- 2015Implementation
- 2016Implementation
- 2017Implementation
- 2018Implementation
- 2019Implementation
- 2020Implementation
Background
The incidence of disengaged and vulnerable learners contributing to early school leavers and lack of employability skills.
Objectives
The Prince's Trust International (PTI) Achieve is a personal development and employability skills programme to support young people aged 13-19, with its main aims being:
- to enhance the personal development and employability skills for students, emphasising careers and preparation for work with opportunities to link up with employers;
- to provide young people with the space and attention they need to learn skills, develop confidence, raise aspirations and improve their attitude to learning as well as to form a sense of ownership of their work and development;
- to empower learners to make decisions and develop leadership skills;
- to prepare learners for progression into further education programmes or into the world of employment;
The modular programme provides a flexible approach to learning and development. It also helps young people boost their confidence, improve behaviour, attainment and attendance.
Description
In the school year 2015/16, the Prince's Trust XL programme - from a UK-based charity founded in 1976 by the Prince of Wales - was introduced in lower and upper secondary schools in Malta. It aims to re-engage 13- to 16-year-olds at risk of exclusion or underachievement through informal learning to foster self-confidence.
The programme covers:
- personal and social development;
- life skills;
- active citizenship;
- preparation for work.
The programme leads to an award, certificate or diploma in personal development and employability skills. It is jointly funded by the education ministry and HSBC Malta Foundation. MEDE also signed two separate memoranda of understanding with MCAST and ITS, giving the opportunity to learners to acquire different skills and continue with their educational progression. The attainment of the Prince's Trust level 2 certificate is recognised to as a qualification at MQF Level 3 (EQF level 3) by the National Commission for Further and Higher Education (NCFHE). The Alternative learning programme (ALP) offers a vocational/applied route oriented second chance to 15- to 16-year-olds, still in compulsory education who are at risk of becoming ESL or NEET. The ultimate goal is to prepare learners for employment with the requisite skills and practices, while laying the groundwork for those who wish to continue studying. Initially, when it was introduced in 2013-14, it offered a learning programme of vocational and...
In the school year 2015/16, the Prince's Trust XL programme - from a UK-based charity founded in 1976 by the Prince of Wales - was introduced in lower and upper secondary schools in Malta. It aims to re-engage 13- to 16-year-olds at risk of exclusion or underachievement through informal learning to foster self-confidence.
The programme covers:
- personal and social development;
- life skills;
- active citizenship;
- preparation for work.
The programme leads to an award, certificate or diploma in personal development and employability skills. It is jointly funded by the education ministry and HSBC Malta Foundation. MEDE also signed two separate memoranda of understanding with MCAST and ITS, giving the opportunity to learners to acquire different skills and continue with their educational progression. The attainment of the Prince's Trust level 2 certificate is recognised to as a qualification at MQF Level 3 (EQF level 3) by the National Commission for Further and Higher Education (NCFHE). The Alternative learning programme (ALP) offers a vocational/applied route oriented second chance to 15- to 16-year-olds, still in compulsory education who are at risk of becoming ESL or NEET. The ultimate goal is to prepare learners for employment with the requisite skills and practices, while laying the groundwork for those who wish to continue studying. Initially, when it was introduced in 2013-14, it offered a learning programme of vocational and applied education with courses leading to MQF 1 and 2 (EQF 1 and 2). Since then, the programme continued to develop and now includes an additional year called ALP+ for 16-year-olds who want to stay on and develop in a specific vocational area leading to MQF (EQF level 3). The Youth.inc is a second chance full-time programme (MQF 1 and 2, EQF 1 and 2) with a strong VET component incorporating a work placement. It is run by the national youth agency and aimed at young people aged 16 to 21 having completed compulsory education without acquiring basic subjects. An MQF level 3 (EQF level 3) programme was developed in 2016. The Guze Ellul Mercer school (GEM16+) was introduced in 2015, offering early school leavers a second chance to obtain EQF level 3 qualifications in the basic subjects. GEM16+ cooperates with MCAST and the ITS.
No major developments.
No major developments. Implementation continued.
No major developments. Implementation continued.
During the school year 2018/19, the ALP+ 2nd year apprenticeship scheme was introduced for learners who obtained an overall MQF level 3 certificate in welding in the ALP+ programme. During academic years 2018/19 and 2019/20, students were given the opportunity to obtain a Level 4 (MQF/EQF) certificate. In fact, through a memorandum of understanding welding lessons are being delivered at the MCAST institute. The ALP+ 2nd year apprenticeship scheme also includes lessons in mathematics, English and Maltese. Learner intake for ALP and ALP+ programmes between 2017/18 and 2018/19 increased by 350% and attendance rate was very successful.
During 2019/20, around 450 learners presenting over 100 units took part in the programme. At its inception in 2015, seven schools participated, in 2019/20 the number of schools participating in this programme increased to 36.
From 2019, the Youth.inc programme shifted more to a youth work programme with the aim to guide young people to develop in a holistic way. The programme was developed around a youth centred approach with the aim to engage young people in their own process of development and enable them to live more independently and access further study or employment. The programme attained very good results as most of the participants achieved qualification across MQF (EQF) levels 1 to 3.
- APS and APS+
During the academic year 2019/20, for the second year running, students were given the opportunity to obtain an MQF level 4 certificate in welding and fabrication. Through a memorandum of understanding, welding lessons are being delivered at the MCAST Institute of Engineering and Transport. It is to be noted that there was a 133% increase in the number of students joining the apprenticeship path from the previous cohort.
Throughout March to June 2020, due to the COVID-19, the ALP and ALP plus programmes were delivered online through MS Teams. The virtual learning ensured that all the students were given the opportunity to continue with their educational journey, although this situation created some challenges due to the nature of the applied subjects.
- GEM 16+
In January 2020, the Accreditation Unit within the Department of Quality and Standards in Education (DQSE) accredited the GEM16+ academic programme at MQF (EQF) level 3 of the Malta qualifications framework with an exit point at MQF(EQF) level 2.
In July 2020, the DQSE accredited Maltese, English, mathematics, physics and biology taught within the GEM16+ programme, stand-alone awards at MQF level 3 of the Malta qualifications framework (MQF 3) with an exit point at Level 2 (MQF-EQF level 2).
- Prince's Trust International (PTI) Achieve
During 2020, the PTI Achieve widened the age requirement for participating in the programme from the 13- to 16-year-old range to the 11- to 19-year-old range.
- Youth.inc
During 2019/20, Youth.inc offered another opportunity for young people to develop their skills, be physically active, be of service and experience adventure through the Duke of Edinburgh International Award. Four young people achieved the silver award, while another four achieved the bronze award.
Young people attending Youth.inc are also participating in the sailing school programme provided by the NGO, Jarhead Young Sailors Foundation.
During March 2020, the Youth.inc programme had to go online due to COVID-19 pandemic. Both youth workers and young people adapted immediately and, as result, 254 online sessions were held on 29 different topics. This translates to 6 600 minutes of online sessions and 6 760 minutes of life skills sessions.
Bodies responsible
- Ministry for Education (MFED)(until 2022)
- HSBC (Malta foundation)
- Malta College of Arts, Science and Technology (MCAST)
- Institute of Tourism Studies (ITS)
- Malta Further and Higher Education Authority (MFHEA)
- Ministry of Education and Employment (MEDE) (until 2020)
- National Commission for Further and Higher Education (NCFHE) (until 2021)
Target groups
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 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.
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 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). Training programmes for groups at risk: 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/28672