- 2016Implementation
- 2017Implementation
- 2018Implementation
- 2019Implementation
- 2020Implementation
Background
The National Commission for Further and Higher Education (NCFHE) (the name changes in January 2021 to Malta Further and Higher Education Authority (MFHEA)) is the local authority for recognising qualifications and accrediting courses against the Malta qualifications framework (MQF). It is also responsible for ensuring proper development, implementation and promotion of the MQF.
Objectives
The objective of establishing the Malta qualifications framework (MQF) and its referencing to the EQF is to make the Maltese qualifications system framework easier to understand and review, and more transparent at national and international levels. The MQF is also a referencing tool that helps to describe and compare both national and foreign qualifications to promote quality, transparency and mobility of qualifications in all types of education. The reference levels make it easier to understand what a learner with a qualification related to the MQF knows, understands and is able to do. These levels are neutral reference points to be used for all qualifications irrespective of whether they arise from academic or vocational education; formal, informal and non-formal learning. These are useful for education and training providers as they describe the knowledge, skills and competences and a set of learning outcomes that indicate to the learner the end of a learning process.
Description
In 2016, the National Commission for Further and Higher Education (NCFHE) published the fourth revised edition of the referencing report that sets the parameters for all qualifications and awards that can be conferred in Malta. It reflects on the range of current reforms representing a move towards a more modular based concept as building blocks for qualifications. Such an approach is intended to allow for and promote lifelong learning for non-traditional learners. It calls for better integration of non-formal learning within mainstream education routes. The 2016 referencing report has updated the MQF by introducing two additional levels covering learning below level 1: introductory level A and introductory level B.
These two new levels have no equivalence on the EQF.
In 2017, the NCFHE developed 13 national occupational standards attached to the MQF to increase uniformity and support the standardisation of training provision and assessment.
Implementation continued.
During 2019, one of the NCFHE objectives related to the MQF is to further disseminate it among users and promote its use among stakeholders. The NCFHE took part in a series of dissemination activities on the MQF at the University of Malta, MCAST and during the ‘I choose’ fairs in Malta and in Gozo. It also participated in the Europe day in Valletta, informing the general public about the Malta qualifications framework. These dissemination activities were conducted in collaboration with the National Europass Centre and the EUROGUIDANCE centre in Malta. The EQF national coordination point (NCP) took part in the dissemination events of the National Europass Centre and the EUROGUIDANCE centre aiming at strengthening the cooperation between the networks.
In September 2019, the NCFHE set up the consultative working group on the MQF that has been meeting monthly. The working group uses its technical expertise to support the MQF coordinator by highlighting improvements required in the referencing process and in the MQF impact assessment.
In 2019/20, the NCFHE completed three main initiatives related to the MQF, its promotion and its further development in Malta.
The NCFHE launched the MQF impact assessment study project in collaboration with the Scottish Credit and Qualifications Framework Partnership (SCQFP).
The data collection for the impact assessment study was held in three phases: an online survey, focus groups, and one-to-one interviews.
The final report, with the assessment and analysis, was finalised in December 2020.
In November 2020, the NCFHE brought to conclusion the Malta qualifications database (MQD) linked to the qualifications database register (QDR), which has been developed through a project jointly financed by the European Union, in accordance with the rules of Erasmus+ programme, Grant agreement for an action with one beneficiary.
In line with the 2017 Council recommendation on the EQF, the database features detailed information on qualifications and awards in Malta and is a reliable source for answers to important questions to be asked when looking into various study programmes including VET programmes and national occupational standards (NOS) for informal and non-formal learning.
The information provided on accredited programmes is comparable and compatible with that provided by other countries to help ensure the transparency of the system of accreditation carried out in Malta and to increase trust. It also facilitates the recognition of Maltese qualifications abroad through the transparent provision of information on programmes that are level-rated and linked to the EQF. This is further supported by the link of the MQD to the QDR and the EUROPASS portal, ensuring a more comprehensive database of qualifications in Europe.
The MQD is a publicly accessible information system, which provides detailed information about all further and higher education qualifications and awards that are accredited and can be obtained in Malta. The MQD also includes the NOS, which are pegged to the Malta qualifications framework. The NOS are a set of job-related standards that highlight the performance expected when carrying out a specific occupation at a specific level. These standards define the main jobs that people carry out and link qualifications to the requirements of the labour market
All accredited study programmes from MQF level 1 up to MQF level 8 can be found in this database. These include awards and qualifications by licensed providers and the three self-accredited institutions: MCAST, ITS and University of Malta.
Bodies responsible
- Malta Further and Higher Education Authority (MFHEA)
- National Commission for Further and Higher Education (NCFHE) (until 2021)
Target groups
Other stakeholders
- Social partners (employer organisations and trade unions)
- National, regional and local authorities
Thematic categories
Governance of VET and lifelong learning
This thematic category looks at existing legal frameworks providing for strategic, operational – including quality assurance – and financing arrangements for VET and lifelong learning (LLL). It examines how VET and LLL-related policies are placed in broad national socioeconomic contexts and coordinate with other strategies and policies, such as economic, social and employment, growth and innovation, recovery and resilience.
This thematic category covers partnerships and collaboration networks of VET stakeholders – especially the social partners – to shape and implement VET in a country, including looking at how their roles and responsibilities for VET at national, regional and local levels are shared and distributed, ensuring an appropriate degree of autonomy for VET providers to adapt their offer.
The thematic category also includes efforts to create national, regional and sectoral skills intelligence systems (skills anticipation and graduate tracking) and using skills intelligence for making decisions about VET and LLL on quality, inclusiveness and flexibility.
This thematic sub-category refers to the ways VET is funded at the system level. Policies include optimisation of VET provider funding that allows them to adapt their offer to changing skill needs, green and digital transitions, the social agenda and economic cycles, e.g. increasing the funding for VET or for specific programmes. They can also concern changing the mechanism of how the funding is allocated to VET schools (per capita vs based on achievement or other criteria). Using EU funds and financial instruments for development of VET and skills also falls into this sub-category.
Modernising VET offer and delivery
This thematic category looks at what and how individuals learn, how learning content and learning outcomes in initial and continuing VET are defined, adapted and updated. First and foremost, it examines how VET standards, curricula, programmes and training courses are updated and modernised or new ones created. Updated and renewed VET content ensures that learners acquire a balanced mix of competences that address modern demands, and are more closely aligned with the realities of the labour market, including key competences, digital competences and skills for green transition and sustainability, both sector-specific and across sectors. Using learning outcomes as a basis is important to facilitate this modernisation, including modularisation of VET programmes. Updating and developing teaching and learning materials to support the above is also part of the category.
The thematic category continues to focus on strengthening high-quality and inclusive apprenticeships and work-based learning in real-life work environments and in line with the European framework for quality and effective apprenticeships. It looks at expanding apprenticeship to continuing vocational training and at developing VET programmes at EQF levels 5-8 for better permeability and lifelong learning and to support the need for higher vocational skills.
This thematic category also focuses on VET delivery through a mix of open, digital and participative learning environments, including workplaces conducive to learning, which are flexible, more adaptable to the ways individuals learn, and provide more access and outreach to various groups of learners, diversifying modes of learning and exploiting the potential of digital learning solutions and blended learning to complement face-to-face learning.
Centres of vocational excellence that connect VET to innovation and skill ecosystems and facilitate stronger cooperation with business and research also fall into this category.
VET standards and curricula define the content and outcomes of learning, most often at national or sectoral levels. VET programmes are based on standards and curricula and refer to specific vocations/occupations. They all need to be regularly reviewed, updated and aligned with the needs of the labour market and society. They need to include a balanced mix of vocational and technical skills corresponding to economic cycles, evolving jobs and working methods, and key competences, providing for resilience, lifelong learning, employability, social inclusion, active citizenship, sustainable awareness and personal development (Council of the European Union, 2020). The thematic sub-category also refers to establishing new VET programmes, reducing their number or discontinuing some. It also includes design of CVET programmes and training courses to adapt to labour market, sectoral or individual up- and re-skilling needs.
The learning-outcomes-based approaches focus on what a learner is expected to know, to be able to do and understand at the end of a learning process (Cedefop, 2016). Learning outcomes can be defined at the system level as in national qualification frameworks (NQFs), most of which are currently based on learning outcomes. Learning outcomes can be defined in qualification standards, curricula, learning programmes and assessment, although the last one is still uncommon. This thematic sub-category refers to the use of learning outcomes in these contexts and to development and use of modules or units of learning outcomes in VET curricula and programmes.
Transparency and portability of VET skills and qualifications
European principles and tools, such as EQF, ESCO, ECTS, Europass and ECVET, provide a strong basis for transparency and portability of national and sectoral qualifications across Europe, including the issuing of digital diplomas and certificates.
This thematic category looks at how individuals are supported in transferring, accumulating, and validating skills and competences acquired in formal, non-formal and informal settings – including learning on the job – and in having their learning recognised towards a qualification at any point of their lives. This is only possible if qualifications are transparent and comparable and are part of comprehensive national qualifications frameworks. Availability of qualifications smaller than full and acquirable in shorter periods of time is necessary; some countries have recently worked on developing partial qualifications, microcredentials, etc.
This thematic sub-category concerns all developments related to national qualification frameworks (NQFs). As in most countries NQFs are in place and referenced to the European qualifications framework (EQF), the thematic sub-category covers updating and expanding the frameworks, developing new qualifications and using NQFs as catalysts for other reforms.
Supporting lifelong learning culture and increasing participation
Lifelong learning refers to all learning (formal, non-formal or informal) taking place at all stages in life and resulting in an improvement or update in knowledge, skills, competences and attitudes or in participation in society from a personal, civic, cultural, social or employment-related perspective (Erasmus+, Glossary of terms, https://erasmus-plus.ec.europa.eu/programme-guide/part-d/glossary-common-terms). A systemic approach to CVET is crucial to ensure adaptability to evolving demands.
This broad thematic category looks at ways of creating opportunities and ensuring access to re-skilling and upskilling pathways, allowing individuals to progress smoothly in their learning throughout their lives with better permeability between general and vocational education and training, and better integration and compatibility between initial and continuing VET and with higher education. Individuals should be supported in acquiring and updating their skills and competences and navigating easily through education and training systems. Strategies and campaigns that promote VET and LLL as an attractive and high-quality pathway, providing quality lifelong guidance and tailored support to design learning and career paths, and various incentives (financial and non-financial) to attract and support participation in VET and LLL fall into this thematic category as well.
This thematic category also includes many initiatives on making VET inclusive and ensuring equal education and training opportunities for various groups of learners, regardless of their personal and economic background and place of residence – especially those at risk of disadvantage or exclusion, such as persons with disabilities, the low-skilled and low-qualified, minorities, migrants, refugees and others.
This thematic sub-category refers to initiatives that promote VET and lifelong learning implemented at any level and by any stakeholder. It also covers measures to ensure and broaden access to information about VET to various target groups, including targeted information and promotional campaigns (e.g. for parents, adult learners, vulnerable groups). Among others, it includes national skill competitions and fairs organised to attract learners to VET.