Education 2015: Targets and timeframes

One of the many lessons learnt from the ongoing discussions on the Malta Qualifications Framework (MQF) is that all learning must be valued, recognised and rewarded.

In this context, we are still far from asserting that the MQF process is complete. What is certain, is that the framework itself is serving as a catalyst for a deeper understanding of our country's cultures of learning, assessment and recognition. For example, discussions are repeatedly revealing to us that life-long learning must primarily have a social function.

In the Bologna Process, such function is identified as: (a) a concern for social justice with an emphasis on educational fairness, equality and equity; (b) a concern for social inclusion and (c) a concern for reducing poverty in terms of reduced income, poor education and inadequate heath systems.

If by 2015 education in Malta is to achieve a level of excellence, then its social dimensions must function in such a way that quality cuts across all educational provision from pre-school to adult education.

Secondly, all public institutions and agencies must make (between now and 2015) their targets and timeframes more visible. In a seminar for employers held last month by the Malta Qualifications Council (MQC) and the Foundation for Human Resources Development, I spelt out five main MQC targets towards 2015 namely: Design and publication of occupational standards in key sectors matched to specific VET qualifications; an effective accreditation system for formal VET qualifications and a system for the validation and recognition of informal and non-formal learning; an MQF that captures all formal, informal and non-formal qualifications; an e-based and flexible system for the recognition of foreign and local qualifications; an MQC as a regional point of reference for the accreditation, recognition and validation of qualifications.

During last summer, MQC and the Directorate for Quality and Standards in Education (DQSE) worked closely to design a new school-leaving certificate, which rewards all learning. This initiative will serve to challenge our national minimum curriculum in order to ensure that our children succeed in what they are capable of doing.

In order to achieve this goal, we must move towards replacing volume by quality in compulsory education; we must attack the prevailing "failure" culture which is hitting over 60 per cent of our school leavers; we must ensure that teaching as a profession matches updated standards focused on individualised targets, accountability and a wiser use of resources.

Post-secondary education has dramatically increased during the last decade. Employability is making it imperative that key competences are acquired before entering any workplace. In this respect, the role of vocational institutions is primarily to ensure that progression within the qualifications framework is matched with the acquisition of key competences and that qualifications are industry-driven and responsive to immediate and future challenges. A further challenge is to build the capacity to design and award vocational qualifications which are home-grown and not imported at the cost of encouraging dependency as against interdependency.

The impact of the 10-year old Bologna Process on our Alma Mater has been beneficial in many areas particularly in attracting hundreds of international students to our University programmes. The process ensures that degree programmes are harmonised to similar curricula in other European Universities so that our students will have wider access to overseas University experiences.

Like all other educational institutions, the University of Malta must make its specific targets more visible to help our nation achieve excellence in education by 2015. Aspects of quality assurance in education and research, an effective ECTS (European Credit Transfer System) regime and focus on the implementation of the European Universities Charter for Life-long Learning are, in my view, immediate priorities.

Like other priority sectors earmarked for a level of excellence by 2015, education institutions must spell out their targets "towards excellence" highlighting perceived strengths and deficiencies (particularly in terms of resources) in achieving such goals and work towards a harmonised process of education at all levels.

In my opinion, our key objectives are to ensure that all school leavers possess key competences for life-long learning and that educational institutions serve our people, particularly those at the lower end of the qualifications framework to achieve and maintain employability.

A more tangible rapport with industry and emphasis on innovation and research are essential. Let us, therefore, make targets more visible and work hard towards achieving them with foresight, commitment and agreed timeframes.

Dr Calleja is chief executive of the Malta Qualifications Council.