Key Message 1: New Basic Skills

The Department for Further Studies and Adult Education within the Division of Education provides a wide range of courses at different levels. These include basic literacy and numeracy, basic Maltese and English, as well as courses leading to secondary education level qualifications for those who did not successfully complete compulsory education. Other courses include those in academic subjects leading to a Secondary Education Certificate SEC (i.e. Ordinary Level) and a Matriculation and Secondary Education Certificate (MATSEC) (i.e. Intermediate and Advanced Level), courses in engineering subjects leading to the London City and Guilds qualifications, courses in parenting skills, arts and crafts, art, music and drama. Over 7000 students and adults attend such courses annually. The Employment and Training Corporation, another major provider, strives to provide equitable access to job-related initial and re-training programmes and employment services by targeting, among other, unskilled and under-skilled workers and registered unemployed, youths under sixteen interested in a vocational route, those who register themselves for the first time on the employment register, and women returning to the labour market. Moreover, the Division of Education has been increasingly investing in Personal and Social Development (PSD) and technology education at primary, secondary and post-secondary levels to further nurture appropriate values, attitudes, knowledge and competencies that make it possible for citizens to actively participate in social and economic development activities.

Apart from these measures, there are a number of Local Councils, parishes, private enterprises, Church organisations and NGOs that offer a wide range of courses in the areas that fall under the EU definition of basic skills. A number of commercial schools that have proliferated over the past ten years complement the educational role of the Employment Training Corporation that both offers a wide range of short non-formal courses as well as financially sponsors registered unemployed to follow, among others, courses leading to internationally recognised qualifications in computer studies offered by other organisations.

People in Malta are increasingly becoming aware that the process of learning is a lifelong and lifewide one, that learning makes them better persons, and that such a process entails continually gaining and upgrading one's skills. It is moreover recognised that the Government needs to guarantee open access to learning as well as enhanced support provisions for adults such as guidance and counselling to mitigate the complex decisions involved in seeking, holding and changing jobs. Such provisions, including second chance opportunities for school dropouts, should be especially directed towards those with little training and few qualifications. Proficiency in the areas outlined in the Memorandum on Lifelong Learning assumes that a person is already literate. Feedback obtained by stakeholders regarding this key message highlights the need to include literacy, numeracy and communications as fundamental basic skills.

Stakeholder opinions and recommendations:

1. It is of the utmost importance that all students leave school with fluency in the basic skills as literacy, numeracy, intra- and inter-personal communication, problem-solving and decision making, and ICT. In order to ensure this, both preventive and early intervention programmes need to be strengthened or created as well as supported, assessed and researched. Research is crucial to determine both the processes at the classroom, school and home levels are contributing to the phenomenon of at risk children and youth as well as outcomes of measures. A target date should be identified by which time certain systemic causal factors can be tackled systematically and the number of underachievers drastically reduced.
2. Retired teachers are a national resource that should be tapped more at community level to provide basic skills training opportunities. Training in adult pedagogy should be provided to those providing such courses.
3. A national data-base, of public, private and community-based organisations that provide non-formal and informal learning opportunities should be initiated, effectively managed and marketed on a wide scale.
4. Non-formal education courses should be harmonised to safeguard standards.
5. The Department for Further Studies and Adult Education is in the process of submitting a proposal to the Ministry of Education for the setting up of a Lifelong Learning Centre for the provision of skills-based courses, guidance and counselling services, and information. The work of this Centre would emphasis on-going learning needs identification and encourage dialogue between learners and educators. Courses would include ones on literacy, numeracy, ICT, language, and entrepreneurship development. The Centre would act as a national and European hub for the provision of Guidance and Counselling for youths and adults. Moreover, the Centre would provide a special focus on, including on-going follow-up of, persons at risk of social exclusion. The Centre would also serve as a base for individual and group tutorials for students participating in elearning initiatives to be launched by the Department of Further Studies and Adult Education.
6. Every opportunity should be taken by educators engaged in formal, non-formal and informal education to integrate in their curricula a special component on humanistic values.