- 2015Implementation
- 2016Implementation
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- 2018Implementation
- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Implementation
Background
The Institute of Tourism Studies (ITS) is firmly committed to providing an education structure aimed at maintaining academic standards, thus guaranteeing excellent standards of service within the hospitality industry. Learners' progress is continuously monitored by tutors, review boards and internal and external examiners. To achieve and maintain these standards, the institute enters into a cooperation agreement with highly esteemed and prominent higher and further education institutions. These agreements also provide opportunities for the professional development of the academic staff.
Objectives
- to provide a learner- centred curriculum which promotes creativity, innovation, self-reflection, and personal independence;
- to develop specialised technical, leadership and entrepreneurial skills in line with tomorrow's industry trends and requirements;
- to promote an international outlook while embracing cultural diversity;
- to promote professional development through lifelong learning opportunities;
- to perform and solicit practices which are ethically correct and environmentally friendly;
- to enhance the academic programmes already available;
- to guide, mentor and holistically develop students individually;
- compliance with European quality assurance (QA) standards in relation to quality of teaching and learning;
- develop curriculum programmes at a degree level (MQF/EQF Level 6);
- implement, manage and review degree level programmes in the near future;
- being able to equip existing and future workforce within the tourism and hospitality sector with appropriate competences and underpinning knowledge.
Description
The rationale for ITS international collaboration efforts and activities is that the cooperation with top international universities and institutions provides students with the possibility to graduate from a reputable institute and also get the opportunity to study for a period of time within these institutions in order to obtain wider experience and further develop their skills to meet international standards.
In 2015, ITS signed a collaboration agreement with the Haaga-Helia University of Applied Sciences in Finland for training 20 teachers from ITS.
The training of academic staff in collaboration with Haaga Helia University of Applied Sciences, leading to bachelor degree in international hospitality management, commenced early in 2016; it included modules in Malta and e-learning under the guidance of experts from Haaga-Helia.
A memorandum of understanding was signed between the Institute of Tourism Studies (ITS) and the Divers Alert Network (DAN) Europe in the same year the ITS signed an MOU with the Emirates Academy of Hospitality Management (EAHM).
In 2017, the first cohort of teachers from ITS graduated with a bachelor degree in international hospitality management from the Haaga-Helia University of Applied Sciences. The Institute of Tourism Studies (ITS) and the Divers Alert Network (DAN) Europe Foundation in 2017, signed an agreement that officially launched the International School of Diving Safety and Medicine (ISDSM).
In the academic year 2017/18, ITS launched the bachelor in international hospitality management (hons) offered in collaboration with the university of applied science of Haaga-Helia. As part of their studies, students undertake an international internship. Concurrently it also launched bachelor in culinary arts (hons) which is offered in collaboration with the institute of Paul Bocuse, France.
The agreements continued to be implemented and followed through.
In May 2019, ITS announced its new academic affiliation with the Emirates Academy of Hospitality Management (EAHM), ranked one of the top 10 institutions in the world in the field of tourism and hospitality management. This agreement enabled ITS to launch its first ever master degree programme: Master in business administration (MBA) in international hospitality management as from this academic year 2019-20. This MBA is aimed at those individuals who want to progress to senior roles in the hospitality industry. This collaboration will also give the opportunity to train up to 15 lecturers in facilitating interactive and problem-based teaching and learning and providing effective classroom management skills.
ITS is offering a number of free master degree programmes as part of the e-learning training scheme offered by the ministry for tourism and consumer protection, in collaboration with the Malta Tourism Authority (MTA). These programmes are sponsored by the MTA and are offered to applicants who work within the tourism and hospitality industries in Malta.
In December 2020, 16 lecturers from ITS graduated in masters in international hospitality management from the university of applied science of the Haaga-Helia University of Applied Sciences, Finland.
ITS unveiled its Strategic plan for 2021-25, aiming to shape excellence and innovation in tourism through teaching, research and business concept realisation. Internationalisation is a key component of this strategic plan. It aims to lead the transformation of the international tourism industry by directing resources toward research and development, improvement and efficiency, new educational programmes, internationalisation, and support for students and others to establish enterprises within the tourism sector.
In February 2021, ITS revised its Internationalisation policy, which outlines its framework for integrating internationalisation into its strategy, organisation, diversity, culture and governance. This policy aims to make ITS more accessible to global knowledge and expertise, foster collaborations with international institutions, and reach out to an international student market. It emphasises a holistic approach to academia, operations, culture, and social issues to achieve a global presence in education and research.
In March 2022, ITS signed an agreement with Aqaba University of Technology in Jordan to offer diving courses, marking ITS as the first Maltese educational institution to offer higher education programmes in the Southern Gulf region. Later on, in October 2022, ITS celebrated its 35th anniversary and announced plans to commence construction of a new campus in Smart City, Kalkara, Malta, to accommodate more students and enhance training facilities.
In February 2023, ITS signed an agreement with Switzerland's Bella Vista Institute of Higher Education (BVIS) to offer dual degree programmes. This collaboration allows students to obtain Bachelor's and Master's degrees in International Hospitality Management, with BVIS accepting applications for the 2023 intake.
In November 2023, ITS embarked on the EthAI Tour project, co-funded by the European Union under the Erasmus+ Key Action 2 framework. This initiative aims to develop a framework for continuous vocational education and training (CVET) focusing on the ethical integration of artificial intelligence in tourism.
Also in November 2023, ITS signed a cooperation agreement with Shanghai Industrial and Commercial Polytechnic (SICP) to enhance tourism education. This partnership is set to commence in October 2024, with ITS welcoming Chinese students enroled in the SICP Malta International School.
2024 marked the operational commencement of the ITS partnership with the Bella Vista Institute of Higher Education in Switzerland, and the first cohort of students were enroled in these programmes. Further to the establishment of the SICP Malta International School, the first Chinese students are expected to enrol in October 2024. In September 2024, ITS and the Kobe International University (KIU) officially entered into an agreement to jointly offer a 2+2 bachelor degree in International hospitality management. This innovative collaboration between Malta and Japan is designed to equip students with the skills and knowledge necessary to excel in the global hospitality industry.
Bodies responsible
- Institute of Tourism Studies (ITS)
Target groups
Learners
- Learners in upper secondary, including apprentices
- Adult learners
Thematic categories
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.
This thematic sub-category refers to expanding VET to higher levels and developing VET programmes leading to qualifications at EQF levels 5-8.
This thematic sub-category refers to acquisition of key competences and basic skills for all, from an early age and throughout their life, including those acquired as part of qualifications and curricula. Key competences include knowledge, skills and attitudes needed by all for personal fulfilment and development, employability and lifelong learning, social inclusion, active citizenship and sustainable awareness. Key competences include literacy; multilingual; science, technology, engineering and mathematical (STEM); digital; personal, social and learning to learn; active citizenship, entrepreneurship, cultural awareness and expression (Council of the European Union, 2018).
This thematic sub-category covers all developments related to work-based learning (WBL) elements in VET programmes and apprenticeships which continue to be important in the policy agenda. It includes measures to stabilise the offer of apprenticeships, the implementation of the European framework for quality and effective apprenticeships, and using the EU on-demand support services and policy learning initiatives among the Member States. It also covers further expansion of apprenticeships and WBL to continuing VET (CVET), for transition to work and inclusion of vulnerable groups, and for improving citizens’ qualification levels.
Teachers, trainers and school leaders competences
Competent and motivated VET teachers in schools and trainers in companies are crucial to VET becoming innovative and relevant, agile, resilient, flexible, inclusive and lifelong.
This thematic category comprises policies and practices of initial training and continuing professional development approaches in a systemic and systematic manner. It also looks at measures aiming to update (entry) requirements and make teaching and training careers attractive and bring more young and talented individuals and business professionals into teaching and training. Supporting VET educators by equipping them with adequate competences, skills and tools for the green transition and digital teaching and learning are addressed in separate thematic sub-categories.
The measures in this category target teachers and school leaders, company trainers and mentors, adult educators and guidance practitioners.
This thematic sub-category refers to all kinds of initial and continuing professional development (CPD) for VET educators who work in vocational schools and in companies providing VET. VET educators include teachers and school leaders, trainers and company managers involved in VET, as well as adult educators and guidance practitioners – those who work in school- and work-based settings. The thematic sub-category includes national strategies, training programmes or individual courses to address the learning needs of VET educators and to develop their vocational (technical) skills, and pedagogical (teaching) skills and competences. Such programmes concern state-of-the-art vocational pedagogy, innovative teaching methods, and competences needed to address evolving teaching environments, e.g. teaching in multicultural settings, working with learners at risk of early leaving, etc.
This thematic sub-category refers to measures aimed at engaging more professionals into teaching and training careers, including career schemes or incentives. It includes measures enabling teaching and training of staff, managing VET provider and trainer teams in companies to act as multipliers and mediators, and supporting their peers and/or local communities.
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 providing high-quality lifelong learning and career guidance services, including making full use of Europass and other digital services and resources.
European and international dimensions of VET
This thematic category covers both European and international cooperation in initial and continuing VET, aimed at promoting EU VET systems as a European education and training area and making it a reference for learners in neighbouring countries and across the globe.
Expanding opportunities and increasing participation of VET learners, young and adult, and staff in international mobility for learning and work, including apprenticeship and virtual and blended mobility, account for most initiatives in this thematic category.
Apart from established and financially supported EU cooperation, VET opens up to cooperation and promotion of European values and national practices beyond the EU, which is becoming a trend. This thematic category also encompasses internationalisation strategies, transnational cooperation projects and initiatives – including those where joint VET programmes, examinations and qualifications are developed – and participation in international skills competitions that promote the image of VET. Using international qualifications – awarded by legally established international bodies or by a national body acting on behalf of an international body – in the national VET systems and recognising them towards national qualifications is also in focus.
This thematic sub-category refers to providing opportunities for, implementing and increasing rates of, learning mobility of VET and adult learners and staff, including virtual mobility, apprenticeship placements, long-duration mobility and mobility to third countries, in line with national regulations, collective agreements and health and safety provisions. It also includes the provision of information about mobility, support structures and tools, strengthening the quality of mobility experiences and recognition of learning outcomes acquired abroad, including with the use of relevant EU tools, e.g. memoranda of understanding or learning agreements (ECVET elements).
This thematic sub-category refers to transnational cooperation initiatives on VET and lifelong learning, including coordinated and jointly developed programmes among the EU Member States or beyond the EU, bilateral or multi-country: same curricula, one qualification, joint examinations.
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Institute of Tourism Studies (ITS) international cooperation in further and higher education: Malta. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].
https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/search/37586