest proportion (72.3%) of 25 to 64-year-old adults with educational attainment below the upper secondary level (ISCED 3), as well as a significant proportion (23.6%) of adults with educational attainment below the ISCED 2, lower secondary level (EURYDICE, 2011, p. 10).
The most-recent report (European Commission/ EACEA/ Eurydice, 2015) shows that the number of 25 to 64-year-old adults in Malta with educational attainment below the upper or lower secondary level has declined to 59.4%, but it is still one of the lowest educational attainments in the EU.
Only Portugal with 60% and Turkey with 68.1% of adults with educational attainment below the upper or lower secondary level have an overall attainment level similar to that in Malta while all other EU countries, except Spain, Italy and Greece, have less than 30% of their adult population with a low educational attainment.
Official statistics based on the European Union Labour Force Survey (EU LFS) also suggest that the level of participation in lifelong learning in Malta is significantly below the EU average (European Commission, 2014b, p. 78).

According to the Eurostat Labour Force Survey, in 2014, the participation rate of 25 to 64 year-olds in formal and non-formal education and training during the last four weeks preceding the survey was 7.1%.
This rate of participation is significantly below the EU average of 10.7%, but several times lower than in many economically developed countries, including Denmark (31.7%), Sweden (28.9%), Finland (25.1%) and the United Kingdom with a participation rate of 15.8% (Eurostat, 2015).

These statistics are quite partial given the well known difficulties involved in measuring forms of non-formal education.
As far as adult education is concerned a number of barriers to participation have been indicated including the lack of adequately prepared personnel to operate as educators in various sites, lack of a demand by unions for paid education leave and lack of expertise in the area of prior learning assessment and recognition, and state of the art multimedia libraries, to name but a few (Mayo 2010, 2012).
The issue concerning a lack of enabling environments such as ‘community learning centres’ has also featured in the discussions.

It features in a whole array of policy documents concerning the national curriculum from 1998 till 2012 and the current national lifelong learning strategy document 11 that advocated turning schools into community learning centres (MEDE, 2014) for this purpose (Mayo, 2013).
However, recent studies that use different methodological approaches within the EU LFS to measure participation in adult education, demonstrate inconsistent findings regarding the participation rate of the Maltese adult population in lifelong learning.

For example, the EU LFS 2011 found that the participation rate in adult education during the past four weeks, before data collection in Malta, was 6.4%.
Meanwhile, the Adult Education Survey (AES) for the same year reported that 35.9% of the Maltese population has participated in adult learning during the previous year (Goglio & Meroni, 2014, Table A.2).

Similarly, the 2010 Continuing Vocational Training Survey (CVTS) found that 36% of employees in Malta were involved in various forms of continuing education.
Despite the significant correlation between distinctive indicators of participation in lifelong learning (from r = .367 to r = .750), the percentage of explained variation of approximately 20% to 50% is rather low and requires further exploration.

There is also an apparent lack of data on the key aspects of adult learning in Malta demonstrated in many of the comparative studies of adult education (see for example, European Commission, 2014a, p.2).
In addition, most of these studies are focused on the previous participation and engagement in lifelong learning during a relatively short period of time, usually four weeks to one year, preceding a particular study.

This retroactive orientation at the level of participation in lifelong learning does not provide sufficient and adequate evidence for educational policy and practice that aim to widen access to educational opportunities and raise citizen participation in lifelong learning.
Internationally speaking, there are virtually no "pro-active" studies focused on the interest in future participation in lifelong learning.

As well, the educational needs reported by both employees and employers are usually unknown or based on anecdotal rather than systematic and reliable studies.

There is an evident paucity of studies that examine employers' opinions regarding education and skills that employees need in the so-called modern, ‘knowledge-based’ economy.

This is also the case in Malta.


There is still too little known about the educational needs and challenges that Maltese citizens face to engage in 12 lifelong learning and the preferable content and forms of lifelong learning.
And even here, the term ‘Knowledge economy’ or ‘Knowledge based economy’ (KBE) must, once again, be viewed with caution in that, as certain research from Canada shows, it is not necessarily the ‘reality’ people perceive it, or are made to perceive it, to be (Lavoie & Roy, 1998 in Livingstone, 2013, p.39).
A large body of studies in the domain of lifelong learning demonstrates that a large proportion of adults, including older adults (Finsden & Formosa, 2011), in many countries frequently participate in lifelong learning but also demonstrate wide variations regarding the participation of different social groups in the various forms of lifelong learning (see European Commission/EACEA/Eurydice, 2015a).
Studies that examine barriers to participation in lifelong learning demonstrate a well-established pattern in this regard (European Commission/EACEA/Eurydice, 2015a; Livingstone & Raykov, 2013), but also demonstrate that different social groups face specific barriers; these would include people experiencing disabling environments, difficult work related timetables, women experiencing double work shifts (home and wage-work) and, in the case of Malta, the difficulties caused by projects concentrated in the larger island of the archipelago which prove inaccessible to inhabitants of the smaller island.
Cases such as these and others require further, more sophisticated analysis that can serve as a sound base for practical measures that aim to widen participation in lifelong learning.

The earlier table on participation by district can provide some preliminary considerations regarding the participation of people from the second largest inhabited island of the archipelago, Gozo.
OBJECTIVES The main objective of this study is to provide applicable results that enhance supply and participation in adult education courses, particularly in the domain of basic literacy, numeric and digital skills for participants with low initial education (MQF levels 1 and 2).

The study is expected to provide the evidence for informed decision-making and policies that support 13 lifelong learning and thus contribute to the improvement of employees’ wellbeing and efficiency at work.
Based on a comprehensive comparative analysis of lifelong learning in countries with highly-developed systems of adult education, this study intends to examine the conceptual and practical issues related to lifelong learning and participation, usually neglected domains of non-formal education and informal learning in Malta.

The concerns expressed earlier will constitute a feature of our analysis which will partly centre on the extent to which they tally with the respondents’ and interviewees’ concerns.
METHODS The proposed initial phase of this study aims to review the current studies of adult learning in Malta and abroad and prepare a conceptual framework and methodology for an applied, mixed-method study of lifelong learning in Malta.

This document has drawn extensively on this literature.

The first phase of this study will include an extensive literature review as well as secondary data analysis of the existing and available data sources concerning adult education in Malta and abroad.
Part of the review is already included here, as the foregoing sections demonstrate.

The main purpose of this analysis will be to maximize the use of the existing data, to identify the knowledge gaps in the domain of adult education and to select indicators for an extensive applied empirical study that accurately assesses the wide array of learning activities in Malta.
In addition, this phase will use a sophisticated and cost-effective combination of computer-assisted telephone interviewing and an online survey regarding lifelong learning.

The survey will include both closed-questions and open-ended ones that will provide the opportunity to integrate quantitative and qualitative data, expected to enrich the interpretation of results.
To develop a survey appropriate to the local educational practice in Malta, the study aims to collect qualitative data from the key informants based on face-to face or telephone interviews.

The key informants, practitioners, policy makers, and employers as well as the 14 potential participants in adult learning, will provide their opinions and suggestions for themes/issues that the extensive study, in the second phase, needs to address.
This study aims to provide data relevant for the achievement of national priorities regarding widening access to educational opportunities and increased participation in lifelong learning (MEDE, 2014).

As well, the study aims to examine conditions for mitigation of the consequences of early school leaving (MEDE, 2015).
The study also takes into account the identified major knowledge gaps and inconsistencies related to the evaluation of lifelong learning in Malta (Borg & Mayo, 2005), and the issues identified through the studies of international data regarding unmet demand for education (Livingstone & Raykov, 2013).

The study addresses the following research questions: 1.

2.

3.

4.

To what extent do 18/25 to 64-year-old adults participate in various forms of lifelong, formal, non-formal and informal learning?
To what extent are members of different social groups (e.g.

older than 45 years, low- income, low-educated, early school leavers) interested in participating in lifelong learning and to what extent do they desire to engage in different forms of lifelong learning?

What content and forms of lifelong learning do 18 to 64 old adults prefer and what do they perceive as adequate support for participation?
To what extent are citizens informed and interested in the involvement in options for prior learning recognition (PLAR)?
OBJECTIVES • The main objective of this study is to examine some of the issues associated with participation in adult education in Malta • The study provides empirical evidence relevant to the development of methodological approaches for data collection and policies that can support wider participation in adult education • Based on the available empirical data (AES and LFS), the study examines participation in adult education in Malta 15 • The study also examines opinions about the various content (basic skills and professional training) and forms of adult education • Finally, the study examines the impact of labour market conditions on participation in adult education The first phase of the proposed study, to which this document is contributing, prepares the background information and conceptual framework for this study.
This phase will also include a literature review of empirical studies on lifelong learning with a focus on different methodological approaches to the exploration of adult learning.

Based on the review of the existing literature on lifelong learning, this phase of the study will be developed and tested prior to the survey that we intend to use for data collection during the final phase.
PARTICIPANTS The study will focus on a representative sample of 18 to 64-year-old participants from Malta, who are expected to provide reliable and accurate responses to fill in the gaps in knowledge regarding the wide-ranging practices of adult learning as well as information about the educational needs of both employers and employees.
DATA ANALYSIS To address the identified knowledge gap, the study will apply a mixed-method approach that combines qualitative and quantitative survey data, interviews with the key informants and a secondary data analysis.

In order to achieve established research goals, the preliminary phase of this study will make use of a wide array of quantitative, descriptive and multivariate statistical techniques.
To achieve the established research goals, the study will utilize standard, descriptive and inferential, univariate and multivariate statistical techniques (Hosmer, Lemeshow & Sturdivant, 2013) as well as nonparametric techniques.
The basic descriptive statistical measures, percentages, averages, bivariate cross-tabulations and inferential statistics as well as graphical data presentations will be used to describe the 16 extent of participation, characteristics of participants and their preferences regarding the content and forms of lifelong, formal, non-formal and informal learning (Robson, 2002).
Qualitative analysis of the interview transcripts with the key informants will be used to identify the measures that can foster participation in lifelong learning, particularly among early school leavers in Malta.

The thematic analysis of the transcribed interviews is expected to serve as a valuable in-depth study of the interests in and barriers to participation in lifelong learning.
As well, triangulation of the qualitative and quantitative data will serve as support for description and explanation of the survey results.

The analysis of transcripts with the key informants (Creswell & Clark, 2010) and the conducted literature review will provide a base for the design of the interview protocol for the second phase of this study.
Thematic analysis (Braun & Clarke, 2006; Tashakkori & Teddlie, 2009) of interview transcripts with application of software for computer-assisted qualitative data analysis will be used to analyse qualitative data and to prepare the data for mixed-method analysis and integration with the survey data.

17 RESULTS Participation in Adult Education in Malta Participation in adult education is very high in most economically developed countries.
In the EU, on average, 40% of the population participates in a form of non-formal education while, in the industrial most developed countries, participation in adult education exceeds 50% (Figure 1).
Regardless of the rapid growth and increased global participation in all forms of adult education, international comparisons of participation in adult education indicate that the current general level of participation in Malta (Mayo, 2010; MEDE, 2013) is below the EU average and significantly below the most industrially developed West European and North American countries (Desjardins, 2013; Kena et al., 2015; Livingstone & Raykov, 2013).
Figure 1: Total participation rate in formal or non-formal education and training in Europe Sweden Luxembourg Switzerland Norway Netherlands Denmark Finland France Germany (-1990) Estonia Austria Euro area (18) Portugal Cyprus Slovakia Hungary EU 28 Belgium Spain Czech Republic Slovenia Malta United Kingdom Italy Latvia Lithuania Bulgaria Ireland Poland Serbia Greece Romania Source: Eurostat, 2015 (data from the 2011 AES survey) 18 Regarding participation in formal education (Figure FF2), the country lags behind other EU Member States.
It surpassed countries such as Germany, France, Italy, Cyprus and Slovenia (the last two ranked as the most prosperous among the EU 2004 accession countries) but lagged far behind the UK and the Scandinavian countries and trails twelve other countries, including fellow 2004 accession countries such as Estonia, Hungary, Slovakia and Poland.

As Figure 2 shows, its 4.4 percentage is below the EU average of 6.2 %.
Future 2: Total participation rate in formal education and training in the EU United Kingdom Sweden Denmark Netherlands Finland Portugal Luxembourg Switzerland Norway Belgium Spain Ireland Estonia Hungary EU 28 Austria Slovakia Poland Euro area (18) Malta Latvia Serbia Lithuania Germany (-1990) Cyprus Czech Republic France Italy Greece Bulgaria Slovenia Romania Source: Eurostat, 2015 (data from the 2011 AES survey Table trng_aes_100) 19 According to this study, a focus on the development of viable adult education programmes that suit the educational needs of social groups underrepresented among participants in non-formal education (e.g.
older low-income males with lower educational attainment) is one of the possible ways to widen participation in adult education in Malta.The link between ‘take up’ of formal education and personal educational history is clearly demonstrated in the figure captioned below (Figure 3).

Figure 3: Participation in formal education by educational attainment ISCED 1 ISCED 2 ISCED 3 ISCED 4 ISCED 5 ISCED 6+ 1.7 2.7 4.9 6.1 12.0 10.1 TOTAL 4.6 0 2 4 6 8 10 12 14 Source: NSO.

LFS, 2014.
LFS, 2014.

Participation in adult education and income This study also established a link between income levels and ‘take up’ of adult education (Figure 4), highlighting ‘material deprivation’ as one of the main roadblocks to adult education.

Figure 4: Employment income and participation in education Non-Participant Participant 1st quartile 95.4 2nd quartile 96.0 3rd quartile 95.1 4th quartile 89.8 4.6 4 4.9 10.2 0 25 50 75 100 Source: LFS, 2014.
20 It is also important to note (Figure 5) that low-income participants less frequently are taking job-related education and this is probably associated with the employment status of older participants who frequently receive lower earnings or retirement income.

Figure 5: Income and type of education Mostly job related Mostly personal/social 1st quartile 61.2 2nd quartile 69.5 3rd quartile 78.8 4th quartile 88.3 38.8 30.5 21.2 11.7 0 25 50 75 100 Source: LFS, 2014.
(Question: What was the purpose of the most recent taught learning activity?)

Figure 6: School dropout by educational attainment No Yes ISCED 1 79.4 ISCED 2 90.3 ISCED 3 a,b,c 83.6 ISCED 4 95.3 ISCED 5a,5b,6 93.1 TOTAL 88.7 20.6 9.7 16.4 4.7 6.9 11.3 0 25 50 75 100 Source: AES, 2011.

(Question: Did you ever start a higher level of education … but did not complete it?)
The analysis further shows (Figure 6) that school dropouts, participants who started a higher level of education but did not complete it, frequently participate in different forms of non- 21 formal education.

Contrary to expectations, many participants with the lowest educational attainment often try to compensate for their lack of formal education through participation in non-formal education.
Table 1: School dropout and participation in adult education FORMAL EDUCATION During the last 12 months, have you been a student or apprentice in formal education?

NON-FORMAL EDUCATION During the last 12 months have you participated in any of the following activities with the intention of improving your knowledge or skills in any area (including hobbies)?
[Courses, Seminars or workshops, Guided on-the-job training, Private lessons] JOB RELATED NON-FORMAL EDUCATION INFORMAL EDUCATION Other than the activities discussed earlier, have you deliberately tried to learn anything at work or during your free time to improve your knowledge or skills during the last 12 months?

Total Partici- pation (%) Sig.

Odds Ratios Lower 95% C.I.

Upper 95% C.I.

4.4 .001 1.32 1.25 1.40 34.2 .001 1.45 1.42 1.49 39.7 .001 1.31 1.25 1.36 24.4 .001 1.26 1.22 1.30 Source: NSO.
AES, 2012.

As Table 1 shows, school dropouts demonstrate a greater interest to continue their Education.

According to this study, they are 45% more likely to engage in non-formal education (1.45, CI 1.42 - 1.49, p < .001), 32% more likely to engage in formal education (1.32, CI 1.25 - 1.40, p < .001) and 26% more likely to engage in informal learning (1.26, CI 1.22 - 1.30, p < .001).
22 Regarding participation in lifelong learning, as measured by the Labour Force Survey (Eurostat, 2016, data for 2014) the country also lags behind other European countries (Figure 7).

According to Eurostat (2016) lifelong learning refers to persons aged 25 to 64 who stated that they received education or training in the four weeks preceding the survey whether or not relevant to the respondent's current or possible future job.
The participation rate in lifelong learning in Malta is higher than in 14 other European countries, including, for example, Cyprus, Ireland and Latvia, but slightly below Germany (7.9%), Italy (8.0%) and the European average of 10.7%.

The participation rate in several Scandinavian countries and the UK (15.8%) is significantly higher than in Malta.

Data indicate that participation in formal education is still low and primarily job-related.
Figure 7: Participation in lifelong learning in Malta and other European countries Switzerland Denmark Sweden Iceland Finland Norway France Netherlands United Kingdom Austria Luxembourg Slovenia Estonia EU (28 countries) Spain Portugal Czech Republic Italy Germany Malta Belgium Cyprus Ireland Latvia Turkey Lithuania Poland Hungary FYR Macedonia Slovakia Greece Croatia Bulgaria Romania Source: Eurostat 2016 (Total participation in lifelong learning in 2014) 23 Participation Rates in Adult Education in Malta and the EU One might argue that the culture that enhances such participation has a short history with Malta not having similar traditions to those enjoyed by say the Scandinavian countries where key figures such as Nikolaj Frederik Severin Grundtvig (Rasmussen, 2013) have, for the most part of the previous and present centuries, enjoyed iconic status at a very popular level, serving as sources of inspiration for adult and youth participation in non-formal learning settings and projects (in the Scandinavian cases, also through participation in the Grundtvig and Kolde inspired Folk High Schools); the closest inspiring national icon seems to be Martin Buber in Israel.
The Maltese concern until recently has been formal education and often in the conventional ‘lock-step’ manner.

As Figures 8, 9 and 10 demonstrate, overall participation in formal or non-formal education and training in Malta is slightly below the EU average (in 2011, 35.9% vs. 40.3%) but the participation rate in formal education and training is proportinonally significantly lower than in the other EU Member States (in 2011, 4.4% vs. 6.2%).
Figure 8: Participation in formal or non-formal education and training in Malta and the EU [%] 50 40 30 20 10 0 34.8 33.7 40.3 35.9 2007 EU28 2011 Malta 24 Figure 9: Participation in formal education and training in Malta and the EU [Total %] Figure 10: Participation in non-formal education and training in Malta and the EU [Total %] 10 8 6 4 2 0 EU28 Malta 6.6 5.2 6.2 4.4 50 40 30 20 10 0 EU28 Malta 31.2 31.3 36.8 34.2 2007 2011 2007 2011 Source: Eurostat, 2015.
Overall, based on results from the EU and Malta Labour Force Survey (Figure 11), during the past 14 years, participation in lifelong learning in Malta has gradually increased.

This figure also demonstrates an increasing trend of participation that is slightly faster than in the other EU member states.

Results from the same large-scale survey indicate that female participation in lifelong learning in Malta has significantly changed over the past decade.
Traditionally low, female participation in adult education in Malta has significantly increased over the previous decade and, based on the LFS survey data, female participation in lifelong learning since 2010, is slightly higher than the males' participation.

Figure 11: Participation rate in lifelong learning (Total %) EU (28 countries) Malta 10.7 7.1 15 12 9 6 3 0 7.1 4.4 2002 2004 2006 2008 2010 2012 2014 Source: Eurostat, 2015.
25 The identified trend is undoubtedly related to the recent, significantly increased participation in the labour force among younger, 18 to 25-year-old, females.

Their participation in the labour force significantly exceeds participation rates of females in other EU countries (Raykov & Borg, 2015).

In addition, the current trend of early school leaving among females in Malta is probably related to their increased participation in lifelong learning.
Overall, as the Figure 12 indicates, the percentage of early school leavers in Malta, despite the progress registered in the last ten years, as indicated below, was still hovering around the 20.1% mark in 2015, well above the EU’s 10.9% average for the same year (Eurostat, 2016).
According to Eurostat (2016) early school leaving is defined as the percentage of the population, aged 18-24, with, at best, lower secondary education and who were not in further education or training during the last four weeks preceding the survey.

Lower secondary education refers to International Standard Classification of Education (ISCED) 2011 level 0-2 and for data from 2014 onwards and to ISCED 1997 level 0-3C short for data up to 2013 and this indicator is based on the EU Labour Force Survey.
As with its European counterparts, Malta faces an ‘Early School Leaving’ phenomenon that is predominantly male, although female early school leavers are on the increase.

Figure 12: Trend of Early school leaving in Malta and the EU (Total %) 70 60 50 40 30 20 54.2 53.2 EU27 Malta 42.1 32.2 27.2 23.8 21.1 20.3 20.1 10 17.6 17.0 16.1 15.4 14.7 14.0 12.8 11.3 10.9 0 2000 2002 2004 2006 2008 2010 2012 2014 Source: Eurostat, 2016.
26 The situation led the present Government to embark on the strategies aimed at preventing, intervening and compensating for early school leaving (MEDE, 2012).

In the area of prevention, early education and care, supporting children at risk, vocational education in secondary schools, flexible transition pathways, teacher training and relevant curricula are being targeted.

Early warning systems and support networks for children at risk are the main intervention strategies.
In the area of compensation, the main action focuses on reintegration programmes.

Participation in adult education by sex The existing AES data, with regard to male and female participation in adult education, demonstrates that males in Malta lag significantly behind the EU average with regard to formal education (Figure 13).

In contrast, males in Malta participate to a similar extent in non-formal education as their counterparts in the other EU Member States.
In both cases, formal and non-formal education, a slightly increased gap between male participation in Malta and the EU 2007 and 2011 is evident (Figures 14 and 15).

50 40 30 20 10 0 Figure 13: Participation in formal or non-formal education and training in Malta and the EU (%) EU28 Malta 35.3 34.6 40.7 37.7 2007 2011 Source: Eurostat, 2015.
27 Figure 14: Participation in formal education and training in Malta and the EU [Males %] Figure 15: Participation in non-formal education and training in Malta and the EU [Males %] 10 8 6 4 2 0 EU28 Malta 6.1 4.8 5.8 4.2 50 40 30 20 10 0 EU28 Malta 31.9 32.3 37.5 35.6 2007 2011 2007 2011 Source: Eurostat, 2015.
The 2007 gap between the EU average for female participation in non-formal education (Figure 16) and the corresponding statistic from Malta was quite small, widening significantly by 2011 (Figure 17 and 18) .

In both cases, the provisos regarding the measurement of non-formal education apply.

Figure 16: Participation in formal or non-formal education and training in Malta and the EU (%) 50 40 30 20 10 0 34.3 32.8 39.9 34.1 2007 EU28 2011 Malta Source: AES, Eurostat, 2015.
28 Figure 17: Participation in formal education and training in Malta and the EU [Females %] Figure 18: Participation in non-formal education and training in Malta and the EU [Females %] 10 8 6 4 2 0 EU28 Malta 7 5.6 6.7 4.6 2007 2011 50 40 30 20 10 0 EU28 Malta 30.5 30.3 36.2 32.7 2007 2011 Source: Eurostat, 2015.
Access to Adult Education Education policy and practice in Malta are focused on widening access to adult learning, particularly among low-income citizens with lower educational attainment (European Commission/EACEA/Eurydice, 2015a).

The EU and National Strategy for 2020 set the following targets: • Fewer than 15% of 15-year-olds under-skilled in Reading, Maths and Science.
[In 2012, the figures stood at 45% (reading PIRLS); 37% (Mathematics); 59% (Science in TIMSS)] • The rate of early [The figure stood at 20.4% in 2012] leavers from education should be below 10% least 40% • At [The figure stood at 26.1% in 2012)] (33%) of people aged 30-34 with higher education • At least 15% of adults should participate in lifelong learning [The figure stood at 7.0% in 2012] With these established goals in mind, current efforts are being directed at programmes that provide basic literacy, numeracy and communication skills for citizens with low educational attainment and MQF levels 1 and 2 (European Commission/EACEA/Eurydice, 2015b).
29 In addition to the educational background of their parents, material conditions that participants experience strongly influence their educational attainment.

Results from the EU Quality of Life Survey (QLS) demonstrate that people with lower secondary education, much more frequently, experience different forms of material deprivation.
Figure 19: Material Deprivation and Educational Attainment Cannot afford it Can afford if want Replacing any worn-out furniture Paying for a week annual holiday Socializing at least once a month Keeping home adequately warm Buying new clothes A nutritious meal every second day 78 65 47 45 19 17 22 35 53 55 81 83 0% 25% 50% 75% 100% Source: EU QLS, 2012; 18-24 years-old participants with lower secondary or elementary education As Figures 19 and 20 show, participants with lower educational attainment, much more frequently than the participants with upper secondary education, cannot afford to replace a piece of their home furniture (78% vs. 41%), to pay for short holidays (65% vs. 13%) or to socialize with friends and family at least once a month (47% vs. 15%).
In addition, and more directly related to conditions for learning, they cannot keep their homes adequately warm (45% vs. 5%), buy new clothes (19% vs. 2%) or afford a nutritious meal every second day (17% vs. 9%) Figure 20: Material Deprivation and Educational Attainment Cannot afford it Can afford if want Replacing any worn-out furniture Paying for a week annual holiday Socializing at least once a month Keeping home adequately warm Buying new clothes A nutritious meal every second day 41 13 15 5 2 9 59 88 85 95 98 92 Source: QLS, 2012; 18-24 years-old participants with secondary or tertiary education 0% 25% 50% 75% 100% 30 In addition to the other factors that influence engagement in adult education, results from the National Statistics Office study (Figure 21, adapted from NSO, 2013, p. 6) demonstrate that a considerable number of participants believe that they do not need further education or training or face difficulties engaging in adult education because of their work schedule, family responsibilities or cost associated with participation in education.
As the same figure shows, women more frequently experience difficulties in participating in education due to their family responsibilities, other personal reasons and the cost of training.

Figure 21: Barriers to participation in education and training by sex Source: Figure adapted from NSO.

(2013).

Adult Education Survey: 2011.

News Release 114, p. 6.


Overall, as the Figure 22 shows, family responsibilities and their schedule are the most important obstacles to participation that face approximately one-third (32%) of the survey participants.

Cost, health and age as well as some 'other personal reasons' represent significant barriers for a large number of people to engage in adult education.
31 Figure 22: The most important barriers to participation in adult education Family responsibilities Schedule Other personal reasons Costs Health and age No suitable education or … Lack of employers or public … Prerequisites Distance No access to a computer or … 32 32 11 8 8 4 2 2 1 0 0 Source: NSO, AES 2011.

[Question: Among these reasons, which is the most important?]
0 10 20 30 40 Participant's highest level of education or training and their family background Logistic regression (Table 2) and figures based on the data from the 2011 Adult Education Survey (NSO, 2011) demonstrate that participants from families where the father has a tertiary degree are more than 7 times (Odds=7.445) more likely to attain a university degree.

Table 2: Educational attainment and family background Father Mother At most lower secondary Upper secondary Tertiary Lower 95% CI Sig.
Exp(B) .001 1 .001 4.509 4.347 .001 7.445 7.152 Upper 95% CI 4.678 7.750 Sig.

.001 .001 .001 Lower 95% CI Upper 95% CI Exp(B) 1 5.026 4.793 5.271 7.752 7.337 8.190 Source: AES, 2011.

(Educational attainment of parents or guardians) Similarly, participants from families where the mother has a tertiary degree are almost eight times (Odds=7.752) more likely to attain a university degree.
This result indicates that the mother’s educational attainment has an even stronger influence on the educational attainment of their children.

Figures 23 and 24 also demonstrate strong associations 32 between participants' educational attainment and educational attainment of both, father's (Figure 23) and mother's (Figure 24) highest level of education or training.
Figure 23 Participant's highest level of education and their family background (father's or male guardian's highest level of education) 80 60 40 20 0 69 32 26 17 26 20 14 42 55 ISCED -2 ISCED 3,4 ISCED 5+ At most lower secondary (F) Upper secondary (F) Tertiary (F) Source: AES, 2011, Chi-Square Tests = 19887.46, p < .001.
Comparisons of first generation students and students from families where either mother or father have a tertiary degree shows similar results (Figure 25) that first generation students are approximately six times (Odds = 6.803, CI 6.560 - 7.055, p < .001) (Table 3) less likely to attain a university degree.
Figure 24: Participant's highest level of education and their family background (mother's or female guardian's highest level of education) 80 60 40 20 0 67 26 17 17 26 24 16 48 59 ISCED -2 ISCED 3,4 ISCED 5+ At most lower secondary (M) Upper secondary (M) Tertiary(M) Source: AES, 2011, Chi-Square Tests = 13655.3, p < .001.
33 Figure 25: Participant's highest level of education and their family background (father's or mother's highest level of education, first generation) 80 60 40 20 0 67 26 17 26 16 48 ISCED -2 ISCED 3,4 At most lower secondary (F/M) Upper secondary or tertiary (F/M) ISCED 5+ Source: AES, 2011, Chi-Square Tests = 14690.3, p < .001.

Table 3 Educational attainment and family background At most upper secondary Tertiary education 7.055 Source: AES, 2011.
(Combined educational attainment of parents or guardians) 6.560 Sig.

.001 .001 Exp(B) 1 6.803 Lower 95% CI Upper 95% CI An additional significant obstacle for involvement in adult education among 15 to 24 year old youths in Malta is their high participation in the active labour force (Figure 26) that is much higher than in other EU Member States (Figure 27).
Figure 26: Labour force activity rate in Malta by sex and age group 100 75 50 25 0 53 52 1 95 63 32 60 21 39 15-24 25-54 55-64 Males (MT) Females (MT) Acivity gender gap (MT) Source: Figure is based on the most recent LFS data (NSO, 2015).
34 According to the recent Labour Force Survey (NSO, 2015), more than half of males (53%) and a similar percentage of females (52%) in Malta are employed and this is much higher than the rate of employment in the other EU Member States where only 44% of males and 39% of females in the 15 to 24 age group are employed.
Figure 27: Labour force activity rate by sex and age group, the EU member states 100 75 50 25 0 44 39 6 92 80 12 64 48 16 15-24 25-54 55-64 Males (EU) Females (EU) Acivity gender gap (EU) Source: Figure is based on the most recent LFS data (NSO, 2015).

The profile of participation (see Appendix 1) shows significant variations regarding the age, gender and educational attainment of participants as well their employment status and the size of the company.
A separate analysis (Figure 28) shows, the highest participation rates have younger, 25 to 34 year-old participants, (8.0%) and these have a tertiary education (16.3%).
Also, employees (7.2%) participate in formal education more frequently than self-employed (1.3%), unemployed (1.9%) and others not in labour force (1.3%), 35 Figure 28: Participation in formal education by age, gender, educational attainment, employment status and company characteristics AGE 45 years or more 35-44 years 25-34 years GENDER Male Female EDUCATION ISCED -2 ISCED 3,4 ISCED 5+ EMPLOYMENT STATUS Self-employed Employed Unemployed Not in LF COMPANY SIZE 1 to 10 persons 11 to 19 persons 20 to 49 persons 50 or more persons 0.9 4.8 8.0 3.0 3.4 0.7 8.0 16.3 1.3 7.2 1.9 1.3 3.8 4.6 5.3 8.7 0.0 5.0 10.0 15.0 20.0 Source: AES, 2011 [Question: During the last 12 months, have you been a student or apprentice in formal education?]
As Figure 29 shows, participation rate in non-formal education (34.2%) is much higher than participation in formal education (4.4%).

There is apparent a similar pattern of participation as in formal education but the variations between different social groups are significantly smaller.

As the same figure shows, a higher participation rate is evident among younger, 25 to 44-year-old participants (42%) than among 45 year and older participants (26%).
However, the difference between these groups is approximately 60%, in contrast to the participation in formal education where the difference between older and younger participants is five to ten times greater.
36 Figure 29: Participation in non-formal education by age, gender, educational attainment, employment status and company characteristics AGE 45 years or more 35-44 years 25-34 years GENDER Male Female EDUCATION ISCED -2 ISCED 3,4 ISCED 5+ EMPLOYMENT STATUS Self-employed Employed Unemployed Not in LF COMPANY SIZE 1 to 10 persons 11 to 19 persons 20 to 49 persons 50 or more persons 26 42 42 35 32 22 50 68 28 49 30 13 31 41 46 55 0 20 40 60 80 Source: AES, 2011 [Question: How many non-formal education and training activities have you participated in over the last 12 months?]
Similarly, participation in non-formal education is approximately two to three times greater among people with upper secondary (50%) and a university level of education (68%), greater than among people with an education level at or below the lower secondary level (22%), but these differences are more than ten times greater in the domain of formal education.

The study shows that employment status and the size of company also significantly influences participation in non-formal education.
Employees in large companies more frequently participate in non-formal education but again, the differences between them and self-employed, unemployed and employees in smaller companies are significant smaller.
Participation rates in different forms of short-term courses (19.9%), seminars or workshops (12.9%) as specific forms of non-formal education also demonstrate that highly educated, younger and employed participants working in larger companies are more likely to receive this type of education (Figures 30 and 31).

Yet again, as the same figures show, in 37 comparison to participation in formal education the variations between different groups of participants are much smaller.
Figure 30: Participation in courses by age, gender, educational attainment, employment status and company characteristics Figure 31: Participation in seminars or workshops by age, gender, educational attainment, employment status and company characteristics Source: AES, 2011 [Question: Courses] [Question: Seminars or workshops] Figure 32 shows a relatively low participation level in guided on-the-job training (13.5%) among all groups of participants in the Adult Education Survey.
This form of participation in adult education is significantly lower than in the other countries where participants are much more frequently involved in learning-by-doing and learning from their co-workers and supervisors (OECD, PIAAC Survey, 2013).
Figure 32: Participation in guided on-the-job training by age, gender, educational attainment, employment status and company characteristics Figure 33: Participation in informal learning by age, gender, educational attainment, employment status and company characteristics Source: AES, 2011 [Question: Guided on-the-job training] Source: AES, 2011 [Question: Participation in informal learning] 38 Support for large employers and self-employed who employ other people, as well as a wide promotion of this valuable form of non-formal education, is a viable approach which can lead to the increased participation of employees in this form of non-formal education.
Participation in informal learning (Figure 33) is the most evenly distributed form of adult education but some differences similar to the other forms of participation still exist.

The differences regarding the age of participants and their employment status are much smaller than in any other form of adult education and males participate slightly more in this form of learning than females.
However, involvement in formal learning as measured by the 2011 EU Adult Education Survey is significantly lower than in the other international studies such as PIAAC, Programme for the International Assessment of Adult Competencies (OECD, 2013) and WALL, Work and Lifelong Learning Survey (Livingstone & Raykov, 2013).
It should be noted that, in comparison to participation in formal and non-formal education, a relatively large number of self-employed and unemployed people participate in this form of learning since this indicates their motivation to learn.

Support for this form of participation in adult education through recognition of prior experience and learning can probably lead to greater participation and an increased level of the overall educational attainment.
Geographically, the highest adult participation rate in formal education was registered in the Western districts, with the Southern Harbour region registering the lowest participation rate in formal education (Table 4).

Table 4: Participation in formal education by district of residence District of residence Northern District Southern Harbour Northern Harbour South Eastern Western Gozo and Comino Source: LFS Malta, 2014.

Sig.

.001 .001 .001 .001 .001 .001 Adj.


Odds Ratio 1 .77 .91 .86 1.15 .80 Lower 95% C.I.

Upper 95% C.I.

.73 .88 .82 1.10 .75 .81 .95 .91 1.20 .85 The situation is significantly different in the context of non-formal education, with the Southern Harbour registering the highest take-up in the foregoing sector (Table 5).

Learners 39 participating in non-formal educational pursuits reported personal and social reasons as the main purpose for their most recent learning activity.
Table 5: Residence and participation in non-formal education District of residence Northern District Southern Harbour Northern Harbour South Eastern Western Gozo and Comino Sig.

.001 .001 .190 .268 .010 .018 Adj.

Odds Ratio 1 1.11 1.04 .96 1.09 .90 Lower 95% C.I.

Upper 95% C.I.

1.04 .98 .90 1.02 .83 1.18 1.10 1.03 1.16 .98 Source: NSO.

LFS, 2014.
LFS, 2014.

Multiple logistic regressions that control the interaction effects between participation in non-formal education and the reported salary level, educational attainment, gender, age and district of residence demonstrate significant and independent associations between participation and the participants' socio-demographic characteristics.
According to this analysis (Table 6), participant in the 35 to 44 years age group are approximately 47% more likely (adjusted odds = 1.471, CI 1.026 - 2.110, p < .036) to participate than the participants in the oldest (55+) age group.

Also, females are approximately 29% more likely (adjusted odds = 1.289, CI 1.066 - 1.557, p < .009) to participate in non-formal education as defined by the Labour Force Survey.
This analysis also shows that educational attainment is probably the most influential factor that determines participation in adult education since participants with ISCED 4, ISCED 5 and ISCED 6 are respectively 3 (adjusted odds = 2.963, CI 1.018 - 8.622, p < .046), 5.8 (adjusted odds = 5.841, CI 1.986- 17.176, p < .001) and 4.8 (adjusted odds = 4.763, CI 1.657 - 13.695, p < .004) times more likely to participate in this form of adult education than the participants with the lowest, ISCED 1 level of educational attainment.
The study also shows that the participants with the highest self-reported salary are approximately 50% more likely to participate in non-formal education (adjusted odds = 1.524, CI 1.127 - 2.060, p < .006) than the participants with the lowest salary level.

40 Table 6: Participation in non-formal education (multiple logistic regression results) Sig.

Adjusted Odds Lower 95% C.I.

Upper 95% C.I.
.009 1.066 1.557 1 1.289 .870 .826 1.026 .889 1.984 1.727 2.110 1.894 .224 .194 .346 .036 .177 .000 .584 .057 .046 .001 .004 1 1.314 1.194 1.471 1.298 1 1.340 2.793 2.963 5.841 4.763 AGE 55+ 18-24 25-34 35-44 45-54 GENDER Male Female EDUCATION ISCED 1 ISCED 2 ISCED 3 ISCED 4 ISCED 5 ISCED 6+ DISTRICT OF RESIDENCE Northern District Southern Harbour Northern Harbour South Eastern District Western District Gozo and Comino SALARY The lowest salary (1st qt) Below the average (2nd qt) Above the average (3rd qt) The highest salary (4th qt) Source: NSO.
LFS, 2014.

(Question: During the previous 4 weeks have you attended any courses, seminars, conferences or private lessons outside regular education?
Additional variables include in this analysis are: salary, education, sex, age and district) 1 1.187 1.070 .793 .989 .896 3.815 8.056 8.622 17.176 13.695 1.773 1.556 1.207 1.488 1.352 .471 .968 1.018 1.986 1.657 .194 .401 .724 .279 .959 .600 .795 .735 .521 .658 .593 1 .902 .901 1.524 .000 .511 .498 .006 .664 .666 1.127 1.226 1.219 2.060 According to this study, a focus on the development of viable adult education programs that suit the educational needs of social groups underrepresented among participants in non- formal education (e.g.
older low-income males with lower educational attainment) is one of the possible ways to widen participation in adult education in Malta.

41 Preferred forms and content of lifelong learning According to a recent study (Raykov, 2015), a large number of people with low education attainment (ISCED 1 or ISCED 2) are involved in informal learning at their place of work.
As Figure 34 shows, almost half (47%) of employees with lower educational attainment intensively learn at work on a daily basis while an additional 40% are also involved in learning, but less frequently, at work.

According to this study, only 12% participants in this large-scale study report infrequent (less than once a month) learning or lack of any participation in learning.
As the second part of the same figure shows, in addition to learning-by-doing, a significant number of people (56%) with lower educational attainment are frequently involved in learning from their co-workers and/or supervisors.

This study also indicates potential dissonance between formal education provision and pedagogical preferences.
The data below indicates hands-on, learning-by-doing as the preferred pedagogical tool of people with low educational attainment (early school leavers) participating in informal learning.

Figure 34: Early school leaving and participation in informal learning Source: Raykov, ECER 2015.
42 Overall, PIAAC results demonstrate (Figure 35) that the great majority of people with low educational attainment are interested in learning (readiness to learn index), but many of them face barriers that prevent them from engaging in adult education.

Figure 35: Index of early school leavers ‘readiness to learn’ Source: PIAAC, 2012.

In addition to time constraints that employees face when contemplating adult education, most of those with ISCED 1 or 2 have low control over work.
As Figure 36 shows, people with low educational attainment have limited possibilities for engagement in adult education since a substantial number have no control (39%) or limited control (42%) over their work.

In addition to this, a large number of people with low educational attainment cannot control the speed of their work.

This leads to fatigue and decreases their capability to engage in education.
Results from this large-scale survey demonstrate the important role of working conditions for widening participation in adult education.

43 Figure 36: Control over work and the possibilities for engagement in adult education Not at all Very little To some extent To a high extent To a very high extent Speed of work 16 14 25 23 22 Working hours 39 14 28 10 9 0% 20% 40% 60% 80% 100% Source: PIAAC, 2012.
Preferences regarding the content of lifelong learning in Malta One of the main education policy goals in Malta and the EU is to widen participation in adult education and to increase the current participation from 7% to 15% (European Commission, 2010; MEDE, 2014).

One of the main preconditions to achieving this goal is to understand the values and interests of the particular social groups and their evaluation of the content of education.
As well, it is important to understand the favourable forms of participation in adult education since these forms are most likely feasible for the potential participants.

Results from the recent large-scale European survey (Figure 37) of lifelong learning, which includes a sample of participants from Malta, shows that almost two-thirds (62%) of adults in the EU consider basic skills such as reading, writing and numeracy.

A significant number of adults (43%) highly value job-specific skills (e.g.
to become an engineer, accountant, hairdresser, nurse, mechanic).

In addition to the basic and job-specific skills, approximately one quarter of adults in Malta are interested in learning foreign languages (29%), specialized 44 subjects such as science (26%), or transferable skills such as problem-solving and working with others that they can use in different jobs (25%).

Figure 37: In your opinion, which of the following are the most important skills that education provides?
MOST IMPORTANT SKILLS (%) Basic skills e.g.

reading and writing, numeracy Job-specific skills e.g.

to become an engineer, ac 62 43 Foreign language skills 29 Specialised skills in specific subjects e.g.

scien Skills which can be used in different jobs e.g.

pr 26 25 0 10 20 30 40 50 60 70 Source: EP, 2014.

(Question: In your opinion, which of the following are the most important skills that education provides?
A comparison of the participants from Malta and the other EU countries (Figure 38) regarding the evaluation of the most important skills that education provides shows a very similar pattern but also some differences that reflect the specific needs of adult learners in Malta.

Both participants from Malta as well as from the other EU countries perceive basic skills including, reading, writing and numeracy as the most important (61% vs. 62%) provision of education.
Regarding educational attainment, people with lower educational attainment, who left formal education before the age of 19, highly value learning of basic skills such as reading, writing and numeracy, while half of the people who left formal education before the age of 15 highly value learning job-specific skills that can help them gain rewarding employment (Table 7).
45 80 60 40 20 0 Figure 38: Opinions about the most important skills Malta Other EU 61 62 40 34 26 30 30 26 28 24 Basic skills Job-specific skills Transferable skills Specialised skills Foreign language(s) Source: EP, 2014.

(Question: In your opinion, which of the following are the most important skills that education provides?)
For the design of the adult education programmes, it is also important to understand which forms of lifelong learning adults perceive as helpful in obtaining skills outside formal education (outside schools, vocational education and training and university).

Table 7: The Most Important Skills by educational attainment -15 years 16-19 20 years+ Basic skills e.g.

reading and writing, numeracy 61.4% 64.8% 57.0% 62.2 Job-specific skills e.g.
to become an engineer 50.8% 39.2% 41.9% 43.1 Foreign language skills 28.8% 32.6% 22.1% 29.4 Specialised skills in specific subjects e.g.

science 22.0% 26.0% 33.7% 26.3 Skills which can be used in different jobs 17.4% 26.4% 31.4% 24.7 Source: European Parlament, 2014.

According to the 2014 EP survey (Figure 39), participants in Malta perceive learning through "work experience" (67%) and "training in work or on the job" (62%) as the most viable form of adult learning outside of formal education.
In addition, a significant number of participants believe that they can obtain skills through voluntary work (46%) and through online courses (46%).

A smaller but considerable number of adults are interested in 46 predominantly individual forms of learning such as self-education (42%) and learning through travelling and working abroad (40%).

Figure 39: Perceived learning opportunities outside of formal education Source: EP, 2014.
(Question: Where or how would you be able to obtain these skills outside of formal education?)

In comparison to other forms of adult education (Table 8) people with the lowest educational attainment, who have left formal education before the age of 15, are most interested in education to gain work experience (65%) and to get "training in work or on the job" (57%).
Similarly, people with the highest educational attainment are also highly interested in learning through work experience (71%) and training in the work (62%) but, in contrast to people the with lowest educational attainment, they are significantly more interested in online courses (60% vs. 38%) and learning through travelling or working abroad (58% vs. 29%).
Table 8: Preferred Forms of adult education in Malta and educational attainment Work experience Training in work or on the job 15 years 16-19 20 years + 65% 66% 71% 57% 65% 62% Courses other than school or vocational education 44% 52% 66.7% Voluntary work or experience Self- educatio n 41% 46% 54.8% 38% 42% 46.4% Online courses, non- formal education 38% 45% 60% Travelling, living or working abroad 29% 40% 58% Source: EP, 2014.
(Question: Where or how would you be able to obtain these skills outside of formal education?)

47 International studies of attitudes toward education demonstrate high interest in, and demand for, education in many economically developed countries.

In contrast to most other European countries, there is an apparent lack of relevant data regarding the interest in adult education in Malta.
A survey of attitudes toward European policies, the 2020 strategy in Europe (European Commission, 2010), provides some indications regarding attitudes toward education but cannot replace the need for a comprehensive study that examines issues related to adult education in Malta.

One of the 2020 goals is that at least 40% of the population, aged 30 to 34 years, should have a higher education degree or diploma.

Participants in this study were asked about this percentage.
Overall, half of all EU participants in this study (51%) indicated that this number is "about right" but, in Malta, a significantly higher percentage of the participants (62%) agreed with this statement.

Furthermore, two-thirds (66%) of the people in Malta and approximately half (54%) of those in other EU countries agree with the EU2020 goal that the number of young people leaving school with no qualifications should fall to 10%.
Figure 40: Evaluation of Adult education in Malta and the other EU Member States In addition to several other favourable evaluations of education in Malta, the participants in this study positively evaluate the adult education programme.

As Figure 40 shows, almost all (96%) participants from Malta positively evaluate adult education while only 4% of 48 participants report negative attitudes toward adult education.
Statistical analysis confirms that the attitudes toward adult education in Malta are much more positive than in the other EU Member States (Chi-square = 11,223.11, p < .001).

Despite the relatively limited sample size, the results from this study confirm well- established facts that overall educational attainment in Malta is significantly lower than in most European countries.
According to this survey (Table 9), the average age at which young people stop their full-time education in Malta is 17.7 as opposed to approximately 20.1 years in the rest of Europe.

In some of the economically developed countries, such as Sweden, Demark and Finland, young people stop their full-time education at the age of 24 or 25.

Table 9: How old were you when you stopped full-time education?
N 927 942 951 935 879 411 919 916 923 289 856 880 879 501 914 967 855 1001 445 25170 Mean 19.93 19.55 20.70 19.65 19.09 20.13 25.06 19.69 18.44 17.95 19.49 18.14 15.32 19.22 23.59 25.82 20.16 18.84 17.69 20.11 Std.

Deviation 4.708 5.251 5.262 4.728 7.432 4.832 7.897 5.758 4.785 4.341 6.272 5.737 6.363 4.218 9.247 10.009 6.065 5.150 6.322 6.653 95% Confidence Interval for Mean Std.
Error .155 .171 .171 .155 .251 .238 .261 .190 .158 .255 .214 .193 .215 .188 .306 .322 .207 .163 .300 .042 Lower Bound 19.63 19.21 20.37 19.35 18.60 19.66 24.55 19.32 18.13 17.45 19.07 17.76 14.90 18.85 22.99 25.19 19.76 18.52 17.10 20.03 Upper Bound 20.24 19.88 21.04 19.95 19.58 20.60 25.57 20.06 18.75 18.45 19.91 18.52 15.75 19.59 24.19 26.45 20.57 19.16 18.28 20.19 France Belgium The Netherlands Germany (West ) Italy Luxembourg Denmark Ireland Great Britain Northern Ireland Greece Spain Portugal Germany (East) Finland Sweden Austria Hungary Malta Total The 2014 EU Survey of lifelong learning provides data relevant for the provision of adult education services in all EU Member States.
In this survey, two thirds (65%) of the 49 participants from Malta perceive basic skills as the most important domain of adult education.

As well, almost the same number of people who have incomplete secondary or elementary education have similar positive attitudes toward the value of basic skills (67%).

In addition, they, more frequently than those with higher educational attainment, perceive job-specific skills as an important area of life-long learning (51% vs. 42%).
In contrast, a significantly greater number of participants with higher, upper secondary or tertiary education (31% vs. 17%) are interested in transferable skills or specialized skills in specific subjects, for example, science (34% vs. 22%).

It is also interesting to note that people with incomplete secondary or elementary education are slightly more interested in learning foreign languages (30% vs. 22%).
This survey demonstrates that most of the participants see teachers as the most important influence in education.

Approximately 70% of participants believe that teachers’ ability to engage and motivate students is the most important factor in determining student achievement.

A lower number, 55% of all participants, believe teachers’ expertise and subject knowledge is an important factor in educational attainment.
A smaller number of participants, one-third, believe that learning environments that stimulate students is important.

Participants who left school later significantly more frequently reported (43% vs. 30%) that they perceive this factor as highly influential.

A similar proportion of participants of all groups provided similar suggestions for improvements in education.
Most of them, 55%, believe that a teacher’s ability to engage and motivate should be improved and a considerably smaller proportion (approximately one-third) believe that teachers’ subject knowledge and ability to ensure an orderly environment should be improved.

A significant number (58%) of the participants having the highest educational attainment believe that practical work experience or organization can significantly contribute to the improvement of education in Malta.
With regard to knowledge, there was a strong interest among all participants in job specific training (53%), transferable knowledge (53%), and basic skills (50%).

It should be taken into consideration that participants with higher educational attainment demonstrated the greatest interest in transferable knowledge that can be used to find jobs.

50 Finally, this study examined the financial situation of participants.
It demonstrates that people with educational attainment at the ISCED 1 and ISCED 2 levels in Malta more frequently experience difficulties in paying bills.

They also more frequently believe that they are in the lower level of the social hierarchy.

Regarding social class, more than half (57%) of people with educational attainment at the ISCED 1 and ISCED 2 level identify with the working class in contrast to one quarter (25%) of participants with higher educational attainment.
In addition to the previous findings, this study shows that computer-based learning is not a feasible form of education for older people and those with lower educational attainment.

Only 30% of ISCED 1 and ISCED 2 reported using the Internet frequently in contrast to approximately 90% of participants with higher educational attainment.

Also, people with low educational attainment rarely use the Internet at their place of work or other places, indicating a low level of computer-related skills.
In total, only 32% of people with low educational attainment use the Internet; an additional third have never used the Internet and the remaining third have no access to the Internet.

Additionally, the study shows that a very small number of people with lower educational attainment have positive attitude towards online education.
The fact that a significant number of them perceive teachers as highly important factors in education indicates a preference for learning through direct contact with teachers who are able to understand students' difficulties and can help them.

This study also demonstrates significant differences between people with low educational attainment and other participants with regard to general attitudes toward education.
A small number of people with low educational attainment (28%) perceive trade school as very good in comparison to almost half (48%) of participants with higher educational attainment.

As well, a relatively small number of people with low educational attainment (31%) agree that education provides the necessary job-related skills in comparison to over half (56%) of participants who obtained higher education.
Those with low educational attainment more frequently have negative attitudes toward vocational and higher education.

In contrast, they perceive adult education courses much more positively; 63% in this group believe that adult education is very good in comparison with 25% of participants with higher educational attainment.
51 Pilot Study and Concluding Remarks The main objective of this study is to provide relevant and reliable information necessary for evidence-based decision making related to supporting wider participation in different forms of lifelong learning.
Based on the empirical findings, this study aims to propose a number of measures, which are likely to widen access to educational opportunities and increase participation in lifelong learning, particularly among members of disadvantaged social groups and those who demonstrate an unmet demand for work-related education and training.
In addition to the analysis of the large-scale national (LFS and AES data) and international (EP data) surveys, this study also includes a pilot survey of adult participants from Malta.

They were interviewed by phone in order to collect some preliminary data related to their participation in a wide variety of different forms of adult education.

The semi-structured interview was based on the Work and Lifelong Learning WALL (Livingstone & Raykov, 2012) and PIAAC (OECD, 2013) surveys.
The survey was translated to Maltese and converted into an online survey that was used as a base for computer-assisted telephone interviews.

The participants were randomly selected from publically available phonebooks and the study was approved by the institutional ethics review board.

This component of the study included 28 participants who agreed to be interviewed or to take the online survey.
The phone interviews, interview notes and the online collected data were used for this section of the report.7 This study was conducted to examine feasibility of some new or additional questions or variables which are not available in the standard national system of indicators related to adult education.

The aim of the pilot study was not to generate national estimates of 7 We would like to acknowledge research assistance from the Faculty of Education post-graduate students Louise Chircop and Tania Borg.
52 participation in adult education but rather to examine the preliminary validity of new questions and general patterns of responses and characteristics of participation in adult education.

Most of the participants were employed and only a few were involved or intended to continue their formal education as students in an educational institution.

In contrast, a significant number of participants in this pilot study reported that they are taking different forms of accredited courses on a part-time basis.
Regarding non-formal and informal learning, the majority of participants mentioned that they learn 'a lot' and acquire work- related skills through their paid work, work at home as well as through their participation in voluntary activities.

Participants with higher education attainment, for example a degree in accounting, mentioned that in their occupations they feel "out-dated" if they do not take additional courses.
Another participant, a nurse, mentioned that their profession requires continuing professional development (CPD) and that nurses “have to do continuous courses”.

Employers often organise courses for their employees and their support is perceived as very convenient for CPD because of the many barriers to their participation in adult education.
It was also obvious that the participants who use computers at work have more opportunities for learning and organized training than the other interview participants.

More than half of the interviewed participants mentioned their involvement in different forms of employment-related informal learning.

Most of them reported learning about new job-related tasks, computers and new equipment.
As well, a significant number, almost half of the participants, learn about financial management, employment conditions and health and safety.

Regarding the PIAAC question concerning how often they learn from co-workers or supervisors, more than half of the participants mentioned that they learn from them every day or at least once a week.

A significantly smaller number of participants, approximately one third, mentioned that they rarely or never learn from their co-workers or supervisors.
For a number of participants “learning from their supervisors and co-workers” was 53 perceived as a "normal" part of daily routine.

The pattern of responses from the interviews is, despite the small sample, similar to the results obtained through large-scale surveys such as PIAAC (OECD, 2013).

A similar pattern of responses was identified in regard to learning-by-doing.
The frequency of the intensive, daily learning-by-doing is in contrast with the results obtained through official surveys and indicates that there is a need for the collection of a larger set of indicators that can provide a comprehensive overview of participation in different forms of adult education.
One of the important findings of this pilot study is that a considerable number of the participants mentioned that they (deliberately) try to learn something about their work on their own in order to improve their knowledge or skills.

Regarding this question, it is important to note that for a considerable number of participants with lower educational attainment, this question was not intelligible and therefore, several participants required an additional explanation.
This indicates that there is a need to examine the issue in more detail in order to determine the most appropriate formulation of this question to ensure that it is suitable for people with lower education attainment.

Regarding the methods of learning, approximately half of participants stated that they acquired knowledge through individual learning, while a third mentioned training provided by their employers.
A smaller number of them indicated that they acquired knowledge as a combination of working individually and learning with their co-workers and supervisors.

Regarding the sources for informal learning, most participants indicated the Internet and family members.

A relatively small number of participants reported learning from books.
It is interesting to note that several participants mention that they learn from audiovisual sources (YouTube) as it is flexible and allows them to learn at a time that is convenient for them.

A small percentage of participants also reported that their main source of informal learning comes from television and radio.

Some of them mentioned that they do not read books or newspapers but watch television or listen to the radio.
Several older participants mentioned that they often learn about computers from their children.

In addition, they also 54 mentioned learning about mobile phones, the Internet and computers from their children and grand-children.

This indicates that there is a lot of inter-generational learning.

The interviews also identified a significant number of participants who wanted to participate in formal or non-formal training but, due to various reasons, were not able do this.
The main theme that emerged from the interviews was that most of the participants were interested in adult education (formal and non-formal learning), but several participants indicated that they face various barriers to engaging in adult education.

The most frequent barriers to participation were family obligations and the cost of training.

Both male and female participants often indicated that their need to take care for their children is probably the most significant obstacle to participation.
Some of those who were not able to participate also mentioned a heavy workload (e.g.

“I have too much on my plate”).

A number of participants employed in jobs that require a low level of skills indicated a lack of interest in learning.

In addition to their family commitments, a small number of the participants mentioned that they were not able to find courses in the country that matched their interests (e.g.
courses such as micro biology) and that the major obstacle for taking courses abroad was the lack of financial resources for studying abroad.

A small number of participants who were interested in specific courses indicated that they needed to wait for enough participants required for the organization of a course.
Since one of the major barriers to participation in adult education for the majority of participants is their work schedule, it is obvious that employers' support and the flexible schedule of adult education courses are likely to facilitate wider participation in adult education.
Regarding the factors that can increase participation in adult education, the pilot study found indications that a relatively large number of adults demonstrate an interest in prior learning assessment and recognition (PLAR) and that this practice would very likely contribute to their increased interest and participation in adult education.

55 Approximately two-thirds of the participants in this pilot study in Malta demonstrated interest in PLAR.
The proportion of participants who are interested in PLAR is even greater than the proportion of participants interested in PLAR obtained in a much greater international study (Livingstone Rayko & Turner, 2005).

A significant number of the participants interested in PLAR believe that they already have knowledge and skills and, therefore, they would like to obtain accreditation for their prior learning.
Most of the participants who are interested in this type of assessment are motivated by the fact that their knowledge and skills could be recognised.

Several participants were not aware of the opportunities for PLAR or did not understand the concept of prior learning assessment.

This finding demonstrates that there is an apparent need to design and test any question related to the increasingly complex content and terminology in education.
The participants’ responses also indicated that they would be interested in this form of participation if this does not require complicated administrative procedures.

The common response from the participants was that they would engage in PLAR if the procedure is not too complicated.

A participant in the study stated, "If it is too complicated, it is not worth doing."

Overall, the pilot study indicated that there is a considerable interest in PLAR, primarily among younger employed participants.
The study also indicated that there is a need for the use of appropriate simple language that most people interested in this form of participation in adult education can understand.

The study also found that older participants are less interested in PLAR, but many from this age group regret that they did not have this opportunity earlier in their lives.
Recently identified barriers that stand in the way of participation in lifelong learning include: The ‘stipends system’ at University which was introduced by the Nationalist Government in 1987 to replace the former wage linked to the ‘Worker-Student’ scheme (Mayo 2012; Mayo, 2013) in university education.

This system of funding clearly discriminates against students on the basis of age since those enrolled in full-time courses, over the age of 30, are excluded from the funding.
This measure also fails to take into consideration the needs of people at different ages to continue their studies.

The measure often adversely affects persons, 56 usually women, who interrupt their studies because of family concerns, particularly caring for children in their early years.

They often wish to return at a later age (often in their 30s) to take up further studies, including those that will enable them to rejoin the labour market (e.g.
the Post-Graduate Certificate in Education course, now to be converted, with the four year B.Ed.

course, into a Master’s in Teaching and Learning, which allows them to take up teaching).

Needless to say, single parents are the hardest hit in these circumstances.

This situation alone provides a strong case for the introduction of means testing with regard to student funding.

(Mayo, 2007, p. 63) Apart from funding, the issue of alternative entry qualifications also needs to be considered.
The introduction of the ‘maturity clause’ in 1987 was commendable.

The country, probably through an independent body, must, however, develop effective procedures for the proper evaluation of alternative qualifications (including alternative learning experiences).

This would enable potential participants, who do not possess the formal entry qualifications, to gain proper recognition for what they have learnt through alternative routes.
This recognition should provide them with access to the University’s courses, including evening courses.

Once again, the country requires expertise in the much-debated area of the Accreditation of Prior Learning.
(Mayo, 2007, p. 63) The University has recently appeared resistant to providing holders of non-postgraduate diplomas in say adult education with the chance to engage in a bridging programme which, in the absence of a first degree in the area, would allow them then to proceed to a professional-cum-academic Master's degree in the same field.

This specific MA course is made available to all those in possession of a good first degree in any area.
With regard to honours degree courses, there has also been a traditional reluctance to make these degrees accessible to those who cannot afford to undertake full-time studies.

Only BA General degrees were, for a long period, made available in the evening and these degrees preclude people from furthering their studies at the University for a Higher degree unless a qualifying course is undertaken.

There were times when certain departments prevented students from taking these exams in their specific area.
Now the faculties of Arts and especially Science have been reluctant in recent years to offer even a BA General degree in the evening save for the occasional course in Gozo.

The University of London has, for years, 57 been making its honours courses available to adult students either on a part-time/evening basis or through its external service.
A good many Maltese (studying in Malta) have benefited from this latter opportunity, including some who later became established professors at the University of Malta.

There seems to be no legitimate academic reason why degree courses at the honours degree level should not be made available to Maltese adult students as evening university continuing education courses.

Happily, B.A.

Honours evening degree courses in three areas, Theology; Work and Human Resources and Youth Studies are now available.
One hopes that these are the first of many programmes offered in the evening at Honours degree level to adults who cannot afford full time studies.

The range of provision available is still quite restricted.
(Mayo, 2003, 2007) Other barriers include the unavailability of a proper extension service at the University of Malta and the non-existence of a locally relevant virtual university which, given Malta's small state condition and its particular characteristics (Baldacchino & Farrugia, 2002; Bacchus, 2008; Baldacchino, 2012; Mayo, 2010), should ideally be linked to the country's only existing university or its vocational counterpart, MCAST.
The latter is a public institution which has been given the right to confer degrees and also comprises a number of colleges including, as indicated earlier, a university college.
Barriers also arise through the inability of unions to press for paid educational leave in their negotiations with employers (Wain & Mayo, 1992), although the current political climate in this period of hegemonic Neoliberal globalisation had placed the unions on the back foot in this regard and they are more likely to press for opportunities for ‘retooling’ of labour skills (Baldacchino & Mayo, 1996) and vocational reorientation courses in an age when people are working beyond 60.
This is because of the demographic factors that point to an aging population; over the 20th Century the population of Malta has nearly doubled, from 211,564 in 1911 to 416,055 in 2011 and, at end of 2010, nearly a quarter of the total population, or 98,547 persons, were 60 years old and over.

(Formosa, 2013, p. 91) There is also the alarming prospect of pensions becoming an individual rather than a social responsibility (Mayo, 2007).
While on the subject of older adults, private old people's homes are mushrooming as elderly persons constitute a lucrative market (Findsen & Formosa, 2011).

And yet, these homes 58 provide barriers to learning in the context of lifelong adult education, since they employ only nurses, health assistants and the occasional visiting doctor while cultural animators or adult educators are rarely to be seen (Mayo, 2007).
Malta needs to ensure that a cadre of trained people is provided in the area of Educating Older Adults so that these people can be employed at old people’s homes to ensure that these places become hives of activity that can have a salutary effect on the lives of their residents.

The residents would thus be viewed as active and not passive beings, active citizens at a period in their life when access to citizenship learning and action is denied to them.

Government homes (e.g.


St Vincent De Paule) can serve as initial models in this regard.

(Mayo, 2007, p. 57) Other barriers also exist at the local level.

There is the failure of most local councils (some did occasionally collaborate with NGOs in the area - Caruana, 2004, p. 64) to give pride of place to adult community education in their activities.
Admittedly some have provided the odd course in ICT in their community, the odd literacy course in concert with an NGO or a crafts-based programme,8 as indicated previously, but little else.

Local councils can, for instance, play a prominent part in the development of the local School as Community Learning Centre (SCLC) (Mayo, 2013a) and in the fostering of a community education culture.
The major stumbling block here is financial but, we would suspect, also a lack of knowledge of the field of adult community education.

We wonder whether the budget for local councils ought to be increased with a substantial amount to be reserved for educational programmes and to be allocated and spent solely for that purpose.
The Malta Labour Party promised such a development in its discussion document on education, produced a year ahead of the 2008 elections which it lost, although it was not clear then how one would ensure that the extra funding is allotted solely and exclusively for educational purposes.

(Mayo, 2007, pp.

56-57) Prospective community programmes can be developed in connection with the SCLC in the specific locality.
Projects would include the development of a viable and attractive community library, on the lines of the one opened, well over a decade ago, at Fgura, and an IT centre (both could be part of the service provided by SCLC), the latter intended to serve 8 https://www.gov.mt/en/Government/Press%20Releases/Pages/2015/Sept/05/pr151949.aspx 59 as a means to bridge the ‘digital divide.’ The councils could also help set up child care facilities to ensure that both women and men can avail themselves of these opportunities.
So would elderly persons who often serve as child minders in lieu of such facilities (this is common in a small state where distances are short and parents can avail themselves of much more trusted family members in this regard).

Local councils can also help set up community/people’s museums which can serve as learning sites.

(Mayo, 2007, p. 59).

One of the barriers to adult learning in museums and other cultural centres in these islands is the lack of personnel serving as educators in these contexts.
We tend to equate teaching and learning only with established educational institutions such as schools, universities etc.

But there are other sources of 'public pedagogy' which require educators to help and pro- actively engage in attracting people to these sites.

The lack of investment in audiovisual technology, especially in the larger national museums, is another stumbling block.
On another note the lack of provision of state of the art multimedia libraries in various localities, with well prepared librarians, is another stumbling block to adult participation in learning.

While the idea of developing schools as multipurpose learning sites is an important one in small states, one must ensure that significant changes to the sites (not cosmetic ones) are made to make the environment one that is conducive and attractive to adult learners.
People with low schooling achievement or school 'drop outs' are the ones most likely to resist efforts at attracting them towards adult learning.

It is important, therefore, that the environment is one that does not smack of a 'traditional school classroom' but one that accommodates adults.
Furthermore, people involved in running after-school programmes for adults must have a good grounding in either adult education or community learning to ensure that the pedagogical approach is not that associated with conventional schooling and which probably had an alienating effect on the person during his or her schooling days.

Where possible, an extensive network of sites can be developed.
Ideally, participants in these programmes should be encouraged to teach courses in the area in which the person is proficient so that the person will be both teacher and learner at the same time.

For 60 instance, one who works in the catering trade and who is functionally illiterate can undertake literacy classes and at the same time teach catering classes.
The idea of being a teacher as well as a learner can boost the person's self-esteem and enable the person to view the learning/teaching setting in a different light.

One would thus avoid the stigma attached to adult literacy learning in a small community where everyone knows each other and is under the spotlight; an effective means of managing intimacy (Baldacchino & mayo, 1996).

For example, the highly literate educator can himself/herself take a computer literacy class etc.
In short, this would be a project that avoids the traditional deficit model associated with conventional adult education, one of the reasons why, for instance, Portugal avoided a mass literacy campaign immediately following the 1974 Carnation revolution (Melo, 1985).

Changing the pronoun in Chaucer’s famous phrase, regarding the Clerk, in The Canterbury Tales, ‘gladly will they learn and gladly will they teach.’ And all this in a programme, we would add, that highlights both their strengths and needs.
It would be interesting to see whether the deficit model constitutes a barrier to participation for those being surveyed or interviewed in this study.

This has ramifications for the participation of all adults in education programmes, especially migrant adults seeking to integrate into Maltese society.
Research from nearby Italy and other Mediterranean countries indicates the problem of confining programmes to forms of what Italians call assistenzialismo Adult educators should not regard incoming migrant groups as “deficits”; the programs and experiences provided should be those in which the members of all ethnic groups involved, including the ethnic groups to which the adult educators belong, are conceived of as “subjects” and not as “objects.” (English & Mayo, 2012, p. 176) On an even more positive note, the scramble for EU funds is leading to innovative ways of carrying out adult education in Malta and this can serve to provide opportunities for adults of different background to engage in adult education.
University has been very much involved in the professional preparation of adult educators first at diploma level and more recently at MA level.

This can provide the country with a cadre of well prepared adult educators both in the theoretical and practical aspects of adult education.

They have been 61 encouraged to use their imagination in devising projects for their practicum and this can serve the country in good stead.
The EU’s discourse, thus far, has, save for some social democratic trappings, reflected an excessively economistic view of lifelong learning.

This view sits comfortably with the dominant neoliberal scenario, one which shuns the collective dimensions of learning in favour of one underlined by the politics of ‘responsibilisation’ and which sees people as adapting to the world, rather than problematising it with a view to changing it.
The major challenge for Malta as elsewhere is to strike a balance between the demands of employment and the demands for the development of a genuinely democratic public sphere with criticality and problem-posing at its core.

This would have implications for the types of adult learning, some perhaps already in existence (e.g.

blogging and other uses of digital technology), that need to be valorised and promoted.
It remains to be seen whether this research will confirm this consideration that ought to constitute an important feature of the incoming data analysis.

The prospects for future policy in this regard are good, judging from the recent National Lifelong Learning Strategy.
A cursory reading of the draft strategy document, produced by the Ministry of Education and Employment, would suggest that it follows other EU driven documents, being ostensibly economistic with the emphasis on competitivity and ‘employability’.

This is reinforced by the fact that the ‘employability’ issue is foregrounded in the document.

Nevertheless a more careful reading would indicate that it also highlights the social dimension of learning.
It incorporates such issues as the overdue need to develop schools as community learning centres (Mayo, 2014), making a multifunctional use of this resource in a small country in which the cost per capita of resource duplication is high when compared with that for larger countries; and funds for this prospective initiative have been secured to assist the LL strategy task force in implementing this idea, initially through a pilot project.
Most importantly, the draft document recognises the sterling work of NGOs (MEDE, 2014, pp.

72- 75) in the adult education field, even arguing for further support in this area.

It attaches due importance to the role which local councils (municipal councils in every locality) can play in this regard (MEDE, 2014, p. 40).

Furthermore, it focuses on areas of social difference including the concerns of men, women, the elderly and the disabled (MEDE, 2014, pp.

34- 62 37).
34- 62 37).

It conceives of their situation within the context of community development and action programmes, and in the context of coordinated communal learning strategies and networks.
It tackles the role that adult education can play in the context of immigration (adult education, consisting of adult literacy programmes, historically played an important role in Maltese emigration) and offers guidelines for adult education to contribute to “facilitate the integration of migrants in Maltese society” (MEDE, 2014, p. 72).
It extends the notion of difference from the social to the bio-centric with its emphasis on a green component lying at the core of a national LL strategy, all within the context of lifelong and adult learning for sustainable development.
(MEDE, 2014, p. 76) The document is also rooted in the present, pragmatically highlighting some of the most forward looking initiatives on the islands, such as the university’s recent Liberal Arts & Sciences venture (MEDE, 2014, p. 56), consisting of provision of mainly public courses for adults.

This course smacks of an extension University Continuing Education programme.

It does so at a time when the Liberal Arts area is being subjected to blistering attacks elsewhere (Giroux, 2014; Zakaria, 2015).
It also proposes turning one of the public broadcasting channels into an important outlet for adult and general public education.

Furthermore, it sheds light on local research in the field, most of it published internationally, from books to papers in peer reviewed journals.

A substantial part of this research is highly critical of the Neoliberal turn in the LL discourse (see Wain, 2004a, 2004b; Walters et al, 2004; Borg & Mayo, 2004, 2005).
It even called for the setting up of a department of adult education at University, an idea which recently came to pass, as of October 20159 - quite a remarkable occurrence at a time when community oriented departments of adult education are fast becoming an extinct species at universities in the Anglophone world.
This well crafted document provides a clarion call for participation in lifelong learning, a process of democratic participation that, we would argue, renders it an important source of reference when analysing the data already at hand and about to be secured.
Based on the results from this study, in addition to the general measures focused to widen participation in adult education of the entire adult population, some targeted programmes 9 The recently set up Department of Arts, Open Communities and Adult Education, Faculty of Education, University of Malta 63 and other measures should be focused on the 45 years and older age group, people with lower educational attainment self-employed, unemployed, people not in labour force as well as employees in small companies.
Results demonstrate that in Malta, employer support plays a crucial role for participation in adult education.

The study shows that most of participants in formal education were financially supported by their current or future employers.
Overall, besides efforts to increase participation in all forms of adult education, short-term courses, seminars and workshops deserve particular attention since this form of education, in collaboration with employers support for training, is probably the most promising way to widen participation in adult education.
Results indicate that unemployed and people not in labour force rarely attend seminars and workshops, but this form of adult education can significantly increase their employability and enhance their motivation for participation in adult education.

According to indications from our previous studies, it could be expected that measures aimed at improving and supporting lifelong learning could have broad effects on general levels of participation.
To date, identified preferred modes of informal learning (Raykov et al., 2005) and the influence that membership in professional and trade organizations (Raykov & Livingstone, 2014; Livingstone & Raykov, 2006) have on the level of participation in work-related informal learning indicate some of the ways in which lifelong, work-related learning can be more widely implemented.
This study is expected to provide an array of evidence, and suggest some solutions, which can improve organization and conditions for learning for the majority of employees, regardless of their educational and socioeconomic background.
Furthermore, it is expected that the collective dimension of learning, a feature of some of the best traditions in adult education and especially adult community education, will come to the fore when examining the collected data, although one should not underestimate the power of an individualising and atomising ideology that has been holding sway for quite a few decades, an ideology inextricably intertwined with the Neoliberal ideology that is market oriented and places the emphasis on consumer choice.
And yet, the literature in adult education, and adult community education (Ledwith, 2005) has shown time and time again that communal habits 64 and longings are not to be underestimated and have served as sources of resistance, intended or otherwise, to the dominant ideology.
Closely knit communities such as those in small island societies often fashion attitudes to learning in adulthood that can go against the grain of individualising learning experiences, more so in countries with a dominant Catholic belief system traditionally connected to contexts, albeit smothering at times, characterised by and which foster a sense of gemeinschaft.
Results from the study demonstrate substantial variations regarding participation in various forms of adult education among different countries as well as variations in the level of participation of different social groups.

This extensive variability of participation requires constant monitoring as well as in-depth studies focused on challenges specific for a society.
At the current stage, there is an apparent lack of evidence regarding the profile of participants and non-participants in different forms of adult education in Malta.

Thus, future research studies will need to focus on exploration of this issue.

There are also evident different conceptualizations of adult education and various methodological approaches.
There is an o lack of comprehensive studies that examine a wide range of adult learning-related activities as well as different forms of adult education and factors that determine participation in adult education.

In addition to the predominantly quantitative approach to the exploration of adult education, mixed method and comparative approaches in exploration in the complex domain of adult education can provide applicable results.
It also offers the possibility to better understand and create policies to address some of the main issues in the domain of adult education.

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71 APPENDIX Summary table that shows profiles of participation in formal education, different forms of non-formal education and informal learning in Malta (%) Formal Education Non- formal education Courses Seminars or work- shops On-the-job training Informal Learning AGE 45 years or more 35-44 years 25-34 years GENDER Male Female EDUCATION ISCED -2 ISCED 3,4 ISCED 5+ EMPL.
STATUS Self-employed Employed Unemployed Not in LF COMPANY SIZE 1 to 10 persons 11 to 19 persons 20 to 49 persons 50 or more pers TOTAL Source: AES, 2011.
THE AUTHORS Professor Carmel Borg is former head of department and dean of the Faculty of Education, University of Malta.
He lectures in Curriculum Studies, Critical Pedagogy, Parental Involvement in Education, and Community and Adult Education.

He has authored and co- authored, presented, often as keynote speaker, and published extensively in several languages around the foregoing issues.

As a public intellectual and community activist, Professor Borg promotes education as a liberating experience and challenges technologies of oppression within education systems.
He has a long-standing involvement in curriculum development at all levels of the education process, locally and internationally.

Professor Borg is the Editor of the Malta Review of Education Research (MRER) and associate editor of several other peer-reviewed, international journals.

He is also editor of the Education Research Monograph Series (ERMS).

Peter Mayo is Professor and Head, Department of Arts, Open Communities & Adult Education, University of Malta.
He is also member of the Collegio Docenti for the Dottorato di Ricerca programme in Educational Sciences and Continuing Education, University of Verona and Visiting Professor (October 2016-September 2018) at the Institute of Education, UCL, London..

Among his latest books is his C Houle award winning Learning with Adults.

A Critical Pedagogical Introduction (with Leona English, 2012).

Published around 20 books and over a 100 papers either as articles in refereed journals or as chapters in edited books.
Dr Milosh Raykov is a senior lecturer in the Department of Educational Studies at the University of Malta.

He teaches courses in sociology of education and research methods in education.

He is currently involved in studies of lifelong learning, learning in labour organizations, wellbeing and quality of work life, and the long-term outcomes of community service-learning.

Dr Raykov is co-editor of the Malta Review of Education Research (MRER) and the Postcolonial Directions in Education (PDE).
His recent publications include Underemployment and Quality of Life (2012) and co-authored studies of Adult Learning Trends in Canada (2013), The Long-term Outcomes of Community Service-Learning (2014) and Early School Leaving and Wellbeing in Malta and Beyond (2015).
73 Faculty of Education, UNIVERSITY OF MALTA Department of Arts, Open Communities and Adult Education March 2016 Prof CARMEL BORG Prof PETER MAYO Dr MILOSH RAYKOV ADULT LEARNING IN MALTA KNOWLEDGE GAPS AND METHODOLOGICAL CHALLENGES DIPARTIMENT GĦAL SERVIZZI EDUKATTIVI DEPARTMENT FOR EDUCATIONAL SERVICES IL-FURJANA VLT 2000 FLORIANA VLT 2000 MALTA MALTA Direttorat għat-Tagħlim Tul il-Ħajja u Studenti li Jħallu l-Iskola Kmieni Directorate for Lifelong Learning and Early School Leavers Early School Leaving Unit 2015 A report on the implementation of the Strategic Plan for the Prevention of Early School Leaving in Malta 2014 Contents Contents ................................................................................................................................................... i List of Tables .......................................................................................................................................... iii List of Figures .......................................................................................................................................... v List of Abbreviations .............................................................................................................................. vi Executive Summary .............................................................................................................................. viii 1.
2.
Introduction .................................................................................................................................... 1 Implementation and Monitoring Systems ...................................................................................... 8 2.1 Inter-Ministerial Committee ..................................................................................................................... 8 2.2 The setting up of the Early School Leaving Unit ....................................................................................... 8 2.3 The ESL working group ............................................................................................................................. 8 2.4 Constructing a comprehensive data framework ...................................................................................... 9 3.
Prevention ..................................................................................................................................... 10 3.1 Providing free childcare .......................................................................................................................... 10 3.2 Education for and through diversity ....................................................................................................... 11 3.3 Meeting the needs of high achievers ..................................................................................................... 12 3.4 Setting up middle schools ....................................................................................................................... 14 3.5 Developing e-learning content to better respond to students’ learning needs ......................................... 14 3.6 Tapping mobile technology for more student engagement ................................................................... 15 3.7 Funding for a school-based approach to reducing ESL ........................................................................... 16 3.8 Introducing a well-structured vocational pathway in Maltese secondary schools .................................... 16 3.9 Strengthening the transition process across educational pathways ...................................................... 18 3.10 Reviewing and consolidating career guidance across levels .................................................................. 19 3.11 Honing the potential of the Secondary School Certificate and Profile ................................................... 20 3.12 Harnessing and strengthening parental support to combat ESL ............................................................ 22 3.13 Supporting teachers to address the ESL challenge through teacher training ........................................ 23 4.
Intervention .................................................................................................................................. 25 4.1 Developing early warning systems and enabling timely action.............................................................. 25 4.2 Consolidating support networks for students at risk of becoming early school leavers ........................ 28 4.3 Harnessing Youth Workers’ support for older students ......................................................................... 29 4.4 Empowering students with social, emotional and behavioural difficulties ............................................ 29 4.5 Supporting teenage mothers to remain in education and training ........................................................ 30 4.6 Supporting students and parents through after-school support programmes ...................................... 31 4.7 Supporting students at risk in the secondary school .............................................................................. 32 i 5.
Compensation ............................................................................................................................... 35 5.1 Striking strategic partnerships to create an effective second chance education for students at risk .... 35 5.2 Providing quality second chance education to improve life chances for persons with disabilities ........ 41 5.3 Implementing the Youth Guarantee scheme to reach out to young people at risk ............................... 42 6.
Conclusion ..................................................................................................................................... 44 References ............................................................................................................................................ 46 ii List of Tables Table 1.1 ESL rate for Malta .................................................................................................................... 1 Table 1.2 NEETs’ rate for Malta .............................................................................................................. 3 Table 1.3 Youth unemployment rate for Malta ...................................................................................... 3 Table 1.4 Percentage of 16-year-olds registering for SEC ...................................................................... 4 Table 1.5 Percentage of students who obtained 5 or more passes in SEC subjects ............................... 5 Table 1.6 Percentage of passes in the basic SEC subjects ...................................................................... 6 Table 1.7 Students sitting for SEC by region and gender ........................................................................ 6 Table 3.1 Childcare services provided by FES ....................................................................................... 10 Table 3.2 Foreign students in Maltese State schools in 2014-2015 ..................................................... 11 Table 3.3 Foreign students in Maltese Church schools in 2014-2015 .................................................. 11 Table 3.4 Foreign students in Maltese Independent schools in 2014-2015 ......................................... 11 Table 3.5 Foreign students in Maltese state schools in May 2014 ....................................................... 11 Table 3.6 Meetings to facilitate the setting up of co-ed middle schools and senior secondary schools and student transition from primary to middle to senior secondary school
 ....................................... 14 Table 3.7 Students taking VET subjects in Secondary schools .............................................................. 17 Table 3.8 SSC&P by gender and level .................................................................................................... 21 Table 4.1 Total absences in State schools ............................................................................................. 25 Table 4.2 Total unauthorised absences in State schools ...................................................................... 26 Table 4.3 Average of unauthorised absences per student per college ................................................ 26 Table 4.4 Reasons given by students for absenting themselves from school ...................................... 27 Table 4.5 Youths making use of Youth in Focus programme ................................................................ 28 Table 4.6 Students given a service by Nurture Classes and Learning Support Zones........................... 29 Table 4.7 Students in Learning Support Centres in 2015-2016 ............................................................ 30 Table 4.8 Students at the Education Hub, Ħamrun, in 2015-2016 ....................................................... 30 Table 4.9 Students participating in the ALP .......................................................................................... 32 Table 4.10 Number of students participating in the XL Programme .................................................... 33 Table 4.11 Students taking Support Classes by subject and gender .................................................... 34 Table 4.12 Students taking Support Classes by subject and school ..................................................... 34 Table 5.1 Students, by gender, who started and finished the year at MCAST Foundation Certificate Programme in scholastic year
 2014-2015............................................................................................. 35 Table 5.2 Dropouts from the MCAST Foundation Programme in scholastic year 2014-2015 .............. 35 Table 5.3 Students enrolling in the MCAST Foundation Programme ................................................... 36 Table 5.4 Students enrolling in the Foundation Programme at ITS ...................................................... 36 Table 5.5 Students enrolling at the GEM16+ ........................................................................................ 37 Table 5.6 Students Enrolling at GCHSS ................................................................................................. 37 Table 5.7 Students enrolling as first years at Sir M A Refalo Sixth Form .............................................. 38 Table 5.8 Students enrolling in first year at University Junior College ................................................. 38 Table 5.9 Young people attending the Youth.Inc programme ............................................................. 39 iii Table 5.10 Young people attending the Embark for Life Programme 2014 ......................................... 39 Table 5.11 Young people attending the Embark for Life Programme 2014 by sex .............................. 39 Table 5.12 Learners enrolling in Lifelong Learning Courses offered by the DLL&ESL in 2015-2016 .... 40 Table 5.13 Students attending the Pathway Programme ..................................................................... 41 Table 5.14 Students attending SEC Revision Classes ............................................................................ 43 Table 5.15 Students attending MCAST Remedial Classes ..................................................................... 43 iv List of Figures Figure 1.1 ESL rate in Malta and in the EU .............................................................................................. 2 Figure 1.2 ESL rate by gender in Malta and
 in the EU ............................................................................ 2 Figure 1.3 Percentage of sixteen-year-olds sitting for SEC examinations .............................................. 5 v List of Abbreviations ALP CCP CPD Ce DCM DLL&ESL DQSE DSS E4L ELC ESL ESLU ETC EU FES FSWS GCHSS Alternative Learning Programme Core Curriculum Programme Continuous Professional Development Department for Curriculum Management Directorate for Lifelong Learning and Early School Leavers Directorate for Quality and Standards in Education Department for Student Services Embark for Life Programme Education Leadership Council Early School Leaving Early School Leaving Unit Employment and Training Corporation European Union Foundation for Educational Services Foundation for Social Welfare Services Giovanni Curmi Higher Secondary School GEM16+ Ġużè Ellul Mercer 16+ ICT IEN IEP IMC INCO IQA ITS LFS LOF Information and Communication Technology Individual Educational Needs Individual Educational Plan Inter-Ministerial Committee Inclusion Coordinator Internal Quality Assurance Institute of Tourism Studies Labour Force Survey Learning Outcomes Framework MAPSSS Maltese Association of Parents of State School Students MARSF MCAST MEDE MITA MQF NCFHE NEET NLA NSO PSCD SEBD Sir M.A.
Refalo Sixth Form Malta College of Arts, Science and Technology Ministry for Education and Employment Malta Information Technology Agency Malta Qualifications Framework National Commission for Further and Higher Education Not in Employment, Education or Training National Literacy Agency National Statistics Office Personal, Social and Career Development Social, Emotional and Behavioural Difficulties vi SEC SIS SSC&P STEM VLE Secondary Education Certificate Student Information Systems Unit Secondary School Certificate and Profile Science, Technology, Engineering and Mathematics Virtual Learning Environment vii A Report on the Implementation of the Strategic Plan for the Prevention of Early School Leaving in Malta 2014 Executive Summary In Malta, early school leavers are defined as 18 to 24-year-olds who have not obtained a grade between 1 and 7 in at least five Secondary Education Certificate (SEC) exams or equivalent and who are not in education or training.
At present, the ESL rate in Malta is 20.3%.

A Strategic Plan for the Prevention of Early School Leaving in Malta was launched in June 2014 after a consultation process with stakeholders.

In order to monitor the implementation of this strategy an Early School Leaving Unit (ESLU) was set up within the Directorate for Lifelong Learning and Early School Leavers (DLL&ESL).

Moreover, an Inter-Ministerial Committee (IMC) as well as two working groups were formed to help the ESLU in its monitoring function.
This report aims at providing an overview of the progress in tackling early school leaving in Malta.

Prevention measures Preventive measures were taken to ensure that schooling responds to student diversity and addresses student needs as from a very young age.

In 2015, more than 90 childcare centres were registered with the Free Childcare Scheme.

These include the 13 centres run by the Foundation for Educational Services (FES) which already provides the service for free for less privileged families.
Foreign students need to feel a sense of belonging in order to be able to benefit from the schooling experience.

In line with this, the Cultural Integration Unit within the Ministry for Education and Employment (MEDE) set up induction, cultural orientation and inclusion programmes for migrant students and their parents.

Gifted and talented students are also prone to school disengagement.
For this reason, the Directorate for Curriculum Management (DCM) organises regular activities to target such students through initiatives such as the High 5 Junior Mathematicians Challenge, the Malta Junior Science Olympiad and the Maths Olympiad.

Another initiative, Setting the Stage for Budding Rockstars, is organised by the Department for Student Services (DSS) in order to promote entrepreneurship skills amongst youth.
A relevant reform in curriculum implementation is the introduction of the Learning Outcomes Framework (LOF) which identifies learning outcomes for all cycles of compulsory education.

Learning outcomes are explicit indicators of what learners should achieve from their schooling.

This pedagogical strategy is meant to move away from traditional approaches towards learner- centred ones, leading to equal access for all learners.
viii With regards to co-education, by September 2015 every State college had its own co- educational middle school.

As from September 2016 every college will phase in its own co- educational senior secondary school.

There has also been a huge investment in digital infrastructure including interactive whiteboards and a Virtual Learning Environment (VLE) platform.

The VLE platform is also hosting a Parental Portal in order to maximize home-school communication.
This service was officially launched in the Gozo College in 2015 and will be rolled out in all colleges throughout 2015-2016.

Furthermore, computer tablets were distributed to students in various state and non-state primary schools as part of the One Tablet per Child pilot project.

Once this is implemented, tablets will be used to promote numeracy and digital literacy skills.
Regarding school-based approaches to tackling ESL, an incentive of EUR 500 per College was given to college representatives within the ESL Compulsory Education Working Group.

Participating schools were asked to come up with projects and to provide an overview of how such initiatives would help students at risk of becoming early school leavers.
During the scholastic year 2015-16, all State senior secondary schools as well as some Church and Independent schools offered the following vocational subjects as electives to Year 9 students: Agribusiness, Engineering Technology, Health and Social Care, Hospitality and Information Technology.

Transition programmes are held at various levels coinciding with students’ educational milestones.
Year 6 students and their parents are taken on orientation visits to middle schools which they will be attending in the following academic year.

This is now part of the normal calendar of every State college.
Year 8 Options exercises are carried out to support students, as well as their parents, in their educational pathways by offering information through initiatives including the dissemination of the subject option booklets, career fairs and information sessions about the optional subjects available for students going into Year 9.
In all colleges, meetings were organised during which students and parents were informed by college career advisors, guidance teachers, trainee career advisors and subject teachers about the possible subject choices.

Talks and visits to post-secondary institutions are organised for Year 11 students with the aim of giving students and their parents information on opportunities available for students moving into post-secondary education and in order to provide a better transition for students.
In order to promote career education, the Career Portfolio exercise and the Employability Skills sessions held by the career advisors and guidance teams are finalised in Year 11.

Group and one-to-one interventions with students are held to further facilitate the transition of students from compulsory to post-compulsory education or employment.

In July 2015 a Careers Fair, I Choose, was held with the involvement of all State, and some Independent further education providers as well as the DLL&ESL.
At the end of Year 11, following the publication of the SEC examination results, students are given the opportunity to discuss their career path and possible options with career advisors.

This walk-in service is offered both in the State colleges as well as at the Giovanni Curmi Higher Secondary School (GCHSS).

The Malta College of Arts, Science and Technology (MCAST) Gozo campus organised an open day for parents and the general public.
ix Career Education is now an integrated component of Personal, Social and Career Development (PSCD).

The main focus of Career Education is to develop students’ career management skills and to help them reflect on their education, training and career paths.

As from the scholastic year 2014-15, the Secondary School Certificate and Profile (SSC&P) has been pegged to Malta Qualifications Framework (MQF) level 3 at individual subject level and as a general certificate of educational attainment.
This means that learners will now be accredited for the mark obtained in each subject at the end of the Year 11 examination.

In January 2015, the Maltese Association of Parents of State School Students (MAPSSS) was set up on the initiative of a number of parents.
Representatives of the central committee of the association met the Educational Leadership Council (ELC), which brings together all college principals, directors general and directors within the different education directorates to explain their aims and the way they perceive their role as complementary to that of the school.
The valuable contribution which parents can make to education and towards tackling Early School Leaving (ESL) can be seen in the NWAR (Late Blossoms) programme, currently under the aegis of the National Literacy Agency (NLA).

Here, students experiencing difficulties in literacy skills are given intensive basic literacy training in which parents or guardians are always present so that they can learn, together with their children, in order to be able to support their children’s learning all along.
Legal Notice 140 of 2015 provides for the establishment of an Institute for Education, which shall be autonomous, shall carry out functions related to Continuous Professional Development (CPD) of educators, and shall also serve as a principal driver in these fields.

The Chief Executive Officer has been appointed and developments are being implemented.

Furthermore, Erasmus+ funding is being tapped in order to build CPD programmes for educators.
Focused teacher CPD can be gained from initiatives being taken by the National Literacy Agency (NLA).

This agency, in collaboration with the DCM, offered a number of training courses for teachers and educators.

Concurrently, DLL&ESL is organising a Diploma in Teaching Adults.

This course is aimed at raising the professional profile of adult educators and, consequently, also improving the quality of adult education in Malta.
Intervention measures Intervention measures are initiatives taken to support students who might find it difficult to engage in and to benefit from schooling.

Intervention is intended to be timely and implemented along the scholastic path as soon as the problem manifests itself.

The use of the E1 platform (the data management system that connects all State schools from kindergarten to post-secondary) to monitor school attendance is crucial for early identification of potential early school leavers.
In this respect, the ESLU gave a presentation to college principals and directors in order to make them more aware of the importance of having the E1 platform always kept updated.

Psycho-social teams will continue to be strengthened following a capacity building plan that spans over three years (2015-2018).

This will ensure that vulnerable students in State schools receive multi-professional and timely support.
x The Foundation for Social Welfare Services (FSWS) operates the Youth in Focus programme and the Adolescent day programme in order to assist vulnerable adolescents in reaching their potential through a personalised social work approach which establishes structure and boundaries in their lives, develops healthy relationships with support networks around them, involves them in healthy activities and helps them avoid being exploited.
Five youth workers who form part of the Education Psycho-Social Services offer their services within five colleges.

In additi on, youth workers from Aġenzija Żgħażagħ offer their services within youth hubs situated at Paola Alternative Learning Programme (ALP) Centre, the GCHSS, the Ġużè Ellul Mercer 16+ (GEM 16+), MCAST and the Youth.Inc programme.

The University Junior College also employs a youth worker to support college students.
Aġenzija Żgħażagħ published a National Youth Policy Towards 2020 on 11th August 2015.

Strategy 2 of the policy includes an action plan for education and training that specifically mentions actions targeted at early school leavers.

It is envisaged that the youth agency will coordinate with the DLL&ESL in order to map out a plan for the implementation of these actions.

In December 2015, Aġenzija Żgħażagħ inaugurated its new headquarters transformed into a developing Youth Village.
In order to address the needs of students with Social, Emotional and Behavioural Difficulties (SEBD), learners attend and follow tailor-made programmes in Nurture Classes set up in state primary schools and Learning Support Zones in secondary schools.

Moreover, Learning Support Centres offer intensive programmes to SEBD students outside the school premises.
An Education Hub was also opened in September 2015 in order to provide programmes for students with very challenging emotional and behavioural difficulties.

Teenage pregnancy can be another challenging obstacle that may lead to early school leaving.

Servizz Għożża provides a support service and an educational programme for pregnant minors, leading them to adopt a positive attitude towards motherhood while empowering them to pursue their educational path beyond childbirth.
Servizz Għożża also delivers a prevention programme, Bandiera Bajda, aimed at teenage boys.

This gives specific attention to the role and responsibilities of teenage fatherhood.

The NLA is developing a number of initiatives that involve both students and parents in after- school programmes.
Apart from the NWAR programme mentioned earlier, Aqra Miegħi (Read with Me) is another family literacy shared-reading programme for children and parents aimed at promoting literacy through one-hour sessions at no charge.

Sessions involve sharing of story books, singing of nursery rhymes and other age-appropriate fun activities.

The ALP is now in its third year and is based in a newly refurbished centre equipped with different workshops, laboratories, classrooms and a youth hub.
This programme is aimed at students who are at risk of becoming early school leavers, are in their last year of compulsory schooling (Year 11) and have an interest in vocational education.

Middle schools and senior secondary schools are developing in-house programmes, referred to as the Core Curricular Programme (CCP), for students with difficulties in following mainstream programmes.

The CCP is based on a reduced number of core curricular subjects and includes a number of vocational subjects.
xi In November 2015, the Prince’s Trust International was officially launched in Malta.

The XL Programme is currently running in 7 secondary schools.

Aimed at young people at risk of becoming early school leavers, it offers an opportunity for reengagement in education through a personal development programme which applies an informal approach to learning.
In order to help those students in Year 11 who are sitting for the final school leaving examinations in February 2016 and for the SEC examinations in April-May 2016, a pilot project was started in three different senior secondary schools.

It offers Support Classes in Maltese, English and Mathematics to those students who felt they needed support in order to do well in their examinations.

If the project is effective, it will be extended to more schools in the scholastic year 2016-2017.
Compensation measures Compensation measures address the needs of potential early school leavers towards the end of compulsory education.

They are meant to offer a re-integration route into education or training.

In Malta, various institutions offer flexible, full-time and part-time education and training opportunities.
MCAST offers a Foundation Certificate Programme which includes a vocational hands-on component and a mixture of key skills: literacy, numeracy and Information and Communication Technology (ICT).

The Institute for Tourism Studies (ITS) provides a Foundation Programme in Hospitality and Tourism for students who would have left compulsory schooling without the necessary qualifications and who intend to receive further education and training in the hospitality sector.

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.

For students who leave compulsory schooling without formal qualifications, but who would like to have a second opportunity to follow the academic route, a new institution, GEM 16+ was set up in September 2015.

Its curriculum, which constitutes a limited number of academic subjects, prepares students to sit for the SEC examinations.
GCHSS offers a revision course for students who would not have acquired the necessary qualifications to proceed to an academically oriented further education programme, but who have a pass in, at least, two SEC subjects.

This is aimed at enabling students to gain enough passes in SEC subjects to be able to join a matriculation course in the following academic year.

The same pattern repeats itself at Sir M. A. Refalo Sixth Form (MARSF) which also provides courses similar to those offered at GCHSS.
Another second chance education opportunity is run by Aġenzija Żgħażagħ for young people at risk of becoming early school leavers.

The Youth.Inc programme is a full-time youth work-based learning experience aimed specifically at young people who have completed compulsory education without having acquired the basic qualifications The FSWS runs the Embark For Life Programme (E4L) which is targeted at vulnerable young people.
It aims at helping them to re-engage in education and to prepare themselves for employment.

xii The DLL&ESL complements the provision of full-time courses and programmes by offering morning and evening part-time courses, ranging from MQF level1 to MQF level 4 for young people and adults.

With regard to compensation measures which tackle statemented young people, MCAST offers the Pathway Programme to students with mild disabilities after they finish compulsory schooling.
This is a one-year programme aimed at helping students to integrate into the world of work by acquiring the necessary social and employability skills in their transition from sheltered educational institutions to the world of work.

Programmes for statemented students within GCHSS are tailor-made to support students’ needs based on their Individual Educational Programme (IEP).
DSS offers another educational pathway for students with disabilities who have finished compulsory schooling at the Dun Manwel Attard Young Adult Resource Centre in Wardija and the Helen Keller Resource Centre in Qrendi.

Through a curriculum that integrates vocational and life skills, the Wardija resource centre aims at facilitating the transition from compulsory to further education, possibly to employment, or to sheltered community centres for young people with disabilities.
In 2015-2016, the centre had to relocate to temporary premises until the proper building of the school at Wardija is totally refurbished and extended to be able to cater for more learners through improved facilities.

The Helen Keller Resource Centre caters for students with profound and multiple learning difficulties.

Many of the students have severe mobility problems and severe hand / eye and hand manipulation difficulties.
Learners over 16 years of age follow the Moving On Curriculum -an extension of the Equals Curriculum, which is streamlined with the National Curriculum.

The centre offers other therapeutic services such as physiotherapy, use of the Jacuzzi, and a multisensory environment.

The EU-wide Youth Guarantee scheme is aimed at tackling youth unemployment through jobs, apprenticeships, traineeships or continued education.
Among the initiatives funded through the Youth Guarantee scheme were the SEC Revision Classes.

In 2014 and 2015, intensive SEC Revision Classes were held for students who had failed one or more of the core subjects in their SEC examinations and who wanted to sit for the re-sit session in September.

Furthermore, the Youth Guarantee scheme offered Remedial Classes to MCAST students who failed their examinations in Programme.

the Foundation Certificate xiii 1.


Introduction Since the launching of the first document related to the tackling of ESL in Malta in 2012, the challenge of reducing ESL has been gaining visibility and recognition.

In Malta, early school leavers are defined as those between 18 and 24 years of age who have not acquired a grade between 1 and 7 in at least five SEC examinations or equivalent and who are not in education or training.
Presently, those who obtain an SSC&P pegged at MQF level 3 or who have finished any other MQF level 3 course such as the Foundation Certificate Programme offered by MCAST, are also not considered to be early school leavers.

The ESL percentage is measured by the Labour Force Survey (LFS) through quarterly samplings by the National Statistics Office (NSO).

The European Union (EU) has set the reducing of ESL to less than 10% as one of its headline targets for 2020.
In November 2013 Malta had set the same target.

The rate of ESL in the EU has gone down from 14.2% to 11.1% between 2009 and 2014.

In Malta, the ESL rate dropped from 25.7% in 2009 to 20.3% in 2014.

Although it decreased at a higher rate than it has across the EU, ESL in Malta is still the second highest in Europe.
Breaking down the percentages according to sex shows that while the rate of ESL in Malta is higher among males, it is also true that the rate of ESL is on the decrease among males and on the increase among females.
Year Males Females Total 2009 30.1% 21.1% 25.7% Source: Eurostat Table 1.1 ESL rate for Malta 2010 29.9% 17.4% 23.8% 2011 28.8% 16.3% 22.7% 2012 25.2% 16.8% 21.1% 2013 23.2% 17.7% 20.5% 2014 22.2% 18.3% 20.3% 1 | P a g e 30.00% 25.00% 20.00% 15.00% 10.00% 5.00% 0.00% Source: Eurostat 35.00% 30.00% 25.00% 20.00% 15.00% 10.00% 5.00% 0.00% Source: Eurostat Figure 1.1 ESL rate in Malta and in the EU EU Malta 2009 2010 2011 2012 2013 2014 Figure 1.2 ESL rate by gender in Malta and in the EU 2009 2010 2011 2012 2013 2014 EU Males EU Females Malta Males Malta Females 2 | P a g e At the same time, the rate of young people in the EU aged between 15 and 24 who are Not in Education, Employment or Training (NEET) in the EU has gone up from 15.9% in 2009 to 16.6% in 2014.
In Malta, it is significantly lower and has remained quite stable at around 10%.

Unlike the ESL rate, the NEET rate in Malta is higher for females than for males.

Besides, in 2014, whilst the NEET rate for the age group 15 to 19 was 10.8%, the rate for the age group 20 to 24 was 10.2%.

This implies that as these young people get older they tend to reintegrate themselves in education, training or employment, particularly so in the case of males.
Year Males 2009 9.4% Females 10.4% Total 9.9% Source: Eurostat Table 1.2 NEETs’ rate for Malta 2010 8.2% 10.9% 9.5% 2011 9.7% 10.7% 10.2% 2012 10.0% 11.3% 10.6% 2013 9.8% 10.1% 9.9% 2014 9.0% 12.0% 10.5% Malta also has one of the lowest rates of youth unemployment in the EU.

In the EU, the rate for unemployed persons who are less than 25 years of age increased from 20.3% in 2009 to 23.7% in 2013.

It decreased to 22.2% in 2014.

In Malta, in 2014 the rate of unemployed youths was that of 11.8%.
If we break up the percentages for Malta, we find that the number of unemployed males is higher than that of unemployed females.

Year Males 2009 16.2% Females 12.5% Total 14.5% Source: Eurostat Table 1.3 Youth unemployment rate for Malta 2010 14.4% 11.8% 13.2% 2011 13.7% 12.9% 13.3% 2012 13.5% 14.7% 14.1% 2013 15.2% 10.4% 13.0% 2014 13.8% 9.7% 11.8% The table above seems to indicate that girls are outperforming boys in benefitting from the school system and in finding employment.
However, female NEETs (and almost de facto ESL) constitute the group that is hardest to reach out to and which is in most need of focused and targeted action.

In 2015, while the employment rate for early school leavers in the EU was 4.5%, the rate of employment of Maltese early school leavers was 14.3%1.

However, the fact that many early school leavers eventually find work is no consolation.
At the human level, it is imperative to entice all learners to become lifelong learners, in line with the third goal of the 1 Ministry for Education and Employment (2015) Youth Guarantee Implementation Plan Malta.

Malta: Ministry for Education and Employment.

p.7.

3 | P a g e Framework for the Education Strategy for Malta 2014-2024.2 Firstly, a person who has only attained a lower secondary level of education is hardly in any position to fulfil his or her potential as a human being.
Secondly, a low qualified person will be much more likely to get into unattractive, non-motivating, dead-end jobs.

On the other hand, suitably qualified persons will not only be in a better position to further their education and their human potential, but also stand a better chance of becoming lifelong learners in the never-ending process of personal development.

In this way, they can also access better jobs on the labour market and get better satisfaction from their working life.
Given that the ESL rate depends a lot on students’ performance in SEC examinations held at the end of Year 11, it would be worthwhile to go through some important statistics related to the 2013, 2014 and 2015 SEC reports3.

A first point to consider is the fact that the percentage of 16- year-olds sitting for the SEC examinations has increased from 82.8% 2013 to 87.7% in 2014.

However, it decreased to 85.4% in 2015.

Again, more females than males sit for SEC examinations.
Table 1.4 Percentage of 16-year-olds registering for SEC 2013 (born in 1997) 2014 (born in 1998) 2015 (born in 1999) Male 79% 84.4% 83.1% Female 87% 91.3% 87.8% Total 82.8% 87.7% 85.4% Source: Matsec Examinations Board 2014, 2015a, 2015b The percentage of 16 year olds registering for SEC has increased from about 78.5% in 2004 to almost 88% in 2014, an increase of 9.5% over a span of ten years.

2 Ministry for Education and Employment (2014) Framework for the Education Strategy for Malta 2014- 2024.
Malta: Ministry for Education and Employment.

p.3.

Can be accessed from http://education.gov.mt/en/resources/Documents/Policy%20Documents%202014/BOOKLET%20ESM %202014-2024%20ENG%2019-02.pdf.

3 Matsec Examinations Board (2014) SEC Examinations 2013.

Malta: Matsec Support Unit, University of Malta.

Can be accessed from https://www.um.edu.mt/__data/assets/pdf_file/0011/214211/SEC_Report_2013.pdf.

Matsec Examinations Board (2015a) SEC Examinations 2014: Statistical Report.
Malta: Matsec Support Unit, University of Malta.

Can be accessed from https://www.um.edu.mt/__data/assets/pdf_file/0006/267081/SECReport2014.pdf.

Matsec Examinations Board (2015b) SEC Examinations 2015: Statistical Report.

Malta: Matsec Support Unit, University of Malta.


Can be accessed from https://www.um.edu.mt/__data/assets/pdf_file/0004/271273/SECStatisticalReport2015.pdf 4 | P a g e Figure 1.3 Percentage of sixteen-year-olds sitting for SEC examinations Source: Matsec Examinations Board 2015a The number of students who obtained the benchmark of 5 SEC passes at grades 1 to 7, as well as those who obtained grade 5 or better, have increased.
Moreover, the number of students who managed to pass the ESL threshold increased from 72.2% in 2013 to 78.9% in 2015.
Table 1.5 Percentage of students who obtained 5 or more passes in SEC subjects 2013 (born in 1997) 2014 (born in 1998) 2015 (born in 1999) Considering grades 1 to 7 72.2% 74.9% 78.9% Considering grades 1 to 5 59.3% 62.2% 66.6% Source: Matsec Examinations Board 2014, 2015a, 2015b If we break down the total percentages and look at how students performed in four main subjects, we will find that the pass rate in all of the four subjects has improved between 2013 and 2014.
The biggest improvement has been in Mathematics.

With regard to passes with grades 1 to 7, the pass rate in the subject increased by 18.5%.

If we consider passes with grades 1 to 5, the percentage increased by 10.3%.

In 2015, pass rates continued to improve in English Language but decreased in the other subjects.
5 | P a g e Table 1.6 Percentage of passes in the basic SEC subjects 2013 2014 2015 Considering grades 1 to 7 77.8% Considering grades 1 to 5 68.0% Considering grades 1 to 7 88.4% Considering grades 1 to 5 72.7% Considering grades 1 to 7 87.2% Considering grades 1 to 5 71.4% 84.9% 78.0% 83.9% 64.5% 57.7% 67.8% 96% 96.5% 94.1% 66.2% 68.0% 71.5% 96.6% 94.3% 90.4% 69.7% 59.3% 66.8% Maltese English Language Mathematics Physics Source: Matsec Examinations Board 2014, 2015a, 2015b A last remark is due regarding the geographical spread of applicants for SEC examinations.
Without any exception, in all the six regions of the Maltese islands, more girls than boys sit for SEC examinations at the end of Year 11.

It is becoming increasingly evident that our school system is favouring more girls than boys.

On the other hand, those females that are lost from the system are very hard to win back to further education.
Statistics in 5.1 below also show that more boys than girls actually enter further vocational education while more girls take the academic route to further their education level.
Table 1.7 Students sitting for SEC by region and gender Male 575 Southern Harbour Area 883 Northern Harbour Area 490 South Eastern region 459 Western region 523 Northern region Gozo 251 Total 3181 Source: Matsec Examinations Board 2014, 2015a, 2015b 2013 2014 Female Total Male Female 1216 573 1823 772 1089 507 933 436 1103 525 530 243 6694 3056 631 932 582 526 580 291 3542 641 940 599 474 580 279 3513 Total Male 490 1204 726 1704 441 1089 434 962 413 1105 223 534 2727 6598 2015 Female 548 821 566 457 500 259 3151 Total 1038 1547 1007 891 913 482 5878 In November 2013, Malta committed itself to working towards the 10% target by 2020.
In order to reach this target, Malta has adopted the framework for action, proposed by the European Commission in 20114, based on an overarching function of identification, monitoring and coordination of policy implementation, as well as three pillars: prevention, intervention and compensation.

In November 2013 the ESLU was set up.


Its first remit was to finalise a strategy to tackle ESL in Malta, based on the consultation process that followed the publication of the document An Early School Leaving Strategy for Malta in 2012.5 The document A Strategic Plan for the Prevention of 4 European Commission (2013) Reducing Early School Leaving.

Final Report of the Thematic Working Group on Early School Leaving.
Available from: http://ec.europa.eu/education/policy/strategic- framework/doc/esl-group-report_en.pdf.

[Accessed on 09.12.2015].

5 Ministry for Education and Employment (2012) An Early School Leaving Strategy for Malta.

Malta: Office of the Permanent Secretary, Ministry for Education and Employment.

6 | P a g e Early School Leaving in Malta 20146 was published in June 2014.
The plan was devised on the framework proposed by the European Commission and included four strategic actions under the overarching headings of implementation and monitoring systems, 13 strategic actions within the pillar of preventive measures, 7 actions within the intervention pillar and 3 compensatory actions.

The following document is an account of the achievements obtained for each strategic action for the period June 2014 to December 2015.
The aim of this document is to provide substantive information and data regarding each and every strategic action that makes up the Strategic Plan, accompanied by points for consideration as well as recommendations for future actions.

The data is collated in such a way as to provide the possibility of comparison in future reports, in order to better gauge the progress made towards reducing the rate of ESL in Malta with regards to a number of indicative benchmarks.
6 Ministry for Education and Employment (2014) A Strategic Plan for the Prevention of Early School Leaving in Malta 2014.

Malta: Ministry for Education and Employment.

Can be accessed from http://education.gov.mt/ESL/Documents/School%20Leaving%20in%20Malta.pdf.

7 | P a g e 2.

Implementation and Monitoring Systems 2.1 Inter-Ministerial Committee An ESL IMC was set up in July 2014 and has met on a quarterly basis.
It has the mandate to assess and propose strategies, policies and actions directed to addressing the challenges of ESL across different government ministries with the necessary support of pertinent government agencies, in order to ensure that actions are taken in a coordinated, coherent and consistent manner, leading to effective and tangible results.

Members of the IMC represent the following ministries and entities: 1.

Ministry for Gozo 2.


Ministry for EU Affairs and the Implementation of the Manifesto 3.

Ministry for Finance 4.

Ministry for Health 5.

Ministry for Social Dialogue, Consumer Affairs and Civil Liberties 6.

Ministry for the Family and Social Solidarity 7.

Ministry for the Economy, Investment and Small Businesses 8.

Ministry for Tourism 9.

Employment and Training Corporation (ETC) By the end of December 2015, six quarterly IMC meetings took place.
These meetings have served to bring together different stakeholders, to share information among the stakeholders, and to receive important feedback from the stakeholders about the Strategic Plan.

In the first two quarters of 2016, the IMC will be involved in the consideration of this report and in the drafting of a revised strategic plan to reduce ESL in Malta.

2.2 The setting up of the Early School Leaving Unit The ESLU was set up in November 2013 and was later integrated within a re-aligned DLL&ESL.
In September 2014, two support teachers were assigned to the ESLU.

Further staff is expected to be attached to the unit during 2016.

The Unit has the mandate to own and provide responses to the ESL challenge.

It is guided by the Strategic Plan for the Prevention of Early School Leaving in Malta 2014 and also by the Framework for the Education Strategy for Malta 2014-2024.
The fourth goal of the latter states that Malta needs to “support educational achievement of children at-risk-of-poverty and from low socio-economic status, and reduce the relatively high incidence of early school-leavers” (p.3).

2.3 The ESL working group In December 2014, an ESL Working Group was set up with representatives of entities within the MEDE that have a direct contribution to make towards reducing ESL.
After the meeting of the second quarter of 2015, DLL&ESL decided that in order to obtain more focus during the discussions, the ESL Working Group needed to be split into two.

Consequently, two groups were set up as follows: 1.

Compulsory Education ESL Working Group 2.

Post-Secondary Education ESL Working Group 8 | P a g e The Compulsory Education Working Group is made up of: 1.

Education leaders from each of the ten State colleges 2.

Manager for the Vocational Education Development Programme 3.
Head of the ALP 4.

Assistant Director of Curriculum Management 5.

Director of Quality and Assurance Department The Post-Secondary Education Working Group comprises representatives from the post- secondary education providers, mainly: 1.

GCHSS 2.

MARSF 3.

ĠEM16+ 4.

Youth.Inc Programme (Aġenzija Żgħażagħ) 5.

MCAST 6.

University Junior College 7.

ITS 8.

Dun Manwel Attard Young Adults Education Resource Centre By the end of 2015, three meetings for each working group took place within this structure.
2.4 Constructing a comprehensive data framework Apart from organising the meetings of the IMC and the two working groups, the ESLU manages a periodic stock-taking exercise, in order to collect and analyse data relative to every single strategic action that makes up the three pillars of the Strategic Plan.

In this way, the ESLU is able to monitor the implementation of the Strategic Plan.
The data gathered is also very important to enable policy makers to make sense of the statistics available through the NSO and Eurostat, particularly the data gathered through the LFS.

This statistical data is vital to gauge progress, but does not offer much in terms of feedback and guidance for policy makers.

The data gathered regularly by the ESLU is intended to fill this gap.

9 | P a g e 3.
9 | P a g e 3.

Prevention Preventive measures are meant to be pro-active initiatives taken to ensure that schooling is meaningful to students and that it manages to respond to the widest possible range of student diversity.

A meaningful and responsive education is the best way to avert student disengagement and eventual early school leaving.

3.1 Providing free childcare In April 2014, MEDE launched the Free Childcare Scheme.
This measure gave the opportunity to parents in full-time or part-time education or employment to send their children to childcare centres free of charge.

This project is carried out with the involvement of the private sector.

81 Centres are registered with the Free Childcare Scheme.

These include the 13 centres run by FES as well as 6 centres set up by government entities, mainly for their employees at MCAST, ETC, the Water Services Corporation, the University of Malta and the University Junior College.
The provision of free childcare for children less than three years of age has been sustained in 2015 and is meant to be a mainstay of government services.

Applications for 3856 children were forwarded for the use of the service between April (start of the scheme) and December 2014.

Between January and November 2015 there were 2522 new applications.

While in May 2015 there were 2637 children actually making use of the service, the headcount went up to 2893 in November 2015.
The success of this scheme has provided a market for childcare services as well as the creation of jobs in the sector.

The next step in this regard will be to ensure quality of service in order to ascertain that children making use of the service are helped to grow and develop.
Secondly, if childcare is perceived as a way of giving the necessary opportunities to children to be exposed to different cultural or pedagogical settings, we need to discover how more parents from deprived environments, including those who are not in employment or training, can benefit from this service.

FES already provides its service for free for families in financial difficulties.
This service needs to be explored further in order to reach out to other families whose children might benefit from early childcare with respect to their physical care and educational development.

The table below shows the number of children who are benefitting from free childcare in FES childcare centres either through the Free Childcare Scheme or because they qualify for free service as the combined annual family income does not exceed EUR10,000.
Free Childcare Scheme Table 3.1 Childcare services provided by FES Others Total no.

of service users 283 Source: FES Paying 73 Non-Paying 61 417 10 | P a g e 3.2 Education for and through diversity The number of foreign students in Maltese schools has increased markedly in the last three years.

Tables 3.2, 3.3 and 3.4 show the number and percentages of foreign students who attended State, Church and Independent Schools in Malta during the scholastic year 2014-2015.
Table 3.2 Foreign students in Maltese State schools in 2014-2015 Early Years & Primary Secondary Total Foreign Total Population Percentage of total population 1184 19385 6.1% 308 11344 2.7% Source: Cultural Integration Unit Total 1492 30729 4.9% Table 3.3 Foreign students in Maltese Church schools in 2014-2015 Church Schools Pre-Primary Primary Secondary Total Total Foreign Total Population Percentage of total population 12 1033 1.16% 33 7839 0.42% 22 7537 0.29% 275 15214 1.8% Source: Cultural Integration Unit Table 3.4 Foreign students in Maltese Independent schools in 2014-2015 Independent Schools Pre-Primary Primary Secondary Total Total Foreign Total Population Percentage population Source: Cultural Integration Unit of total 471 1782 26% 1055 3374 31% 702 2342 30% 2280 7498 30.4% A closer look at the number of migrant children attending State schools in the previous scholastic year would show that by the end of May 2014, there were sixty-nine student nationalities in Maltese primary State schools and forty-seven student nationalities in Maltese secondary State schools.
The table below includes the nationalities which are represented by over 35 students in Maltese State schools.
Table 3.5 Foreign students in Maltese state schools in May 2014 Nationality United Kingdom Bulgaria Italy Syria Libya Eritrea Nigeria Serbia Source: Cultural Integration Unit Total 228 131 71 43 38 37 35 35 11 | P a g e This goes to show that when speaking of migrants we are not speaking exclusively about boat people arriving from Africa, but about a very mixed group of people coming to Malta from all around Europe, the Mediterranean and beyond.
These students prove to be a challenge to our educational system which has never been designed in a way to cope with such a diversity of languages and cultures.

On the other hand, this diversity is a richness in itself that needs to be harnessed in order to make the best of it in terms of cultural capital.
This situation should enable staff, students and parents to open up to the idea of human diversity, to become more aware of the importance of learning foreign languages, and to adopt a communicative approach in language learning.

In order for all this to happen, students need to feel welcome at school and to be able to contribute to and to benefit from the schooling experience.
The Cultural Integration Unit within MEDE has the responsibility of setting up induction, cultural orientation and integration programmes for migrant students and their parents.

Up to the scholastic year 2014-2015, migrant learners who, upon registration for compulsory schooling could not communicate in either Maltese or English, were offered a six-week induction course during school hours in basic and functional language.
This course was based along themes of level A1 of the Common European Framework and targeted mainly basic survival language.

Its focus was mainly on listening and speaking skills and it aimed at integrating the learner as quickly as possible within mainstream education.

The course was delivered by full-time teachers selected through an internal call.

There were 512 learners who benefited from this course during the scholastic year 2014/15.
From the feedback obtained about this experience, it was noted that a longer induction programme was needed for it to be effective.

Consequently, as from the scholastic year 2015- 2016, those migrant students who cannot communicate either in English or in Maltese are being given a language induction programme for a whole scholastic year.

Groups are composed according to age groups, so that students aged 5 to 7 and those aged 8 to 10 are grouped together respectively.
They will then be able to enter into mainstream classrooms as from the following scholastic year.

In this first year, there are 25 classes catering for 250 migrant children in various localities namely St. Paul’s Bay, Mellieħa, Qormi, Mosta, Birkirkara, San Ġwann, San Ġiljan, Gżira, Gudja and Marsascala.

3.3 Meeting the needs of high achievers The DCM is highly committed to promoting initiatives for gifted and talented students.
It organises regular activities to target this specific cohort, focusing primarily on Science, Technology, Engineering and Mathematics (STEM)-related subjects.

The High 5 Junior Mathematicians Challenge is an initiative aimed at mathematically gifted and talented students in Years 5 and 6 in both State and non-State primary schools.

The initiative started in October 2015 and will end in April 2016.

An award giving ceremony will follow.


The High 5 initiative started out with an initial diagnostic test held in November 2015.

There were 142 students from 25 different schools that sat for the test.

Out of these, 69 (22 girls and 47 boys) passed the test and will be participating in the next phase of the challenge.

The programme consists of 12 | P a g e seminars for students, aimed at nurturing their mathematical, problem solving, critical thinking, enquiry and reasoning skills.
A meeting for parents was also held on 3rd December 2015.

Another activity organised by the DCM for gifted and talented students is the annual Malta Junior Science Olympiad.

This activity was organised on 22nd November 2014 in collaboration with the European Commission Representation in Malta.

There were 75 Year 11 science students from 25 State and non-State secondary schools who took part.

It was held again on Saturday 14th November 2015.


A total of 72 Year 11 students from 24 different secondary schools participated in the event.

The DCM also organised the Maths Olympiad for Year 10 students.

This is a bi-annual event and was last held on 24th March 2015.

There were 144 participating students from 36 State and non-State schools.

This was the eighth edition of the Maths Olympiad.


The Career Guidance Services within the Education Psycho-Social Services, in collaboration with the Malta Communications Authority and the Edward Debono Institute of the University of Malta’s national initiative on entrepreneurship for Year 11 students, organised the programme Setting the Stage for Budding Rockstars.
The event targeted the top performing Year 11 students with the aim of promoting entrepreneurship and encouraging creative thinking and innovation amongst youths.

Students actively participated in interactive workshops which developed their thinking skills.

They were also exposed to entrepreneurship in the Communications and I.T.

sector through interactions with emerging and established entrepreneurs.

The event took place on 19th November 2015.


A relevant reform in curriculum implementation is the introduction of the LOF.

This project has its origin in the National Curriculum Framework 2012 document which identifies high-level learning outcomes for the early, junior and secondary cycles of compulsory education.
As part of this project, Statements of Learning Outcomes for 8 learning areas, 6 cross-curricular themes and 48 subject areas were written by an international Consortium which included Maltese experts.

Over 200 local curriculum development experts pertaining to the different educational institutions including the University of Malta, State, Church and Independent Schools, and MCAST, collaborated to verify and/or write the Learning Outcomes Statements.
The work done is available for viewing at www.schoolslearningoutcomes.edu.mt.

Learning outcomes are an explicit description of what a learner should know, understand and be able to do as a result of learning.

The introduction of a learning outcomes pedagogy is meant to move away from the traditional teacher-centred approaches towards a more learner-centred kind of learning, bringing about social justice by providing equity of access to all learners.
It promotes active learner participation and ownership, the ability of working in groups, conducting project and inquiry-based learning as well as reflecting upon and creating new knowledge.

Educators will be required to enhance their collaboration with colleagues, share experiences, use digital media and other modern technologies whilst nurturing a professional learning community in schools.
The LOF highlights 21st century skills which include creativity and innovation, critical thinking, problem solving, communication, collaboration, use of ICT and active citizenship.

Such skills are to be embedded through experiential learning in conjunction with the values of inclusion, fairness, respect and social justice.

13 | P a g e It is a well-documented fact that a reform in teaching and learning requires a parallel shift in assessment.
It is hence planned that the implementation of the LOF will be accompanied by a gradual reform in assessment in the near future.

In September 2017, the LOF will be adopted in all schools across levels and sectors in Malta and Gozo.

The ESLU will liaise with the DCM in order to assess the impact of the adoption of the LOF on students with different abilities and learning needs.

3.4 Setting up middle schools As from September 2014, co-educational middle schools were set up within all State colleges.
Middle schools cater for Year 7 and Year 8 students.

A coordinator for the parallel phasing in of co-education was appointed and she conducted regular meetings for Senior Management Teams, staff, students and parents in order to facilitate the phasing in of the system as well as to facilitate the students’ transition from one level to the next.
By September 2015, every State college had its own co-educational middle school and as from September 2016, every college will phase in its own co-educational senior secondary school.

The co-ordinator also started the same facilitation process with regard to State senior secondary schools.
She contacted the Senior Management Teams that will be managing the new senior secondary schools in order to ensure that transition meetings are held with all stakeholders involved, including staff, students and parents, thus facilitating a smooth transition process for all involved.
It is hoped that with a middle school and a senior secondary school in every college, school communities will be smaller, more positive inter-personal relations can develop and better professional and human relationships can be built between and among students and staff, fostering a more positive and welcoming school atmosphere.
Table 3.6 Meetings to facilitate the setting up of co-ed middle schools and senior secondary schools and student transition from primary to middle to senior secondary school 2015-2016 1 2014-2015 1 2013-2014 1 Students Parent representatives from all colleges Principals, Heads of school and teachers 2 37 7 34 2 23 Source: DES 3.5 Developing e-learning content to better respond to students’ learning needs Over the past five years, the directorates of education have invested substantial amounts of money in digital infrastructure, including interactive whiteboards and a VLE platform.
The eLearning Directorate has concurrently invested in the maximal use of the possibilities of the VLE and the infrastructure’s potential.

Amongst other initiatives, a project was undertaken to 14 | P a g e develop lessons that use the available software and hardware.
The project comprised the following five components: - Development of 2024 (+324 localised in Maltese) digital lessons for 7 secondary education subjects and 5 primary education subjects; - Development of an eLearning Authoring Tool and a total number of 652 user accounts provided for Maltese teachers; - Face-to-face training for 650 teachers and 20 eLearning support teachers; Integration with the existing eLearning Platform as SCORM 2004 3rd Edition packages; - - Technical support and maintenance for the digital content and authoring tool provided during the implementation phase as well as two years after the final acceptance.
is also hosting a Parental Portal The platform in order to maximize home-school communication.

This service was officially launched in the Gozo college on 12th June 2015.

It will be rolled out in other colleges throughout 2015-2016.

3.6 Tapping mobile technology for more student engagement Computer tablets were distributed to students in 20 primary schools: 14 State, 3 Church and 3 Independent, as part of the One Tablet per Child initiative.
In all, 32 teachers, 21 Learning Support Assistants and approximately 330 students were involved in this pilot project carried out in 2014.

Its cost, EUR 53,000, covered expenses incurred by the Directorate for eLearning for training, support and installation of Wi-Fi in State schools, amongst others.

It excludes the cost of tablets for students and teachers which were provided on loan and free of charge by industry suppliers.
Twelve local and international tablet hardware and software suppliers loaned their tablets and software with an investment worth around EUR 200,000.

The pilot project officially ended on 30th March 2015, but industry suppliers agreed to leave the tablets in schools till June 2015.

Given the positive feedback about the pilot project, it has been decided to proceed with the implementation of the One Tablet Per Child initiative.
The target date is to provide a tablet to all students as from Year 4 is October 2016, which gives enough time, after the end of the pilot project in March 2015, to procure the tablets, upgrade schools with the necessary Internet access infrastructure, provide the tablet to the teachers and get acquainted with the new hardware and software.

The One Tablet Per Child initiative is framed within the National Literacy Strategy for All published in 2014.
Tablets will be used to promote more and better reading, writing, numeracy and digital literacy skills.

During the in-service training of September 2015, all teachers who are expected to teach Year 4 students in State and non-State schools in 2016 received their first training in one-to-one pedagogy.

In all, there were 137 State, 52 Church and 30 Independent school teachers who participated.
During the first months of 2016, they will be revisited by eLearning support teachers in order to try out a number of lessons prepared themselves during the September inset course and by the eLearning Directorate and by the teachers who took part in the September inset.
It is envisaged that the procured tablets will be given to these teachers in May 2016, thus giving them enough time to get acquainted with the new hardware and software in preparation for the second in-service training planned for July 2016.
15 | P a g e An in-service training will be held for newly qualified teachers and learning support assistants in September 2016, while another will be given to teachers who will be teaching Year 5 in the scholastic year 2016-2017 and hence will also be using the tablet in class.

Besides, a teacher from non-State schools is being invited to attend a voluntary 8-hour course in order to act as ICT champion on tablet pedagogy in those schools.

Training will start in January and end in April 2016.
3.7 Funding for a school-based approach to reducing ESL A fund of EUR 500 per college will be given to the college representatives within the ESL Compulsory Education Working Group.

Representatives were asked to come up with a project and to give an overview of how it would help students who are at risk of becoming early school leavers.

Project proposals are being received by the ESLU and funds will be made available in Quarter 1 of 2016.
On 29th October 2015, the Malta Information and Technology Agency (MITA) launched a project, Erasmus+ Partnership, aimed at using digital game-based learning in order to engage students who are at risk of becoming early school leavers.

It brings together the following entities: MITA, St Margaret's College, University of Malta, Donau University in Austria, and Nystromska School in Sweden.
This collaborative project aims at challenging traditional teaching methodologies and opening up to more innovative and engaging pedagogies.

The project aims to create a guide book and an online interactive toolkit which will serve as a first stepping stone to encourage students to continue their studies, through the embedding of English and Maths with ICT.
This project will come to an end in September 2017, when results will be analysed, and recommendations and best practices will be evaluated for future projects.

3.8 Introducing a well-structured vocational pathway in Maltese secondary schools It has long been felt that vocational education was not being tapped into in order to provide a more varied educational offer to students who might have different learning patterns, learning interests, and motivations.
In 2011, a pilot project was started in conjunction with Pearson UK.

Four vocational subjects were introduced as Business and Technician Education Council (BTEC) qualifications in the third year of the secondary school.

These were Hospitality, Engineering, Social Care and Information Technology, all leading to an MQF level 3 qualification at par with other SEC qualifications obtained at the end of compulsory schooling.
These subjects were piloted in ten schools, six State and four non-State, as optional subjects.

In the scholastic year 2014-2015, five home-grown SEC subject programmes were written, in cooperation with MCAST and ITS, and piloted in the same schools participating in the project.

These five qualifications were recognised by the Matsec board.
As from the scholastic year 2015-16, all State secondary schools as well as some Church and Independent schools offered the following vocational subjects as electives to Year 9 students: - SEC Agribusiness, - SEC Engineering Technology, 16 | P a g e - SEC Health and Social Care, - SEC Hospitality, - SEC Information Technology.

Students in State secondary schools have at least two vocational subjects to choose from.
There are nearly 800 students in State and non-State secondary schools studying for vocational qualifications at MQF Level 3, at par with the other academic qualifications, in the scholastic year 2015-2016.
Table 3.7 Students taking VET subjects in Secondary schools Number of students Malta BTEC Pilot (last cohort) 7 SEC vocational 2014-15 SEC vocational 2015-16 State Schools Church Schools Independent Schools Total 127 93 310 206 51 787 Source: Vocational Education Unit within Directorate for Curriculum Management During the scholastic year 2014-2015, 106 teachers and 59 fourth year B.Ed.
(Hons) student- teachers received training with regards to content, pedagogy and assessment procedures related to each of the five vocational subjects.

The teacher training programme will be offered again in 2016.

In fact, an information meeting for teachers interested in teaching VET subjects in the scholastic year 2016-2017 took place on Thursday 17th December 2015.
The fact that when the project was rolled out in all State secondary schools, 310 students opted for a vocational subject means that, for years, the secondary education system has been short- changing students who yearned to learn different things in a different way, the vocational education way.

The success of the re-introduction of vocational education into the secondary school curriculum has also been a learning opportunity with regards to modes of assessment.
There are many lessons to be learned and practices to be extrapolated from it.

Formative assessment and project work form the backbone of the VET project.

Teacher collaboration in the preparation of lessons and in implementing in-built quality assurance processes is a very positive feature of the process.

The challenge ahead is at least three-fold.


Firstly, it must ensure that more students have access to vocational education across sectors, should they feel that VET offers them a more relevant pathway in their educational journey.

Secondly, VET programmes should not be offered only at MQF level 3, but also at level 2 and level 1 in order to reach out to more students who find, in VET, a stimulus for learning and for school engagement.
Thirdly, schools and curriculum leaders should explore other areas that differ from traditional curriculum areas in content, pedagogy and assessment in order to reach out to even more students and to keep making 17 | P a g e schools relevant to students.

One possible area to be explored in this regard constitutes the Visual and Performing Arts.

This process will probably also lead to the removal of certain subjects from the curriculum, their re-engineering or their re-orientation.
We should not be afraid of carrying out these curricular reforms because the driving force should always be the student and not the attachment to any reified epistemological construct.

3.9 Strengthening the transition process across educational pathways Transition programmes are held at various levels along the students’ educational journey.
They start from home to kindergarten, from kindergarten to primary school, from primary school to middle school, from middle school to senior school and from senior school to post-secondary institutions.

These transition activities are held on a yearly basis.

The fact that every State college now has a middle school made the transition smoother since the college education psycho-social team coordinates the transition process together with the school’s Senior Management Team.
In the scholastic year 2013-2014 the education psycho- social teams in the colleges were involved in enabling Year 6 students to make the transition from primary to co-ed middle schools.

Among other initiatives, Year 6 students as well as their parents were taken on orientation visits to the middle schools that they were going to attend in the scholastic year 2014-2015.

The same process was repeated in the following scholastic year and this is now part of the normal calendar of every state college.
The Year 8 Options exercise also forms part of the yearly initiatives held to support students together with their parents in their educational pathways.

Students who were in Year 8 in the scholastic year 2014-2015, were offered information through a number of initiatives including the dissemination of subject option booklets, career fairs and information sessions about the optional subjects they could choose for Year 9.
Meetings were organised in all colleges during which students and parents were informed by college career advisors, guidance teachers, trainee career advisors and subject teachers about the possible subject choices.

This is now also a routine exercise across all colleges.

Post-secondary talks and visits to post-secondary institutions were also organised for Year 11 students during the scholastic year 2014-15.
The aim was to provide students with information on all opportunities available after Year 11 in order to ensure a better transition to post- secondary education.

Parents were also invited to attend the talks.

The Career Portfolio exercise and the Employability Skills sessions held by the career advisors and guidance teams are finalised in Year 11.
Group and one-to-one interventions with students are held to further facilitate the transition of students from compulsory to post-compulsory education or employment.

In the first week of July 2015 a careers fair, I Choose, was held on the 4th and 5th July 2015 at the Mediterranean Conference Centre, Valletta with the involvement of all State, and some Independent, further education providers as well as the DLL&ESL.

It was targeted at those students who had just finished their compulsory schooling.
During these two days, individual career guidance sessions were sought by students attending State, Church and Independent 18 | P a g e Schools.

This new initiative was another eye opener to promote the importance of enhancing career guidance services in the transition from secondary to post-secondary education.

Following the publication of SEC examination results after the end of year 11, students are given the opportunity to discuss possible career paths.
This walk-in service is offered both in the State colleges as well as at the GCHSS.

Emphasis is also being placed on facilitating the transition of students with special needs from compulsory schooling to post-secondary education or work.

With regard to students with Individual Educational Needs (IEN), the transition from secondary to post-secondary education can be very challenging.
As from the scholastic year 2015-2016, the transition co-ordinator started visiting secondary schools to get to know the students with IEN in Year 11.

Transitions to post-secondary institutions are coordinated by Inclusion Coordinators (INCOs) with the support of the transition coordinator and the college career advisors.

These transitions are also catered for by various professionals who work with these students.
Informative one-day seminars will also be held for all parents of students with IEN in all colleges of Malta and Gozo so that they will be able to take informed decisions about their children’s future.

These informative sessions are planned to take place during the second term.

3.10 Reviewing and consolidating career guidance across levels As from the primary school, Career Education is now part of the curriculum as a component of PSCD.
The main focus of Career Education is to develop students’ career management skills and to help them reflect on their education, training and career paths.

Career guidance and transition processes are very much interlinked.

As explained in the preceding paragraphs, a number of initiatives are taken in different phases of students’ schooling in order to sensitize them to different potential career paths.
A particular initiative is the Career Exposure experience whereby Year 10 students are given the possibility of attending a one week work shadowing experience in an occupational or professional field which interests them.

This experience is not meant to channel students into particular occupations or professions or to entice them to work at an early age.
Rather, it is meant to enable students to better understand what being in employment entails, and to equip them with the different personal and social skills that are needed to make the work experience a positive one.

Where possible, in a number of State colleges Year 9, 10 and 11 students are given one-to-one career guidance sessions as part of the profiling exercises, walk-in career guidance services, and career portfolio exercises.
Career orientation visits to places of work and post-secondary institutions are also held for students in Years 9, 10 and 11.

These initiatives widen students’ knowledge about possible career routes, help them become aware of the importance of developing employability skills and help them become informed about further education pathways, thus embracing the concept of lifelong learning.

The Education Psycho-Social Services within the DSS also created the Careers Guidance Malta blog.
The blog careerguidancemalta.blogspot.com was set up with the purpose of informing students, parents, teachers and other practitioners who are interested in careers within the perspective of a holistic, lifelong journey.

The blog is updated on a day-to-day basis with articles and information related to careers.

It includes articles concerning institutions that 19 | P a g e provide education and training as well as career advice.

A blog is interactive in nature.


Users can communicate, ask questions and discuss difficulties.

They can also post their own comments or share their own information.

By December 2015 the blog has been accessed over 14,000 times.

In Gozo, Kampanja Karrieri Gozo was organised during the scholastic year 2014-2015 as a joint effort between the middle and senior schools of the Gozo college and MCAST Gozo campus.

Various activities were held throughout the year.


MCAST representatives made classroom interventions with all Year 11 classes.

Career orientation visits at the MCAST campus were carried out for State and Church Year 11 students.

The MCAST Gozo campus also organised an open day for parents and the general public while an information meeting was held for the principal, heads of schools, Senior Management Teams, guidance teachers, subject teachers and career advisors at the Campus.
Notwithstanding all the initiatives taken, lifelong learning guidance needs to be developed with regard to the transition from compulsory to further and higher education, from education to work, and also with reference to career progression and mobility.

3.11 Honing the potential of the Secondary School Certificate and Profile As from scholastic year 2014-15, the SSC&P has been pegged to MQF level 3 at individual subject level and as a general certificate of educational attainment.
This means that learners will now be accredited for the mark obtained in each subject at the end of the Year 11 examination, at MQF level 3, 2 or 1 or given no rating at all.

The same happens to the overall level of the SSC&P as a general certificate of education pegged at MQF level 1, 2 or 3, depending on the marks obtained by the students in their assessment.
A contributing factor to the overall rating of the general certificate comprises the non-formal and informal educational activities in which the students involve themselves during their secondary school years.

Table 3.8 shows the number of students who were in Year 11 in Maltese State schools at the end of scholastic year 2014-2015, those who obtained an SSC&P at level 1, 2 or 3 and those who only received an un-rated certificate that only attests the students’ attendance.
20 | P a g e Table 3.8 SSC&P by gender and level Level F M Grand Total Certificate of attendance 372 419 MQF 1 MQF 2 MQF 3 35 199 607 21 166 454 Grand Total 1213 1060 Actual number of students in Year 11 1361 1269 791 56 365 1061 2273 2630 Source: SIS Unit A glance at the above statistics shows that out of a total of 2630 students, 2273 obtained a certificate.
However, there were 421 students who only acquired MQF level 1 or 2 and as many as 791 who only received a certificate of attendance based on an 85% attendance threshold for the five years of secondary schooling.

The relevance of the accreditation of the SSC&P at MQF levels 1, 2 and 3 to the issue of early school leaving in Malta is extremely high.
One has to take into consideration the fact that this implies that students leaving school at Year 11 sit for two public examinations pegged at the same level (mainly MQF level 2 and MQF level3).

Year 11 students first sit for the annual examinations set by the Education Assessment Unit and administered at school in February.

Successful students obtain an MQF level 2 or MQF level 3 qualification in a number of individual subjects and also as a general certificate of education.
In April and May, the same students sit for another set of public examinations, set by the Matsec Board, in the same subjects and at the same level of competence.

Some institutions, like MCAST, recognise both qualifications.

Others recognise only the qualifications obtained from the Matsec Board or other examination boards that are considered to be comparable to that of Matsec.

Some considerations need to be made about this: 1.


There is a duplication of assessment and certification at the same attainment level; 2.

Year 11 practically ends in February, since soon afterwards students start preparing for the SEC examinations set by Matsec; 3.

It does not make any sense to have two competing certification bodies at the same attainment level in a small country like Malta.

It would be advisable to eliminate this duplication by: 1.
Agreeing on common assessment and certification processes that will be formalised through the SSC&P and held at the end of Year 11, 2.

Enticing post-secondary institutions to accept this common assessment and certification process, 21 | P a g e 3.

Carrying out the assessment in June of Year 11, so that students will have a whole scholastic year to prepare themselves for these examinations.

These reforms can only take place if the different stakeholders come together and discuss the best way forward.
The main actors, particularly the institutions that offer post-secondary education, are already co-operating in a number of fora which include the Matsec Board, which now has representatives not only from the University of Malta but also from MCAST, ITS and the Department for Quality and Standards in Education (DQSE), the National Commission for Further and Higher Education (NCFHE) where stakeholders from the State and non-State sectors are present, and the ESL Working Group for Post-Secondary Education which brings together representatives from all the State further and higher education providers.
At some point the DQSE, MCAST, ITS, Church sixth forms and those of the private sector will have to come together to map and implement a widely accepted cohesive assessment and certification procedure for students who finish compulsory education.

The procedure should open up pathways along permeable routes at further education level and focus more on formative assessment than on certification as its main goal.
3.12 Harnessing and strengthening parental support to combat ESL In January 2015, the MAPSSS set up on the initiative of a number of parents.

The Directorates of Education helped to facilitate the holding of elections for school-based representatives of the MAPSSS.
On 30th October, representatives of the central committee of this association met the ELC, which brings together all college principals, directors general and directors within the different education directorates to better explain their aims and the way they perceive their role as complementary to the school.

The best thing about the MAPSSS is that it is an initiative that comes from the parents themselves.
It is in the interest of MEDE to build as good a relationship as possible with the association in order to facilitate the fleshing out of a more substantive role for parents in schools that goes beyond helping out in social activities.

By now this may seem a cliché but the truth is that we still need to make the bold step forward.
The document regarding ESL issued by the European Commission and prepared by the working group on education in December 2015, identifies parents as key stakeholders in the strategy to reduce ESL.

They are potential net contributors and also net beneficiaries in their own right.8 The valuable contribution which parents can make to education and to the tackling of ESL can be seen in the NWAR programme, currently under the aegis of the NLA.
Here, students with literacy skills problems are given intensive basic literacy training in which parents or guardians are always present so that they can not only learn together with their children, but also support their learning all along.

This is just one way in which parents can be involved not as ancillaries, but as protagonists in the teaching and learning process.

8 European Commission (2015) A whole school approach to tackling early school leaving: Policy messages.

Brussels: European Commission.


22 | P a g e 3.13 Supporting teachers to address the ESL challenge through teacher training Legal Notice 140 of 2015, published on 24th April 2015, makes provision for the establishment of an Institute for Education.

This shall be autonomous, shall carry out functions related to the CPD and training of educators, and shall serve as a main driver in these fields.

The CEO has been appointed and developments are in progress.
Moreover, Erasmus+ funding is being tapped in order to devise CPD programmes for educational leaders and teachers in conjunction with such partners as the University of Verona and the FORTH Research Centre in Greece.

Accreditation of programmes will be sought from the NCFHE during 2016 and an accompanying Internal Quality Assurance (IQA) document is being compiled in order to seek an NCFHE license for the Institute.
A good practice of focused teacher CPD can be gained from initiatives being taken by the NLA.

The NLA, in collaboration with the DCM, offered a number of training courses for teachers and educators as part of their CPD.

A two-day training course, focusing on guided reading, was held in March 2015 for the literacy teams.

This course was delivered by Dr Sue Bodman and Ms Glen Franklin, expert educators and trainers in the field of guided reading.
In July 2015, the heads of the literacy teams and the literacy teachers delivered an in-service course in promoting guided reading as part of a balanced literacy programme in all the State colleges.

During the scholastic year 2014-2015, teachers attended monthly training sessions on multisensory methodology; developing different strategies for teaching speaking, reading, and writing; dyslexia; the writing process, and the creation of literacy resources.
In all, 354 educators benefitted from these CPD sessions organized by the NLA.

As a result of this training, 2990 children are being provided with a better literacy programme suited to their individual needs.

It is being delivered by complementary teachers in primary State schools.

At the start of the scholastic year 2015-2016, the NLA organized a seven-day induction course for new literacy support teachers and complementary teachers.
This training course focused on a variety of topics including reading strategies, dyscalculia, language acquisition and teaching in the Early Years, multisensory teaching techniques, creating multisensory resources, and the administering of basic skills checklists.

In October 2015, the literacy teams attended a training session on digital literacy by Dr Natalia Kucirkova, an expert in the field.

So far, 60 educators benefitted from these CPD sessions.
Concurrently the DLL&ESL is organising a Diploma in Teaching Adults.

About a hundred current and prospective adult educators are following the diploma course accredited at MQF level 5.

The participants are expected to finish the taught credits by June 2016 and to carry out a practicum in order to graduate.

This diploma course is aimed at raising the professional profile of adult educators and, consequently, improving the quality of adult education in Malta.
Adult education has a crucial role to play in providing second-chance re-entry routes into education for early school leavers, and hence, investing in the professional development of adult educators is imperative.

It is also essential to invest in the CPD of teachers in order to make them aware of the challenges related to early school leaving, primarily the issue of school relevance and the importance of Teachers, adult educators and educational leaders are ensuring student engagement.
23 | P a g e strategically placed to make a difference in a learner’s life.

It is important that they are willing and able to fulfil their role as best they can.

The Institute for Education is also well placed to coordinate the different CPD initiatives in order to ensure reach, focus and quality.

24 | P a g e 4.

Intervention Intervention measures are meant to be initiatives taken to support students who might find it difficult to engage and to benefit from schooling.
Intervention is intended to be timely, and implemented along the scholastic path as soon as the problem manifests itself.

4.1 Developing early warning systems and enabling timely action The staff of the ESLU gave a presentation to the ELC on 3rd February 2015 in order to make college principals and directors more aware of keeping the E1 Platform always updated, especially with regards to such information as school attendance, school attainment, disability issues and nationality.
Throughout the first and second quarters of 2015, the ESLU staff met heads of school during the Council of Heads meetings held in each of the ten State colleges in order to make them aware of the importance of E1 from where one can extract timely information that is relevant to policy making regarding issues related to ESL.
Data with regards to school attendance is being regularly inputted in the data system and this could enable the Student Information Systems Unit (SIS) to provide the ESLU with reliable data regarding school attendance.

The target is to also have reliable data about students with disability as well as foreign students that could be extracted from the platform in the coming year.
The data fields already exist and the ESLU will keep cooperating with SIS to ensure that the school administration keeps the information updated.
Information extracted from E1 indicates that the number of days on which students were absent from primary and secondary State schools has decreased markedly, as can be seen from the following table: Table 4.1 Total absences in State schools Scholastic year Male 2012-2013 2013-2014 2014-2015 Source: SIS 311,634 242,454 198,578 Female 246,568 214,365 186,771 Total 558,202 456,819 385,349 If one were to focus on unauthorised absences, the difference is even more marked between 2012-2013 and the subsequent two scholastic years, as can be seen from table 4.2 below.
25 | P a g e Table 4.2 Total unauthorised absences in State schools Scholastic year Male 2012-2013 2013-2014 2014-2015 Source: SIS 133,354 121,028 75,625 Female 116,827 116,021 75,424 Total 250,181 237,049 151,049 One can also notice that female unauthorised absences were always less than those of males.

This correlates with copious literature that attests to the fact that females almost always outperform males in educational attainment across levels.
A further glance at the statistics by college below shows the average number of days of unauthorised absences for students per college in the last three scholastic years.

Moreover, the average number of unauthorised absences per student in the Maltese islands has decreased from 9.58 in 2012-2013 to 6.07 in 2014-2015.
Table 4.3 Average of unauthorised absences per student per college 2012-2013 4.91 2013-2014 5.53 2014-2015 3.37 Gozo College Maria Regina College St Benedict College St Clare College St Gorg Preca College St Ignatius College St Margaret College St Nicholas College St Theresa College St Thomas More College National Average Source: SIS The use of the E1 platform to monitor school attendance is crucial for early identification of potential early school leavers.
Following the identification of students who were habitual 26 | P a g e absentees, in the scholastic year 2013-2014, social workers from the Education Psycho-Social Services of the DSS followed 356 primary school students and 499 secondary school students: - Primary school cases followed by DSS social workers amount to 2.1% of the student - population (1.4% had over 30 days of unauthorised absences) Secondary school cases followed by DSS social workers amount to 8.3% of student population (7.7% had over 30 days unauthorised absences) - Primary school students include mostly those who had missed more than 20 unauthorised school days.
The social workers working with school absentees identify the reasons which give rise to absenteeism.

These are categorised under four headings as indicated in Table 4.4.

Addressing reasons for absenteeism that lie with the student, the family and the community is very challenging.
However, a lot can be done to make schools safer, more caring, welcoming and inclusive places, as well as to render them institutions that cater for individual learners’ needs through a more diversified and flexible service provision.
Table 4.4 Reasons given by students for absenting themselves from school Student Family  -Physical health problems including hearing impairment  Mental health problems  Learning difficulties and disabilities  School phobia/school refusal  Separation anxiety  Addictions  Students with social, emotional behavioural difficulties (SEBD)  Child protection issues  Bereavement  Teenage pregnancy  Physical health problems  Mental health problems  Financial difficulties  Inadequate parental interest, support and recognition of the value of education including lack of adequate parenting skills and  Breakdown relationship of parents’  Addictions  Domestic violence  Child protection issues  Bereavement School Community  Bullying  System does not cater educational needs Source: DSS for individual  Bullying  Anti-school culture 27 | P a g e 4.2 Consolidating support networks for students at risk of becoming early school leavers The education psycho-social teams in each college include social workers, social support workers, counsellors, trainee counsellors, educational psychologists, psychotherapists, career advisors and trainee career advisors.
Most of the teams also include a prefect of discipline and a youth worker.

Personnel from the three services incorporated in the SAFE School Programme also provide a service in each college.

The three services are: Child Safety Services, Anti-Bullying Service and Anti-Substance Abuse Service.

During 2015, several calls were issued followed by the recruitment of practitioners who were allocated in the respective colleges according to the students’ needs.
These multidisciplinary teams will continue to be strengthened following a capacity building plan that spans over three years (2015-2018).

This heavy investment in the education psycho-social personnel based in colleges will ensure that vulnerable students in State schools receive multi-professional and timely support.

Education psycho-social personnel intervene at an early stage.
Social workers have access to the E1 platform in order to identify students who are missing school, and to intervene accordingly.

Priority is given to primary school students.

Nonetheless, there are other measures which target secondary school students who are at risk of becoming early school leavers.

Social workers work in close liaison with school Senior Management Teams and other psycho-social practitioners from outside the education directorates, such as the FSWS.
FSWS operates the Youth in Focus programme and the Adolescent day programme.

The Youth in Focus programme provides personalised social work intervention with adolescents between the ages of 13 and 18.

The aim is to assist vulnerable adolescents who face very difficult life situations that may vary from living in institutional care, experiencing violence or neglect, to homelessness and addictions.
The aim of the service is to empower participating young people to reach their potential through a personalised social work approach.

Professionals also work with possible social support networks around these young people including parents, carers and significant others.
Table 4.5 Youths making use of Youth in Focus programme Male 200 163 167 Female 143 110 115 Unspecified 0 0 2 Total 343 273 284 2012 2013 2014 Source: FSWS Another recent initiative by FSWS is the Adolescent day programme for adolescents aged between 14 and 18 who have very challenging behaviour, come from very difficult family situations or even homelessness, manifested criminal behaviour, or did not manage to adjust to mainstream education or any other scholastic programmes.
The aim of the programme is to help participating youths to establish some structures and boundaries in their lives, to develop healthy relationships with support networks around them, to involve themselves in healthy 28 | P a g e activities, and to avoid exploitation of various kinds.

This day programme runs for twelve consecutive weeks, four days a week, with a four-hour structured session each time.

Between July and December 2015, 35 youths were referred to the programme and 16 enrolled in it.
4.3 Harnessing Youth Workers’ support for older students Five youth workers form part of the Education Psycho-Social Services and offer their services within five colleges.

In addition, youth workers from Aġenzija Żgħażagħ offer their services within youth hubs situated at Paola ALP Centre, the GCHSS, ĠEM 16+, MCAST and the Youth.Inc programme.

The last one is a re-integration, compensation programme run entirely by Aġenzija Żgħażagħ, the National Youth Agency.
It adopts a youth work approach to provide students who leave compulsory education without any qualifications with a second chance education opportunity.

In 2015, there were 31 boys and 39 girls following the programme.

In 2016, the participants increased to 52 boys and 57 girls.

Most participants are helped to make the transition into employment.

Some are supported to continue with their training at MCAST.

Aġenzija Żgħażagħ published a National Youth Policy Towards 20209 on 11th August 2015.
Strategy 2 of the policy includes an action plan for education and training that specifically mentions actions targeted at early school leavers.

These are cross-sectoral actions that intersect with lifelong learning services aimed particularly at young people.

It is envisaged that Aġenzija Żgħażagħ will coordinate with the DLL&ESL in order to map out a plan for the implementation of these actions.
On Saturday 12th December Aġenzija Żgħażagħ inaugurated its new headquarters transformed into a developing Youth Village in the premises of the former Umberto Calosso educational complex.

This new complex will enable the youth agency to strengthen its services, including the Youth.Inc programme and to explore new ways of reaching out to young people through innovative and flexible outreach projects.
4.4 Empowering students with social, emotional and behavioural difficulties In order to address the needs of students with social, emotional and behavioural difficulties, learners attend Nurture Classes in State primary schools and Learning Support Zones in State secondary schools.

In the scholastic year 2015-2016, there are 33 Nurture Classes and 22 Learning Support Zones in Maltese State schools.
Table 4.6 Students given a service by Nurture Classes and Learning Support Zones 2014 – 2015 801 676 2015 – 2016 779 492 Nurture Classes Learning Support Zones Source: DSS 9 Parliamentary Secretariat for Research, Innovation, Youth and Sport (2015) National Youth Policy: Towards 2020.

A shared vision for the future of young people.


Available from: http://cdn02.abakushost.com/agenzijazghazagh/downloads/National_Youth_Policy_Towards_2020.pd f 29 | P a g e Both Nurture Classes and Learning Support Zones have reached out to hundreds of students during the scholastic year 2014-2015.

For the scholastic year 2015-2016, new Nurture Classes were set up at St Paul’s Bay, Tarxien and Valletta primary schools.
Similarly, new Learning Support Zones were set up at Naxxar middle school, Rabat middle school and St Venera secondary school.

If students who have received support in Nurture Classes or Learning Support Zones still manifest behavioural difficulties, they are referred to an SEBD specialist who uses practical strategies and liaises with all professionals while supporting the school.
If the behaviour persists, students are referred to a temporary programme at a Learning Support Centre which aims at giving them a more focused and personalised service and coping strategies.

The medium to long term aim is always to re-integrate participating students into mainstream schools.

Students remain registered within their college and constant feedback about their behaviour is given to the school.
There are four such Learning Support Centres, one in Birgu and another in Ħamrun for secondary school boys, one in Naxxar for secondary school girls, and a co-ed one in Marsa which caters for primary school students.

An Education Hub was also opened at Msida in September 2015, in order to provide tailor-made programmes for students who were finding it very difficult to fit in mainstream secondary schools and had serious emotional and behavioural difficulties.
Table 4.7 Students in Learning Support Centres in 2015-2016 Learning Support Centre Ħamrun Marsa Birgu Naxxar Source: DSS Number of students 10 7 7 7 Table 4.8 Students at the Education Hub, Ħamrun, in 2015-2016 Year Year 9 Year 10 Total Source: Education Hub Number of students 10 12 22 4.5 Supporting teenage mothers to remain in education and training Servizz Għożża provides a support service and an educational programme to pregnant minors, leading them to adopt a positive attitude towards motherhood, while empowering them to pursue their educational path beyond childbirth.
The service is run by an officer in charge and three guidance teachers in a unit at Qormi.

During the scholastic year 2014-2015, 17 students were following programmes offered by Servizz Għożża.

This unit acquires greater relevance within the perspective of NEET statistics that show that more females than males are inactive in the age bracket of 15 to 24.
Unplanned pregnancies 30 | P a g e might be one of the causes and young mothers would need a lot of support to positively fulfil their roles as mothers and learners.

Out of the 17 students who availed themselves of the service last year, 3 students returned to secondary school and 2 students enrolled at MCAST.

Another 5 have just given birth, but are aiming to go back to school.

The other 7 remained at home.

Servizz Għożża also delivers a prevention programme aimed at teenage boys called Bandiera Bajda.
Groups of boys from secondary schools attend three hour seminars focused on sexual education and teenage pregnancy with specific attention to the role and responsibilities of teenage fathers.

A similar project called Jien ser Inbennen?!

aimed at teenage girls, is also being offered.

4.6 Supporting students and parents through after-school support programmes The NLA is developing a number of initiatives that involve both students and parents in after- school programmes.
In 3.12 above, the NWAR programme was mentioned.

This is a family literacy programme, the main benefit of which is the after-school support that is being offered to learners who experience literacy difficulties.

The methodology and pedagogy adopted in the programme complement the day-school literacy programmes.

Learners who attend NWAR gain basic literacy skills in a relatively short time span.
The rapid learning growth of learners who attend this programme is attributed to a three-pronged service given by crucial stakeholders: a structured support programme at school, the effective methodology utilised at NWAR and their parents/caregivers who support their child’s learning and growth at home.

Students and their parents/caregivers participate in an intensive literacy support programme.
They go through a pre-service assessment process, and subsequently participate in an intensive one-to-three literacy support programme over a period of one semester, with the possibility of an extended service based on the end of semester assessment.

The programme adopts a multisensory approach including Synthetic Phonics as a remediation tool which is combined with other teaching and learning tools.
Individual learning plans are prepared, implemented and reviewed with the parents/caregivers of each child.

In the scholastic year 2014-2015, there were 11 centres catering for 230 students and their parents.

Another programme is a family literacy shared-reading programme for children and parents/caregivers, Aqra Miegħi.

This programme aims at promoting the love of books among children through fun activities which also involve the parents/caregivers.
The one-hour sessions are held once a week, are free of charge and feature sharing of story books, singing of nursery rhymes and other age-appropriate fun activities.

The primary objective of the programme is to develop children’s imagination through stimulating activities.

The development of oracy skills and concepts about print are also encouraged.

Moreover, parents/caregivers are made aware of the benefits of sharing books with their children on a daily basis.
These highly interactive sessions are conducted in community libraries hosted by local councils, schools and Malta Libraries.

Reading support assistants are provided with the relevant training and various educational resources including 31 | P a g e age-appropriate books, CDs and other educational tools and games in order to engage both children and parents/caregivers.
In the scholastic year 2014-2015, a total number of 7,548 children attended 983 Aqra Miegħi sessions (568 in Maltese and 415 in English) in 50 centres across Malta and Gozo.

There were 5,633 adult females, 356 adult males, 486 grandparents, and 181 siblings who accompanied the children in these sessions.
4.7 Supporting students at risk in the secondary school The ALP was created in the scholastic year 2013-2014 in order to cater for about 250 Year 11 students who were not sitting for any SEC examinations at the end of compulsory schooling and thus were potential early school leavers, especially since a number of them were habitual absentees.

The programme was devised with the help of the ETC, MCAST and the Youth.Inc.

programme.
programme.

Education psycho-social practitioners are involved in the recruitment process of prospective ALP students.

Career advisors contact them personally, with the assistance of social workers if students are habitual absentees.

The career advisors, with the support of the school Senior Management teams, offer one-to-one sessions to prospective ALP students in order to help them decide on the vocational route they wish to follow during the programme.
When students attend the ALP, practitioners monitor them closely as well as support them through the provision of therapeutic and/or social work interventions, if required, The ALP is now in its third year and is based in a newly refurbished centre at Paola which is equipped with different workshops, laboratories, classrooms and a youth hub.
The programme is generally aimed at students who are at risk of becoming early school leavers, are in their last year of compulsory schooling (Year 11) and show an interest in vocational education.

In the scholastic year 2014-2015, there were 272 students in the programme: 163 males and 109 females.

At the end of summer 2015, they were followed by the psycho-social team of the DSS that offered them career guidance.
Out of the 272 students, 29 found employment, 33 were looking for employment, 63 were interested in following a course at MCAST, 8 wished to take a course at ITS and 22 wanted to follow the Youth.Inc programme.

During the scholastic year 2015-2016, 261 students are being hosted at the Paola ALP Centre: 160 males and 101 females.
Students are offered lessons in two vocational areas of their choice, three academic subjects (English, Maltese and Maths), PSCD, PE, ICT, Home Economics, Religion/Ethics and Art/Drama/Music.

In the near future, the ALP will be strengthened in its capacity as a compensatory reintegration route into general and applied training.
Table 4.9 Students participating in the ALP Males 163 160 Females 109 101 Total 272 261 2014-2015 2015-2016 Source: ALP 32 | P a g e Concurrently, middle schools and senior secondary schools are developing their own in-house programmes for students who find difficulty in following mainstream programmes and who may benefit from a vocational pathway.

During the scholastic year 2014-2015, there were around 130 students in Year 9 and another 130 in Year 10 following the CCP.
This is based on a reduced number of core curricular subjects and includes a number of vocational subjects.

The programme is pegged at MQF level 1.

A similar programme is also being offered to Year 7 students.

The CCP class is followed by a teacher-mentor.

In November 2015, the Prince’s Trust International, the global extension of the UK’s leading youth charity, was officially launched in Malta.

The XL Programme, which was developed by the trust, is currently running in 7 secondary schools in Malta.
Young people, aged 13 to 16 and at risk of underachievement or exclusion, are offered a personal development programme as an opportunity for re-engagement in education.

Using an informal approach to learning, the XL Programme provides young people with the space and attention they need to develop confidence as well as to form a sense of ownership of their work and own development.
In the UK, the programme has consistently been successful in helping young people re-engage with learning and in developing a sense of achievement from which they can regain momentum in education.

Prince’s Trust XL Clubs work towards an award, certificate or diploma in Personal Development and Employability Skills.

The curriculum has been designed to complement existing academic subjects and helps to promote whole school learning.
It covers five key activity areas consisting of personal and social development, life skills, active citizenship, enterprise projects and preparation for work.
Table 4.10 Number of students participating in the XL Programme 14 21 11 30 5 16 5 Maria Regina College Mosta Boys Secondary St Gorg Preca College Education Hub St Clare College Pembroke Secondary School St Benedict College Kirkop Secondary School St Margaret College Verdala Secondary School Gozo College Boys Secondary ALP Paola Vocational Creative Centre Source: XL Programme Another initiative was taken in November 2015 in order to help those students in Year 11 who would be sitting for the final school leaving examinations in February 2016 and for the SEC examinations in April-May 2016.
A pilot project, started in three different senior secondary schools (San Ġorġ Preca College Boys, San Ġorġ Preca College Girls and St Thomas More College Boys) offered Support Classes in Maltese, English and Mathematics to Year 11 students who felt they needed support in order to do well in the examinations.

The schools are.

Students are given two hours of after-school tuition on a weekly basis in every subject.

SEC past papers are also provided for free.


If the project proves to be effective in enabling students to pass and to get good grades, it will be extended to more schools in the scholastic year 2016-2017.
33 | P a g e Table 4.11 Students taking Support Classes by subject and gender Males Females Total Source: DLL&ESL Maltese 55 42 97 English 59 43 102 Mathematics 71 40 111 Table 4.12 Students taking Support Classes by subject and school SGPC Boys SGPC Girls STMC Boys Total Source: DLL&ESL Maltese 14 42 41 97 English 15 43 44 102 Mathematics 13 40 58 111 The rationale behind this pilot project is to complement the SEC Revision Classes project mentioned in 5.3 below.
The Support Classes are meant to help students prepare themselves for their first attempt of the SEC examinations.

The SEC Revision Classes are meant to help those students who would have failed their SEC examinations in the April-May session and would be sitting for the re-sit examinations session in September.

34 | P a g e 5.

Compensation Compensation measures are meant to address the needs of potential early school leavers towards the end of compulsory education.
They are meant to offer a re-integration route into education or training.

Striking strategic partnerships to create an effective second chance 5.1 education for students at risk In Malta, various institutions offer full-time second chance education to students who do not have the necessary qualifications to progress to MQF level 4 in academic or vocational education programmes and who need to catch up with programmes that range from MQF level 1 to level 3.
Other institutions offer more flexible, part-time education and training.

MCAST offers a Foundation Certificate Programme at MQF levels 1 and 2 leading to the possibility of achieving a diploma at MQF level 3.

The basic eligibility criteria for entry into level 1 is the SSC&P (see 3.11 above) that attests that the student has finished compulsory education.

Students can also enter directly into level 2, depending on the SSC&P level achieved.
The programme would typically include a mixture of key skills (literacy, numeracy and ICT) and a vocational hands-on component.

Students can then progress from one level to the other within MCAST and also move across institutes, allowing flexible progression pathways up to MQF level 6.
Table 5.1 Students, by gender, who started and finished the year at MCAST Foundation Certificate Programme in scholastic year 2014-2015 Females at start Males at end of Males at start of of year year year 49 29 39 293 406 521 580 686 799 922 1121 1359 Females at end of year 41 239 503 783 MQF 1 MQF 2 MQF 3 Total Source: MCAST The number of males enrolling in the MCAST Foundation Certificate Programme exceeds that of females while slightly less females than males drop out by the end of the year.
Given that the number of female NEETs is slightly higher than that of males, it would be worthwhile to explore further the ways in which MCAST courses can attract more females to the different institutes, in order to offer credible vocational routes into further education and employment to female young persons.
Table 5.2 Dropouts from the MCAST Foundation Programme in scholastic year 2014-2015 Total population at end of year 70 645 1189 1904 Total Population at start of year 88 814 1379 2281 20% 21% 14% 17% 18 169 190 377 Dropouts total Dropouts % MQF 1 MQF 2 MQF 3 Total Source: MCAST At MCAST, the dropout rate is still a concern to reckon with especially at MQF levels 1 and 2.
MCAST has now carried out a major reorganisation with the setting up of three colleges 35 | P a g e (Foundation College, Technical College, University College) that cut across the institutes.

The Foundation College was set up to cater for the needs of students who leave compulsory schooling with no qualifications and who would, therefore, require more care and attention in order to make the most of this second chance vocational programme.
We have yet to see how the reform will affect student retention over the coming years.

Table 5.3 shows the number of students who started at foundation level course at MCAST in 2014-2015 and in 2015-2016.

Totals are strikingly close, both for males and females.

It is good to see that the total number of students who joined the MQF level 3 course this year has increased slightly over that of the previous year.
Table 5.3 Students enrolling in the MCAST Foundation Programme in 2014-2015 and in 2015-2016 Males at start of year 14-15 39 521 799 1359 MQF 1 MQF 2 MQF 3 Total Source: MCAST Females at start of year 14-15 49 293 580 922 Total at start of year 14-15 88 814 1379 2281 Males at start of year 15-16 57 499 744 1300 Females at start of year 15-16 27 274 643 944 Total at start of year 15-16 84 773 1387 2244 For its part, ITS offers a Foundation Programme in Hospitality and Tourism, accredited at MQF Level 2, for students who would have left compulsory schooling without the necessary qualifications and who intend to further their education and training in the hospitality sector.
Until last year, this foundation programme was spread over two years.

There were 62 students following this course (both 1st years and 2nd years) in the academic year 2014-2015.

This year there are 110 students enrolled in the new one-year programme: 38 females and 72 males.

The programme combines basic skills training in literacy, numeracy and ICT with vocational training related to the hospitality industry.
These numbers support the trend of vocational post- secondary courses attracting more males than females.

Table 5.4 Students enrolling in the Foundation Programme at ITS 2014-2015 2015-2016 Source: ITS 62 110 For students who leave compulsory schooling without formal qualifications but would like to have a second opportunity of taking the academic route, a new institution was set up in the Summer of 2015, the GEM16+.
A basic curriculum, consisting of a very limited number of academic subjects as well as sports, personal and social education and ICT, prepares students to sit for the SEC examinations.

A pass in these subjects will enable students to go to either GCHSS in order to take up a course that will lead them to university, or else to take up diploma courses at MCAST or ITS.

In its first year GEM16+ managed to attract 80 students: 47 males and 33 females.
The head of the GEM16+ centre is now a stakeholder member of the ESL Working Group for Post-Secondary Education.

This will enable him to disseminate the services of the centre so that the take-up will increase in the coming scholastic year.

The centre can cater for up to 250 students.


The head has reported that both staff and students are viewing this new compensation measure very 36 | P a g e positively and that the students that are currently in the programme will be the ambassadors of the school in the dissemination process of preparation for next scholastic year’s take up.
Table 5.5 Students enrolling at the GEM16+ Male 47 Female 33 Total 80 2015-2016 Source: GEM16+ GCHSS at Naxxar offers the SEC Course for students who would not have acquired the necessary qualifications to proceed to an academically oriented further education programme, but who have at least a pass in two SEC subjects.

This enables participating students to gain enough passes in SEC subjects to be able to join the Matsec Course in the following year.
Table 5.6 shows the number of students who enrolled in the SEC Course in 2014-2015 and in 2015-2016.

It is to be noted that every year around 200 students go to GCHSS to avail themselves of the second chance programme (the SEC Course) which enables them to proceed to the Matsec Course that finally opens up the route towards University.

Moreover, more than 800 students in both 2014-2015 and in 2015-2016 chose to take a Matsec Course at GCHSS.
Contrary to the case in post-secondary vocational institutions, at GCHSS there are more females than males, particularly in the Matsec course.

In 2014-2015, the GCHSS re-introduced the AIO (Advanced, Intermediate, Ordinary) Course and the 18+ Course which have absorbed those students needing to repeat their first or second year course content.
With regards to the latter course, it was first called the Revision Course as it referred to those students finishing the Matriculation Course (MC) or AIO, and either (i) failed some subjects and wished to try these subjects again after a one-year Revision Course; or (ii) passed their subjects but wanted to improve their grades to pursue their desired course of study.

As most of these students are over 18 years, the course was renamed 18+, instead of Revision Course.
Table 5.6 Students Enrolling at GCHSS Scholastic Year 2014-15 Scholastic Year 2015-16 Course Male Female Total Male Female Total MC 1st Year MC 2nd Year AIO 1st Year AIO 2nd Year SEC Course Rev 2nd Year 18+ Course Total Source: GCHSS | P a g e The same pattern repeats itself at MARSF which provides courses similar to those offered at GCHSS.
Table 5.

7 shows the number of Gozitan students at the institution.

The Revision Course at MARSF caters for students who managed to obtain a few passes or who obtained a grade 6 in a given subject.

The Comprehensive Course caters for students who obtained a grade 7 or U (unclassified).

It is meant to serve as a second chance opportunity for students who failed or did not attempt to sit for SEC exams at the end of compulsory education.
The Comprehensive Course is offered only in Mathematics, English and Maltese.
Table 5.7 Students enrolling as first years at Sir M A Refalo Sixth Form Scholastic Year 2014-2015 Scholastic Year 2015-2016 Course Male Female Total Male Female Total Revision Course Comprehensive Course Matsec Course Total Source: MARSF 10 _ 103 113 7 _ 134 141 17 237 254 7 3 90 100 5 2 116 123 12 5 206 223 The number of students opting to join the University Junior College where students need to have six passes at SEC level or equivalent was 1,310 in 2015-2016 .
At Junior College, there are more females than males, contrary to the situation in post-secondary vocational institutions.

It is encouraging that the number of students who drop out between their first and second year of studies at Junior College is low, a phenomenon which needs to be investigated.
Table 5.8 Students enrolling in first year at University Junior College Male Female Total 2014-2015 2015-2016 Source: JC 680 625 767 685 1447 1310 The fact that more males opt for vocational post-secondary courses whilst more females opt for academic post-secondary courses might raise at least two questions.
Firstly, we should ask whether we are offering enough vocational courses, at further education level, that are likely to attract more females to vocational education, both in terms of content and with reference to the course or programme structure.

Another question is whether the academic route should be more flexible to cater for male students’ needs.
A case in point is the GEM 16+ which, perhaps due to the fact that it is a small institution with a more focused service, managed to attract more males than females.

Students who have particular learning difficulties which preclude them from pursuing the academic route, but would like to further their education before going into employment can 38 | P a g e avail themselves of the Youth.Inc programme run by Aġenzija Żgħażagħ.
The Youth.Inc programme is specifically aimed at young people who have completed compulsory education without having acquired the basic qualifications.

It offers participants a mixture of basic skills, life skills and a variety of hands-on employment-related learning opportunities.

It is a full-time course that also includes a work placement.

Successful participants acquire a general certificate of education at MQF level 1 and are able to proceed to a second full-time course leading to MQF level 2.
The programme is based at the newly setup Youth Village at Santa Venera.

In the scholastic year 2014-2015 there were 70 young persons in the programme.

In 2015-2016 the number increased to 109.


Table 5.9 Young people attending the Youth.Inc programme 2014-2015 2015-2016 Source: Aġenzija Żgħażagħ Males 31 52 Females 39 57 Total 70 109 The FSWS runs the E4L programme which is targeted at vulnerable youths, aged between 15 and 24, who have problems of addiction, lack of family support, or mental health issues.

The programme aims at helping these youths to re-engage in education and to prepare themselves for employment.
In order to address these goals, social workers work on a one-to-one basis with youths, together with their respective professionals, and give them the information and support they need.

Youths are encouraged to attend courses that are either outsourced or provided by E4L internally.

E4L also organises workshops with the aim of equipping participants with life skills and employability skills.
Table 5.10 Young people attending the Embark for Life Programme 2014 Referrals Cases worked with Cases closed Source: FSWS 114 108 31 Table 5.11 Young people attending the Embark for Life Programme 2014 by sex Male Female Total Source: FSWS 60 48 108 The DLL&ESL complements the provision of full-time courses and programmes by offering part- time courses, both in the morning and in the evening ranging from MQF level 1 to MQF level 4 for young people and adults.
In 2015-2016, these courses attracted 12,839 applicants across 9 centres, 40 local councils and 15 community centres.

While there is no age limit for taking classes in music, art, drama and dance, the rest of the courses are for students over 16.

Table 5.12 gives a breakdown of the number of applicants.

In the age bracket of 0 to 16, the DLLESL’s 39 | P a g e community visual and performing arts schools attracted 2,834 students in part-time evening classes in music, art, drama and dance.
In the age bracket of 17 to 24 there were 1,081 young people who enrolled in a part-time course, more females than male.

Most courses are of 3 hours weekly and run from October to May.
Table 5.12 Learners enrolling in Lifelong Learning Courses offered by the DLL&ESL in 2015-2016 Age Group Minimum Age Age Group Maximum Age Female Male Total 16 24 30 40 50 65 100 0 17 25 31 41 51 66 Total Source: DLL&ESL 1447 1387 2834 (Classes in music, art, drama & dance) 604 903 1312 992 1802 881 7941 477 513 752 488 803 478 1081 1416 2064 1480 2605 1359 4898 12839 DLL&ESL will need to evaluate its MQF level 1, MQF level 2 and MQF level 3 courses in order to re-engineer them into proper second chance routes to education for young people who prefer to take up employment and continue their education on a part-time basis.
There is a wide variety of further education opportunities for young people and adults.

Moreover, the institutions and programmes are reaching out to different target groups.

Yet, opportunities need to increase for at least two reasons.

Firstly, now that Malta managed to drastically lower the ESL rate, it can only keep the momentum by devising creative, more personalised ways of reaching out to those most at risk and living on the fringe of society.
Secondly, many EU countries have a compulsory school age of 18.

This surely bears upon the low ESL rates in these countries.

Some months ago, the idea of increasing compulsory school leaving age to 18 was sounded in Malta as well and there seems to have been a wide positive consensus over the idea.

However, the country might adopt the cultural change approach.

In Malta it is not compulsory to send children to kindergarten.
However, we have practically a 100% participation rate of children in kindergarten classes because it has become a cultural norm to send 3 and 4-year-olds to school.

Similarly, MEDE might bank upon the wide consensus which exists around the idea of increasing compulsory school leaving age, not to enact any law, but to create a wide cultural consensus that it is normal to remain in full-time schooling up to 18 and that it is not normal to leave at 16.
40 | P a g e In order to keep more youths in full-time education, there also needs to be a proper supply and one should seriously think about having a second sixth form in Malta similar to GCHSS and located in the south.

This would raise the number of further academic education institutions within the DSS to three.

One should also consider whether these institutions should form an eleventh State college in order to ensure a more consolidated and coordinated service.
5.2 Providing quality second chance education to improve life chances for persons with disabilities MCAST offers the Pathway Programme for students with mild disabilities after they finish compulsory schooling.

This is a one-year programme aimed at helping students to integrate into the world of work by acquiring the necessary social and employability skills in their transition from sheltered educational institutions to the world of work.
Table 5.13 shows the number of young people undertaking this programme.

Table 5.13 Students attending the Pathway Programme Total at start of year 57 49 Females at start of year 27 24 Males at start of year 30 25 Males at end of year 26 - 30 - Females at end of year Total at end of year 56 - 2014-2015 2015-2016 Source: MCAST The GCHSS accepts applications from students with IEN even if they do not have any SEC passes, providing that they have an SSC&P.
Programmes within GCHSS are tailor-made to support students’ needs based on their IEP.

The support structure is made up of an Assistant Head in charge of inclusion, five LSAs, the school counsellor and the guidance team.

On average, 20 students with a statement of support apply as students at GCHSS every year.

There is a wide spectrum of students’ needs, the most common being mobility difficulties, visual impairments and communication difficulties.
The DSS offers another educational pathway for students with a disability who have finished compulsory schooling.

This comprises the Dun Manwel Attard Young Adult Resource Centre in Wardija and the Helen Keller Resource Centre in Qrendi.
Through a curriculum that integrates vocational and life skills, the Wardija resource centre aims at facilitating the transition from compulsory education to further education, employment or sheltered community centres for disabled persons, according to the specific needs of the young person.

In the scholastic year 2014-2015, there were 70 learners attending the centre: 43 males and 27 females.
In the scholastic year 2015-2016, the centre had to relocate to temporary premises until the proper building of the school at Wardija would be totally refurbished and extended to be able to cater for more learners and to give them superior service and better facilities.

As a result, this year the centre has not yet been able to enrol new students.

Consequently, the population of the centre in the current scholastic year decreased to 41: 24 males and 17 females.
It is envisaged that the refurbished Wardija premises will be ready to take new learners by September 2016.

The Helen Keller Resource Centre caters for students with profound and multiple learning difficulties.

Many of the students have severe mobility problems and severe hand/eye and hand 41 | P a g e manipulation difficulties.

The ages of students attending the resource centre vary from 11 to 22.
Sometimes, students over 22 continue attending the centre because of the lack of available adequate centres that can cater for their complex needs.

In the scholastic year 2014-5, there were 43 learners attending the centre: 15 females and 28 males.

The population of learners who were over 16 years of age consisted of 10 females and 13 males.

During the scholastic year 2015-6, the overall population remained unchanged.
However, the population of learners who were over 16 years of age increased to 11 females and 16 males.

At the Helen Keller Resource Centre, learners over 16 years follow the Moving On Curriculum, an extension of the Equals Curriculum which is streamlined with the National Curriculum.

The centre offers other therapeutic services such as physiotherapy, use of the Jacuzzi, and a multisensory environment.
Implementing the Youth Guarantee scheme to reach out to young 5.3 people at risk The EU-wide Youth Guarantee scheme is aimed at tackling the issue of youth unemployment.

It aims at ensuring that all young people under the age of 25, whether registered with public employment services or not, get a good quality concrete offer of work within four months of their leaving formal education or becoming unemployed.

This offer could include a job, an apprenticeship, a traineeship or continued education.
In Malta the scheme is administered by MEDE and its funding totals €2.8 million.

The Youth Guarantee scheme implemented the NEET Activation Scheme I, which aims at reintegrating young people who are detached from the education system or the labour market through targeted intervention and empowerment.
The scheme consists of three phases of intervention and youths can initiate the programme at Phase 1, 2 or 3, according to the intervention needed: Phase 1 – Profiling, behavioural and employability courses Phase 2 – Continued education/work exposure Phase 3 – Traineeship A total of 350 youths were profiled.

Out of these, 185 successfully participated in the motivational training programme provided and in the work exposure programme.
An evaluation exercise was carried out with a sample of participants in the scheme.

A total of 85.6% of youths participating in the evaluation said that they would definitely, or probably, recommend the activation programme to other young people.

Only 14.3% said that they would probably, or definitely not, recommend it.

A NEET Activation Scheme II will follow up on the first programme and will place more focus on psycho-social services provided to young people.
The Armed Forces of Malta constitutes a partner in this scheme by providing assistance in the behavioural development of young people.

Another initiative funded through the Youth Guarantee scheme consists of the SEC Revision Classes.

In the summer of 2014, intensive SEC Revision Classes were held for students who had failed in one or more of the core subjects in their SEC examinations and who wanted to apply for the re-sit session of September.
There were 1,235 students who applied for these classes: 586 42 | P a g e males and 649 females.

There were 551 in total who completed the whole intensive programme.

A post-mortem evaluation showed that students attending these revision classes did better in the re-sit session than others who did not.

A second edition of the SEC Revision Classes was held in the summer of 2015.

This time there were 1,085 students who applied: 576 males and 509 females.

Out of these, 777 completed the programme.


These classes are offered free of charge.

Although there is a very high take-up of this opportunity, there is also a high dropout rate which needs to be addressed.
Table 5.14 Students attending SEC Revision Classes Summer 2014 Summer 2015 Source: Youth Guarantee – Malta Males 586 576 Females 649 509 Total 1235 1085 Completed course 551 777 Another initiative funded by the Youth Guarantee scheme and aimed at potential early school leavers consists in the Remedial Classes offered to MCAST students who failed their examinations in the Foundation programme.
In 2014, these remedial classes were offered to students doing their resits at levels 1 and 2 in the September session.

In 2015, these classes were also offered for resits at level 3.

This extra help increases a student’s chance of avoiding the repetition of an academic year.

Table 5.15 Students attending MCAST Remedial Classes Summer 2014 Summer 2015 Source: Youth Guarantee – Malta Males 29 55 Females 13 44 Total 42 99 Completed course All All 43 | P a g e 6.
Conclusion This report aimed at providing all the available information that could shed light on the implementation of the Strategic Plan for the Prevention of Early School Leaving in Malta 2014.

The report shows that a myriad of initiatives are being taken to reduce the number of early school leavers in Malta.

This is necessary in order to have a better educated citizenry and a better trained work force.
It is also necessary to have a more inclusive society at all levels and across the numerous variables that make Maltese society diverse.

The data provided about every action are accompanied by points that need to be considered, as well as recommendations.

These will be discussed by the stakeholders that are participating in the ESL Inter-Ministerial Committee and the ESL working groups, and will be used to propose a revised ESL strategy.
Particularly, this document makes the following proposals for discussion in the process towards a revised and updated research-based strategic plan to tackle ESL: 1.

Extending free childcare to families at risk through an outreach programme; 2.

Opening a childcare facility at GCHSS; 3.

Analysing the outcome of the initiatives being taken this year with regards to migrant children in order to improve these students’ integration into mainstream schools; 4.
Reaching out to the parents of migrant children in order to improve the migrant families’ integration in school and local communities; 5.

Analysing the outcome of fully fledged middle schools across all State colleges not only in terms of system adjustment, but also in terms of student attainment at various levels; 6.

Finding ways of assessing the degree to which the Virtual Learning Environment in State schools is being exploited to its full potential; 7.
Closely monitoring the implementation of the OneTabletPerChild project to assess its added value in terms of teaching and learning; 8.

Finding more long-term sustainable solutions for school-based initiatives in order to prevent ESL and to increase school relevance to students; 9.

Assessing the outcome of the roll-out of vocational subjects in all State senior secondary schools in terms of student engagement and student attainment.
Consideration also needs to be given to the fact that senior secondary schools will be co-educational in 2016-2017, and this might bear upon the number and nature of vocational subjects provided in Year 9 across colleges; 10.
Strengthening the communication between staff at various levels working in State colleges in order to facilitate the transition of students from one year to the other and from one school to the other, especially now that every college will have four levels of schooling: kindergarten, primary school, middle school and senior secondary school; 11.
Consolidating career guidance services, particularly in the transition from secondary to further education and also by considering a lifelong guidance service for adults; 12.

Working on a single assessment and certification process at the end of Year 11 that would facilitate the acknowledgement of student learning and attainment and the transition of students into further and higher education; 13.

Working towards defining a more relevant role for parents in their children’s education; 14.
Providing the Institute for Education with all the necessary resources in order to be able to bring about a culture change in all that is related to educators’ CPD, transforming the institute into a hub for innovation with regards to pedagogy and leadership; 44 | P a g e 15.
Enforcing the continuous updating of all the relevant fields in the E1 platform in order to provide policy makers with just-in-time relevant data, especially with regards to students’ attendance, attainment, nationality and special educational needs; 16.

Ensuring better harmonisation between services provided by the education psycho- social professionals working in State colleges and at SSD and further improving collaboration between SSD, FSWS and Aġenzija Żgħażagħ; 17.
Supporting Aġenzija Żgħażagħ in order to provide a complementary youthwork approach to reach out to students at risk that would buttress the educational services provided in the different institutions; 18.
Evaluating current practices in the Nurture Classes and the Learning Support Zones, and carrying out a thorough assessment of the Learning Support Centres and the Education Hub in order to gauge the benefits that are being obtained from these services and their effectiveness in responding to students’ needs; 19.

Assessing the effectiveness of Servizz Għożża; 20.


Sustaining parental involvement in after-school programmes, as well as fostering better co-ordination between initiatives taken by different agencies in order to entice more parents to take part in these programmes, particularly in initiatives taken by schools, the NLA, FES and the DLL&ESL; 21.
Assessing the effectiveness of the ALP in offering an effective second-chance education programme that promotes students’ progression into further education and training.

Considering also whether students who attain an MQF level 2 in general education at ALP should also be given the possibility of attaining MQF level 3 within the ALP itself, especially with regard to those students who might possibly require a more focused and personalised programme that would not be possible to obtain at MCAST; 22.
Developing more alternative paths at different attainment levels within and alongside the CCP programme in secondary schools; 23.

Providing more further education institutions in order to foster a culture of remaining in education and training up to the age of 18.

A more diverse offer would also reach out, in different ways, to students with different educational needs.
Another higher education institution similar to GCHSS needs to be set up in the south in order to reach out to more students and to keep the numbers at GCHSS low, in order to secure a more quality service and to reduce dropouts between the first and second year of the Matsec course.

It is being suggested that these post-secondary schools should form an eleventh State college to ensure a more consolidated and coordinated service; 24.
Sustaining the personalised approach adopted by the NEET Activation Scheme in order to reach out to those most removed from the system, particularly female NEETs.

25.

Enhancing the role of the youth worker within the community by promoting non-formal and informal education to reach out early school leavers.
Over and above, the ESLU needs to be strengthened with full-time staff in order to be able to better monitor the implementation of ESL-related policies and to come up with proposals that would enable Malta to reach its 2020 target.

Moreover, a better resourced ESLU would be able to rope in more stakeholders in the ESL working groups for better effectiveness and reach of policy implementation.
45 | P a g e References Directorate for Educational Services, Student Services Department (2015) Tracer Study Report 2013.

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European Commission (2013) Reducing Early School Leaving: Key messages and policy support.

Available from: Final Report of the Thematic Working Group on Early School Leaving.

http://ec.europa.eu/education/policy/strategic-framework/doc/esl-group-report_en.pdf.

[Accessed on 09.12.2015].


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(2014) Tackling Early Leaving European Commission (2015) A whole school approach to tackling early school leaving: Policy messages.

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(2012) Mapping social inequality: The spatial distribution of early school leavers in Malta.

Unpublished Masters Dissertation presented to the University of Malta.

Matsec Examinations Board (2014) SEC Examinations 2013.

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Unit, of Ministry of Education and Employment (2012) A National Curriculum Framework for All 2012.

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Ministry for Education and Employment (2012) An Early School Leaving Strategy for Malta.

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Ministry for Education and Employment (2014) A Strategic Plan for the Prevention of Early School Leaving in Malta 2014.

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Available from: http://education.gov.mt/ESL/Documents/School%20Leaving%20in%20Malta.pdf [Accessed on 09.12.2015].

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Malta: Ministry Available 46 | P a g e http://education.gov.mt/en/resources/Documents/Policy%20Documents%202014/BOOKLET %20ESM%202014-2024%20ENG%2019-02.pdf [Accessed on 09.12.2015].
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A shared vision for the future of young people.

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The Early School Leaving Unit Directorate for Lifelong Learning and Early School Leavers Department for Educational Services Ministry for Education and Employment April 2016 47 | P a g e Tracking the Effectiveness of Basic Skills Courses Offered by the Directorate for Lifelong Learning and Early School Leavers October 2015 Table of Contents List of Abbreviations and Acronyms Executive Summary Background European Union Policy 3 4 7 7 The Role of the Directorate for Lifelong Learning and Early School Leavers vis-à-vis the ET 2020 Strategy Scope and purpose of the project Methodology Research Aims Research Method Selection of the sample Data Collection Limitations to the research exercise Findings and Analysis Profile of Applicants Application vs Attendance Course Satisfaction Skills Mapping Other Relevant Comments 9 10 11 11 11 12 12 13 14 14 20 22 28 30 During the survey other relevant comments were provided by the respondents.
One such comment related to the need for the introduction of the Assessment Tests prior to the commencement of the course.

It appears that for the Computer and Internet Awareness courses, applicants are not assessed before the lectures commence.
30 Conclusions and Recommendations Annex I: References Annex II: Questionnaire 31 33 34 2 List of Abbreviations and Acronyms ET 2020 Education and Training 2020 EU European Union OECD Organisation for Economic Co-operation and Development PAPI Paper-And-Pencil-Interviewing 3 Executive Summary The European Union aims at becoming world-leading knowledge economy which can be achieved through the development and provision of education and training.
In this regard, the EU launched the Education and Training 2020 (ET 2020) to address the challenges that are hindering individual member states to provide education and training and sets a number of targets to be achieved by the year 2020.

In order to achieve the ET 2020 targets, the Maltese Government launched the Malta National Lifelong Learning Strategy 2020 which puts forward a number of strategic measures to address the challenges that are hindering Malta from achieving the ET 2020 targets.
The Malta National Lifelong Learning Strategy 2020 acknowledges the need for research to get an understanding of the industries’ requirements vis-à-vis the skills and competences needed and to develop personalised solutions to support employees who lack such skills.

In this regard, the Directorate for Lifelong Learning and Early Schools Leavers issued a call for quotes for the conduct of a telephone survey.
The survey targeted all those individuals who applied for the following courses: English, Maltese, Maths, Computer Awareness and Internet Awareness.

The aim of the survey was to gauge the participants’ satisfaction with the delivery of the courses vis-à-vis the acquisition of basic skills, and to identify the main reasons for individuals to abandon the courses.
The research carried out shows that the majority of the applicants of the courses delivered by the Directorate of Lifelong Learning and Early School Leavers are mainly females (62.9%), and their ages are mainly between 24 and 64 years (37.7%).

The absolute majority of the respondents have achieved a secondary level of education (50.1%), with most of them being currently inactive (49.3%) mainly as pensioners and housewives.
However, there is a high percentage (41.4%) who are gainfully occupied with the majority of them being employed full time (30.1%).

The respondents were asked about the main reason for applying for these courses, with the majority stating that they wanted to enhance their skills in the English, Maths, Maltese, and in the use of the computer and internet.

However, around 11.0% of the applicants did not attend the courses at all, mainly due to unforeseen family circumstances.
Furthermore, there were several drop outs (during the course) who indicated that they dropped due to unforeseen 4 family circumstances.

Nonetheless, around 68% of the respondents managed to complete the course.

Respondents were asked a number of questions to assess their satisfaction with the educators.

It emerged that the respondents found the educators to be well prepared (94.5%) and available to discuss queries (92.6%).

The main issues that emerge are mainly communication issues in class.
Respondents attending the English Course complained that the educators spoke English all the time.

In the case of foreigners who applied for the different courses, they complained that discussions took place in Maltese and they could not follow.

The assessment method was deemed as appropriate by the majority of respondents (86.0%).

However, some did not find it appropriate because they found it too complex (3.9%).
Participants’ satisfaction was also gauged on the logistics arrangements of the course through a number of questions.

The location was not appropriate to 10.9% of the respondents because of distance and transport problems, especially in the case of elderly people.

The time and duration of the course was not convenient to 14.6% of the respondents.

Indeed, it emerged that pensioners would prefer to attend the courses in the morning while employed persons prefer to attend late in the afternoon.
With regards to the lecture room, it was not appropriate to 17.5% of the respondents due to various issues, namely, inadequate equipment, lack of cleanliness, broken or no furniture, lack of light, slow internet connection, and lack of accessibility to the buildings.

A number of questions were also asked to determine what skills the respondents would like to develop.

It emerged that during the conduct of the telephone survey, 11.0% of the respondents were attending a course, mainly related to languages.
Indeed, they expressed their interest in further enhancing their language skills.

As concluding remarks, participants of courses delivered by the Directorate for Lifelong Learning and Early School Leavers were satisfied with the courses.

However, a number of issues still emerged during the research exercise, on the basis of which Grant Thornton is putting forward a number of recommendations.
Grant Thornton recommends for example, that the Directorate identified a number of appropriate training venues in locations where to deliver the courses.

Applicants can then indicate the preferred location where they want to 5 attend the course at application stage.

The Directorate should also consider the provision of transport to elderly people who have transport problems.
With the reduced number of locations where the courses are being offered, the Directorate can carry out spot checks to ensure that the venues are up to standard, in terms of cleanliness, functioning IT equipment and other items.

The Directorate should also consider delivering the courses at different times of the day, such as in the morning for inactive individuals and evenings for employed individuals.
Also, Grant Thornton recommends the introduction of a skills assessment prior to the commencement of the course in order to assign applicants to a class having the same level of knowledge of the subject.

6 Background European Union Policy One of the objectives of the European Union (EU) is to become the world-leading knowledge economy1.

This is to be achieved through the provision of support in the further development of the educational and training systems in the individual member states.
Since the individual member states are responsible for the implementation of their own educational and training systems, the aim of EU policy is to tackle issues that are common to the member states, including but not limited to ageing populations, skills gaps in the labour force and global competition2.

In light of these challenges, the EU has launched the Education and Training 2020 (ET 2020) as a continuation of the previous programme, the Education and Training 20103.
The aim of the ET 2020 is to further address the challenges characterising the member states in order to achieve the knowledge economy and to enhance the citizens’ opportunities of lifelong learning to ensure economic growth and employment.
The specific targets that countries should seek to achieve by the year 2020 are4: - At least 15% of adults should participate in lifelong learning especially those who are low-skilled - Less than 15% of low-achieving 15 years olds in the areas of reading, mathematics and sciences - At least 40% of 30-34 years olds should attain some form of higher education - Early school leavers between the age of 18 and 24 should be less than 10% 1 The Council of the European Union.

(2009).
(2009).

Council conclusions of 12 May 2009 on a strategic framework for European cooperation in education and training (‘ET 2020’).

Official Journal of the European Union.

C119.

2 DG Education and Training.

(2015).

Strategic Framework – Education and Training 2020 [html].

Retrieved from: http://ec.europa.eu/education/policy/strategic-framework/index_en.htm.

3 EUR-Lex (2015).

Education and Training 2020 (ET 2020) [html].


Retrieved from: http://eur- lex.europa.eu/legal-content/EN/TXT/?uri=URISERV:ef0016.

4 DG Education and Training.

(2015).

Strategic Framework – Education and Training 2020 [html].
Retrieved from: http://ec.europa.eu/education/policy/strategic-framework/index_en.htm 7 - At least 95% of children of age between 4 years and the age when commencing primary education should participate in early childhood education - At least 20% of graduates from higher education and 6% of adults aged 18 to 34 years with a vocational qualification should spend a period of studying or training abroad - At least 82% of graduates (aged 20-34 years who completed upper secondary education and who left education between 1 and 3 years) should be in employment.
Focusing on the acquisition of the basic skills, part of which fall under the remit of the Directorate for Lifelong Learning and Early School Leavers, the ET 2020 states the key competencies: - Communication in the mother tongue – this enhances the ability of citizens to interact and express concepts, thoughts, feelings, facts and opinions both orally and written.

- Communication in foreign languages – enhancing the interaction of local citizens with people with a different cultural backgrounds.
- Mathematical competence and basic competences in science and technology – the ability of persons to use mathematical thinking in solving everyday problems and to understand the changes caused by human activity.

- Digital competence – effective implementation of basic skills in information and communication technology.
- Learning to learn – the ability of an individual to be able to organise his/her own learning either at the individual or group level depending of the individual’s needs and to be aware of the methods and approaches.

- Social and civic competences – relates to the personal, interpersonal and intercultural skills that allow individuals to effectively participate in social and working life.

This means the understanding of codes of conduct and norms.
- Sense of initiative and entrepreneurship – relates to the ability of implementing ideas which involves elements of creativity, innovation and risk-taking together with 8 planning and management.

This also requires individuals to be aware of ethical values and the promotion of good governance.

- Cultural awareness and expression – relates to the ability of individuals to appreciate the importance of the creative expression of ideas, experiences and emotions in a range of media.
The Role of the Directorate for Lifelong Learning and Early School Leavers vis-à-vis the ET 2020 Strategy The role of the Directorate for Lifelong Learning and Early School Leavers vis-à-vis the ET 2020 and the Malta National Lifelong Learning Strategy 2020, relates to the empowerment of citizens through the tailored and innovative approaches in education and training5.

Indeed, the Directorate provides policy guidance and organises courses with the aim of enhancing the learning experience of citizens.
In this regard the Country Report Malta 2015 published by the European Commission shows that Malta is still facing a number of challenges related to the acquisition of basic skills, the rate of early school leavers and the adaption of the labour skills to the market requirements6.

Focusing on the acquisition of basic skills, international studies show that the performance of 15 year olds when using basic skills is very poor.
Indeed, in the Organisation for Economic Co-operation and Development (OECD) Programme for International Student Assessment 2009+ tests, Malta’s performance was among the worst amongst the EU member states.

Furthermore, there was a gender gap whereby girls outperformed boys in the tested fields, that is, in reading, mathematics and science.
The 2011 Progress in International Reading Literacy Study and Trends in International Mathematics and Science Study also provided a similar result where 10 years olds performed very weakly and Malta held again the worst spot among the EU countries in the majority of the tested fields.

Such poor performance can perpetuate and affect the employability of individuals when they reach adulthood.
In this regard the Directorate for Lifelong Learning and Early School Leavers can play an important role in 5 EPALE (2015).

National Support Services – Malta [html].

Retrieved from: https://ec.europa.eu/epale/en/nss/national-support-services-malta 6 European Commission (2015).

Commission Staff Working Document Country Report Malta 2015 [pdf].

Retrieved from: http://ec.europa.eu/europe2020/pdf/csr2015/cr2015_malta_en.pdf.

9 giving the opportunity to adults in gaining the basic skills.
In this regard, the Directorate has a dual role as it acts as a regulator and as a service provider of adult learning courses7.

Scope and purpose of the project As a way to achieving the ET 2020 targets and encourage more adults to engage in lifelong learning, Government has drafted the Malta National Lifelong Learning Strategy 20208.

The draft of this strategy was published on 30th October 2014 and was adopted at the end of the year 2014.
The strategy acknowledges that there exist a number of challenges that are hindering Malta’s achievement of ET 2020 targets.

The same strategy proposes a series of strategic measures to address these challenges.

In different sections of the strategy the need for research that shall serve various scopes is acknowledged, including: - To get an understanding of industries’ needs in terms of skills and competences - To develop personalised solutions in order to support employees who lack basic skills.
It is important for policy development and decision making to be based on research in order to better understand the underlying issues and develop appropriate strategies in dealing with them.

In order for any policy and decision to be relevant it has to involve the stakeholders throughout the process.
In light of this, the Directorate for Lifelong Learning and Early School Leavers issued a call for the carrying out of a telephone survey in order to obtain information on the effectiveness of basic skills courses offered by them.

7 Cutajar, C. (NA).

Adult Learning in Malta – Directorate for Lifelong Learning [pdf].

Retrieved from: http://www.moec.gov.cy/aethee/omadiki_mathisi/dek_2013/clayton_cutajar_malta.pdf.

8 EPALE (2015).

National Support Services – Malta [html].


Retrieved from: https://ec.europa.eu/epale/en/nss/national-support-services-malta 10 Methodology Research Aims The aim of the research exercise was to gauge the participants’ satisfaction with the delivery of the courses vis-à-vis the acquisition of basic skills required for the carrying out of the working duties.

The telephone survey was also targeted to those participants who abandoned the course in order to identify the main reasons for relinquishment.
Such a mapping exercise on the quality of the basic skills courses produced information as to the relevance of the courses in equipping employees with basic skills that can be useful in their working life.

The research allowed for the identification of potential shortfalls and also of ways of how to improve the delivery of such courses.
The obtained information shall assist the Directorate for Lifelong Learning and Early School Leavers to develop policies and strategies related to the adult learning courses on basic skills.

Research Method The quantitative research exercise took the form of a telephone survey with an approximate number of 900 participants being all individuals that applied for courses in basic skills delivered by the Directorate for Lifelong Learning and Early School Leavers during the academic year 2014-2015.
A telephone survey was the ideal method to carry out the research exercise, given that the contact numbers (fixed line, mobile number or both) of all applicants which made up the target population were available and that the topic of the survey was not sensitive.

In such cases, a telephone survey is efficient as when an individual accepts to do the survey, this can be carried out there and then.
Furthermore, a telephone survey reduces the burden on the targeted respondents compared to face-to-face interviews for which appointments need to be set.

Also, compared to self-completion survey, a telephone survey ensures consistency in the way individuals answer the questions and they tend to reply more to telephone surveys then to self-completion surveys.
It is also to be noted that given the possibility that participants might not have a computer and potentially might have difficulty in understanding the questions in 11 the questionnaire, a self-completion questionnaire (either online or paper-based) would have excluded a number of participants from taking part in the survey.
Selection of the sample The target population of the research exercise consisted of those individuals who applied for courses delivered by the Directorate for Lifelong Learning and Early School Leavers.

The research exercise focused on those who applied for the following courses: - Maltese (Entry level, MQF1, Level 2) - English (Entry level, MQF1, Level 2) - Mathematics (Entry level, MQF1, Level 2) - Computer Awareness (MQF1) - Internet Awareness (MQF1).

The original database consisted of 1085 applicants.
Since such database is manageable during the conduct of a research exercise, it was decided to target all the individuals in the target population.

However, in cases where an individual applied for more than one of the above listed courses, the individual was included in the list multiple times.

Thus, the list of respondents was filtered in order to separate those who applied for multiple courses from those who applied to only one course.
This was necessary to ensure that respondents are contacted only once.

It is to be noted that those individuals who applied for more than one course, were interviewed in relation to all the courses that they applied for.

Data Collection The data collection took place between the 10th September 2015 and 25th September 2015 using Computer Assisted Telephone Interviewing (CATI).

The CATI system allowed the interviewers to input the data directly into the data entry system while carrying out the interview.
The CATI system catered for skipping whereby not applicable questions were 12 automatically skipped and the interviewers were immediately directed to the following relevant questions.

Compared to Paper and Pencil Interviewing (PAPI), such as system is very efficient in reducing mistakes vis-à-vis the collection of data for the relevant questions and also reduces the time it takes to carry out the interview.
The telephone surveys were carried out from Grant Thornton’s office in Msida under the constant supervision carried out by two supervisors.

A pool of four full time interviewers, two part timers and two supervisors were allocated to this project.

The telephone surveys were mainly carried out between 9:00 and 17:30 on week days.

However, upon request by the respondents, contacts were also carried out till 20:00 to increase the response rate.
The interviewers were asked to record every attempted contact with respondents, even unsuccessful ones.

In those cases where the interviewers could not reach respondents, they were instructed to carry out a maximum of three attempts on different days and at different times of the day.

Limitations to the research exercise No limitations have been identified specific to the research exercise.

Telephone interviews need to be limited to a maximum of 10 minutes to avoid having incomplete responses.
Thus, questions asked in a telephone survey are mainly multiple-choice questions which does not provide much leeway to respondents to elaborate on their feedback.

However, it should be noted that in the case of this survey, one open-ended question was included which gave the opportunity to the respondents to elaborate on particular issues.
Indeed, the number of respondents that stopped the interview were minimal and numerous respondents provided comments that were included in this open-ended question that substantiated the information that was already provided.

13 Findings and Analysis Profile of Applicants This section provides information relative to the profile of the applicants, namely, gender, age, locality, education and employment.
The majority of the applicants applying for courses delivered by the Directorate for Lifelong Learning and Early School Leavers are mainly aged 45 to 64 years (37.7%) followed by those aged 65+ years (24.1%).

As shown in the graph below, across all the age categories, the number of females is higher than males.

An explanation for the skewness towards the age bracket of 45-64 can be sourced from the courses that were targeted for the survey.
Indeed, younger people have formal education in English, Maltese, Maths, Computer Awareness and Internet Awareness, and thus, these courses are attended by individuals who did not manage to learn at a younger age.

This information can be supported by the graph below.

Indeed, while the majority of the respondents achieved a secondary education (50.1%), there is a high percentage (33.0%) who only achieved primary education.
14 15 With regards to the locality of residence, the applicants are spread across 55 localities in Malta and Gozo.

The majority of the respondents are from San Pawl il-Bahar (7.4%) and Birkirkara (7.1%).

It is to be noted that only 0.2% of the applicants are Gozitans with only two localities being represented in the survey, that is, Nadur and Qala.

16 An analysis of the employment status of the applicants shows that the majority of the respondents are mostly inactive (49.3%), while 41.4% are employed.
Further analysis of the inactive respondents shows that the majority of them are mainly pensioners at 25.1%, followed by housewives at 22.0%.

17 Focusing on the respondents who are gainfully occupied, most of them are employed on a full-time basis (30.1%).

However, there were others who are employed part-time (10.1%), self-employed (0.7%), or reduced hours (0.4%).
When asked about the reason why they applied for courses delivered by the Directorate for Lifelong Learning and Early School Leavers, the main motivating factor is for respondents to enhance their skills.

Indeed, many respondents commented that through the delivery of the courses being provided by the Directorate, they have the opportunity to get an education.
This is regarded as a second opportunity to obtain an education because for one reason or another, they did not manage when they were of school age.

18 19 Application vs Attendance Following the application, respondents were asked on whether they actually attended the courses that they applied for.

It emerged that 11.0% of those who applied for the courses at the end did not attend any of the lectures.
From the options provided, the applicants mainly indicated unforeseen family circumstances (31.6%) as being the main reason for not attending the courses, followed by the lack of time (19.7%).

It is to be noted that 43.4% of the respondents indicated other reasons apart from those provided, for example, health issues, and that they were not informed that they were accepted for the courses.
20 21 Course Satisfaction During the telephone survey questions relating to the course satisfaction have been asked to the respondents in relation to the specific course that they attended.

Thus, if a respondent attended the English course, the questions were asked specifically vis-à-vis the English course and so on with regards to the other courses.
In the case where a respondent attended more than one course, the questions were asked relative to each course that he/she attended, meaning that for example, if a respondent attended the Maltese course and the English course, the respondent was first asked the questions vis-à-vis to the Maltese course and then asked again relative to the English course.

Feedback provided was consistent across the different courses.
Thus, this section provides an analysis of the collated data obtained relative to the different courses.

Completion of the course The respondents were first asked on whether they completed the course with the majority of them stating that they did complete the course (68.5%).

Focusing on 31.5% who did not complete the courses, applicants stopped attending due to unforeseen family circumstances and because the delivery of the course clashed with work commitments.
22 It is worth noting that 29% of the respondents who attended the Computer Awareness course did not complete the course because they found it too difficult.

Reasons could be identified in some of the comments that the respondents provided with regards to this specific course.

Respondents stated that the computers provided were old and these might not have given the participants the opportunity to practice what they were learning.
Also, respondents pointed out that participants in the class had different levels of knowledge of the subject.

Such a mixed environment might have led to situations where participants could not keep pace with those who had a more advanced knowledge.

Conversely, the other way might also be true, that is, participants with an advanced knowledge could not progress because they were dragged behind by students with less knowledge.

Educators Overall, participants were satisfied with the course educators.
Indeed 94.5% of respondents stated that the educators were well prepared and 92.6% stated that the educators were always 23 available to discuss queries.

In support to this, respondents commented that they wished to attend either the same course or the next level course with the same educator.

Despite the overall satisfaction with the educators, a number of issues emerged on the performance of the educators.
Relative to the English course, respondents commented that the educators spoke in English all the time.

However, respondents either had no or very little knowledge of English and were unable to understand the explanation that was being provided in English.

There was also a communication issue experienced by foreigners who pointed out that the Maltese participants asked questions in Maltese and it was difficult for the foreign participants to follow the discussions.
Some respondents also mentioned that they used to correct their homework during the lecture and they deemed this as a waste of time.

Assessment Respondents were asked questions related to the assessment method.

In this regard, the majority of the respondents (86.0%) claimed that the assessment method was appropriate for the course.

However, 6.0% believed that the assessment method was not appropriate, mainly because they found it to be too complex (3.9%).
24 Logistics Respondents were also asked a number of questions relating to the logistics aspects of the delivery of the course.

While the location of the course delivery was appropriate to 89.1% of the respondents, it was not appropriate to 9.2% of the respondents.

Long distance to the location of the course and the transport problem were the main reasons for finding the site inconvenient.

This was especially highlighted by elderly people.


Indeed, this category pointed out that due to a number of drop outs, lectures had to be cancelled and the class was merged with another one in a different location.

25 The time and duration of the course was convenient to the majority of respondents (84.8%).

However, it was not convenient to 14.6% of the respondents mainly because of other reasons apart from those provided in the questionnaire.
In this regard, various conflicting reasons were provided, some respondents stated that the lectures were too long and had to be shorter, while others stated that the lectures were too short and had to be longer and less frequent.

Nonetheless, relevant points emerged from the survey in relation to the time and duration.

Indeed, elderly people pointed out that lectures were held late and that the lectures finished when it was too dark and they were afraid to stay outside their home at such a later hour.
Thus, they recommended that lectures are held in the morning.

On the other hand, employed people recommended that lectures commence later to give them enough time to travel to the venue of the lecture after work.

When asked about the lecture room used for the delivery of the lectures, the respondents stated that it was appropriate for the lectures (82.5%).
In the case of those who did not find it appropriate, from the options provided, respondents mostly stated that the lecture room was not suitably equipped.

However, respondents provided various other reasons, with the most relevant being: - Issues of cleanliness of the lecture room, tables, restrooms (sometimes these were even closed) - Computers not working 26 - Inappropriate lighting - Broken or not enough tables and chairs - Slow internet connection - Issues of accessibility.
There were respondents with disabilities and they pointed out that it was very difficult for them to access the venue of the courses.

They mentioned that there were a lot of stairs and that there were no lifts available.

Overall satisfaction Despite the issues identified, overall the respondents are pleased with the course they attended and they stated that it satisfied their need.
27 Skills Mapping Around 11% of the respondents indicated that during the conduct of the survey they were following a course.

The courses indicated were mainly related to languages, with Maltese, English and Italian being the most popular courses.

Indeed, when asked what other skills they would like to acquire or enhance, they indicated the development of language skills (49.3%), followed by ICT (29.0%).
28 Their interest in developing the indicated skills was mainly due to their desire to enhance their knowledge of the indicated topics as indicated in the table below.

29 Other Relevant Comments During the survey other relevant comments were provided by the respondents.

One such comment related to the need for the introduction of the Assessment Tests prior to the commencement of the course.
It appears that for the Computer and Internet Awareness courses, applicants are not assessed before the lectures commence.

Another comment that was prevalent throughout the whole survey was the change in training venue from the preferred one chosen during the application process.

This especially applied to elderly people who might have transport problems.
30 Conclusions and Recommendations Overall, the Directorate for Lifelong Learning and Early School Leavers is offering high quality courses in terms of content as well as organisation.

Indeed, across all the questions being asked, the majority of respondents were satisfied on every aspect that were being asked about, being educator, assessment, and logistics.

Despite this, a number of recommendations can still be derived from the comments that were provided by the respondents throughout the survey.
One of the main issues for the respondents is the change in the training location for the delivery of the courses.

Indeed, it appears that at application stage, applicants need to specify the location where they intend to attend the course.

However, some classes are cancelled either because the minimum number of students is not reached to form a class or because of dropouts.
The students who attended the ‘reduced’ class are then transferred to another location causing transport problems to some of the participants, especially elderly people.

Based on information regarding the delivery of the courses, it is recommended that a number of key locations are identified in each of the six regions where the courses can be delivered, hence reducing the number of offered locations but also the need to subsequently cancelling them.
These locations should then be made available to the applicants at application stage in order to choose their most ideal locations from those provided.

Apart from reducing the administrative work to relocate the students, it also makes it easier for the Directorate to manage and monitor the operations on the selected locations.

When identifying the locations, due consideration should also be given to persons with disability and ensure that the venues are accessible to the persons with disability.
Furthermore, the Directorate might also consider offering transport to those elderly people who have issues to arrive to the venue of the course.

It is recommended that appropriate training rooms are chosen for the courses relative to the subject being delivered.

In addition, spot checks should be carried out on the venues where the courses are being delivered.

Such spot checks serve to ensure that the environment of the lecture room is appropriate for the delivery of the courses.
This does not limit itself to the lack of equipment that is available in the room, but even to tackle more basic issues, such as cleanliness, provision of enough tables and appropriate chairs, lights, availability of restrooms.

One needs to highlight that a pleasant e environment is conducive to motivated participants 31 who want to learn.

The lack of these basic necessities might lead to an increased drop out by the applicants.
Considering that almost half of the respondents are inactive, mainly pensioners and housewives, the Directorate should consider t opportune the introduction of courses in the morning.

During the surveys, elderly people have already indicated that they would prefer sessions to be held in the morning.
Since the Directorate makes extensive use of schools which, during the day are used for the delivery of formal education, the Directorate might consider holding a session in the early afternoon as soon at school ends or consider an alternative training venue.

It is still however recommendable to hold sessions in the evening in order to cater for the applicants who are employed.

The introduction of an assessment test prior to the commencement of the course is deemed necessary.
With regards to the Computer Awareness and Internet Awareness courses, for which no assessment test is currently being carried out, allows for the identification of students who possess some knowledge of the subject from those who have no or very basic knowledge of the subject.

Thus, a distinct class can be organised for each group.

32 Annex I: References Cutajar, C. (NA).

Adult Learning in Malta – Directorate for Lifelong Learning [pdf].
Retrieved from: http://www.moec.gov.cy/aethee/omadiki_mathisi/dek_2013/clayton_cutajar_malta.pdf.

DG Education and Training.

(2015).

Strategic Framework – Education and Training 2020 [html].

Retrieved from: http://ec.europa.eu/education/policy/strategic-framework/index_en.htm EPALE (2015).

National Support Services – Malta [html].

Retrieved from: https://ec.europa.eu/epale/en/nss/national-support-services-malta EUR-Lex (2015).

Education and Training 2020 (ET 2020) [html].


Retrieved from: http://eur- lex.europa.eu/legal-content/EN/TXT/?uri=URISERV:ef0016.

European Commission (2015).

Commission Staff Working Document Country Report Malta 2015 [pdf].

Retrieved from: http://ec.europa.eu/europe2020/pdf/csr2015/cr2015_malta_en.pdf.

The Council of the European Union.

(2009).

Council conclusions of 12 May 2009 on a strategic framework for European cooperation in education and training (‘ET 2020’).
Official Journal of the European Union.

C119.

33 Annex II: Questionnaire 34 Lifelong learning questionnaire Section 1: Demographics EU AGENDA FOR ADULT LEARNING 1.1.

Highest level of education Primary Secondary Post –Secondary Tertiary 1.2.

Employment: Full-time Part-time Unemployed (actively looking for a job) Inactive (unwilling to work) Housewife/househusband 1.3.

What motivated you to apply for a course delivered by the Directorate for Lifelong Learning and Early School Leavers?
(Multiple choice) To enhance my skills To feel educated To help my grand/kids with homework Because I have a lot of spare time Personal fulfilment To meet new people To be involved in society To communicate with foreign relatives To meet work requirements Other: __________________________________ 1.4.

Following your application, have you attended the applied courses delivered by the Directorate for Lifelong Learning and Early School Leavers during 2014 – 2015?

Yes No 35 1.4.1.

If no, why?


I was no longer interested I had no time I had no means of transport to attend the course Inconvenient time of the course Due to unforeseen family circumstances Other: _________________________________________________ Section 2: Course 2.1 Did you complete the course?

Yes No 2.1.1 If no, why?


Course difficult Course too basic Course clashes with work commitments Did not like the educator The course was not interesting No longer interested I had no time Due to unforeseen family circumstances Delivery of the lecture by the tutor Other: ________________________________________________ Section 3: Educator 3.1 Was the educator well prepared?

Yes No Do not know 3.2 Was the educator available to discuss queries?
Always Sometimes Never Section 4: Assessment 4.1 Do you think that the assessment methods were appropriate for the course?

No Do not know Yes 4.1.1 If no, why?

The assessment was too complex The assessment was too simple I did not feel prepared for the assessment The assessment did not give the opportunity to participants to show their knowledge Other: _________________________________________________________________ 36 Section 5: Location/Room 5.1 Was the location of the course convenient to you?
No Yes 5.2.2 If no why?

Long distance Transport was a problem Parking was a problem Other: __________________________________________ 5.2 Was the time and duration of the course convenient to you?

Yes No 5.3.1 If no, why?


I had to take vacation leave to attend this course I had to cancel other duties At that time I usually pick up kids from school At that time I usually pick up grand-kids from school Clashes with work commitments Other: __________________________________________ 5.3 Do you think that the lecture room was appropriate?

Yes No Do not know 5.4.1 If no, why?


The room was too small It was not adequately equipped Not designed for lectures Others: _________________________________________ Section 6: Others 6.1 Overall, did the course satisfy your needs?

Yes No Do not know 6.2 Are you currently following another course apart from those offered by the Directorate for Lifelong Learning and Early School Leavers?

Yes No If yes, what course?


______________________________________ 37 6.3 What other skills would you like to acquire or develop further?

Multiple Choice Language skills ICT Sciences (Maths, Physics) Creative Skills (sewing, cake decorations, card making, flower arranging, etc.)

Health and personal care Do not want to acquire/develop skills Develop skills related to my work, please specify: ____________________________ 6.4 Why would you like acquire or develop this skill?
(Multiple choice) To enhance my knowledge To join the labour market To meet work requirements To be able to communicate with family members that live abroad To be more independent To remain actively involved in society Other: ______________________________________________________________ 6.5 Any other comments?
_________________________________________________________________________ _________________________________________________________________________ To be filled in by the Interviewer Male Female Gender Age: 16 – 24 25 – 34 35 – 44 45 – 64 65+ Locality: ________________________ 38 Venue where the interviewee attended the course?
(Please tick where appropriate) St. Ignatius College, Blata l-Bajda St. Clare College, Gzira San Gorg preca College Primary School, Floriana St. Benedict College, Kirkop St. Theresa College, Mriehel Maria Regina College, Mosta Sir M A Refalo, Victoria Gozo Lifelong Learning Centre Local Council If the Local Council option was selected in the previous question, can you please specify which Local Council?

39