- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Implementation
Objectives
- to cultivate student engagement and motivation;
- to promote high aspirations in learning;
- to accredit and certify experiential and work-based learning;
- to strengthen the links between the worlds of education, work and active citizenship.
Description
In 2019, Malta College of Arts, Science and Technology (MCAST) introduced the Community social responsibility (CSR) programme. CSR is a programme aiming at providing all learners with the opportunity to enrich their studies with experiences that add value to their knowledge base. Learners participating in the MCAST CSR have the opportunity to enhance their educational experience, profile and CV during their study period at MCAST. A diverse range of opportunities is provided by MCAST, in collaboration with social partners and interested stakeholders, to all learners who are willing to participate in the voluntary social responsibility initiative. The opportunities include areas such as entrepreneurship, creative and performing arts, sport, culture voluntary work among others. MCAST CSR is part of all training programmes at MCAST across all levels. Each student has the opportunity to carry out 25 hours of work within the society, local community or within the MCAST campus.
As of the academic year 2019/20, the implementation of the CSR initiative has primarily encouraged personal development among learners at MCAST while having a positive impact in the local community. The initiative has enhanced relationships with the CSR partners, in supporting public value outcomes. All learners at MCAST have the opportunity to carry out community work at non-governmental organisations, sports associations, care homes for the elderly and local councils, as part of their training programme.
During the academic year 2019/20, MCAST's CSR provided more than 500 placements to students. Following the COVID-19 restrictions, no more placements were offered but students were given other options to complete their CSR component.
As of the academic year 2020/21, the collaboration between MCAST and non-governmental organisations (NGOs) has provided more than 1 000 placements. Through the CSR programme, MCAST students have had the opportunity to carry out community work across a wide variety of areas. These include: the environment, culture, education, sports, and social care. During their placements, participating learners contributed through administrative work, coaching in different sports disciplines, helping out in homes for children and the elderly, maintaining websites and social media platforms and helping NGOS in their daily work by caring for abandoned animals, among others.
During the last quarter of 2020, MCAST launched its CSR Facebook page and its CSR webpage. The latter includes online registration, a list of partner organisations and a list of CSR opportunities. Both students and lecturers have welcomed the CSR webpage as this has facilitated the registration process and provided students with the necessary information related to CSR. NGOs also have the facility to post CSR opportunities on the MCAST CSR webpage, while also making themselves more visible.
Throughout 2021, collaboration with organisations was enhanced to further strengthen already existing collaborations while building new ones. In this regard, through meetings with NGOs, placements for MCAST students were secured and interested organisations were assisted in the preparation, planning, implementation of processes. Processes were streamlined to ensure that some of the major pitfalls that can undermine the success of collaborative partnerships are avoided. Up to date, there are over 179 organisations who have built collaborative partnerships with MCAST and more than 1 740 placements have been provided through the MCAST/NGOs collaboration.
During 2022, the CSR set-up was further strengthened.To enhance MCAST's collaboration with NGOs, a strong outreach campaign was initiated and since March 2022, 83 meetings with NGOs were held. During these meetings further collaboration was discussed and ways how to promote the sterling work carried out by the NGOs on the CSR webpage and social media were explored. MCAST has also encouraged students to share their experiences with MCAST staff members. Students' testimonials were uploaded both on MCAST social media and also the CSR webpage. 2 495 students registered and were accepted to carry out the community work with more than 650 organisations.
Throughout 2023, partnerships were forged with organisations across various sectors to secure placement opportunities for MCAST students. In this regard, weekly meetings were held with NGOs to ensure that enough placements would be available and to better understand the NGOs' needs. Throughout the year, MCAST worked on a system to track the number of placements secured annually, assess the quality of placements, and gather feedback from students and employers to continuously improve the programme. An awareness campaign amongst organisations about the benefits of hosting MCAST students as part of their CSR initiatives through targeted networking events was launched. Understanding the NGOs' needs has also helped the CSR department remain flexible and adaptable to the changing needs of both students and organisations, adjusting placement strategies and offerings accordingly to ensure optimal outcomes for all stakeholders involved. By implementing these strategies, MCAST can effectively ensure the availability of annual placements for its students while also fostering positive relationships with the corporate community through CSR initiatives.
During academic year 2023-2024, MCAST students carried out a total of 46 260 hours of community work within their CSR units. These hours were dedicated to community work with different NGOs, mainly those related to animal welfare (26%), sports (21%), and education (10%). The latter included homework support clubs, children's groups, and catechism groups.
Bodies responsible
- Malta College of Arts, Science and Technology (MCAST)
Target groups
Learners
- Young people (15-29 years old)
Other
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.
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.
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).
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). The Community Social Responsibility (CSR) programme: 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/28675