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NCHE FURTHER AND HIGHER STATISTICS 2008 1
Report of the Survey held by the
National Commission for Higher Education
December 2008
NCHEMALTA
NCHE FURTHER AND HIGHER
STATISTICS 2008
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NCHE FURTHER AND HIGHER STATISTICS 2008
Report of the Survey held by the
National Commission for Higher Education
December 2008
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ACKNOWLEDGEMENS
I express my gratitude to all those heads o institutions, registrars and their staff, whowith their timely submissions and co-operation have helped shape this first statisticalsurvey or Further and Higher Education in Malta.
Te eedback o all Commission Members in guiding the Secretariat in its research andthe shaping o the review contained herein make this report an invaluable tool or allpolicy considerations regarding the development o Further and Higher Education.
In particular I want to acknowledge work o economist Ms. Amanda Borg, M.A.,University o Malta, who has developed the underlying structure or an efficient datacollection database, has tirelessly collated the data submitted and has provided thisexpert analyses o the situation in Further and Higher Education in such a timely andproessional manner.
I hope that readers find this publication inormative and inspiring or their work inpromoting the development o more and better education services or the benefit oall students.
Jacques SciberrasChief Executive Officer
NCHE FURHER AND HIGHEREDUCAION SURVEY 2008
December 2008
National Commission for Higher EducationOld University Building,
Valletta, Malta.Tel: (+356) 2122 6862
Fax: (+356) 2122 6056
Email: [email protected]
National Commission for HigherEducation
All rights reserved. No part of this
document may be reproduced, stored in a
retrieval system or transmitted in any form
or by any means without prior permission
of the author, and of the publisher, which
must be obtained beforehand.
Published by: National Commission for
Higher Education
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NCHE FURTHER AND HIGHER STATISTICS 2008 3
As urther and higher education outcomesplay an increasingly important role in thedevelopment strategy o any developedcountry, Governments are payingmuch more attention to the needs andprogress towards better outcomes o theireducational systems, as they search oreffective policy measures that enhanceindividuals social and economic prospects,ensure efficient use o resources in teachingand research activities, and make a case oradequate unding necessary to meet risingdemands.
As part o its unctions the NCHE Secretariatdevotes a major effort to the compilationo quantitative data, and the necessaryanalysis or international comparability oMaltas relative international standing.
Tis report should inorm educationalpolicy makers and governing bodies oeducation institutions to see the outcomeso Maltas urther and higher educationsystem in the light o outcomes rom
neighbouring countries. Te statisticsand more importantly the accompanyinganalysis are designed to support andinorm Government in its efforts to reormand improve the system.
Te indicators used in this report areused to measure the perormance o thesector as a whole. Caution should bemade in terms o inerence on quality ooutcomes, and comparability o indicatorsor benchmarking purposes. In this first
attempt, the NCHE draws on internationalindicators to inorm on the currentsituation, the trends and developments andthe progress registered to date. More needsto be done in the uture.
Te Statistics address the need orinormation on a broad range ostakeholders: governing bodies o variousstate and independent institutions who
FOREWORD
need to understand the current trendsin demand or fields o study beyondthe response to their own programmes,Government seeking data or evidencebased policy ormulation, and thegeneral public wanting to knowthe range o programmes offered atdifferent levels and the overall progresso Malta towards producing world-class education services, students andresearch.
In embarking on this project the NCHEhas learnt to a substantial degree aboutthe various programmes offered indifferent levels and fields o study inMalta, and has used this opportunityto create more encounters and strongerlinks between the NCHE and oneo its key stakeholders educationproviders.
Te voluntary submission o data hasworked positively, and more providerswho seek to participate more actively
in the development o this sector areurged to participate in the survey in theuture. All data submitted has been sel-classified and the report in no mannerintends to ormally endorse or accreditany institution or programme. Suchtask is lef to a uture quality assuranceand accreditation authority and whenthis is established, ormal accreditationshall be linked to the submissionsrequested in the survey.
Te report was prepared by theSecretariat o the NCHE.
Amanda BorgCommission Officer
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4 NCHE FURTHER AN D HIGHER STATISTICS 2008
LIS OF INSIUIONS HARESPONDED O HE FURHER ANDHIGHER EDUCAION SURVEY 2008INSTITUTIONS ARE CITED IN ALPHABETICAL ORDER
Audreys Health & Beauty Centre
Beauthtech Hair & Beauty Academy
Compex Co. Ltd.
De La Salle College
Future Focus Ltd
German-Maltese Circle
Gestalt Psychotherapy raining Institute Malta
Giovanni Curmi Higher Secondary
Institute o ourism Studies (IS)
Institute o Legal Studies
Institute or Environmental Studies
Malta College o Arts, Science & echnology (MCAS)
Malta Institute o Management
Sir M.A. Realo Post Secondary
St Aloysius Sixth Form
St Marks Institute
St. Martins Institute O Inormation echnology
SC raining
Support and Supply Management (SSM) Group Ltd.
ech Programmes Centre
University o Malta (UoM)
University o Malta G.F Abela Junior College
Verdala International School
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NCHE FURTHER AND HIGHER STATISTICS 2008 5
CONENS
FOREWORD
LIS OF INSIUIONS HA PARICIPAED IN HE FURHER &HIGHER EDUCAION SURVEY 2008
CONENS
ABLE OF FIGURES
INRODUCION
FURHER AND HIGHER EDUCAION A A GLANCE
KEY RENDS AND BENCHMARKS IN FURHER AND HIGHEREDUCAION
INERNAIONAL SUDEN MOBILIY IN FURHER AND HIGHEREDUCAION
FURHER AND HIGHER EDUCAION SAISICS 2008
BIBLIOGRAPHY
ANNEX 1 ACRONYMS AND DEFINIIONS
3
4
5
6
7
8
13
25
26
37
38
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6 NCHE FURTHER AN D HIGHER STATISTICS 2008
ABLE OF FIGURES
899
10111212
1415161617171819192020212122232324
2627272728293030313233
333434353636
Chart 2.1 Day programme student population in urther and higher educationChart 2.2 otal day and evening programme student population in urther and higher educationChart 2.3 Evening programme student population in urther and higher educationChart 2.4 17 year old student population participating in urther and higher educationChart 2.5 19 year old student population participating in urther and higher educationable 2.6 17 and 19 year old student population participating in urther and higher educationChart 2.7 Net entry rates o new entrants to tertiary education 2006
Chart 3.1 Participants in continuing vocational training programmes as a share o employees in all enterprisesChart 3.2 Student population in the private sector ollowing higher education programmesChart 3.3 otal tertiary student population (2000-2008)Chart 3.4 Growth rate (%) per year o the total tertiary student population (2000-2006)Chart 3.5 otal tertiary student population by public or private sector (2008)Chart 3.6 otal student population ollowing Doctoral programmes (2008)Chart 3.7 Relative growth rate (%) per annum o tertiary student population by level (2001-2008)Chart 3.8 Student participation rate (%) o those aged 18-39 in tertiary education in Maltaable 3.9 Student population and participation rate (%) o those aged 18-29 in tertiary education in Malta by NQF levelChart 3.10 Student participation rate o the 20 year old cohort (2005)Chart 3.11 Student population by field o studyChart 3.12 Growth rate (%) per year in Maths, Science and echnology student populationChart 3.13 Student population by field o study at a Doctoral levelChart 3.14 Student population by gender in ertiary educationChart 3.15 Student population by field o study and genderChart 3.16 Student population share by field o study and gender (%)Chart 3.17 Student population by field o study, Malta and the EU-27
able 5.1 List o institutions providing Further education by unding and typeable 5.2 otal student population and course breakdown by institution ownership (excluding Short courses)able 5.3 otal student population and course breakdown by ownership (including Short courses)able 5.4 Number o Further Education programmes by duration and mode o studyable 5.5 Student population by gender and mode o studyable 5.6 May 2007 Matriculation Certificate Registrations by Subject and Genderable 5.7 Student population and programmes, by field o study, mode and gender (excluding Short courses)able 5.8 Student population and programmes, by field o study, mode, and gender (Short courses only)able 5.9 Student population and number o programmes by qualification and NQF levelChart 5.10 Student population by age and sectorable 5.11 List o institutions providing Higher education by unding and type
able 5.12 otal student population and course breakdown by ownership (excluding Short courses)able 5.13 Number o Higher Education programmes by duration and mode o studyable 5.14 Student population by gender and mode o studyable 5.15 Student population and programmes, by field o study, mode, and genderable 5.16 Student population and number o programmes by qualification and NQF levelChart 5.17 Student population by age and sector
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NCHE FURTHER AND HIGHER STATISTICS 2008 7
In 2008, the National Commission orHigher Education (NCHE) conducteda survey entitled Further and HigherEducation Survey 2008. Te surveyinvolved the collection o inormation,data and statistics rom all public andprivate urther and higher educationinstitutions in Malta.
Te survey underpins the work on allpolicy and strategy ormulation or theurther and higher education sector inMalta. It provides valuable inormationwhich is necessary or the NCHE to beable to perorm its research, analysis,policy recommendations and reports.It also serves to inorm all stakeholdersregarding the developments o urther andhigher education in Malta. Te Survey isintended to become an annual survey orthe publishing o timely statistics on thedevelopment o the sector.
THE ROLE OF THE NCHE TO PUBLISHKEY PERFORMANCE INDICATORS
AND INTERNATIONAL BENCHMARKS
Te NCHE has developed this statisticalreport in ulfilment o its unctionsunder Article 66(c) and (d) o theEducation Act as ollows:
66. In reaching its aims, the Commissionshall: (c) collect inormation, data andstatistics as required or the perormanceo its unctions;
(d) publish studies and thematicreviews which it deems to be importantas relating to:(i) national strategy or urther andhigher education;(ii) key perormance indicators on theurther and higher education sectors inMalta; and(iii) benchmarking perormance againstinternational developments;
1. INRODUCION
Furthermore, Article 68 o the EducationAct states that68. (1) Te Commission shall have ullaccess to all inormation available to urtherand higher public educational institutionsand it shall have the right to request alldata it may require both rom public andprivate institutions and this data shall betransmitted to it within a reasonable timerom when it was requested.
(2) Te Commission shall have access tostatistics and to economic and social dataas required so that the Commission andits Secretariat may be able to perorm theirunctions in accordance with this Act.
THE FURTHER AND HIGHER EDUCATIONSURVEY 2008 COVERAGE ANDMETHODOLOGY
Te survey involved the collection oinormation, data and statistics rom allpublic and private urther and highereducation institutions in Malta.
Te NCHE developed a database andguide in January 2008 or determiningthe new structure o inormation requiredor institutions and their programmes.Te guide includes all the definitionsand explanations that must be ollowedby the different users responsible or thecompilation o data or their respectiveinstitutions.
Data was collected in electronic ormat,
through the design and dissemination odatabases, designed to avoid duplicationwith questionnaires used by the NationalStatistics Office. Te reerence period orthe student headcount was the 31st March2008. All licensed schools and tuitioncentres in Malta were sent a copy o thedatabase and were requested to submitdata to the NCHE by the 31st May o2008.
Meetings were held with both publicand private sector providers, twoinormation seminars organised andadditional support was provided bythe NCHE throughout this processto assist those involved in thecompilation. Te inormation gatheredwas consolidated into one databaseand a benchmarking exercise was alsoconducted to compare indicators orMalta vis--vis the EU-27 and OECDcountries.
COLLABORATION ANDDISSEMINATION
During 2008, the NCHE collaboratedwith the National Statistics Office(NSO) and will be working towardsurther collaboration in the near utureto ensure that its work can contributeto more streamlined, inormative andtimely data collection in the uture.
Te NCHE will also be collaborating
with other entities or agencies thatcollect data or this sector, and shallmake available aggregate data to thosewho need such inormation or theirreviews.
Te NCHE is committed to treating anymicro data submitted in a confidentialmanner due to the commercialsensitivity o the inormation provided.
Te report is available rom the NCHE
Office, Old University Building,St.Pauls Str. Valletta, Malta.
Te report and data is also available inelectronic ormat on(http://www.nche.gov.mt).
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8 NCHE FURTHER AN D HIGHER STATISTICS 2008
2. FURHER AND HIGHER EDUCAIONA A GLANCE
Over the last decade, Malta has witnessed an increase in participation rates in theurther and higher education sector. In day programmes alone, the student populationincreased by 42% over the last ten years between 1998 and 2008. In the last five yearshowever, the growth rate has been slower at 20%.
Te major growth witnessed has been in students attending day programmes at MCAStogether with a slight increase in the students attending the University o Malta.
Te progression into general post-secondary programmes and tertiary levelprogrammes is strongly linked to the SEC and Matriculation examination passes inearlier years.
CHART 2.1 DAY PROGRAMME STUDENT POPULATION IN FURTHERAND HIGHER EDUCATION
-
2,000
4,000
6,000
8,000
10,000
12,000
14,000
16,000
18,000
20,000
Years
Studentpopulation
Post secondary (General) 3,723 3,872 3,250 4,438 5,185 5,033 5,191 5,122 4,970 5,169 5,339 5,732 6,117 6,119 5,711
Post secondary (Vocational) 1,748 1,362 1,423 1,621 1,841 1,917 2,615 2,801 3,638 3,858 4,473 4,142 4,314 4,622 4,926
Tertiary 4,728 5,166 5,637 5,770 6,183 6,064 5,554 6,281 5,852 6,692 7,248 7,310 7,456 7,602 7,635
Total day course student population 10,199 10,400 10,310 11,829 13,209 13,014 13,360 14,204 14,460 15,719 17,060 17,184 17,887 18,343 18,272
1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008
Sources: 1994-2005 NSO Education Statistics; 2006-2007 NCHE provisional data;NCHE Further and Higher Education Statistics 2008
Chart 2.2 below shows growth o the total student population in the urther and highereducation sector. Tis increased by just over 50% over the last ten years between 1998and 2008.
In the last five years, the growth rate has been just under 20%. Te past decade haswitnessed a significant increase in the students attending day programmes at MCAStogether with a slight increase in the students attending the University o Malta.
STUDENTPO
PULATION
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NCHE FURTHER AND HIGHER STATISTICS 2008 9
CHART 2.2 TOTAL DAY AND EVENING PROGRAMME STUDENT POPULATIONIN FURTHER AND HIGHER EDUCATION
CHART 2.3 TOTAL PART TIME AND EVENING PROGRAMME STUDENTPOPULATION IN FURTHER AND HIGHER EDUCATION
0
5000
10000
15000
20000
25000
Years
Studentpopulation
Post secondary (General) 3723 3872 3250 4438 5185 5033 5191 5122 4970 5169 5339 5732 6117 6119 5711
Post secondary (Vocational) 1748 1362 1423 1621 1841 1917 2615 2801 3638 3858 4473 4386 4620 4930 6163
Tertiary 5177 5805 6263 6368 7146 6959 6362 7493 7332 9006 9245 9530 9450 9500 9747
Total higher education population 10648 11039 10936 12427 14172 13909 14168 15416 15940 18033 19057 19648 20187 20549 21621
1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008
Source: 1994-2005 NSO Education Statistics; 2006-2007 NCHE provisional data;NCHE Further and Higher Education Statistics 2008
Evening programmes are predominantly offered on a part time basis.Chart 2.3 below shows the participation o adults in evening programmes at a
Further and Higher Education level.
Source: 1994-2005 NSO Education Statistics; 2006-2007 NCHE provisional data;NCHE Further and Higher Education Statistics 2008
0
500
1000
1500
2000
2500
3000
3500
4000
Years
Studentpopula
tion
Tertiary 449 639 626 598 963 895 808 1212 1480 2314 1997 2220 1994 1898 2112
Post secondary (Vocational State) 0 0 0 0 0 0 0 0 0 0 0 244 306 308 284
Post secondary (Vocational Private) 0 0 0 0 0 0 0 0 0 0 0 0 0 0 953
Total part-time student population 449 639 626 598 963 895 808 1212 1480 2314 1997 2464 2300 2206 3349
1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008
STUDENTPOPULATION
STUDENTPOPULATION
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10 NCHE FURTHER AND HIGHER STATISTICS 2008
Te emale student participation rate at the University o Malta has been on theincrease reflecting a gender bias towards emales. Tis is evident or all the years rom1995 onwards. In 2008, the emale participation rate in higher education was 57%whilst that or urther education was 46%.
A key measure o post-secondary participation rates is the participation rate o thepopulation aged 17. Tis is regarded as the ideal technical age cohort to use sincemost o the students will have completed the secondary level, and would not have yetstarted attending University. Chart 2.4 below shows the gradual change in choice o17 year olds across a period o time.
Te average participation rate o 17 year olds in post secondary education during thelast 5 years is on average 63%. No significant progress was made over this period.Small shifs in numbers may create between 3-5% variance due to distribution agearound the reerence date o 31st March used in the Survey.
CHART 2.4 17 YEAR OLD STUDENT POPULATION PARTICIPATING IN FURTHERAND HIGHER EDUCATION
Source: 1994-2005 NSO Education Statistics; 2006-2007 NCHE provisional data;NCHE Further and Higher Education Statistics 2008
0%
20%
40%
60%
80%
100%
Years
Participationrateinhighere
ducation(%)
School leavers (Age 17) 57% 55% 44% 34% 33% 41% 35% 41%
Total participation (Age 17) 43% 45% 56% 66% 67% 59% 65% 59%
1999 2002 2003 2004 2005 2006 2007 2008
PARTICIPATIONRATEINHIGH
EREDUCATION%
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NCHE FURTHER AN D HIGHER STATISTICS 2008 11
Chart 2.5 below illustrates the same analysis extended to age 19 where most studentsproceed to University or MCAS programmes. In 2008, there was a significantimprovement in the participation rate with 55% o 19 year olds participating in urtherand higher education. Tis increase was brought about by the number o studentsparticipating in the vocational sector, predominantly at MCAS.
At age 19, 45% are no longer participating in education. In 2008, 31% o 19 year oldstudents are participating in post secondary vocational programmes whilst 24% are
ollowing tertiary level programmes.
CHART 2.5 19 YEAR OLD STUDENT POPULATION PARTICIPATING
IN FURTHER AND HIGHER EDUCATION
Source: 1994-2005 NSO Education Statistics; 2006-2007 NCHE provisional data;NCHE Further and Higher Education Statistics 2008
able 2.6 hereunder shows a detailed breakdown o population at age 17 and 19
respectively, and the participation rate relative to the population based on birth rateso the different age cohort in 2008.
0%
25%
50%
75%
100%
Years
Participationrate(%)
Not participating (Age 19) 69% 67% 63% 56% 56% 52% 57% 45%
Post secondary (Age 19) 12% 11% 13% 21% 19% 23% 18% 31%
Tertiary (Age 19) 19% 21% 24% 23% 25% 25% 25% 24%
1999 2002 2003 2004 2005 2006 2007 2008
PARTICIPATIONRATE%
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12 NCHE FURTHER AND HIGHER STATISTICS 2008
Age Level 1999 2002 2003 2004 2005 2006 2007 2008
17 Population:
Secondary 177 177 189 165 401 36 24 24
Post secondary (General) 2,169 1,547 2,398 2,633 2,603 2,190 2,358 2,138
Post secondary (Vocational) 344 823 606 879 1,110 1,113 1,144 994
Tertiary 42 54 24 5 6 9 7 13
Total post secondary 2,513 2,370 3,004 3,512 3,713 3,303 3,502 3,132
Total population cohort 5,984 5,430 5,425 5,314 5,533 5,584 5,368 5,302
Participation rate:
Secondary 3% 3% 3% 3% 7% 1% 0% 0%
Post secondary (General) 36% 28% 44% 50% 47% 39% 44% 40%
Post secondary (Vocational) 6% 15% 11% 17% 20% 20% 21% 19%
Tertiary 1% 1% 0% 0% 0% 0% 0% 0%
Total participation 43% 45% 56% 66% 67% 59% 65% 59%
School leavers 57% 55% 44% 34% 33% 41% 35% 41%
Total population cohort 100% 100% 100% 100% 100% 100% 100% 100%
19 Population:Post secondary (General) 272 34 141 211 176 346 122 613
Post secondary (Vocational) 408 612 582 930 808 884 880 1,129
Tertiary 1,076 1,240 1,324 1,242 1,315 1,318 1,372 1,336
Total post secondary 1,756 1,886 2,047 2,383 2,299 2,548 2,374 3,078
Total population cohort 5,711 5,794 5,571 5,430 5,245 5,314 5,533 5,584
Participation rate:
Post secondary (All) 12% 11% 13% 21% 19% 23% 18% 31%
Tertiary 19% 21% 24% 23% 25% 25% 25% 24%
Total participation 31% 33% 37% 44% 44% 48% 43% 55%
Non participation 69% 67% 63% 56% 56% 52% 57% 45%
Total population cohort 100% 100% 100% 100% 100% 100% 100% 100%
TABLE 2.6 17 AND 19 YEAR OLD STUDENT POPULATION PARTICIPATINGIN FURTHER AND HIGHER EDUCATION
Source: 1994-2005 NSO Education Statistics; 2006-2007 NCHE provisional data; NCHE Furtherand Higher Education Statistics 2008
Chart 2.7 shows that the net entry rate or tertiary level education in Malta was at 25% in 2005,compared to a 54% country mean or OECD countries included in the analysis.
CHART 2.7 NET ENTRY RATES OF NEW ENTRANTS TO TERTIARY EDUCATION 2005
International Source: OECD, Education at a Glance 2007, Table C2.4, page 294; Malta Source:NSO Education Statistics, 2005 and NSO, Demographic review of the Maltese Islands 2006(Population for age cohorts).
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%Sumo
fnetentryratesforeachyearofage(%)
AUSTRA
LIA
NEW
ZEALAND
NORW
AY
POLAND
SWED
EN
ICEL
AND
FINLA
ND
HUNG
ARY
UNITED
STATES
NETH
ERLA
NDS
SLOV
AKREPUB
LIC
DENM
ARK
ITALY
COUN
TRYMEA
N
KORE
A
UNITED
KINGD
OM
IREL
AND
GREECE
SPAIN
CZECHREPU
BLIC
JAPAN
AUSTRIA
SWITZERL
AND
GERM
ANY
BELGIUM
MEXICO
TURKEY
MALTA
SUMOFNETENTRYRATESFOREACHYEAROFAGE%
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NCHE FURTHER AN D HIGHER STATISTICS 2008 13
STUDENT POPULATION TRENDSIn Malta, over the last our years38% o students leave education withless than post secondary education2.Structural indicators show that in 2006the attainment level3 or Malta was o50.8% or those o age 20-24. In 2007,the indicators show that Malta has nowincreased its attainment rate to 54.7%.Tis also implies a corresponding dropin early school leavers rom 41.7% in
2006 to 37.6% in 20074.
Te current efforts to continueincreasing attainment levels o youngerstudents, means that Malta is on trackto register higher attainment rates outure cohorts. Te expected youthattainment level or 2008 would beapproximately 60%.
It will take a ew more years to registerthe progress witnessed in school leaving
cohorts in the structural indicators dueto time lag necessary to capture suchcohorts later at the age o 20-24 throughuture labour orce surveys. Te higherparticipation rates registered in post-secondary education in Malta in recentyears by the structural indicators arethe result o participation rates between2003-2005.
Current policy is addressing the nextleap orward - that o making structuralreorms in our schooling system to retain85% o school leavers aged 16-18 in post-secondary level education by 20155i.e.25% more than the current 60%.
3. KEY RENDS AND BENCHMARKS INFURHER AND HIGHER EDUCAION
Developments in Further educationTe declared goal is to have up to 85%attainment rates by 2015, moving closerto the Lisbon objectives o reducing earlyschool leavers to 10% by 2010.
BENCHMARK14% o 18-24 year olds in Europefinish schooling with less thanpost secondary education. Maltastill had the highest proportion o
early school leavers in the EU at40% in 2008. Reorms are in placeto improve this outcome over thecoming years6.
GENERAL AND VOCATIONALPROGRAMMESPost secondary public and private institutesand colleges in Malta provide generaland vocational education. In 2008, the
proportion o students enrolled in generalacademic programmes stood at 48% o totalstudents in urther education compared to52% in vocational programmes up to NQFlevel 5 in Malta7.
Most post secondary programmes inOECD and EU countries are designedprimarily to prepare students or tertiarystudies, and their orientation can begeneral, pre-vocational or vocational. Teratio o students enrolled in general andvocational programmes at ISCED level 3is almost 1:1 with a slight bias towards thevocational stream.
Te status and attractiveness ovocational and proessional educationand training in Malta has increasedover the last decade. Currently, studentspursuing vocational programmes havelimited access to tertiary education8in Malta. However, the Institute oourism Studies (IS) has been workingon offering programmes which lead todegrees at the University o Malta whilstthe Malta College or Arts, Science and
echnology (MCAS) has announcedits intention to offer first degree levelprogrammes in the near uture.
BENCHMARKVocational programmes arebecoming more attractive inmany countries largely becauseo the availability o morevocational programmes givingaccess to higher level studies.
In the past years, changinglabour market and economicconditions have resulted in aclear demand or more andbetter quality o VE in mostEuropean countries. However,over the period 2000-06, thetrend in most EU Member stateshas been towards an increasedproportion o students ollowinggeneral education9.
Chapter 5 contains detailed statisticsor the post secondary general andvocational sectors in Malta or 2008.
2 Progress towards the Lisbon Objectives in Education and raining Indicators and benchmarks 2008 (pg. 122)3 Percentage o the population aged 20 to 24 having completed at least upper secondary education4 National Reorm Programme 2008-2010 & Eurostat Structural Indicators5
National Reorm Programme 2008-20106 Progress towards the Lisbon Objectives (pg.122)7 NCHE Further & Higher Education Statistics 2008. Short courses excluded.8 Only one vocational programme o study allows students to pursue a course at the University o Malta9 Progress towards the Lisbon objectives (pg. 55)
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14 NCHE FURTHER AND HIGHER STATISTICS 2008
ADULT LEARNINGIn 2007, 6% o adults in Malta wereparticipating in lielong learning10
compared to just under 10% o adults inthe EU participate in lie long learning.Progress is slow to reach the benchmarko 12.5% by 2010. Catching up withadult participation in lielong learningremains the main challenge in manyEuropean countries11.
BENCHMARKStatistics or adult learning12in Malta are only available orthe ormal aspect o learning.A system or the validationo Inormal and Non-Formallearning is being developed bythe Malta Qualifications Counciland data is not captured in thestatistics.
Chart 3.1 below shows thatin 2005, just over 3 out o 10employees in Malta participatein continuing vocationaltraining . Statistics in European
countries differ in definitionsand categories and ofen ocus onthe ormal and/or on vocationaladult learning. TroughoutEurope, participation rateso employees in continuingvocational training programmeshave decreased rom 4 out o 10in 1999 to just over 3 in 200511.Tere are increases among mosto the new Member States whichare catching up with the rest o
the EU.
Source: Progress towards the Lisbon Objectives in Education and Training Indicatorsand benchmarks 2008 (pg. 57)
CHART 3.1 PARTICIPANTS IN CONTINUING VOCATIONAL TRAININGPROGRAMMES AS A SHARE OF EMPLOYEES IN ALL ENTERPRISES
Adult Learners in Further and Higher Education
10 According to the definition o the European Council, lielong learning includes all learning activity undertaken throughout lie, with the aim o improving
knowledge, skills and competences within a personal, civic, social and/or employment-related perspective. Te lielong learning structural indicator was
developed to measure participation in training and urther education. Tis indicator measures the proportion o the population aged between 25 and 64 that
participate in training and urther education activities. (Council Resolution o 27 June 2002 on lielong learning (2002/C 163/01)11 Progress towards the Lisbon Objectives in Education and raining Indicators and benchmarks 2008 (pg. 27)12 Adult learning is the essential ourth pillar o the support system or lielong learning. Schooling, VE, higher and adult education each has a significant
contribution to make to the global competitiveness o the European Social Model13 Progress towards the Lisbon Objectives in Education and raining Indicators and benchmarks 2008 (pg. 57)
14 Key data on Higher Education in Europe 2007 Edition, Eurydice (pg. 50)15 Key data on Higher Education in Europe 2007 Edition, Eurydice (pg. 54)16 Key data on Higher Education in Europe 2007 Edition, Eurydice (pg. 50)17 Key data on Higher Education in Europe 2007 Edition, Eurydice (pg. 54)18 Adult education trends and issues in Europe, 2006 EAEA
0%
10%
20%
30%
40%
50%
%
Participants in CVT courses
as % of employees (2005)
33% 32%
EU-27 Malta
BENCHMARK
European students who are studying part time are the oldest students in tertiaryeducation and are on average 6 years older than those pursuing ull time studies.Age differences between countries are attributable to several actors, one o whichis the extent to which policies are in place that encourage continuing educationat tertiary level16. Part time students also ofen take longer to complete tertiaryeducation17.
Even though national studies and statistics are not directly comparable, anumber o common participation patterns appear throughout a wide range osuch studies. Overall, the participation o disadvantaged groups in all kinds oadult education (ormal, inormal and non-ormal) continues to be lower thanthat o other groups. Participation rates are positively correlated with the level o
education and negatively correlated with an increase in the age o participants18
.
ADULT LEARNERS IN FURTHER AND HIGHER EDUCATIONIn Malta, students pursuing part time tertiary studies are on average 8 years older thanthose pursing ull time studies14. On average, or Bachelors and Masters programmes,part time students in Malta take just under twice as long to complete their studies whencompared to their ull time counterparts15.
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19 NCHE Further & Higher Education Statistics 200820 Education at a Glance 2007 OECD Indicators (pg. 288)21 NCHE Participation Rate workings22 Key data on Higher Education in Europe 2007 Edition, Eurydice (pg. 21 & 25)23 Key data on Higher Education in Europe 2007 Edition, Eurydice (pg. 21)24 Progress towards the Lisbon Objectives in Education and raining Indicators and benchmarks 2008 (pg. 73) & data compiled by the NCHE
THE RELATIVE SIZE OF THE PUBLICAND THE PRIVATE SECTOR IN HIGHEREDUCATION
ertiary education in Malta is offeredpredominantly by the University oMalta, which provides services or97% o the total tertiary level studentpopulation. However, tertiary educationprovided by the private sector has beenemerging over the past ew years whereprivate providers provide programmeso oreign universities. Te share ostudents enrolled in the private sectoror Bachelors, Masters and Doctoralprogrammes accounts to 3% o allstudents at this level19.
BENCHMARKAt the tertiary level, privateproviders in OECD countriesplay a significant role. ForBachelors, Masters and Doctoralprogrammes, private sectorenrolments account or 21% ostudents at this level20.
Developments in Higher Education
CHART 3.2 STUDENT POPULATION IN THE PRIVATE SECTOR FOLLOWINGHIGHER EDUCATION PROGRAMMES
Source: (MT) NCHE Further and Higher Education Statistics 2008; (OECD) Educationat a Glance 2007 OECD Indicators (pg. 288)
ACCESS TO HIGHER EDUCATIONUniversity o Malta students attending a first ull time degree course pay no tuition eesand are eligible or a student maintenance grant subject to eligibility criteria. Malta hasopen access to almost all programmes at tertiary level offered at the University. Accessis unrestricted with no numerous clausus or selection process as long as studentsobtain the Matriculation certificate that is awarded on satisactory completion o postsecondary education. Only around 23%21o the 18 year old cohort manages to obtainthe Matriculation Certificate so entry to the University is restricted or the remaining77% o this cohort. Specific selection criteria are in place at the University or Medicineand Dental studies22.
BENCHMARKLimitation or Selection Procedures or entry to Higher Education exist in someorm in almost all EU-27 countries, except or Malta, Belgium, the Netherlandsand Iceland23.
PARTICIPATION RATES AT A BACHELOR, MASTERS AND DOCTORAL LEVELOver the last decade, Malta has had a substantial increase in enrolment rates orUndergraduate, Bachelors, Masters and Doctoral programmes offered at the Universityo Malta. Te growth per year in total tertiary enrolments was around 8% per annum
or the period 2000-200624however or the period 2004-2008 the growth rate has beeno 1% per year.
0%
5%
10%
15%
20%
25%
2005 3% 21%
Malta OECD (average)Privatesectorshare(%)
PRIVATESECTORSHARE%
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16 NCHE FURTHER AND HIGHER STATISTICS 2008
0
2,000
4,000
6,000
8,000
10,000
12,000
Year
StudentPopulation
Malta (UOM only) 6,362 7,329 9,245 9,450 9,747
2000 2002 2004 2006 2008
CHART 3.3 TOTAL TERTIARY STUDENT POPULATION 20002008
Source: 2000-2005 NSO Education Statistics; Source: 2006 NCHE Provisional Data;
NCHE Further and Higher Education Statistics 2008
BENCHMARKAt a European level, the number o students in Bachelors, Masters and Doctoralprogrammes is growing each year. Te growth o enrolments is slower orUndergraduate programmes that are more practically oriented. Chart 3.4shows the average growth rate or the EU-27 in total tertiary enrolments or theperiod 2000-2006 was around 2.8% per annum25.
Source: 2000-2005 NSO Education Statistics; 2006 NCHE Provisional Data; Progresstowards the Lisbon Objectives in Education and Training Indicators and benchmarks2008 (pg. 73)
25 Progress towards the Lisbon Objectives in Education and raining Indicators and benchmarks 2008 (pg. 73)
0%
2%
4%
6%
8%
10%
2000-2006 8% 2.8%
Malta (UOM only) EU-27Growthrate(%)/year
Country/Region
CHART 3.4 GROWTH RATE % PER YEAR OF THE TOTAL TERTIARY STUDENTPOPULATION 20002006
STUDENTPOPULATION
GROWTHRATE%/YEAR
COUNTRY/REGION
8% 2.8%
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NCHE FURTHER AN D HIGHER STATISTICS 2008 17
Chart 3.5 shows that in 2008, the number o students enrolled in higher education inMalta amounts to 9, 747, o which 239 are enrolled in the private sector26.
CHART 3.5 TOTAL TERTIARY STUDENT POPULATION BY PUBLIC OR PRIVATESECTOR 2008
CHART 3.6 TOTAL STUDENT POPULATION FOLLOWING DOCTORALPROGRAMMES 2008
26 NCHE Further & Higher Education Statistics 200827 NSO Education Statistics 200128 9 o these students were awarded the MGSS29 NCHE Further & Higher Education Statistics 2008 & MGSS database, MEDC30 MGSS 2006, 2007 & 2008
Source: NCHE Further and Higher Education Statistics 2008
PARTICIPATION RATES AT A DOCTORAL LEVELMalta is experiencing an upward trend in the number o students enrolled in doctoralprogrammes. In 2001, the number o students enrolled at this level at the Universityo Malta amounted to 32 students27. Chart 3.6 shows the number o students enrolledin doctoral programmes at the University o Malta increased to 80 28 in 200829. Inaddition, the Malta Government Scholarship Scheme (MGSS)30is currently sponsoringa total o 32 students who are pursuing studies at doctoral level abroad. Tus, the totalnumber o Maltese students pursuing advanced research programmes in the publicand private sector and abroad amounts to 114 students.
Source: (2001) NSO Education Statistics; (2008) NCHE Further and Higher EducationStatistics 2008; MGSS 2008 database, MEDC
0
2,000
4,000
6,000
8,000
10,000
Year
Studentpopulation
UOM 9,508
Private 239
2008
STUDENTPOPULATION
0
50
100
150
Provider
StudentPopulati
on
2001 32 0 0 32
2008 80 32 2 114
UOM MGSS (foreign providers)Private (local providers of
foreign degrees)Total
STUDENTPOPU
LATION
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18 NCHE FURTHER AND HIGHER STATISTICS 2008
Te growth rate in Malta or doctoral programmes is aster than that o students inother levels at tertiary education.
BENCHMARKMany European countries are also experiencing a growth in the number ostudents enrolled in doctoral programmes31. Chart 3.7 shows that the growthrate o Doctoral programmes between 2001-2008 was o 6.7% across all EU-27member states compared to 2.8% in all levels o tertiary programmes together.
BENCHMARKChart 3.8 shows that or the entire EU-27, the participation rate o those aged18-39 years in tertiary education is circa 11% o all people in this age group,but it varies very widely rom one European country to the next33. Tis isconsiderably higher than the 5.7 % registered in Malta
CHART 3.7 RELATIVE GROWTH RATE % PER ANNUM OF TERTIARY STUDENTPOPULATION BY LEVEL 20012008
0%
10%
20%
30%
40%
50%
Country/Region
Growthrate(%)
Total Bachelors, Masters and Doctoral
(2000-2006)
8% 2.8%
Total Doctoral (MT 2001-08; EU-27
2001-04)
40% 6.7%
Malta EU-27
31 Key data on Higher Education in Europe 2007 Edition, Eurydice (pg. 39)32 NCHE Further & Higher Education Statistics 2008 (Data includes the private and the public sector)33 Key data on Higher Education in Europe 2007 Edition, Eurydice (pg. 39)
Source: (2001-2005) NSO Education Statistics; (2006-2007) NCHE Provisional data;(2008) NCHE Further & Higher Education Statistics 2008; Progress towards the LisbonObjectives in Education and Training Indicators and benchmarks 2008
PARTICIPATION RATE BY AGE COHORTTe participation rate o those aged 18-39 years in tertiary education in Malta is stillrelatively low. Te participation rate or this age cohort in 2008 is just under 6%32. Tecurrent efforts to continue increasing attainment levels o younger students, meansthat Malta will see an improvement in the participation rate o those aged 18-39 years
in tertiary education.
GROWTHRATE%
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NCHE FURTHER AN D HIGHER STATISTICS 2008 19
CHART 3.8 STUDENT PARTICIPATION RATE % OF THOSE AGED 1839IN TERTIARY EDUCATION IN MALTA
34 NCHE Further & Higher Education Statistics 2008 (Data includes the private and the public sector)35 Key data on Higher Education in Europe 2007 Edition, Eurydice (pg. 48)36 Education at a Glance 2007 OECD Indicators (pg. 293)
Source: (MT) NCHE Further and Higher Education Statistics 2008; (EU-19) Key dataon Higher Education in Europe 2007 Edition, Eurydice (pg. 30)
able 3.9 shows the participation rate o students between 18-29 years o age.Participation in tertiary education in Malta peaks in the 18-22 age group, and thehighest participation rate occurs when students are aged 20. Te participation rate othis age cohort is just over 25%34or 2008.
TABLE 3.9 STUDENT POPULATION AND PARTICIPATION RATE % OF THOSEAGED 1829 IN TERTIARY EDUCATION IN MALTA BY NQF LEVEL
0%
10%
20%
Participationrate(%)
2008 5.7% 11%
Malta EU-27
Age
18 19 20 21 22 23 24 25 26 27 28 29
Student Population:
NQF level 6 887 1,321 1,433 1,134 642 302 199 107 115 58 64 42
NQF level 7 0 0 2 119 213 209 188 158 102 111 94 87
NQFlevel 8 0 0 0 0 0 0 0 6 6 3 3 3
Total Student Population 887 1,321 1,435 1,253 855 511 387 271 223 172 161 132
Total Population/age cohort 5,707 5,586 5,670 5,783 5,895 6,055 5,990 5,912 6,023 6,012 5,950 6,029
Participation Rate (%) 15.5% 23.6% 25.3% 21.7% 14.5% 8.4% 6.5% 4.6% 3.7% 2.9% 2.7% 2.2%
Source: NCHE Further and Higher Education Statistics 2008; NSO Demographic Review(1977-2006)
BENCHMARKChart 3.10 shows that in the whole o the EU-27, the participation rate intertiary education peaks in the 20-24 age group. In the majority o countries,the highest participation rate occurs when students are aged 2035. In 2005, theparticipation rate o the 20 year old cohort in the EU-19 was 35% and 47% inthe United States.36 Tis means that Malta will have to increase the populationo this age cohort by 40% to reach the current EU-19 participation rate o 35%and by 70% to reach the current participation rate in the US.
POPULATIONPERCENTAGE%
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20 NCHE FURTHER AND HIGHER STATISTICS 2008
0
1,000
2,000
3,000
4,000
Total Student Population 61 1,482 786 1,290 1,523 721 152 3,543
% of total 0.6% 16% 8% 13% 16% 8% 2% 37%
Agric & vet science Education
Eng, man &
construct Health an d welfare Humanities and arts Sc, ma th & comp Services Soc sc, bus & law
CHART 3.10 STUDENT PARTICIPATION RATE OF THE 20 YEAR OLD COHORT 2005
Source: (MT) NSO Education Statistics 2005; (EU-19) Key data on Higher Educationin Europe 2007 Edition, Eurydice (pg. 48); (OECD) Education at a Glance 2007 OECDIndicators (pg. 293).
ENROLMENT AND GRADUATE RATES OF TERTIARY STUDENTS BY FIELD OF STUDYChart 3.11 shows that in 2008, the largest proportion o enrolments in Bachelors,Masters and Doctoral programmes in Malta are in the field o Social science, business& law which accounts or 37% o all students enrolled at these levels37. Graduates inscience related fields38account or 16% o all students.
CHART 3.11 STUDENT POPULATION BY FIELD OF STUDY
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
Participationrate(%)
Participation rate at age 20 34% 35% 47% 37% 41% 34% 25%
OECD average EU-19 US Australia France Netherlands Malta
Source: NCHE Further and Higher Education Statistics 2008
BENCHMARKTe largest concentration o Bachelors, Masters and Doctoral qualificationsawarded in OECD countries39are in the field o Social sciences, business, lawand services and accounts or 37% o all graduates. Another 25% graduate inthe field o Humanities, arts and education. Graduates in science related fieldsaccount or another 25%.
37 NCHE Further & Higher Education Statistics 200838 Science related fields include engineering, manuacturing and construction, lie sciences, physical sciences and agriculture, mathematics and computing, but
not including health and welare.39 Education at a Glance 2007 OECD Indicators (pg. 69)
POPULATIONRATE%
STUDENTPOPULATION
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NCHE FURTHER AN D HIGHER STATISTICS 2008 21
0
10
20
30
40
50
Population 5 41 25 13 14 0 14 2
% of total 4% 36% 22% 11% 12% 0% 12% 2%
Education Humanities & Arts Soc sc, bus & law Sc, math & comp Eng, man & construct Agric & vet science Health & Welfare Services
0.0%
5.0%
10.0%
15.0%
Part
icipationrate(%)
Malta 12.3%
EU-27 2.5%
2000-2006
Source: (MT) NCHE Further and Higher Education Statistics 2008; (EU-27) Progresstowards the Lisbon Objectives in Education and Training Indicators and benchmarks2008 (pg. 76)
Currently, most programmes offered in the fields o Maths, science and technology areclassified as prescribed41or the purposes o the Student Maintenance Grant Scheme,
to encourage students to pursue programmes in this field o study. Malta is makingsignificant progress to achieve the EU benchmark or 2010 to increase in the numbero tertiary graduates in Mathematics, science and technology by at least 15%.
Chart 3.13 shows that or Doctoral programmes, more than hal o Maltese studentsare preparing or a career in the field o Humanities and Arts (36 %) and Social Science,business and law (22 %)42. Te number o Maltese students pursuing a career in Scienceand technology amounts to just under 24%43.
Source: NCHE Further and Higher Education Statistics 2008
40 Progress towards the Lisbon Objectives in Education and raining Indicators and benchmarks 2008 (pg. 76) & NCHE Further & Higher EducationStatistics 2008
41 Education Act, Subsidiary Legislation 372.17842 MGSS database, MEDC & NCHE Further & Higher Education Statistics 200843 Te indicator includes enrolments in the fields o science, mathematics and computing and engineering, manuacturing, and construction.
Chart 3.12 shows that the number o Maths, Science and echnology graduates romthe University o Malta more than doubled over the last 8 years rom 700 in 2000 to1,500 in 200840. A cross-country comparison o Malta vis--vis the EU-27 reveals
that Malta has registered significant progress with a growth rate o just over 12% perannum over the period 2000-2006. Te growth is primarily related to the increase incomputing and IC related studies.
CHART 3.12 GROWTH RATE % PER YEAR IN MATHS, SCIENCE ANDTECHNOLOGY STUDENT POPULATION
CHART 3.13 STUDENT POPULATION BY FIELD OF STUDY AT A DOCTORAL LEVEL
PART
ICIPATIONRATE%
STUDENTPOPULATION
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22 NCHE FURTHER AND HIGHER STATISTICS 2008
BENCHMARKWith regard to Doctoral students in Europe, around one third are preparing
or a career in Science and echnology44.
MALE/FEMALE PARTICIPATION RATIOIn 200745, 60%46 o graduates in Malta were emales. Tus, the male/emaleparticipation ratio47in Malta is 0.6648.
Source: (MT) NCHE Further and Higher Education Statistics 2008; (EU-27) Key dataon Higher Education in Europe 2007 Edition, Eurydice (pg. 46)
BENCHMARKChart 3.14 above shows that in 2006, 55% o students enrolled in tertiaryeducation in the EU-27 were emales49compared to 60% in Malta. In Europe,current trends in general suggest that i the proportion o the populationenrolled in tertiary education is high, the proportion o women studyingat this level is also relatively high. Malta is an exception to this trend as theparticipation rate in tertiary education is low together with a low male/emaleparticipation ratio50.
ENROLMENT AND GRADUATE RATES OF TERTIARY STUDENTS BY FIELD OF STUDYAND GENDERChart 3.15 below shows that in Malta, males are in the majority in the fields oEngineering, manuacturing and construction (70%) and Science, mathematics andcomputing (62%). Te gender imbalance among emale students in Maths, scienceand technology has hardly changed over the last decade51so urther efforts have to bemade in this regard to achieve the EU benchmark o reducing the gender imbalancein this field o study.
44 Key data on Higher Education in Europe 2007 Edition, Eurydice (pg. 46)45 Tis reers to graduates in November 2007 or academic year 2006/07.46 Office o the Registrar, University o Malta47 Te participation ratio or men/women aged 18-3948 Any value higher than unity represents a country in which proportionally more men than women are enrolled in tertiary education with respect to the
overall participation rate or the same age group.49 Eurostat structural indicators50 Key data on Higher Education in Europe 2007 Edition, Eurydice (pg. 43)51 Progress towards the Lisbon Objectives in Education and raining Indicators and benchmarks 2008 (pg. 79) & NCHE Further & Higher Education
Statistics 2008
CHART 3.14 STUDENT POPULATION BY GENDER IN TERTIARY EDUCATION
0%
10%
20%
30%
40%
50%
60%
70%
Females 60% 55%
Males 40% 45%
Malta (2007) EU-27 average (2006)
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NCHE FURTHER AN D HIGHER STATISTICS 2008 23
Source: NCHE Further and Higher Education Statistics 2008
Chart 3.16 shows that women are in the majority in the field o Education (78%),Health and Welare (66%), Social science, business and law (57%) and Humanitiesand Arts (59%).
CHART 3.16 STUDENT POPULATION SHARE BY FIELD OF STUDY AND GENDER %
Source: NCHE Further and Higher Education Statistics 2008
CHART 3.15 STUDENT POPULATION BY FIELD OF STUDY AND GENDER
0
500
1,000
1,500
2,000
2,500
StudentPopulation
females 13 1,152 232 856 891 273 76 2,006
males 48 330 554 434 632 448 76 1,537
Agric & vet science Education Eng, man & construct Health and welfare Humanities and arts Sc, math & comp Services Soc sc, bus & law
0%
20%
40%
60%
80%
100%
%
% males 79% 22% 70% 34% 42% 62% 50% 43%
% females 21% 78% 30% 66% 59% 38% 50% 57%
Agric & vet science Education Eng, man & construct Health and welfare Humanities and arts Sc, math & comp Services Soc sc, bus & law
STUDENTPOPULATION
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24 NCHE FURTHER AND HIGHER STATISTICS 2008
CHART 3.17 STUDENT POPULATION BY FIELD OF STUDY, MALTA AND EU27
Source: (MT)NCHE Further and Higher Education Statistics 2008; (EU-27) Key data onHigher Education in Europe 2007 Edition, Eurydice (pg. 45)
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
%
Malta (2008) 21% 78% 30% 66% 59% 38% 50% 57%
EU-27 (2004) 48% 75% 24% 75% 66% 38% 53% 57%
Agric & vet
scienceEducation
Eng, man &
construct
Health and
welfare
Humanities and
artsSc, math & comp Services Soc sc, bus & law
BENCHMARK
Chart 3.17 compares Malta and EU perormance in terms o women in tertiaryeducation field o study. In the EU as a whole, women are in the majority in threemain fields, namely Education (75%), Health (75%) and Humanities and Arts(66%). Males are in the majority in the fields o Engineering, manuacturingand construction (76%) and Science, Mathematics and Computing (62%)52.On average, the gender imbalance at EU level with respect to the field o Maths,science and technology has remained stable and no significant improvementhas been registered.
52 Key data on Higher Education in Europe 2007 Edition, Eurydice (pg. 45)
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NCHE FURTHER AN D HIGHER STATISTICS 2008 25
MOBILITY IN FURTHER EDUCATIONTe Mobility or rainees in InitialVocational raining (IV) project othe Leonardo da Vinci programmeunded by the European Union aimsto support o transnational mobility opersons undergoing initial vocationaleducation and training. MCASparticipates in various work placementso the Leonardo da Vinci programmethrough the Mobility Opportunities inVocational Education (MOVE) project.
Higher National Diploma (HND)students can also apply individually oran Erasmus placement. An Erasmusplacement, involves spending between3 to 12 months studying in a partnercollege. Te European Credit ranserSystem (ECS) or ECVE acilitatethese exchanges.
IS Students participate in anInternational Internship which involvesa 12 month practical experience inthe hospitality industry in a oreigncountry. It is a module within theIS programme o studies and iscompulsory or certain programmes oror others who want to have more workexperience overseas.
Te IS has also adopted the Europasssystem (which helps to improvetransparency o qualifications andcompetences to acilitate mobilitythroughout Europe or lielong learning
purposes) through the New HospitalityProject, an EU-unded project whichcame up with a reerence point orthe transparency o qualifications andcompetences in the hospitality sectorin the European area.
4. INERNAIONAL SUDEN MOBILIY INFURHER AND HIGHER EDUCAION
FOREIGN STUDENTS IN HIGHEREDUCATIONMaltas small higher education system ishome to a relatively high proportion ooreign students just over 600 students werestudying in Malta in 2005, i.e. around 6% othe total higher education population56.
BENCHMARKAn increasing share o tertiarystudents in Europe comes rom
outside Europe. One reason orthe substantial growth in oreigntertiary students in the EU is dueto the more restrictive visa policyintroduced in the USA afer 200153.
HIGHER EDUCATION STUDENTSENROLLED OUTSIDE THEIR COUNTRY OFORIGIN10% o Maltese students were studyingabroad in 2006, amounting to around 850students. Over two thirds were studying inthe United Kingdom54.
BENCHMARKIn 2006 on average about 3% o EUstudents were studying abroad, with4 out o 5 in other EU countries55.
FLOW OF STUDENTS IN HIGHEREDUCATIONMalta has more outgoing students than it
has incoming. Te balance in 2005 was o242 more outgoing students than incomingones56.
BENCHMARKTe EU-27 is a net receiver ostudents in 2005, over 67% ostudents with oreign citizenshipin the EU were rom countriesoutside the EU57.
ERASMUS MOBILITYTe University o Malta participates inthe Erasmus programmes unded bythe EU. In academic year 2006/2007,
325 students were received and 125students were sent58. Tus, incomingmobility was significantly higher thanoutgoing.
BENCHMARKAlmost all EuropeanUniversities are taking part inErasmus. Maltas participationin the Erasmus programmeas a student host nation was4.2 times the average at 34.6students per 1,000, and as asending nation was 1.6 timesthe average o the EU59 at 13.3students per 1,00060.
53 Progress towards the Lisbon Objectives in Education and raining Indicators and benchmarks 2008 (pg. 81)54 Progress towards the Lisbon Objectives in Education and raining Indicators and benchmarks 2008 (pg. 83)55 Progress towards the Lisbon Objectives in Education and raining Indicators and benchmarks 2008 (pg. 82)56 Mobility Barometer An Assessment o the mobility o academic staff and students in Europe, ESU57 Progress towards the Lisbon Objectives in Education and raining Indicators and benchmarks 2008 (pg. 83)58 Mobility Barometer An Assessment o the mobility o academic staff and students in Europe, ESU59 Progress towards the Lisbon Objectives in Education and raining Indicators and benchmarks 2008 (pg. 84)60 Mobility Barometer An Assessment o the mobility o academic staff and students in Europe, ESU
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26 NCHE FURTHER AND HIGHER STATISTICS 2008
5. FURHER AND HIGHER EDUCAION SAISICS 2008
NOTETe institutions that responded to the NCHE Survey as at reerence date 31st March 2008, reported a number o programmesclassified at both urther and higher education levels. Te NCHE is aware o other institutions that offer programmes leadingto qualifications classified at these levels, however these are not included as no response to the Survey was received.
Te tables in this report list the sel classification o institutions and their programmes as a result o the level o qualificationsthey provide. Some institutions offer oreign qualifications which are recognised by the Malta QRIC, others are still awaitingormal local accreditation.
Tis report does not constitute ormal accreditation o any institution or programme. In the uture, classification oinstitutions and their programmes will be based on ormal accreditation status as awarded by officially recognised competentauthorities in compliance with the law as applicable at the time.
SECTORAL STRUCTURE BY TYPE OF INSTITUTIONTe ollowing sixteen institutions responded to the survey and sel classified themselvesas urther education institutions on the basis that they offer programmes leading tourther education qualifications.
TABLE 5.1 LIST OF INSTITUTIONS PROVIDING FURTHEREDUCATION BY FUNDING AND TYPE
Further Education Statistics 2008
Funding Type Name
State
Academic
Giovanni Curmi Higher Secondary
Sir M.A. Refalo Post Secondary
University of Malta G.F Abela Junior College
Vocational
Institute of Tourism Studies
Malta College of Arts, Science & Technology (MCAST)
Dependent Academic
De La Salle College
St Aloysius Sixth Form
Independent
Academic
Compex Co. Ltd.
German-Maltese Circle
Intitute for Environmental Studies
Verdala International School
Academic & Vocational St Marks Institute
Professional Institute of Legal Studies
Vocational
Audreys Health & Beauty Centre
Beauthtech Hair & Beauty Academy
Tech Courses Centre
Source: NCHE Further and Higher Education Statistics 2008
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NCHE FURTHER AN D HIGHER STATISTICS 2008 27
SECTORAL STRUCTURE PUBLIC/PRIVATE PROVISIONA total o 370 programmes are offered in Malta at a urther level. 147 o theseprogrammes are Short courses.
65% o programmes at urther level (excluding Short courses) are offered by the publicsector whilst 35% are offered by the private sector. Te share o students enrolled atthis level in the public sector amounts to 84% o students whilst 16% o students at thislevel are enrolled in the private sector.
TABLE 5.2 TOTAL STUDENT POPULATION AND COURSE BREAKDOWN BYINSTITUTION OWNERSHIP EXCLUDING SHORT COURSES
TABLE 5.4 NUMBER OF FURTHER EDUCATION PROGRAMMES BY DURATIONAND MODE OF STUDY
Public % of Total Private % of Total Total Total (%)
Courses 144 65% 79 35% 223 100%
Student Population (Post Secondary General) 4,946 81% 1,151 19% 6,097 100%Student Population (Post Secondary Vocational) 5,028 87% 749 13% 5,777 100%
Student Population (Total) 9,974 84% 1,900 16% 11,874 100%
Public % of Total Private % of Total Total Total (%)
Courses 250 68% 120 32% 370 100%
Student Population 12,442 84% 2,943 16% 15,385 100%
Source: NCHE Further and Higher Education Statistics 2008
able 5.3 below shows that i short courses are included, then 68% o programmesat urther level are offered by the public sector whilst 32% are offered by the privatesector. Te share o students enrolled at this level in the public sector amounts to 84%o students whilst 16% o students at this level are enrolled in the private sector.
TABLE 5.3 TOTAL STUDENT POPULATION AND COURSE BREAKDOWN BY
OWNERSHIP INCLUDING SHORT COURSES
Source: NCHE Further and Higher Education Statistics 2008
Source: NCHE Further and Higher Education Statistics 2008
(FT Full time, PT Part time basis)
DurationYrs Number of FE courses by mode of study
Day (FT ) Day (PT ) Evening (FT ) Evening (PT ) Total by duration
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28 NCHE FURTHER AND HIGHER STATISTICS 2008
PARTICIPATION BY GENDER AND MODEable 5.5 shows the number o students participating by gender and mode o study atthe urther level. Male participation during day programmes (52%) is slightly higherthan that or emales (48%). Female participation during evening programmes (38%)is significantly lower than that or males (62%).
With regards to Short courses, the male participation rate is almost 70% o the total.Evening programmes and Short courses as a share o the working age population is3.3 %.61
PARTICIPATION BY FIELD OF STUDYable 5.6 shows the distribution o students in urther education level programmes byfield o study.
Students ollowing sixth orm studies (47%) in the general post secondary sector
do not ollow specific programmes but a mix o subjects leading to a MatriculationCertificate or Matriculation Advanced and Intermediate qualifications.
A detailed analysis o the subjects chosen by students may be obtained through theannual MASEC reports or this segment. 2007 data is the most recent available dataand is being used to give an indication o the distribution o preerences in generalpost-secondary programmes. For inormation purposes able 5.6 groups the differentsubjects by fields o study and ocuses on the share o registration or examinations asan indication o overall distribution o participation by field o study.
Te largest proportion o Advanced Matriculation exam registrations are related toScience, Mathematics and Computing (46%), with Mathematics, Biology, Physics and
Chemistry as the most registered subjects at A Level. Te second largest share is thato Humanities and Arts (31%) with English and Maltese as the predominant subjectso choice, and Social science, business and law (23%) with Accounting as the highestsubject o choice.
61 Source: Working age population - Census o Population and Housing 2005 Volume 1: Population
Gender Day Evening Short courses Total
FEMALE 5,086 412 1,118 6,616
MALE 5,711 665 2,393 8,769
Total 10,797 1,077 3,511 15,385
TABLE 5.5 STUDENT POPULATION BY GENDER AND MODE OF STUDY
Source: NCHE Further and Higher Education Statistics 2008
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Source: UoM MATSEC Examinations Board Matriculation Certificate Statistical Report 2007
able 5.7 hereunder shows the student population and number o programmes, by field ostudy, mode, and gender o all the urther sector (excluding Short courses). Students ollowingsixth orm studies have been grouped up under the heading Sixth orm studies. Toseollowing programmes other than Sixth Form Studies in the vocational post secondary sector(53%), participate in programmes related to the ollowing fields: Services (13%); Science,Mathematics and Computing (13%); Engineering, Manuacturing and Construction (12%).
Social Science, business and law (8%) and Humanities and Arts (5%) have a lower take up inthe vocational sector. In these fields more students ollow the studies within the general post-secondary route.
Health and Welare (1%), Education (0%), and Agriculture and veterinary science (1%) are thefields o study least ollowed by students in the vocational post-secondary level. In health andwelare however more students ollow the science routes within the general post-secondaryroute. Community care within the vocational sector was included within the services field orinternational comparability.
Field of study Subjects Advanced Subject (%) Field (%) Interm. Subject (%) Field (%) Total
Engineering, manufacturing and construction
Graphical Communication 15 0% 0% 0 0% 1% 15
Engineering Drawing 5 0% 0 0% 5
Engineering/Graph. Com 0 0% 113 1% 113
Humanities and Arts
English 455 9% 31% 1433 14% 63% 1888
Maltese 315 6% 649 6% 964
Italian 219 4% 252 2% 471
French 116 2% 134 1% 250
Philosophy 114 2% 714 7% 828
History 85 2% 67 1% 152
Art 80 2% 46 0% 126
Religious Knowledge 76 2% 454 4% 530
Geography 57 1% 91 1% 148
Spanish 34 1% 13 0% 47
German 18 0% 31 0% 49
Music 5 0% 10 0% 15
Arabic 0 0% 2 0% 2
Systems of Knowledge 0 0% 2532 25% 2532
Science, mathematics and computing
Pure Mathematics 586 12% 46% 546 5% 26% 1132
Biology 568 11% 210 2% 778
Physics 503 10% 649 6% 1152
Chemistry 423 8% 32 0% 455
Computing 172 3% 193 2% 365
Information Technology 55 1% 313 3% 368
Applied Mathematics 10 0% 103 1% 113
Environmental Science 0 0% 559 6% 559
Social science, business and law
Accounting 366 7% 23% 160 2% 10% 526
Sociology 262 5% 469 5% 731
Marketing 246 5% 226 2% 472
Economics 191 4% 84 1% 275
Home Economics 89 2% 43 0% 132
Total 5,065 100% 100% 10,128 100% 100% 15,193
TABLE 5.6 MAY 2007 MATRICULATION CERTIFICATE REGISTRATIONS BYSUBJECT AND GENDER
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30 NCHE FURTHER AND HIGHER STATISTICS 2008
Te number o programmes available or different fields o study generally ollow thesame patterns o participation rates outlined above. However, Humanities and Artshave a higher proportion o programmes relative to the participation rate in this area,
and Education programmes are only 7% o total programmes in relation to the numbero students within. Te share o programmes in different fields o study have no strictrelation with participation rates, however the differences may be indicative o larger orsmaller programme class size.
TABLE 5.7 STUDENT POPULATION AND PROGRAMMES, BY FIELD OF STUDY,MODE, AND GENDER EXCLUDING SHORT COURSES
Field of Study Programmes Student Population
Full Time Part Time Total
Programmes
% of Total Female Male Total
Students
% of Total
Sixth form studies 8 0 8 4% 3,167 2,407 5,574 47%
Agriculture and veterinary science 5 0 5 2% 27 47 74 1%
Education 1 0 1 0% 0 0 0 0%
Engineering, manufacturing and
construction
52 9 61 27% 80 1,377 1,457 12%
Health and welfare 1 0 1 0% 74 23 97 1%
Humanities and arts 9 14 23 10% 347 238 585 5%
Science, mathematics and
computing
9 9 18 8% 295 1,305 1,600 13%
Services 36 22 58 26% 887 650 1,537 13%
Social science, business and law 14 34 48 22% 621 329 950 8%
Total Higher 135 88 223 100% 5,498 6,376 11,874 100%
Source: NCHE Further and Higher Education Statistics 2008
able 5.8 below, shows Services (43%) as the largest segment o Short coursesundertaken within the Further education sector, ollowed by Science, Mathematics andComputing (20%) driven predominantly by Computing related subjects supported bythe myPotential scheme.
TABLE 5.8 STUDENT POPULATION AND PROGRAMMES, BY FIELD OF STUDY,MODE, AND GENDER SHORT COURSES ONLY
Source: NCHE Further and Higher Education Statistics 2008
Field of Study Programmes Student PopulationShort Courses % of Total Short Courses % of Total
Sixth form studies 0 0% 0 0%
Agriculture and veterinary science 5 3% 55 2%
Education 0 0% 0 0%
Engineering, manufacturing and construction 29 20% 450 13%
Health and welfare 0 0% 0 0%
Humanities and arts 22 15% 452 13%
Science, mathematics and computing 40 27% 685 20%
Services 29 20% 1,493 43%
Social science, business and law 22 15% 376 11%
Total Higher 147 100% 3,511 100%
61 Source: Working age population - Census o Population and Housing 2005 Volume 1: Population
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PARTICIPATION BY NQF LEVELSable 5.9 below shows the student population attending programmes by indicativeNQF level62. 8,121 (67%) o students participate at NQF Level 4, which includes both
vocational and general qualifications. Matriculation certificates are included withinthis share.
NQF levels 2 and 3 have between 1,079 (9%) and 1,567 (13%) respectively. NQF Level5 students exclude students ollowing programmes at the same level in institutionsclassified as higher education institutions. 1320 (11%) students ollow programmes atNQF level 5 in institutions classified as urther education institutions.
Te majority o students ollow ull time day programmes (57%). Sixth orm subjectswithin general post secondary institutions are not grouped up in programmes. Tenumber o subjects offered in the post secondary general sector exceeds 30 differentsubjects, all offered on a ull time, day basis, at NQF level 4. Different institutions offerdifferent portolios o subjects depending on their capacity and demand.
Most part time programmes (37%) are offered in the evening in the post secondaryvocational sector. Short courses (6%) lead to NQF level 1-3 qualifications, predominantlyat NQF level 1.
TABLE 5.9 STUDENT POPULATION AND NUMBER OF PROGRAMMES BYQUALIFICATION AND NQF LEVEL.
Qualification Title NQF Level
NQF 1 NQF 2 NQF 3 NQF 4 NQF 5 Grand Total Share %
Certificate 64 1,061 658 6,179 240 8,202 67%
Diploma 0 18 821 1,984 704 3,527 29%
Higher National Diploma 0 0 88 0 350 438 4%
Total Students 64 1,079 1,567 8,182 1,320 12,212 100%
Share 1% 9% 13% 67% 11% 100%
Short Courses 9 2 2 0 0 13 6%
Full Time Courses 2 16 38 55 24 135 57%
Part Time Courses 0 8 13 45 22 88 37%
Total Courses 11 26 53 100 46 236 100%
61 NQF Level 5 programmes are urther education programmes, but headcount is reported by sector (i.e. the overall classification o a provider rather than a
programme). Due to this act the NQF level 5 programmes o the University o Malta, have been included in this table to give a clearer view o the scale o
operations by NQF level within institutions that are predominantly operating at a Higher Education level. o avoid double counting these have been excluded
rom the Further Education Statistics.
Source: NCHE Further and Higher Education Statistics 2008
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PARTICIPATION BY AGEChart 5.10 below shows the student population in higher education by age profile.Te majority o students are those in the 17-18 age cohort reflecting the majority o
those who leave compulsory schooling at 16 to continue their tertiary level studies inprogrammes lasting between 1-3 years.
O the 11,847 total students in urther education (excluding Short courses), 3,173 are17 years old and 3,059 are 18 years old. 427 (4%) students are in the 30+ age cohort -the most o which participate in the private sector.
Te majority o students pursuing Short courses are adult learners in the 25+ agecohort.
CHART 5.10 STUDENT POPULATION BY AGE AND SECTOR
0
500
1,000
1,500
2,000
2,500
3,000
3,500
Age
Studentpopulation
Public Post Secondary (General) 150 578 2,148 1,903 613 133 48 19 16 8 2 4 2 3 3 23
Public Post Secondary (Vocational) 0 68 947 1,093 1,043 789 470 252 122 52 32 28 22 12 8 90
Private (Vocational) 68 44 78 63 86 69 72 53 63 50 57 52 57 33 34 314
Total 218 690 3,173 3,059 1,742 991 590 324 201 110 91 84 81 48 45 427
15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30+
Source: NCHE Further and Higher Education Statistics 2008
STUDENTPOPULATION
AGE
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SECTORAL STRUCTURE BY TYPE OF INSTITUTIONTe ollowing seven institutions responded to the survey and sel classified themselvesas higher education institutions on the basis that they offer programmes leading to
higher education qualifications.
TABLE 5.11 LIST OF INSTITUTIONS PROVIDING HIGHER EDUCATION BYFUNDING AND TYPE
Source: NCHE Further and Higher Education Statistics 2008
SECTORAL STRUCTURE PUBLIC/PRIVATE PROVISIONTe University o Malta provides 93% o tertiary level programmes offered in Malta.Te private sector provides or 7% o tertiary level programmes, ofen in niche areasnot provided or by the University o Malta.
Te share o students enrolled at the University o Malta amounts to 98% o students
enrolled or tertiary level programmes whilst 2% o students at the tertiary level areenrolled in the private sector.
TABLE 5.12 TOTAL STUDENT POPULATION AND COURSE BREAKDOWN BYOWNERSHIP EXCLUDING SHORT COURSES
Source: NCHE Further and Higher Education Statistics 2008
MODE OF PROVISION FULL TIME OR PART TIME PROGRAMMESable 5.13 shows the number o programmes provided in Malta at a higher educationlevel by duration in years and by mode o delivery. 310 day programmes are providedduring regular hours o which 30 (10%) are offered on a part time basis. On the otherhand, i we consider distance learning to be equally as flexible as part time studies, 151evening programmes are offered on a part time/distance basis, o which practically allare offered outside regular hours.
Higher Education Statistics 2008
List of institutions providing Higher Education by funding and type
Funding Type Institution Name
State Academic University of Malta
Malta Institute of Management
St. Martins Institute Of Information Technology
Independent Vocational Future Focus Ltd
Support and Supply Management (SSM) Group Ltd.
Professional Gestalt Psychotherapy Training Institute Malta
STC TRAINING
Public % of Total Private % of Total Total Total (%)
Courses 427 93% 34 7% 461 100%
Student Population 9,508 98% 239 2% 9,747 100%
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TABLE 5.13 NUMBER OF HIGHER EDUCATION PROGRAMMES BY DURATION ANDMODE OF STUDY
DurationYrs Number of HE courses by mode of study
Day (FT ) Day (PT) Distance Evening (FT ) Evening (PT ) Total by duration
1 31 7 1 0 0 39
2 135 21 2 5 12 175
3 96 0 0 1 81 178
4 12 2 0 0 46 60
5 6 0 0 0 2 8
8 0 0 0 0 1 1
Total courses 280 30 3 6 142 461
(FT Full time, PT Part time basis)
Source: NCHE Further and Higher Education Statistics 2008
PARTICIPATION BY GENDER AND MODEable 5.14 shows the number o students participating by mode o study. Femaleparticipation during day programmes is higher than male participation. Overallparticipation in evening programmes is evenly distributed by gender.
Evening programmes are generally appealing to adults due to combination with workcommitments. Te absolute numbers indicate a very small proportion o the workorceparticipating in higher education evening programmes in both the public and theprivate sectors. Evening programmes as a share o working age population is 1.563%.
TABLE 5.14 STUDENT POPULATION BY GENDER AND MODE OF STUDY.
Source: NCHE Further and Higher Education Statistics 2008
PARTICIPATION BY FIELD OF STUDY
able 5.15 shows the distribution o students and programmes by field o study. Tehighest share o participation is in the field o Social Science, Business and Law (36%),ollowed by Humanities and Arts (16%), Education (15%) and Health and Welare(13%).
Participation in Engineering, Manuacturing and Construction (8%) and Science,Mathematics and Computing (7%) are both lower compared to other areas.
Te number o programmes available or different fields o study generally ollow thesame patterns o participation rates outlined above. However, Humanities and Artshave a higher proportion o programmes relative to the participation rate in this area,and Education programmes are only 7% o total programmes in relation to the numbero students within. Te share o programmes in different fields o study have no strict
relation with participation rates, however the differences may be indicative o larger orsmaller programme class size.
63 Source: Working age population - Census o Population and Housing 2005 Volume 1: Population
Gender Day Distance Evening Total
FEMALE 4,474 60 1,002 5,536
MALE 3,162 29 1,020 4,211
Total 7,636 89 2,022 9,747
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TABLE 5.15 STUDENT POPULATION AND PROGRAMMES, BY FIELD OF STUDY,MODE, AND GENDER.
Source: NCHE Further and Higher Education Statistics 2008
PARTICIPATION BY NQF LEVELSable 5.16 below shows the student population attending programmes by indicativeNQF level64.
6,726 (69%) o students participate at NQF Level 6, predominantly at a Bachelor degreelevel, whereas 2,103 (22%) participate at NQF Level 7 predominantly at a Mastersdegree level, and 82 (1%) at NQF Level 8 at a doctoral level65.
Tere are 342 students ollowing doctoral programmes at NQF Level 6 and 203 at NQFLevel 7 whose qualifications are not a Ph.D degree. Tese include students ollowingDoctor o Law, Doctor o Medicine or other qualiying programmes.
242 programmes are offered at NQF Level 7 compared to 77 programmes at NQFLevel 6 which reflect the number o specializations at a Masters level in proportion togeneral Bachelor degrees. 96 programmes are offered at NQF Level 8 o which 28 areoffered on a part time basis by the University o Malta.
64
NQF Level 5 programmes are urther education programmes, but headcount is reported by sector (i.e. the overall classification o a provider rather than aprogramme). Due to this act the NQF level 5 programmes o the University o Malta, have been included in this table to give a clearer view o the scale o
operations by NQF level within institutions that are predominantly operating at a Higher Education level. o avoid double counting these have been excluded
rom the Further Education Statistics.65 Tis excludes Maltese students ollowing Doctoral studies abroad.
Courses Student population
Field of Study Full Time Part Time Total Courses % of Total Female Male Grand Total % of Total
Agriculture and veterinary science 8 3 11 2% 13 48 61 1%
Education 21 13 34 7% 1,152 330 1,482 15%
Engineering, manufacturing and construction 16 11 27 6% 232 554 786 8%
Health and welfare 43 15 58 13% 856 434 1,290 13%
Humanities and arts 68 44 112 24% 891 632 1,523 16%
Science, mathematics and computing 33 19 52 11% 273 448 721 7%
Services 10 6 16 3% 76 76 152 2%
Social science, business and law 90 61 151 33% 2,006 1,537 3,543 36%
Higher Total 289 172 461 100% 5,536 4,211 9,747 100%
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36 NCHE FURTHER AND HIGHER STATISTICS 2008
Qualification Title NQF Level
NQF 5 NQF 6 NQF 7 NQF 8 Grand Total Share %
Certificate 148 0 0 0 148 2%
Diploma 688 0 147 0 835 9%
Bachelor 0 6,384 0 0 6,384 65%
Masters 0 0 1,458 0 1,458 15%
Doctorate 0 342 203 82 627 6%
Postgraduate Certificate 0 0 113 0 113 1%
Postgraduate Diploma 0 0 182 0 182 2%
Total Students 836 6,726 2,103 82 9,747 100%
Share 9% 69% 22% 1% 100%
Full Time Courses 26 54 141 68 289 63%
Part Time Courses 20 23 101 28 172 37%
Total Courses 46 77 242 96 461 100%
Source: NCHE Further and Higher Education Statistics 2008
PARTICIPATION BY AGEChart 5.17 below shows the student population in higher education by age profile. Temajority o students are those in the 18-22 age cohort reflecting the majority o those
who leave post-secondary level education at 18 to continue their tertiary level studiesin programmes lasting between 3-5 years.
1,593 (16% o total UoM students)66students are in the 30+ age cohort at the Universityo Malta, and 92 (38%o total private tertiary students)67o students in the 30+ agecohort participate in the private sector at a higher level.
TABLE 5.16 STUDENT POPULATION AND NUMBER OF PROGRAMMES BYQUALIFICATION AND NQF LEVEL.
CHART 5.17 STUDENT POPULATION BY AGE AND SECTOR
66 30+ age cohort as a percentage o total University o Malta students67 30+ age cohort as a percentage o students in private institutions
0
200
400
600
800
1000
1200
1400
1600
1800
Age
Studentpopulation
UOM 3 890 1330 1445 1291 875 536 442 325 248 194 189 147 1593
Private 0 0 6 13 5 16 13 18 11 22 12 15 16 92
Total 3 890 1,336 1,458 1,296 891 549 460 336 270 206 204 163 1,685
17 18 19 20 21 22 23 24 25 26 27 28 29 30+
Source: NCHE Further and Higher Education Statistics 2008
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BIBLIOGRAPHY
Education International & the European Students Union (2008)Mobility Barometer
An assessment of the mobility of academic staff and students in Europe. (Belgium,Education International & the European Students Union).
European Commission Eurydice (2007) Key Data on Higher Education in Europe 2007Edition. (Luxembourg, European Commission).
European Commission (2008) Progress towards the Lisbon Objectives in Education andTraining Indicators and benchmarks(Brussels, European Commission).
Laws o Malta (Cap. 327, 1988, as amended by subsequent legal notices) Education Act.(Laws o Malta, Malta)
Ministry o Education, Youth and Employment (2004) State Higher Education FundingReport of the State Higher Education Funding Working Group to the Minister ofEducation, Youth and Employment. (Malta, MEYE).
Ministry o Education, Culture, Youth and Sport (2008) National Reform Programme2008-2010. (Malta, MEDC).
National Statistics Office Demographic Review 1977-2006. (Malta, National StatisticsOffice).
National Statistics Office Education Statistics 1994-2005. (Malta, National StatisticsOffice).
National Statistics Office Census of Population and Housing 2005 Volume 1: Population.(Malta, National Statistics Office).
OECD (2007) Education at a Glance 2007.(Paris, OECD).
Web Link:For data on Early School leavers in Europe Eurostat Strucural Indicators Eurostatwebsitehttp://epp.eurostat.ec.europa.eu/portal/page?_pageid=1996,39140985&_dad=portal&_schema=PORTAL&screen=detailref&language=en&product=EU_SI_main&root=EU_SI_main/si/si_sc/tsisc060
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ANNEX 1 - ACRONYMS AND DEFINIIONS
Institution classification and definitions
Field Name Description
Ownership Public:i state runPrivate:i non-state run
Funding State: i public and state unded
Dependent:i private and state unded
Independent: i private and non-state unded
ype Vocational:I education is work oriented and includes a large element o training which is equivalent to levels1-5 o the National Qualifications Framework (NQF)68
Academic:I education is o an academic nature and is equivalent to levels 4-8 o the NQF (at a post-secondarylevel generally leading to university)
Professional:I education is a ormal course o extensive education or specialized training related to an existingtrade or proession and leading to a qualification classified at NQF Level 5 or ISCED level 4 or higher.
68 Web link to the NQF ramework: http://www.mqc.gov.mt/pds/mqc%203gateA4%20english.pd
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NCHE FURTHER AN D HIGHER STATISTICS 2008 39
License Post Secondary College:A public or private non sel-awarding provider, providing a minimum o six accreditedprogrammes leading to qualifications at NQF level 4 or ISCED level 3, awarded by a separate (local or oreign)provider and enabling entry into a higher education programme. A post-secondary college is not accreditedto provide higher education programmes.
Further Education Centre:provides non-compulsory ormal, education leading to qualifications classifiedas ISCED levels 1-469or NQF levels 1 to 5. As a non sel-awarding provider, a urther education centre is notauthorized to award or coner its own certificates or other qualificationsFurther Education Institution: provides non-compulsory ormal education leading to qualifications classifiedas ISCED levels 1-4 or NQF levels 1 to 5. As a sel-awarding provider, a urther education institution has theauthority to award or coner certificates and other qualifications recognized as Maltese qualifications, and as
being part o the NQF
Higher Education Centre:Provides non-compulsory ormal education leading to qualifications classified asISCED level 5 - 6 or NQF level 6 8. As a non-sel-awarding provider, a higher education centre is notauthorized to award or coner its own certificates, degrees or other qualificationsHigher Education Institution: Provides ormal education, training and research or persons above compulsoryschool age, leading to qualifications classified as ISCED level 5 - 6 or NQF level 6 8. As a sel-awardingprovider, a higher education institution has the authority to award or coner certificates, degrees and otherqualifications re