- 2015Implementation
- 2016Implementation
- 2017Implementation
- 2018Implementation
- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Implementation
Background
The Institute of Tourism Studies (ITS) is Malta's main tourism and hospitality education institution and the second leading provider of vocational education and training at further and higher education.
The National Commission for Further and Higher Education (NCFHE) (name changed in 2021 to Malta Further and Higher Education Authority (MFHEA)) is responsible for the quality assurance (QA) audits of licensed providers of further and higher education and other forms of External quality assurance (EQA) to support the continuous improvement of the sector, to ensure compliance with regulations and to monitor the fulfilment of national education targets.
In 2015, the EQA reviewed the internal QA system of the ITS, for the first time, and assessed it against 11 standards. The report concluded that the provider required improvements in almost all the standards and provided a number of recommendations about how to improve them and promote good practice.
The panel pointed out that the EQA review of ITS took place under exceptional circumstances. At the time of the review the institute had found itself in a transient phase and was about to reinvent itself in almost all aspects of its operations. Practically all key academic and administrative leadership positions were being recruited and new strategic plans for the ensuing years were still being negotiated.
The staff members expressed their commitment to contributing to a brighter future of ITS and endorsed the change proposals and recommendations.
As from 2017, ITS became regulated by a new law: Chapter 566, Institute of Tourism Studies Act, enacted in November 2016.
The Institute of Tourism Studies (ITS) is Malta's main tourism and hospitality education institution and the second leading provider of vocational education and training at further and higher education.
The National Commission for Further and Higher Education (NCFHE) (name changed in 2021 to Malta Further and Higher Education Authority (MFHEA)) is responsible for the quality assurance (QA) audits of licensed providers of further and higher education and other forms of External quality assurance (EQA) to support the continuous improvement of the sector, to ensure compliance with regulations and to monitor the fulfilment of national education targets.
In 2015, the EQA reviewed the internal QA system of the ITS, for the first time, and assessed it against 11 standards. The report concluded that the provider required improvements in almost all the standards and provided a number of recommendations about how to improve them and promote good practice.
The panel pointed out that the EQA review of ITS took place under exceptional circumstances. At the time of the review the institute had found itself in a transient phase and was about to reinvent itself in almost all aspects of its operations. Practically all key academic and administrative leadership positions were being recruited and new strategic plans for the ensuing years were still being negotiated.
The staff members expressed their commitment to contributing to a brighter future of ITS and endorsed the change proposals and recommendations.
As from 2017, ITS became regulated by a new law: Chapter 566, Institute of Tourism Studies Act, enacted in November 2016.
Objectives
To implement plans for action to carry out the recommended improvements and ensure that:
- all vacant senior and middle management positions within ITS are reviewed for fitness for purpose and filled in;
- the Internal Quality Assurance Committee (IQAC) or equivalent becomes a statutory entity with dedicated financial and human resources;
- the statutory relationship between the board of governors, the board of studies, the programme quality validation board and the IQAC or equivalent is clarified to ensure fitness for purposes, appropriate governance and due process;
- ITS develops effective communication systems between all structures, levels and stakeholders of the institution.
ITS develops effective financial management procedures and structures to ensure that its budget is properly used.
Description
The QA procedures in ITS have undergone significant changes since 2015 when the first external audit took place. A law revising ITS regulation, coming into force in 2017, contributed to the review of the quality procedures. ITS reviewed its QA manual three times. This third version recognises the responsibility of the institute according to the new legislation and broadens the provision for engagement with external partners and industrial professionals. The processes in this QA manual are designed to inform each other by providing a body of evidence which is updated and deliberated through academic teams, committees and any other working groups as deemed necessary.
Its reviewed quality assurance strategic framework delineates the implementation of the following 11 quality standards as specified by the National Commission for Further and Higher Education (NCFHE):
- policies and practices, that include the quality assurance policy and the level of engagement with industry;
- institutional probity;
- design and approval of study programmes according to industry requirements;
- learner-centred learning, teaching and assessment;
- learner admission, progression, recognition and certification;
- recruitment, competence and continuous development of teaching staff;
- learning resources and learner support;
- information management;
- public information;
- continuous monitoring and periodic review of programmes;
- cyclical external quality assurance.
The QA...
The QA procedures in ITS have undergone significant changes since 2015 when the first external audit took place. A law revising ITS regulation, coming into force in 2017, contributed to the review of the quality procedures. ITS reviewed its QA manual three times. This third version recognises the responsibility of the institute according to the new legislation and broadens the provision for engagement with external partners and industrial professionals. The processes in this QA manual are designed to inform each other by providing a body of evidence which is updated and deliberated through academic teams, committees and any other working groups as deemed necessary.
Its reviewed quality assurance strategic framework delineates the implementation of the following 11 quality standards as specified by the National Commission for Further and Higher Education (NCFHE):
- policies and practices, that include the quality assurance policy and the level of engagement with industry;
- institutional probity;
- design and approval of study programmes according to industry requirements;
- learner-centred learning, teaching and assessment;
- learner admission, progression, recognition and certification;
- recruitment, competence and continuous development of teaching staff;
- learning resources and learner support;
- information management;
- public information;
- continuous monitoring and periodic review of programmes;
- cyclical external quality assurance.
The QA policy envisages putting in place an IQAC by the board of governors 'to establish internal quality assurance schemes as required by this act or by any regulation made thereunder and required auditing procedures for the operations of the institute' (L.N. Chapter 566, functions and power of board of governors, art. 10 (15). The IQAC serves both the purpose of internal auditing and ensures that ITS meets the recommendations and stipulations as required by an external audit.
The IQAC is responsible for institutional audits, based on 11 standards, with special focus on the attainment of the mission and vision of the institution, the system capacity and the ITS programmes. It has to forward monthly reports of its findings and observations to the board of governors and chief executive officer.
In May 2015, NCFHE's QA committee carried out its first external audit of the Institute of Tourism Studies in line with the requirements of the National QA framework.
ITS became regulated by a new Law: Chapter 566, Institute of Tourism Studies Act, enacted in November 2016. The new Law affected QA procedures.
Discussions between NCFHE and ITS in preparation for the full, second self-assessment report that ITS submitted to the NCFHE in 2018.
Implementation started.
In March 2019, ITS published the third version of its QA manual that recognises the responsibility of the institute according to the new legislation and broadens the provision for engagement with external partners and industrial professionals. An internal quality assurance committee (IQAC) is put in place by the board of governors. The IQAC or equivalent becomes a statutory entity with dedicated financial and human resources.
During 2020, the Institute of Tourism Studies quality assurance manual, Version 3, was revamped with the objective of publishing the fourth edition of the manual in 2021. The new edition recognises the responsibility of the Institute according to the Institute of Tourism Act Cap. 566 of the Laws of Malta and broadens the provision for engagement with external partners and industrial professionals.
In February 2021, version four of the quality assurance manual was published. This revision aimed to further align the Institute's QA processes with legislative requirements and to enhance collaboration with external stakeholders.
The measure was operational and ran as regular practice.
In 2023, ITS was subject to two external quality assurance audits by the Malta Further and Higher Education Authority (MFHEA). A quality audit was undertaken in July, this being a comprehensive audit examining the overall quality assurance mechanisms at ITS, as well as a programme audit in November, which evaluated specific programmes offered by ITS.
In 2024, the Institute of Tourism Studies (ITS) in Malta has attained self-accrediting status up to level seven of the European/Maltese Qualifications Framework (EQF/MQF), allowing it to independently accredit its own bachelor's and master's degree programmes. This achievement elevates ITS's previous self-accrediting authority from MQF level five to level seven.
Bodies responsible
- Institute of Tourism Studies (ITS)
- Malta Further and Higher Education Authority (MFHEA)
- National Commission for Further and Higher Education (NCFHE) (until 2021)
Target groups
Learners
- Learners in upper secondary, including apprentices
- Adult learners
Education professionals
- Teachers
- Trainers
- School leaders
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 further development of national quality assurance (QA) systems for IVET and CVET, for all learning environments (school-based provision and work-based learning, including apprenticeships) and all learning types (digital, face-to-face or blended), delivered by both public and private providers. These systems are underpinned by the EQAVET quality criteria and by indicative descriptors applied both at system and provider levels, as defined in Annex II of the VET Recommendation. The sub-category concerns creating and improving external and self-evaluation of VET providers, and establishing criteria of QA, accreditation of providers and programmes. It also covers the activities of Quality assurance national reference points for VET on implementing and further developing the EQAVET framework, including the implementation of peer reviews at VET system level.
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.
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Quality assurance at Institute for Tourism Studies (ITS): 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/37574