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The ImpacT of The Bologna process on hIgher educaTIon InsTITuTIons In malTa
an overview of the targets achieved and future challenges
naTIonal Team of Bologna eXperTs malTa 2009-2011
The ImpacT of The Bologna process on hIgher educaTIon InsTITuTIons In malTa
an overview of the targets achieved and future challenges
naTIonal Team of Bologna eXperTs (2009-2011)
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A working document researched and produced for the NTBE by Dr Suzanne Gatt, Senior Lecturer at the Faculty of Education of the University of Malta, and edited by Ms Debbie Lora Dimech, Commission Officer (NCHE).
The Coordinator of the National Team of Bologna Experts is Dr James Calleja and the members of the National Team of Bologna Experts are: Dr Roberta Avellino (MEEF Coordinator), Mr Ray Farrugia (Registrar, MCAST), Ms Veronica Grech (Registrar, University of Malta), Mr Carl Grech, (KSU President), Dr Omar Grech (Lecturer, University of Malta), Mr Henry Mifsud (Senior Lecturer, ITS), Ms Bernie Mizzi (Director, St Martin’s College), and Professor Alfred Vella, Pro-Rector, (University of Malta).
The preparation and publication of this report have been co-financed by the European Union.
© Copyright National Team of Bologna Experts, Malta (2009-2011) and the European Union Programmes Agency (EUPA) - 2011
The opinions expressed in this document are those of the author and do not necessarily reflect the opinion of the National Team of Bologna Experts. Every attempt has been made to provide the most current information at the time of printing.
Designed and printed by Printit Printing Press - www.printit.com.mt
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Contents INTRODUCTION 12
CHAPTER 1: THE BOLOGNA PROCESS AND THE 2010 TARGETS 14
1.0 Introduction 141.1 From Bologna to the Budapest-Vienna Declaration in 2010 141.2 Stock-taking Developments of Bologna Process across Signatory Countries 191.3 2010 and Beyond 231.4 Conclusion 26
CHAPTER 2: HIGHER EDUCATION IN MALTA AND THE BOLOGNA PROCESS – AN UPDATE 28
2.0 Introduction 282.1 Developmentsuptothefirststock-takingexercisein2005 282.2 Malta’spositionafterthefirststock-takingexercisein2005 292.3 Developments up to the National Report in 2007 302.4 Malta’spositionafterthestock-takingexercisein2007 312.5 DevelopmentsuptotheNationalReportinpreparation for the 2009 Ministerial meeting 372.6 Results of the Stocktaking report in 2009 392.7 Conclusion 43
CHAPTER 3: USING ECTS AND THE DS IN HEIS IN MALTA 44
3.0 Introduction 44 3.1 The ECTS system and its implementation 443.2 Implementation of the Diploma Supplement at the University of Malta 473.3 Conclusion 49
CHAPTER 4: ACHIEVING QUALITY IN HE INSTITUTIONS – THE STATE-OF-PLAY 50
4.0 Introduction 504.1 RegulationofHigherEducationInstitutionsatNationalLevel 504.2 QualityAssuranceattheUniversityofMalta 524.3 QualityAssuranceinotherHigherEducationInstitutions 574.4 Conclusion 59 CHAPTER 5: PROMOTING STUDENT MOBILITY IN HIGHER EDUCATION 60
5.0 Introduction 605.1 SometrendsinERASMUSmobility 615.2 ObstaclestoERASMUSstudentmobility 635.3 Conclusion 65
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DEVELOPMENT 66
6.0 Introduction 666.1 DefiningResearchandDevelopment 666.2 A Historical perspective of Research and Innovation 676.3 MaltaandtheInnovationScoreboard 686.4 Participation of Higher Education in the RTDI Programme 736.5 ThecontributionofResearchandDevelopmentby businesses 746.6 Intitiatives in Promoting Research and Development through investment in post-graduate studies 766.7 Conclusion 77
CHAPTER 7: INDUSTRY’S SELECT OPINION ON HE QUALIFICATIONS 78
7.0 Introduction 787.1 Methodology 787.2 Maintrendsobtained 797.3 Discussion 857.4 Conclusion 86
LIST OF BOLOGNA SEMINARS MALTA 88
LIST OF THE THREE MAIN HIGHER EDUCATION INSTITUITIONS IN MALTA 89
APPENDICES 90
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List of Tables Page CHAPTER 5
Table5.1 NumberofUniversityofMaltastudentsonERASMUS exchangeperyear 61Table5.2 UniversityofMaltaAcademicsonErasmusmobilityexchange per year 62
CHAPTER 6
Table6.1 Researchanddevelopmentexpenditure,bysectorsof performance; All sectors - % of GDP 71Table6.2 Shareofresearchanddevelopmentpersonnel,bysectorsof performance;Allsectors-Headcount(%ofthelabourforce) 72Table6.3 Totalresearchers(FTE),bysectorsofperformance;Allsectors- FTE: full-time equivalent 72Table6.4 Shareofwomenresearchers,bysectorsofperformance; Allsectors-Headcount(%oftotalresearchers) 72Table6.5 Shareofgovernmentbudgetappropriationsoroutlaysfor researchanddevelopment(%ofGDP) 72Table6.6 Humanresourcesinscienceandtechnologyasashareof labourforce-Total-(%) 73Table6.7 R&Dpersonnelinfull-timeequivalent(FTE)in2006andannual averagegrowthrate2001-2006,EU-27andselectedcountries 73Table6.8 AmountoffundingandprojectsawardedundertheRTDI programme 74Table6.9 DistributionofResearchandDevelopmentPersonnelin Business2004-2006 75Table6.10 DistributionofResearchandDevelopmentPersonnelin Business2006-8 75Table6.11 Enterprisesindicatinghighimportanceofselectedfactors hampering innovation activity 76
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Table7.1 Frequencyofemployerscontactedacrossthesectorsidentified 79
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Page CHAPTER 2Fig. 2.1 Colour Codes for Progress Achieved 30Fig.2.2 BolognaScoreboardSummary(2005)forMalta 30Fig. 2.3 Indicator 1 - Stage of Implementation of the First and Second CycleComparison2005-2007 32Fig.2.4 Indicator2-AccesstotheNextCycleComparison2005-2007 32Fig.2.5 Indicator3-ImplementationofNationalQualifications FrameworkProgressupto2007 33Fig. 2.6 Indicator 4 - National Implementation of Standards and Guidelines for Quality Assurance in the EHEA Progress up to 2007 33Fig.2.7 Indicator5-StageofDevelopmentofExternalQuality AssuranceSystemsComparison2005-2007. 34Fig. 2.8 Indicator 6 - Level of Student Participation in Quality Assurance Comparison2005-2007 34Fig. 2.9 Indicator 7 - Level of International Participation in Quality AssuranceComparison2005-2007 35Fig. 2.10 Indicator 8 - Stage of Implementation of Diploma Supplement Comparison2005-2007 35Fig. 2.11 Indicator 9 - National Implementation of the Principles of the LisbonRecognitionConvention 36Fig. 2.12 Indicator 10 - Stage of Implementation of ECTS Comparison 2005-2007 36Fig.2.13 Indicators11&12-RecognitionofPriorLearningandJoint Degrees:numberandpercentageofcountriesineachcolour category for indicators 11-12 36Fig.2.14 Malta’sScoreboardonthe12differentIndicators 37Fig.2.15 Malta’sScoreboardonthedifferentIndicatorsinthe2009 stock-taking report 40Fig.2.16 Summaryofratingofcountrieswithrespecttothe implementation of the degree system 41Fig.2.17 Summaryofratingofcountrieswithrespecttonational implementation of standards and Guidelines for QA in the EHEA 42Fig.2.18 SummaryofCountries’ratingswithrespecttoRecognition 43
CHAPTER 3Fig.3.1 DistributionofECTSforthedifferentUndergraduateCourses 46
CHAPTER 4Fig. 4.1 Summary of the Procedure for the Validation of Programmes attheUniversityofMalta 54Fig.4.2 SummaryofStudentFeedbackCycle 55
CHAPTER 6Fig.6.1 RepresentationofResearch&DevelopmentIndicators 67Fig.6.2 OverallInnovationPerformance:theEISSummaryInnovation Index2007 69Fig.6.3 OverallInnovationPerformance:theEISSummaryInnovation Index2010 69Fig.6.4 SpecificIndicatorsachievedbyMaltacomparedtoEU27 70Fig.6.5 AnnualGrowthperindicator 71
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Hon. Dolores Cristina
Minister of Education, Employment and the Family
Higher Education is today the gateway to employability.
MoreandmoresectorsareincreasinglybecomingdependentuponspecialisedlearningandonskillsandcompetenceswhichcanonlybeachievedifapersonconsidersHigherEducationasachallengetobemetattheearlieststagesoflife.
Iam,therefore,particularlypleasedtoseethattheNationalTeamofBolognaExperts(Malta)istakingthis initiative to present to all stakeholders an overview of the impact of theBolognaProcess onHigherEducationinMaltaasaworkingtoolforitsactivitiesinthe2009-2011cycle.
TheBolognaProcessishistoryinthemaking.Initiatedin1999,itmanaged(overarelativelyshortperiodoftime)toprovideanewEuropeancultureforHigherEducationthroughamoreharmonisedsystemofqualifications,qualityassurance,aswellasgreatertransparencyinthelearningprocess.LinkedwiththeLisbonStrategy,theBolognaProcessisanothersteptowardsmorestructuredmobilityin Europe.
AnincreasingnumberofUniversitiesandHigherEducationinstitutionsin47countriesarecommittedto the goals of theEuropeanHigherEducationArea (EHEA)which are: (i) to facilitatemobility ofstudents,graduatesandHigherEducationstaff, (ii) topreparestudents for their futurecareersasactivecitizensindemocraticsocietiesandsupporttheirpersonaldevelopmentand(iii)toofferbroadaccesstohighqualityeducationbasedondemocraticprinciplesandacademicfreedom.
Since1999,sevenMinisterialMeetingshaveforgedthestructureofwhattodayistheEuropeanHigherEducationArea.ThenextBolognaMinisterialMeetingwillbeheldinBucharestonthe26and27April2012.Thispublicationfollowsaseriesof foraorganised inMaltabytheNationalTeamofBolognaExpertson:QualityAssurance,EmployabilityandStudent-centredlearning,amongstothers.
Higher Education is the key to employment in an increasingly competitive labourmarket. EquallyimportantisthefactthatourownHigherEducationinstitutionsaregearingtowardsattainingahigherqualityinteachingandresearchandsystematicallylinkingtheworldoftrainingwiththatofdirectworkexperiences.ThethreeleadingpublicprovidersofHigherEducationinMalta(theUniversityofMalta,theMaltaCollegeofArts,ScienceandTechnologyandtheInstituteofTourismStudies)arematchingtheorywithpracticegiving learners theopportunity to test their skillsandcompetences in real life
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to Higher Education.
IhopethatthisdocumentwillservetoinspireourongoingdebateonHigherEducation,providethebasis for reform and innovation and help stakeholders steer the education sector towards higherlevelsofexcellence.
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Dr James Calleja
Coordinator, National Team of Bologna Experts (Malta)
TheaimofthisworkingdocumentistoassesstheimpactoftheBolognaProcessonHigherEducationinstitutionsinMaltabyprovidinganoverviewofthetargetsandinitiativeswithintheHigherEducationsector.A number of indicators have been taken as points of reference of this research namely: theEuropeanCreditTransferSystem,theDiplomaSupplement,QualityAssurance,mobilityofstudentsandstaff,researchandinnovationandindustry’sopiniononthequalityofourgraduates.
The results evidenced in this document are encouraging and challenging at the same time. This is one sectorinwhichMaltaisontrackwithothercountrieswithintheEuropeanUnion.OfcoursethisdoesnotimplythatwehaveachievedalltargetssetwithintheBolognaProcessbuttheinitiativestakenandthequalityandstandardsofourlearninginstitutionsshowthatMaltahasasolidHigherEducationsysteminwhichlearnersarewellpreparedtomeetthechallengesofthelabourmarket.
Ifresultsachieved,particularlywithintheUniversityofMalta,areencouraging,thesamecanbesaidoftheMaltaCollegeofArts,ScienceandTechnology,theInstituteofTourismStudiesandotherpublicandprivateHigherEducationInstitutionsthatareawareofsuchchallengesandareseriouslyworkingtowardsachievinghigherstandardsofqualityintheirteachingandresearchsectors.
MaltawasoneofthefoundingsignatoriesoftheBolognaProcess.MaltahasfollowedeveryBolognaFollowUpGroup (BFUG) andBolognaMinisterialMeetingwith keen interest.Timely and adequateactionshavebeentakentoensurethatinnovationandchangematchtraditionandacquirestandardsthrough the experience gathered in this sector since the founding of ourAlmaMater in 1592. TheresponsefromourHigherEducationinstitutionshasbeenencouragingeventhoughaBologna Culture isstillinthemakinginsomeofourHigherEducationInstitutions.SevenBolognaMeetingshavebeenorganisedduringthepastfewmonthsaspartofthe2009-2011Bolognacycle.TheobjectiveoftheseseminarsistoraisemorestructuredawarenessonourcampusesofthestrengthsandbenefitsoftheBolognaProcessforbothstudentsandFacultymembers.
AsignificantcontributionhasbeengiventotheBolognaProcessinMaltabythesettingup,inJune2007,oftheMaltaQualificationsFrameworkforLifelongLearningbasedontheleveldescriptorsasdefinedbytheDublindescriptorsforHigherEducationandthoseoftheEuropeanQualificationsFrameworkasadoptedbytheEuropeanParliamentinApril2008.TheframeworkhasalsobeencomplementedwiththepublicationoftheReferencing ReportbytheMaltaQualificationsCouncil,whichfurtherdelineatesthequalifications’structureandtheHigherEducationSysteminMalta.ThisFrameworkhashelpedMalta
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MaltaacentreofexcellenceinHigherEducation.
IwouldliketothanktheEuropeanUnionProgrammesAgencyforthesterlingsupportitprovidedtoallthe colleagueson theNationalTeamofBolognaExperts (NTBE) for their professional contributionsmade throughout these past years.
IwishtotakethisopportunitytothankDr.SuzanneGattforpreparingofthisresearchpaperandMs.MaryJaneMifsudandMr.KarlMintoff,oftheEuropeanUnionProgrammesAgency,forprovidingtheadministrative and technical support to the NTBE.
Afinalwordof thanksgoestoallmycolleaguesat theMaltaQualificationsCouncilandtheNationalCommissionforHigherEducationparticularlyMsDebbieLoraDimechwhocoordinatedalleventsandpublications.
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Introduction
Dr Suzanne GattB.Ed. (Hons), M.A (London), Ph.D
PoliciesonaEuropeanandNationallevelhavemanytimesbeenbasedontheLisbonStrategy,whichset the target of making the European Union the most competitive and dynamic knowledge-basedeconomicareaintheworldby2010.ThiswastheresultoftheEuropeanCouncilmeetingwhichtookplaceinLisbon,Portugal,inMarch2000,whereEUleadersadoptedaten-yearprogrammeaimedatrevitalizinggrowthandsustainabledevelopmentacrosstheMemberStatesoftheEuropeanUnion.TheLisbonStrategyisEurope’sresponsetothechallengesofglobalisation,anageingpopulation,andtheemergenceofaworldwideinformationsociety1. The strategy aimed at setting the European Union as “a new strategic goal forthenextdecade: to become the most competitive and dynamic knowledge-based economy in the world, capable of sustainable economic growth with more and better jobs and greater social cohesion.”
TheEUMemberStates havemet andworked together to try and achieve the targets set.MemberStatesrecognisedthattheprovisionofqualityeducationisaprerequisiteforaskilledworkforce,andthateducationandtrainingalsoplayaveryimportantrole.Toachievethisambitiousgoal,therewastheneednotonlyforaradicaltransformationoftheEuropeaneconomy,butalsoforachallengingprogrammeforthemodernisationofsocialwelfareandeducationsystems.The Education Council and the Commission endorseda10-yearworkprogramme-knownastheEducationandTraining2010programme-tobeimplemented through the open method of coordination.
TheEU2020strategywaspublishedinMarch2010.ItstatesthatthemainaimoftheEuropeanUnion,isthatof identifyingthebestpossiblestrategytogetoutofthecurrentglobaleconomiccrisis.ItalsoaimsatturningtheEUintoasmart,sustainableandinclusiveeconomywithhighlevelsofemployment,productivity and social cohesion. Europe 2020 sets out a vision of Europe’s social market economy for the 21st century.
TheEU2020strategyputsforwardthreemutuallyreinforcingpriorities:
smartgrowth:developinganeconomybasedonknowledgeandinnovation;(i)sustainablegrowth,promotingamoreresourceefficient,greenerandmore(ii)
competitive economy; and inclusivegrowth,fosteringahigh-employmenteconomydeliveringsocialand(iii)
territorial cohesion.
Oneofthetargetssetisthatofincreasingthenumberofgraduatesto40%acrossEurope.Thistargetcan also have an impact on theBolognaProcess, as a higher number of graduateswill require anincreaseinmobilityperiodsaswellaseasierrecognitionoftertiaryqualificationsforbothemploymentand further studies’ purposes.
ItisofinteresttonotethatreformsinHigherEducationonaEuropeanLevelhadstartedjustoneyearbeforetheLisbonStrategy,in1999withthebirthoftheBolognaProcess.TheBolognaProcess,foundedin1999,hasbeencrucialtothedevelopmentoftheEuropeanHigherEducationAreaandconsequentlycontributedactivelytotheachievementoftheLisbonobjectivesandnowalsototheEU2020strategy.Eventhoughitoperatesonavoluntarybasis,theBolognaProcesshasproventobeeffectiveandmuch
1 http://www.etuc.org/a/652
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beenencountered.Europeismadeupofdiversecountries,withdifferentcultures,modesof thinkingaswellasdifferentstructuresparticularlyattertiarylevelofeducation.Itwasthusagreatchallengetodevelopstructuresandframeworksprovidingharmonizationwhilststillrespectingthedifferentcultures.It isnot theaimof theBolognaProcesstohaveoneUniversitystructurebutrather,diverseareasofstudieswhich complement each other and are comparable in quality and level. Issueswhich haveleadtogreatdiscussioninclude:thetransferofcredits,studycycles,andqualityassurance,amongstothers.
MaltahasbeeninvolvedintheBolognaProcessfromthebeginning,beingoneofthefirstsignatoriesin1999.ThishasledtheUniversityofMaltatobringaboutreformsinitsstructureswhichnotonlyallowtheUniversityitselftoretainitsinternationaldimension,butalsotobepartoftheEuropeanHigherEducationArea. Theyear2009haswitnessedtheintroductionofprofessionaldegreesbytheMaltaCollegeofArts,ScienceandTechnology(MCAST).ThelatterhasextendedtheEducationinstitutionstowhichtheBologna Process is relevant.
ThispaperlooksattheimpactandsignificanceoftheBolognaProcessinMalta.Itanalysisthedirectimpact of theProcess on theUniversity ofMalta, aswell as on otherHigherEducation institutions,mainlytheMaltaCollegeofArts,ScienceandTechnology(MCAST)andtheInstituteofTourismStudies(ITS)intermsoftheimplementationoftheECTSsystemandissuingoftheDiplomaSupplement.TheimpactofissuesrelatedtotheERASMUSexchangeprogrammeandqualityassurancewithintertiaryeducationarealsoassessed.Onawideraspect,thepaperalsoconsidersthedimensionsofresearchanddevelopmentaswellasthequalityofnewgraduatesinpreparationforthelocallabourmarket.
This researchpaperanalyses the reforms thatneed tobe inplaceona local level inorder toattainthe government’sVision 2015 to developMalta into an international centre of excellence.ParticularattentionisgiventothesevensectorsidentifiedwithinthisvisionbythegovernmentofMalta.Theseare: Information and Communication Technology; Financial Services; Tourism; Education; Health; High Value-Added Manufacturing and Services; and Gozo as an ecological island.
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Chapter 1:The Bologna Process and the 2010 targets
1. 0 IntroductionThis chapter looks at the international developments of the Bologna Process since its inception in 1999. OnecantakestockoftherecentdevelopmentsinMaltabyoutliningtheworkdonecollectivelybytheMinistersofHigherEducation.ThischapterwillthusprovidethescenarioagainstwhichthesituationofHigherEducationinMaltacanbecompared.
1.1 From Bologna to the Budapest-Vienna Declaration in 2010TheBolognaProcessstartedin1998whentheMinistersresponsibleforHigherEducationintheEuropeancountries of France, Italy, the United Kingdom and Germany recognised the need of restructuringHigher Education across Europe and signed the ‘Sorbonne Declaration’2 on the ‘harmonisation of thearchitectureoftheEuropeanHigherEducationsystem’.IntheSorbonneDeclaration,thesignatorycountriesagreedtoworktogethertowardshaving:
aconvergenceoftheoverallHigherEducationframeworkandcycleinanopenEuropean•
Area for Higher Education; a common degree level system for undergraduates (bachelor degrees) and graduates•
(masteranddoctoraldegrees);andenhancing student and teacher mobility, removing obstacles for mobility and improving•
recognitionofdegreesandacademicqualifications.
Theinitiativeswereviewedpositivelybyanumberofothercountries.In1999,thislead29EuropeanMinisters in charge of Higher Education to meet in Bologna and sign the Bologna Declaration3. This declarationlaidthebasisforestablishingaEuropeanHigherEducationArea(EHEA)by2010.MaltawasamongstthesignatoriesoftheBolognaDeclaration,representedbytheMinisterofEducation,Youthand Employment.
The Bologna Declaration listed 6 key issues:Adoptingasystemofeasilyreadableandcomparabledegrees;•
Adoptingasystemoftwomaincycles(undergraduate/post-graduate);•
Establishingasystemofcredits(suchasECTS);•
Promotingmobilitybyovercomingobstacles;•
Promoting European co-operation in quality assurance; and•
Promoting European Dimension in Higher Education.•
TheMinisters agreed tomeet again after two years to analyse developments andways forward. Itwasalsoagreed thatmostof theworkdonewas tobeonavoluntarybasis, takingonabottom-upapproach.
MinistersmetagaininPraguein2001tofollowuptheprocess,aswellastosetdirectionsandprioritiesfor the following two years. In the Prague Communiqué Ministers reaffirmed their commitment tothe objectives of the BolognaDeclaration, and appreciated the active involvement of the EuropeanUniversityAssociation (EUA) and the then National Unions of Students in Europe (ESIB), now theEuropeanStudents’Union(ESU).MinistersalsotooknoteoftheconstructiveassistanceoftheEuropean
2 Ministers in charge of France, Germany, Italy and United Kingdom, 1998, Sorbonne Joint Declaration on the Harmonisation of the Architecture of European Higher Education System.
3 Joint Declaration of the European Ministers of Education, 1999, the Bologna Declaration of 19 June 1999.
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as: Lifelong Education; the active involvement of students; and the need to enhance the attractiveness andcompetitivenessoftheareatootherpartsoftheWorldbeyondEurope.
Theministers’meeting inBerlindefined3 intermediateprioritiesaspartof theBerlin Communiqué5. These included:
worktodevelopqualityassurancesystemsatInstitutional,NationalandEuropeanLevel;•
furtherdevelopmentofthetwo-cyclesystem;and•
promotion of the recognition of degrees and periods of study.•
Ministersstressedtheneedtodevelopmutuallysharedcriteriaandmethodologiesandagreedthatby2005nationalqualityassurancesystemsshouldinclude:
adefinitionoftheresponsibilitiesofthebodiesandinstitutionsinvolved;•
anevaluationofprogrammesorinstitutionsincludinginternalassessment,externalreview,•
participationofstudentsandthepublicationofresults;asystemofaccreditation,certificationorcomparableprocedures;and•
internationalparticipation,co-operationandnetworking.•
MinistersaskedforanoverarchingframeworkofqualificationsfortheEuropeanHigherEducationArea.Degrees should have different pre-defined outcomes. First and second cycle degrees should havedifferentorientationsandvariousprofilesinordertoaccommodatethediversityofindividual,academicandlabourmarketneeds.MinistersconsidereditnecessarytogobeyondthefocusontwomaincyclesofhighereducationandtoincludethedoctorallevelasthethirdcyclewithintheBolognaProcess.
ThiswasadoptedtopromotecloserlinkswiththeEuropeanResearchArea(ERA).ThiswasthetenthactionoftheBolognaProcess.MinistersentrustedtheBFUGwithanorganisedstock-takingexerciseforthesummitheldinBergeninMay2005.NationalreportsbyeachcountrywerepublishedonlinebytheendofJanuary2005.
The Bergen Communiqué6underlinedthecomplementaritiesbetweentheoverarchingframeworkfortheEHEAandthebroader frameworkofqualifications for lifelong learningencompassingbothgeneralandvocationaleducation. EducationMinistersstressed that inorder toachievebetter results, thesynergybetweenthehighereducationsectorandotherresearchsectorsthroughoutcountriesneededtoimprove.Toachievetheseobjectives,doctorallevelqualificationsneededtobefullyalignedwiththeEHEAoverarchingframework for qualifications using the outcomes-based approach. Ministers entrusted the BFUG withinvitingtheEuropeanUniversityAssociationandotherinterestedpartners,toprepareareportonthefurtherdevelopmentofthebasicprinciplesfordoctoralprogrammes,tobepresentedin2007.
MinistersalsostressedonthesocialdimensionissueandrenewedtheircommitmenttomakingqualityHigher Education equally accessible to all. Ministers also insisted on the importance of providingadequate conditions for students to complete their studies without facing obstacles related to theirsocialandeconomicbackground. Theyalso recognised thatmobilityof studentsandstaffamongstallparticipatingcountries remainedoneof thekeyobjectivesof theBolognaProcessand thatmanychallengesstillneededtobeovercome.Ministerscommittedthemselvestointensifytheireffortstoliftobstaclestolearningmobility.
4 Communiqué of the meeting of the European Ministers in charge of Higher Education, Towards the European Higher Education Area, Prague, 19th May 2001.
5 Communiqué of the conference of the European Ministers in charge of Higher Education, Realising the European Higher Education Area, Berlin 19th September 2003.
6 Communiqué of the conference of the European Ministers in charge of Higher Education, The European Higher Education Area - Achieving the goals, Bergen 19-20th May 2005;
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The targets set included progress in:the implementation of the standards and guidelines for quality assurance as proposed in the •
ENQA report;implementationofthenationalqualificationsframeworks;•
theawardingandrecognitionofjointdegrees,includingdoctorallevel;and•
the creation of opportunities for flexible learning paths in Higher Education, including•
procedures for the recognition of higher learning.
Education Ministers met again in London in 2007. In the London Communiqué7,MinistersrecognisedthatthedevelopmentsovertheprevioustwoyearswereasignificantstepforwardtowardstherealisationoftheEuropeanHigherEducationArea(EHEA).
AnEHEAwasbeingdevelopedbasedoninstitutionalautonomy,academicfreedom,equalopportunitiesanddemocraticprinciplesthatwouldfacilitatemobility,increaseemployabilityandstrengthenEurope’sattractivenessandcompetitiveness.Ministersreaffirmedtheircommitmenttoincreasingthecompatibilityand comparability of European Higher Education systems, whilst at the same time respecting theirdiversity.
Itwasrecognised thatsomeprogresshadbeenmaderegardingmobilitysince1999,howevermanychallenges remained.Someof these obstacles identified,were; immigration, recognition, insufficientfinancialincentivesandinflexiblepensionarrangements.MinistersforHigherEducationagreedtoworkwithintheirrespectiveGovernmentstopromoteprogress.Theyalsoagreedtoencourageasignificantincrease in thenumberof jointprogrammesand thecreationof flexible curricula.They insisted thatNational Qualifications Frameworks should be compatible with the overarching Framework forQualificationsoftheEHEAaswellaswiththeproposaloftheEuropeanCommissiononaEuropeanQualificationsFrameworkforLifelongLearning.
Itwas recognised that theStandardsandGuidelines forQualityAssurance (ESG)adopted inBergen,servedasapowerfuldrivingforceleadingtochangesinqualityassurancemechanismsinmostcountries.Externalqualityassurance,inparticular,startedbeingdevelopedmuchbetterthanbefore.Theextentofstudent involvement at all levels of education also increased. Ministers of Education adopted the strategy The European Higher Education Area in a Global Settingandagreedtoputforwardmoreworkinthecorepolicyareas:improvinginformationon,andpromotingtheattractivenessandcompetitivenessoftheEHEA;strengtheningcooperationbasedonpartnership;intensifyingpolicydialogue;andimprovingrecognition.
MinistersofEducationconcentratedoncompletingagreedActionLines,includingtheongoingprioritiesof the three-cycledegreesystem,qualityassurance, recognitionofdegreesandrecognitionofstudyperiods.Focuswasplacedon:
promotingmobilityofstudentsandstaff,includingmeasuresforfutureevaluationandsetting•
upanetworkinwhichnationalexpertscanshareinformationandhelpidentifyandovercomeobstaclestotheportabilityofgrantsandloans;
reportingonnationalstrategiesandpoliciesforthesocialdimension,includingactionplans•
and measures to evaluate their effectiveness;theimprovementandtheavailabilityofdataonbothmobilityandthesocialdimensionacross•
all the countries participating in the Bologna Process;askingtheBFUGtoconsiderwayshowtoimproveemployabilityinrelationtoeachofthe•
threecyclesaswellasinthecontextoflifelonglearning;
7 Communiqué of the conference of the European Ministers in charge of Higher Education, Towards the European Higher Education Area: responding to challenges in a globalised world, 18th May 2007, London.
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strategyfortheEHEAinaglobalcontext,givingconsiderationtotwopriorities.First,toimprovethe information available on the EHEA, by developing the Bologna Secretariat website andbuildingonEUA’sBolognaHandbook;andsecond,toimproverecognition;
requestingtheBFUGtocontinuethestock-takingprocess,basedonnationalreports,intime•
for the 2009 Ministerial conference.
On 4March 2008, theEuropean Quality Assurance Register for Higher Education (EQAR)8 wasofficially launched inBrussels. EQARaimed at improving the quality of EuropeanHigherEducationandpromotinggreaterstudentmobility.ThenewregisterhasbeenseenasamilestoneforEuropeancooperationinqualityassuranceinthecontextoftheBolognaProcessreforms.UnderthemandateofEducationMinisters fromthe46participatingcountries in theBolognaProcess, thenewregisterhasbeen established by the “E4Group” comprising the; EuropeanAssociation forQualityAssurance inHigherEducation(ENQA),theEuropeanStudents’Union(ESU),theEuropeanUniversityAssociation(EUA)andtheEuropeanAssociationofInstitutionsinHigherEducation(EURASHE).
Theaimofthisnewregister(EQAR)hasbeenthatofprovidingclearandobjectiveinformationabouttrustworthyquality assuranceagencies that areworking inEurope. It alsoaims tohelp improve thequality of EuropeanHigherEducation and to promote greater studentmobility by increasingmutualreliance between Higher Education institutions. The register provides means for HE institutions tochoosebetweendifferentagencieson theregister.Participation inEQARisvoluntary,andbasedoncompliancewiththeEuropeanStandardsandGuidelinesforQualityAssuranceadoptedbyEuropeanEducationMinistersin2005.
The European Commission9 has recognised theemergenceof newquality assuranceagenciesandnetworksasthemostsignificantdevelopmentintheEuropeanlandscape.QualityassuranceagencieshavebeensetupinalmostallcountriesoftheEHEA,althoughquiteheterogeneousintermsofsize,scope,statute,focusandinternationalcapacity.Ithasbeennotedthat,apartfromafewexceptions,theirremit islimitedtotheircountry(andsometimestheirregion)andonlyaverysmallnumberareactiveoutsidetheirownterritory.Mostagenciesfocusonprogrammeevaluations,butagrowingnumberarebeinginvolvedininstitutionalaccreditationsoraudits.
ThefirstthreequalityassuranceagencieswereincludedinthenewEuropeanQualityAssuranceRegisterforHigherEducation(EQAR)on,5December2008.10
In2011,24qualityassuranceagencieswereregisteredwithEQAR.Thesewerecomingfrom:Austria(1);Belgium(2);Bulgaria(1);Denmark(1);Finland(1);France(1);Germany(7);Ireland(2);Netherlands(1);Poland(1);Romania(1);andSpain(5)11.
The46signatorycountriesoftheBolognaProcessconvenedagaininLeuven/Louvain-la-Neuvein2009.The Leuven Communiqué12identifiesthedecadeupto2020asaperiodinwhichtheEuropeanHigher
8 EQAR, Press Release, Europe launches Quality Assurance Register for Higher Education, (http://www.eua.be/fileadmin/user_upload/files/Press/EQARlaunchpr-FINAL.pdf )
9 Commission of European Communities, 2009, Report from the Commission to the Council, the European Par- Commission of European Communities, 2009, Report from the Commission to the Council, the European Par-liament, the European Economic and Social Committee and the Committee of Regions: Report on progress in quality assurance in higher education, Brussels, 21.9.2009 COM(2009) 487 final.
10 http://www.eqar.eu/ 11 http://www.eqar.eu/register/12 Ministers of Higher Education, 2010, The Bologna Process 2020 -The European Higher Education Area in the
new decade: Communiqué of the Conference of European Ministers Responsible for Higher Education, Leuven and Louvain-la-Neuve, 28-29 April 2009.
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EducationAreahasavitalcontribution in formingaEuropeofknowledge that ishighlycreativeandinnovative.Europeisfacingmanychallengesamongstwhichthatof:anageingsociety;globalisation;acceleratedtechnologicaldevelopments;aswellasthecurrentglobalfinancialcrisis.Withinthiscontext,theCommuniquéoutlinestheneedformoreintegrationbetweeneducationandresearchatalllevels.The document also identifies Higher Education as a public responsibility that should be responsivetothewiderneedsofsociety, including:preparingstudentsfor lifeasactivecitizensinademocraticsociety;preparingstudentsfortheirfuturecareersandenablingtheirpersonaldevelopment;aswellasmaintainingabroad,advancedknowledgebaseandstimulatingresearchandinnovation. Themainprioritiesidentifiedforhighereducationfor2010-2020,include:
the need to ensure equitable access to all, enhancing the potential of underrepresented•
groups and providing good conditions for completion of studies; widening participation through lifelong learning, particularly through the development of•
NationalQualificationsFrameworks;improvingtheprovision,accessibilityandqualityofagenciesandemploymentrelatedstudents•
and alumni guidance services; further focus on student-centred learning through a learning outcomes approach;•
furthering international openness by engaging in global collaboration for sustainable•
development;strivingfor20%mobilityratesforgraduatesintheEuropeanHigherEducationAreaby2020;•
andprovidingattractiveworkingconditionsandcareerpathstodrawhighlyqualifiedteachersand•
researchers to Higher Education.
TheCommuniquéspecifiesthattheBolognaProcessshouldbeco-chairedbythecountryholdingtheEUpresidency(rotatingeverysixmonths)andanon-EUcountry.TheBFUGwasassignedtoprepareaworkplantill2012.TheBFUGwasaskedto:
• definetheindicatorsusedformeasuringandmonitoringmobilityandthesocialdimensioninconjunctionwiththedatacollection;• considerhowbalancedmobilitycouldbeachievedwithintheEHEA;• monitor the development of the transparencymechanisms and report back at the 2012ministerial conference;• set up a network, making optimal use of existing structures, for better information andpromotion of the Bologna Process outside the EHEA;• follow-upontherecommendationsanalysingthenationalactionplansonrecognition.
TheMinistersmetagainonthe11-12March2010tolaunchtheEuropeanHigherEducationArea(EHEA)13. They acknowledged the fact thatHigherEducation Institutions, staff and studentswere increasinglyidentifyingwiththegoalsoftheBolognaProcessandthatactionlinessuchasdegreeandcurriculumreform,qualityassurance, recognition,mobilityand thesocialdimensionwerebeing implemented tovaryingstages.Theyemphasizedtheneedtofosterstudent-centredlearningasawayofempoweringthelearnerinallformsofeducationandprovidingthebestsolutionforsustainableandflexiblelearningpaths.TherewasthereiterationthatHigherEducationisapublicresponsibility.TheBolognaFollow-upGroupwasgiventhetasktoproposemeasurestofacilitatetheproperandfull implementationoftheagreedBolognaprinciplesandactionlinesacrosstheEuropeanHigherEducationArea,especiallyatthenationalandinstitutionallevels,bydevelopingadditionalworkingmethods,suchaspeerlearning,studyvisits and other information sharing activities.
13 Ministers for Higher Education, 2010, Budapest-Vienna Declaration on the European Higher Education Area,, March 12, 2010.
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lTa1.2 Stock-taking Developments of the Bologna Process across Signatory Countries
DevelopmentsintheBolognaProcessacrossthesignatorycountrieswererecordedinthe2007 Stock-taking Report14 and more recent developments were outlined in the 2009 Stock-Taking Report15. A summaryfromthe2007reportidentifiedthreemainfindings:
1. TherehasbeengoodprogressintheBolognaProcesssinceBergen.2. Theoutlookforachievingthegoalsof theBolognaProcessby2010wasgood,but therewerestillsomechallengestobefaced.3. Stock-taking worked well as an integral part of the Bologna Process strategy.
The2007stock-takingexerciseshowedthattherehadbeengoodprogressintheBolognaProcesssinceBergen. The Bologna Process had driven the process of Higher Education reform at national level. The sharingofexpertisecontributedtobuildingcapacityatbothinstitutionalandnationallevels,resultinginmeasurableprogressacrossallparticipatingcountries.
In 2007, the three-cycle degree system was at an advanced stage of implementation across theparticipatingcountries.Access fromonecycle to thenexthad improved,and therewasalsoa trendtowards providing structured doctoral programmes. Work had started on implementing nationalframeworksforqualificationswhichwerecompatiblewiththeoverarchingframeworkforqualificationsintheEuropeanHigherEducationArea(EHEA).
Implementation of the Standards and Guidelines for Quality Assurance in the European Higher Education Area, adopted inBergen, hadalso started tobe implementedonawidespreadbasiswhilst studentinvolvementinqualityassurancehadalsogrownsignificantlysince2005.
TherewasgoodprogresstowardsincorporatingtheprinciplesoftheLisbonRecognitionConventioninnationallegislationandinstitutionalpractice.However,notallcountrieshadratifiedtheConventionyet.Countries had developed national action plans to improve the quality of their recognition processes. Therewaspotential forasignificant increase inthenumberof jointdegreesawardedintwoormorecountries.Legalbarrierstotherecognitionofjointdegreeshadlargelybeenremoved.HigherEducationinstitutionshadbeguntorecognisepriorlearning(includingnon-formalandinformallearning)foraccesstoHigherEducationprogrammesandqualifications.Howevertheendofthetunnelwasstillfarahead.
ManycountrieshadbeenstrengtheningthelinksbetweenHigherEducationandresearchsectors.Somecountrieshadalsoextensiveplanstoincreasethenumbersofdoctoralgraduatestakingupresearchcareers.
Atthisstage,twothemeslinkingallactionlineswerefound,namely:afocusonlearners; and a focus on learning outcomes.ItwasagreedthatallcountriesneededtouselearningoutcomesasthebasisfortheirNationalQualificationsFrameworks,systemsforcredittransferandaccumulation,thediplomasupplement,recognitionofpriorlearningandQualityAssurance.
Itwasarguedthatstock-takingwithintheBolognaProcessworksbestwhenitisanintegralpartofagoal-drivendevelopmentstrategythatincludedfive“stepstosuccess”.Thesewere:
14 Bologna Follow-up Group Stocktaking Working Group 2005-2007, Bologna Process Stocktaking Report 2007, Report from a working group appointed by the Bologna Follow-up Group to the Ministerial Conference in Lon-don, May 2007.
15 Rauhvargers A., Deane C. & Pauwels W., (2009), Bologna Process Stocktaking Report 2009, Report from work-ing groups appointed by the Bologna Follow-up Group to the Ministerial Conference in Leuven/Louvain-la-Neuve.
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1. Agreethepolicygoals,linkingthemtoavisionforthefuturethatissharedbyallparticipatingcountries;2. Set targets to be achieved within a certain timeframe (make sure they are Specific,Measurable,Achievable,RelevantandTimed:SMART);3. Takeactionatnationallevelandcollectivelyproviderelevantsupport,sharegoodpractice,encouragepeercollaboration;4. Reviewprogressindividually:self-evaluationusingagreedcriteria(scorecard)complementedbyqualitativereporting;5. Evaluateachievementcollectively(stock-taking).
In the data collection process for the 2009 Stock-Taking Report16, criteria for the indicators weresubstantiallymoredemanding.Theoverall conclusions tackled a number of aspects of the reforms.Thesewere:
Degree systemThefirstandsecondcycledegreesystemacrossallHigherEducationintheBolognaAreais•
reportedtobeonlyaquestionoftime;evenifinsomecountriestheproportionofstudentsstudyingin theBologna three-cycle system is still low.Moreover in some countries certain regulatedprofessionsandsomespecificdisciplinesarenotyetincludedinthetwo–cyclesystem.
Therearenoobstaclestoaccesstothenextcycleevenifinanumberofcountriesstudents•
have to meet additional requirements such as examinations, additional courses or workexperiencetogainadmission.
TheimplementationofthethirdcycleisprogressingandisbeingincludedintheNational•
QualificationsFrameworks;ECTSisbeingwidelyused,andthepatternofat leastthree-yeardoctoralstudiesisstrengthening.However,theneedtoprovidedoctoralstudentswithtransferableskillsforemployment,whetherinoroutsideacademia,hasnotbeenfullyunderstood;
There is no singlemodel for the status of doctoral candidates: theymay be considered•
students,earlystageresearchersorboth;Employability of graduates, especially those with bachelor degrees, varies significantly•
acrosscountries,andtheiracceptabilityinthelabourmarketdependsasmuchontheestablishedcustom and practice of different countries as on the effective implementation of the Bologna reforms.
Qualifications Frameworks and Lifelong LearningSixcountrieshavecompletedtheself-certificationprocess,buttheimplementationofNQFs•
forHigherEducationby2010wastooambitious;Withtheexceptionofafewcountries,thereislittleornorecognitionoflearningundertaken•
outsidetheformaleducationsystem.ThisrequiresfirstachangeofcultureinHEIs,andthelinkbetweencreditsandlearningoutcomes;
Few countries have made an explicit link between flexible learning and their National•
QualificationsFrameworks;There is still not enough integration at national level between the qualifications•
frameworks,learningoutcomesandECTS.Thefully-fledgedintroductionofalifelonglearningculturebasedonthefullimplementationofalearningoutcomesapproach–acrosstheBolognaArea-stillneedsalotofeffort,andithasnotbeencompletedby2010.
16 Rauhvargers A., Deane C. & Pauwels W., (2009), Bologna Process Stocktaking Report 2009, Report from working groups appointed by the Bologna Follow-up Group to the Ministerial Conference in Leuven/Louvain-la-Neuve.
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All countries have introduced external Quality Assurance (QA) systems including self-•
assessmentandexternalreview;nearlyallpublishassessmentresultsandcarryoutfollow-upmeasures.Some countrieswith smallHigherEducation systemsdonot havea nationalQAagencybutorganiseexternalQA;
InmostcountriesHEIshaveestablishedinternalQAprocedures,althoughsomearemuch•
stronger than others;StudentparticipationinQAhasprogressedsince2007;howeverstudentsoftenparticipate•
inreviewsonlyasobservers,theyarenotalwaysinvolvedinpreparingself-assessmentreportsandtheyareseldominvolvedinfollow-upmeasures;
There is greater international involvement in external review teams.•
Some participating countries are members of ENQA or other international QAnetworks;howeveralargenumberofcountriesarestillnotfullmembersofENQA.
RecognitionTheDiplomaSupplement(DS)isbeingimplementedbutnotaswidelyaswouldhavebeen•
expected,andonlyjustoverhalfofthecountrieshadmanagedtoimplementitfullyby2009;ThereiscomplianceofnationallegislationwiththeLisbonRecognitionConvention,butmore•
workisneededfortherecognitionofqualificationswithintheBolognaArea;ECTSiswidelyusedforcredittransferandaccumulationbutinanumberofcountriesECTS•
is still not fully implemented.
Joint degreesThree-quarters of the countries haveamended their legislation to allowawarding of joint•
degreeswhicharebeingestablishedinallareasofstudy.However,50%ofthecountriesestimatethatonlybetween1%and25%ofHEIsareinvolvedinjointdegreecooperation.
Social dimensionOnly a minority of countries have set up monitoring systems to measure how student•
populationreflectspopulationdiversity;National approaches to the social dimension are not yet successfully integrated with•
qualificationsframeworks,strategiesfor lifelonglearning,recognitionofprior learning,flexiblelearningpathsandsupportformobility.
Thereisinsufficientdataaboutthesocialdimensionandmobility.•
Global dimensionThe Bologna Process has enhanced cooperation between countries, organisations and•
HigherEducationInstitutionsinsideandoutsideEurope.However,veryfewseemtofocusonpromoting the Bologna Area.
An independent assessment17gradingtheachievementsoftheBolognaProcesshasalsobeencarriedout.Theconclusionrevealedthat,in2010,highereducationinthe46signatorycountrieswassubstantiallydifferentfromwhatitwasin1999.Legislationandnationalregulationshavebeenimplementedinmostcountries.Theimpactofthesechangeswerehowever,lessevidentwithinHigherEducationInstitutionsandstudyprogrammes.Mostofthe46countrieshavealsoadoptednewhighereducationlegislationto introduce and regulate elements of the Bologna Process. Many have also allocated additional funds fortheimplementationofnewBologna policies. All Bolognacountries,withtheexceptionoftwo,have
17 Centre for Higher Education Policy Studies, International Centre for Higher Education Research Krassel, ECO-TEC, 2010, The Bologna Process Independent Assessment, The first decade of working on the European Higher Education Area, Volume 1: Detailed assessment report.
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signedorratifiedtheLisbonRecognitionConvention(LRC);5havesignedandratifiedtheLRCbuttheirlegislationisnotyetincompliancewiththeLRC.Onthecontrary,39countrieshavesignedandratifiedtheLRCandtheirlegislationcomplieswiththeprovisionsoftheLRC.
Whilesomecountrieshaveshownconsiderableprogress in implementation,othersstillhave tostartworking on some aspects in particular. This has been leading to varying levels of implementationand commitment across countries. Different countries are facing different challenges, ranging frominefficiencies to differentmanagement to governance arrangements. In addition, different countriesinterpreted elements of the Bologna reform agenda differently. Allcountrieshaveadoptedtwo-/three-cycledegreesystems,witharangeof180–240credits(inECTS)for the first cycle and 60–120 credits for the second cycle. This goal has thus been achieved.Thecombination ‘180+120’ credits (or in years of full-time study: ‘3+2’) emerged as themost prominentmodel inEurope.However, there isflexibility toaccommodatevariationsof themodel.Nonetheless,thepercentageoflearnersstudyingintwo-cycleprogrammeswasbelow50%insixsystems.Doctoraldegreeshavebecomemore structured recently.Anominal lengthof 3-4 years is themost commonduration throughout the countries in the EHEA. In 30 out of 46 countries, theDiplomaSupplementisissued.Moreover,theDSisissuedautomaticallyfreeofchargeinmostHigherEducationInstitutions.Thisissueneedstobeaddressedinboththeother16countriesandintheremainingHigherEducationInstitutionsinthe30countries,whichalreadyissuetheDS.
All Higher Education systems either already use the European Credit Transfer and Accumulation System (ECTS),orareintransitiontowardsachievingit,oruseECTS-compatiblesystems.Thisgoalhasbeensubstantiallyachievedatthelevelofregulation,buttheextenttowhichtheECTSisusedininstitutionsandprogrammesneedstobeimproved.Only12HigherEducationsystemshavebeenallocatingcreditstostudentworkloadand learningoutcomes.Curriculumreformisalsoanother issuewhichhasbeenpartlyachievedandwhichentailsfurtherdevelopment.
While in all Bologna countries, many learners have the option to continue second or third cycle studiesindifferent institutionswithin thesamecountryor inotherBolognacountries,areassuchasrecognitionandstudent support need to be developed further. Student mobility within the Bologna area did not increasesubstantiallyintheperiodupto2007,andaneast-to-westimbalanceofstudentmobilitywithinEuropestillexists.
MobilityfromotherpartsoftheworldtowardstheBolognahasincreasedsubstantially,attracting30%oftheworld’sforeignlearnersin2007.Yet,theBolognaareaisstillaworkinprogressandisstillnotwellrenownedasastudentdestination.USAremainsthemostsoughtdestination,attractingthetoptieroflearners(e.g.fromChina).CooperationbetweenHigherEducationInstitutionsfromBolognacountriesandcounterpartsabroad(e.g.Africa,LatinAmerica)hasalsoincreased.
The European Standards and Guidelines (ESG) for quality assurance have been adopted and theEuropeanQualityAssuranceRegister(EQAR)hasbeenestablishedandisnowoperative.Theperceiveddiversitybetweencountriesinthequalityofeducationbeingdeliveredneedstobereducedtoachieveacoherenthighereducationsystem in theEHEA.Anoverarching framework forqualificationsof theEuropeanHigher EducationArea (QF/EHEA) has been adopted (2005) and eightHigher Educationsystemshaveself-certifiedNationalQualificationsFrameworkswhilsttheothercountriesplantoreachthistargetby2012.
In39HigherEducationsystems,underrepresentedgroups feature in the institutions’studentbodies.Theseunderrepresentedstudents tendtocomefromlowsocio-economicbackgrounds,andarealso
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lTalikely to enter Higher Education through non-traditional educational routes. In almost all countries,
femalelearnersareunderrepresentedparticularlyinfieldssuchasscienceandtechnologyaswellasinthe second and third cycles of study.
Policiessuitabletowidenparticipationandsuccessfulcompletionofstudiessuchasrecognitionofpriorlearning(RPL),flexiblestudymodes,counsellingforlearnersandfinancialaidareavailableatdifferentstages and in a variety of countries.
1.3 2010 and BeyondTheyear2010hadbeentargetedastheyearfortheofficiallaunchoftheEuropeanHigherEducationAreaoftheBolognaProcess,whichwasenvisagedtocontinuedevelopingbeyond 2010.In2005,thetargetssetfor2010startedbeingdiscussed.ThepotentialachievementsoftheBolognaProcessweretoleadtheEuropeanHigherEducationAreatobefoundedonthefollowingstructuralelements:
WithintheoverarchingframeworkfortheEHEA,allparticipatingcountrieswillhaveanational•
frameworkofqualificationsbasedonthreecyclesinHigherEducation,wherethelevelshavea double function: to prepare the student for the labourmarket and for further competencebuilding.Eachlevelbuildsontheprecedinglevel,andthequalificationobtainedwillgiveaccessto higher levels.
Allparticipatingcountrieswillhavenationalqualityassurancearrangementsimplementing•
an agreed set of standards and guidelines for the EHEA.All Higher Education institutions in participating countries will recognise•
degrees and periods of studies according to the Lisbon Recognition Convention.18
IntheLondonCommuniqué,theMinistersofHigherEducationaskedtheBFUGtoreflectandreportbackonhowtheEHEAmightdevelopafter2010.Areport19producedinJuly2008bytheBFUGprovidesan insightof thechallengesanddirectionof theBolognaProcess. ThisreporthighlightshownotallparticipatingcountrieswillhavereachedalltheobjectivesoftheBolognaProcessby2010.Thisissuemade it necessary for the Bologna Process to continue after 2010 in order to complete its implementation. Distinctionwasmadebetweenactionlinesandpolicyareaswhichneededtobetackled.
Theactionlinesidentifiedinthereport20 include:The degree structure and qualifications frameworks: • While much of the structural reform
is inplace inmanyof thesignatorycountries, thekeychallenge is tomovefromstructure topractice. This requires further investment in resources to improve understanding of learning outcomesanddevelopmentofcurriculabasedonoutcomes.Thisalsoimpliesthatteachingwillchange and this has organisational implications;
Quality Assurance:• The European Quality Assurance Register (EQAR) is operationaland national quality assurance agencies have started to implement the European Standards and Guidelines. This has led to a proliferation of quality assurance and accreditation agencies bringingaboutthedangerofbureaucratizationwhenthefocusshouldstillremainonthequalityofteaching,learningandresearch;
Recognition:• ManycountrieshaverecognisedtheLisbonRecognitionConvention.However,it ishighlighted that thekeypoint is formore transparencyonhow theLisbonConvention isimplemented,theprocessesinvolvedandthecriteriafordecisions.TheBFUGstatethatthereisnoneedfornewmeasuresorrules,butforabetterunderstandingandimplementationoftheaction lines at institutional level.
18 Per Nyborg, Head, Bologna Secretariat, A Vision for 2010 and Beyond, ESIB seminar: Bologna, Bergen and beyond, Bergen 11-13 May 2005.
19 BFUG (FR),14_9, 2008, draft Bologna beyond 2010 report.20 BFUG (FR),14_9, 2008, draft Bologna beyond 2010 report.
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The policies to take into consideration refer to the social dimension, employability and the globaldimensionoftheBolognaProcess.Theseaspectsrefertoseveraldimensionswhichneedtobetackledtoenhancetheimplementationprocess,mainly:
The Social Dimension - • Thesocialdimensionreferstotheprovisionofequitableaccessinto, progress and completion of Higher Education. In a knowledge-based society HigherEducationisimportantbothtothedevelopmentofsuccessfuleconomiesaswellastoprovideopportunitiesforallindividualstoparticipateinandbenefitfromasuccessfuleconomy.EquityandsocialjusticemakeHigherEducationthedriversforsocialcohesionandsocialcitizenshipastheyactastoolsfortheredistributionofwealththroughinvestinginsocialmobilityandtheyounggeneration.InordertobeequitableandtowidenparticipationinHigherEducationthereisaneedformoreflexiblepathways.
Employability - • Employability involves teaching and learning of generic skills andcompetences,communicationskillsaswellasthecapacitytoreasonatalevelofabstraction.ThereisaneedtorecognisethefullpotentialoftheBachelor’sdegreewherethedegreeholdermustbecapableofsummoningknowledgeandskillsthatmakeitpossibletoadapttomanifoldsituations.TheBFUGhighlightshowdegreesshouldhavecurriculawhichcaterforneedsintomorrow’seconomy.Thusthereisalsoneedtopromotethedegreestructureamongsmallandmedium sized enterprises.
Lifelong Learning• - Lifelong learning is concerned with moving up the qualificationsframeworkandimprovingknowledge,skillsandcompetences.Italsohasasocialfunctionasitempowerspeople,promotessocialcohesion,aswellascontributestoreducingpolicy.Oneof the fundamental issues faced ishow tomakeHigherEducationbetter tailored for lifelonglearningwithmultiplesourcesoffinancing.
Attractiveness of European Higher Education - • TheEHEAis tobeanattractiveplacetostudyandanattractivelabourmarketforacademicswhilemaintainingtherichanddiverseculturalheritagethatEuropeanUniversitiespossess.TheEHEAshouldaimtocompetewiththeUSandanumberoftheFarEasterncountriesininvestmentsandinnovation.Thisrequirestheprovision of information targeted at non-EHEA countries.
Mobility• -MobilityremainsoneofthecrucialaspectsoftheEHEA.Thisimpliesthatthereneeds to be further efforts tomake teaching and studying abroadmoremeaningful. This isparticularly relevant as shorter degree courses are viewed as making mobility and periodsabroadmoredifficult.
All these aspects lead to the importance of curriculum development based on learning outcomes,lifelonglearningprovision,andstudyprogrammeswhichenablemobility.Thiscallsforthedevelopmentofsubjectspecificdescriptorsforknowledge,skillsandcompetences.TheBFUGreport21 goes on to considerthelong-termchallenges,andidentifiedfivemainchallengeswhichwouldneedtobefacedinthefuturewhilstkeepinginmindthe2020scenario.Thesechallengesinclude:
Global competitiveness - • global competitivenessmeans borderless Higher Education.HigherEducationwillhavetofacecompetitiononbothanationalandinternational levelwiththeemergenceof virtual learning.Therewill alsobeagreater combinationof learners fromdifferent cultures and across borders.Academic capitalismmightmakeUniversities behave
21 BFUG (FR),14_9, 2008, draft Bologna beyond 2010 report.
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lTa likeenterprises.HigherEducationwouldalsoneedtocaterforglobalneedsthroughgreater
interdisciplinaryaction.ItalsorequiresthatHigherEducationhastobaseteachingonthelatestresearchfindings,contributetoproducecreativegraduates,aswellastakeintoconsiderationinternational regulation of intellectual property, contract research, researcher rights andprofessionalstatus.HigherEducationwillalsoneedtodevelopinterculturalawarenessandhelpstudentstodevelopknowledge,skillsandbecriticaloftheirownassumptionsinordertobeabletoengageopen-mindedlywithdifferentcultures;
Demographic changes –• within Higher Education, access needs to be widened anddifferentgroupsof learnersneedtobecateredfor inorder tocomplywith theneedsthatanincreasinglyageingsocietybringswith it.This implies learning to implementstudent-centredlearningandflexiblepathwaysinrelationtothequalificationsframeworksandtotherecognitionofprior learning.Mobilityalsoneeds tobe revisedwithinHigherEducationsince itneeds tofoster the dimension of an ageing population;
Roles and responsibilities –• thetraditionalroleofHigherEducationhashistoricallybeenrelatedtoanationallevelandalargenumberofstudentsopttoworkascivilservants.However,the greater internationalisation of Higher Education has been leading to a different role forUniversities.Thestate isbecomingmoreofa regulator leading toa redefinitionof rolesandresponsibilities with respect to: quality development and assurance, funding framework,governance,institutionalautonomyandaccountability,diversityofmissionsandinstitutions,andthe social dimension;
Institutional diversity - • internationalisationwillsurelyleadtocompetitionandestablishmentofdifferent ratings forUniversities. In thiscontext it is important that diversification ismadetransparent throughbetter toolsensuring thatperiodsofstudyare readable,understandableand lead to multiple reputation mechanisms;
Funding:• funding of Higher Education institutions in many countries occurs through the allocationofgrantstoHigherEducationproviders.Thesehavealreadybeenextendedthroughtuitionfees.FundingUniversitiesshallremainadebateandthereshallbeanevermoregrowingneed for discussion in relation to gathering different forms of funding, whilst reducing statefundingandmaintainingHigherEducationasapublicbenefit.
TheBFUGreportconcludes thatamasterplan for the futureof theBolognaProcesswould require,in theshort-term, to implement thenewdegreestructureand toendorse itbyestablishing regulatedprofessions, developing and implementing qualifications frameworks based on learning outcomes,involvingstakeholdersinthereformsprocessandensuringquality.Mobilityremainsofgreatimportancewithcurriculadesignedtobettersuitmobilityaswellaslegalframeworkswhichpromotestaffmobility.It has also been recommended that amobility codebedrafted anddata is collected tomonitor theinternationalisationofHigherEducationasabenchmarkingexercise.
TheBFUGalsoarguesthatthedemographicchallengesandglobalcompetitivenessrequireacoordinatedEuropeanresponse.Withrespecttothedemographicissue,HigherEducationprovidersneedtomeetthechallengesofpromoting lifelong learning, rethink internationalmobilityaswell aspromotesocialcohesion.Theyalsoneedtoencouragecreativityanddevelopanewparadigmoflearningoutcomes.Globalcompetitivenesswillleadtoestablishingabalancebetweencompetitionandcollaboration.ThisalsorequiresthecontinualassuranceofpromotingtransparencywithintheEHEA.AllthesechallengeswillleadtotheredefinitionoftherolesandresponsibilitiesofgovernmentsandHigherEducationproviders.
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The independent evaluation carried out more recently has highlighted the importance of focusing on greaterinvolvementofstaffwithinhighereducationinstitutionsandothernon-stateactors,intheseconddecadeofoperationoftheBolognaProcess.AttentionneedstobeplacedonthecompatibilityoftheeducationoutcomeswithNationalQualificationsFrameworks(NQFs).ThecommongoalsoftheEHEAshouldbemadeclearertoteachersandlearners,showinganadvantageforbothteachingandlearning.A challenge for the Bologna Process is thus to keep up the political momentum and the interest of politicalleadershipinthereformprocesses.ThisisneededtominimisetheriskoftheprocessbecomingsolelyadministrativewithouthavingmuchimpactontherealityofHigherEducation. 1.4 ConclusionTheBolognaProcesshasgrowninthenumberofcountriessigningup,aswellasinthedifferentareasofreformidentifiedasnecessaryfortheestablishmentoftheEuropeanHigherEducationArea(EHEA).SomeofthesereformshavebeenimplementedonalargescalesuchastheECTSsystem.Otherareas,howeverstillposechallenges,andrequire furtherwork inachieving the targetsset forEU2020andbeyond.
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Chapter 2: Higher Education in Malta and the Bologna Process – an update
2. 0 IntroductionThe Bologna Process has influenced the evolution of Higher Education inMalta. Themain importantdevelopmentshadanimpactprimarilyontheUniversityofMalta,asthemajorHigherEducationproviderin the country.Since the beginning of theBolognaProcess in 1999,Malta has experienced structuralchanges at the University of Malta such as the implementation of the ECTS system and the development oftheDiplomaSupplement.TherehavebeenalsochangesonanationallevelsuchasthesettingupoftheNationalCommissionforHigherEducation(NCHE)andtheMaltaQualificationsCouncil(MQC).Otherplayers,suchasMCASTandITS,arenowalsoinvolvedintheBolognaProcessastheyoffercoursesatMQF/NQFlevels5.Moreover,in2009,MCASTalsostartedofferingdegreecoursesatMQF/NQFlevel6.
Thischapteraimstochart thedevelopments inHigherEducation inMaltasincethebeginningof theBolognaProcess.Themaindocuments reviewed include theNationalstock-taking reports thatwerepreparedbyMaltain2005,2007and2009toreportthedevelopmentstotheBFUGgroupinvolvedinthestock-takingexercise.Thestock-takingreportspublishedbytheBFUGgroupwereinpreparationfortheMinisters’conferencesin2005,2007and2009.Thesehavealsobeenreviewedtoindicatethedegreeof reform in comparison to the other signatory countries.
2.1 Developments up to the first stock-taking exercise in 2005DevelopmentswithrespecttotheimplementationoftheBolognaProcessinMaltaupto2005havebeendocumentedintheNationalreportpreparedfortheMinisterialconferenceheld in200522.Historically,sincetheUniversityofMaltafollowedtheBritishmodelforHigherEducation,ithadbeenofferingthetwo-cyclesystembeforethestartoftheBolognaProcess.ThisalreadyexistingstructurefacilitatedtheimplementationoftheBolognaProcess.ConsequentlywhatwasrequiredwasmainlythestreamliningofalreadyexistingcoursestotheBolognarequirements.By2005,theUniversityofMaltahadalreadycarriedouttheimplementationoftheECTSsystemacrossundergraduatecoursesexceptinthecaseofMedicineandDentistry.Manyofthefirstcyclecourseswerealsorunwithharmonisedregulations.TheUniversityofMaltahadalsoalreadystartedworkingtowardsissuingtheDiplomaSupplementtoits graduates. The University of Malta had set up a committee to develop the format and information to beincludedintheDiplomaSupplement.Ithadalsoworkedtowardsstrengtheningitsinternalqualityassurance system through the Quality Assurance Committee.
MobilityofstaffandstudentsinHigherEducationoccurredmainlythroughtheERASMUSprogrammewhichwas strongly supportedwithin theUniversity ofMaltawith asmany as 200 agreements.TheUniversity ofMalta also has other agreementswith non-EUUniversities such asAustralia,Canada,Japan,andtheUS.Initiativestopromotemobilityinvolvedtheopportunitytotakesoftloansfromlocalbanks.Inthecaseofincomingstudents,theUniversityofMaltastartedofferingcoursesinbasicMaltese.Governmentalsopassedlegislationtoreducedifficultiesinissuingvisasandallowingstudentstoworkpart-timeduringtheirstudies.Mobilityofstaffandstudents,however,wasmainlyforshort-terms.
ThreelegalnoticeswerealsopromulgatedtoamendtheMutualRecognitionofQualificationsAct(ActNo.XVIIIof2002)23. These included an amendment to:
22 Bologna Process National Report: Malta, Jan 13, 2005, http://www.bologna-bergen2005.no/ 23 Government of Malta, Mutual Recognition of Qualifications Act (Act NoXVIII of 2002).
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the Mutual Recognition of Professional Activities; and•
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Board Regulations.
TheActcateredforthesettingupoftheMaltaQualificationsRecognitionInformationCentre(MQRIC)which has the function of evaluating diplomas, providing assistance in the comparative analysis ofdiplomas, collecting and disseminating information about professional and vocational qualifications,promoting the recognitionof Maltesequalificationsabroad, facilitatingmobilityofprofessionals,andpromoting transparency of qualifications.Annex VII includes theMutual Recognition of ProfessionalQualifications24andliststhepossiblequalificationswithintheEuropeanUnionthatarerecognisedforspecifiedprofessions.ThestructureoftheUniversityofMaltaenabledtheparticipationofstudentsatthedifferentstructurallevelswithintheUniversityasrequiredbytheBolognaProcess.Infact,BoardsofStudies,FacultyBoards,SenateandCouncil already included student representativesaswell asgovernment representatives and other key players.
Inpromotingthesocialdimension,theGovernmentofMaltahaskeptUniversitystudiesprovisionatfirst-cyclelevelfreeofchargewhilstalsogivingstudentsastipendtohelpwithrelevantexpenses.Inaddition,theUniversityofMaltaalsoprovidesachild-mindingservicewhichisatthestudents’andstaff’sdisposal.
Withrespecttotherecognitionofinformalandnon-formallearning,theUniversityofMaltaalreadyhadamaturityclausewhichallowedanybodyovertheageof23yearstoapplyforanumberoffirst-cyclecoursesandtobeadmittedonthebasisoftheirexperienceandinformallearning.
IntermsofInternationalisationofHigherEducation,theUniversityofMaltawasalreadyamemberoftheAssociationofCommonwealthUniversities,theUtrechtNetwork,theCounciltoInternationalEducationalExchange (CIEE), NAFSA, the International Student Exchange Programme (ISEP), as well as theSantanderNetwork and theCompostelaGroup.TheUniversity hadalso developedan Internationalmarketfornon-EUstudentswith594internationalstudentsfromtheregistered8725.
2.2 Malta’s position after the first stock-taking exercise in 2005AttheBerlinMinisterialMeetinginSeptember2003,MinistersresponsibleforHigherEducationentrustedtheBFUGtoundertakeastock-takingexerciseidentifyingtheprogressmadeinthreepriorityactionlines–qualityassurance,thetwo-cycledegreesystemandrecognitionofdegreesandperiodsofstudy.InMarch2004,theBFUGestablishedaworkinggrouptocarryoutthestock-takingexercise,thereport25 of whichwaspublishedinMay2005fortheMinisterialmeetingheldinBergen.
Thisstock-takingexercisegaveasnapshotoftheworkdonebyMaltaupto2005.ThisreportpresentedtheBolognaScorecard,developedtogiveanoverviewofprogressonthethreepriorityactionlines.Thescorecardwasbasedonobjectivecriteriaandbenchmarks,anditshowedcollectiveachievementofthetargetssetbytheMinistersinBerlin.
The working group reviewed the national reports submitted for each of the three action lines, andelaboratedkeycriteriaforeachone.Eachcriterionwasfurtherexpandedonthebasisoffivebenchmarks,whichalsoservedtomeasuretheextentofprogressachieved.Theseweresubsequentlycolour-coded,asshownbelow.
24 Government of Malta, Mutual Recognition of Professional Qualifications, 2006.25 Bologna Process Stocktaking Report from a working group appointed by the Bologna Follow-up Group to the
Conference of European Ministers Responsible for Higher Education, Bergen, 19-20 May 2005.
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Green Excellent performanceLight Green Very good performance
Yellow Good performanceOrange Some progress has been made
Red Little progress has been made yet
Fig. 2.1: Colour Codes for Progress Achieved
ThescoreboardshowedthatMaltahaddonealotofworkandadvancedparticularlywithrespecttothetwo-cyclesystemwhereitobtaineddarkgreen(excellent)forallthefoursub-criteriawithinthisactionline.Performanceintheothertwoactionlineswasless.Inqualityassurance,andinternationalparticipationdevelopmentwasconsideredtobegood.Verygoodperformancewasnotedintheareasofevaluationsystems,aswellastheparticipationofstudents.Anoveralllightgreenevaluationwasobtainedforqualityassurance.Inrecognition,theimplementationofECTSwasratedasexcellent.TheDiplomaSupplementwasratedasgoodduetotheplanningbeingdonebytheUniversityofMalta.SomeprogresswasnotedwithrespecttotheLisbonRecognitionConvention.Theoverallscoreforrecognitionwasyellow–good.
boLogna scorecard MaLtaQuaLity assurance
1. Stage of development of quality assurance system
2. Key elements of evaluation systems
3. Level of participation of students
4. Level of international participation, co-operation and networking
two-cycLe degree systeMs
5. Stage of implementation of two-cycle system
6. Level of student enrolment in two-cycle system
7. Access from first cycle to second cycle
recognition of degrees and Periods of study
8. Stage of implementation of Diploma Supplement
9. Ratification of Lisbon Recognition Convention
10. Stage of implementation of ECTS
totaL
Fig. 2.2: Bologna Scoreboard Summary (2005) for Malta26
2.3 Developments up to the National Report in 2007AsecondNationalreportwassubmittedinMarch2007aspartofthestock-takingexercisetobepreparedfortheMay2007MinisterialmeetingwhichwasheldinLondon.Thisreport27 included the main developments withrespecttotheBolognaProcesssince2005.
26 Bologna Process Stocktaking Report from a working group appointed by the Bologna Follow-up Group to the Conference of European Ministers Responsible for Higher Education, Bergen, 19-20 May 2005.
27 Bologna Process National Report: Malta, March 2007.
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forHigherEducation(NCHE)andtheMaltaQualificationsCouncil(MQC).TherewasalsotheintentionoftheMaltaCollegeforArts,ScienceandTechnology(MCAST)tostartofferingfirst-cycledegrees.ThemainlegislativeadvancementwastheEducationAct(2006)whichcontainstheregulationsgoverningHEIsandincludeschapters for theUniversityofMalta,MCAST, ITS (InstituteofTourismStudies)and theNationalCommissionforHigherEducation(NCHE).PrivateinstitutionsarealsoregulatedinthesameAct.
InthesetwoyearstheNationalQualificationsFramework(NQF)waslaunchedon1stNovemberfollowedbyanationwideconsultationperiodofsixmonths,afterwhichtheMaltaQualificationsFrameworkwasofficiallysetupinJune2007.TheNQFwasreflectedinnationallegislation–LegalNotice347–MaltaQualificationsCouncilRegulationsof2005.TheMQCwasintheprocessofestablishingnationaloutcomes-baseddescriptorsofqualificationsinvocationaleducationandtraining,aswellasanupdatedversionofthelevel-descriptorsoftheNQF.
Regardingqualityassurance, theNationalCommission forHigherEducation (NCHE)hadstarted toworktowardsestablishingaNationalQualityAssuranceSystemforHigherEducationinlinewiththeStandardsandGuidelinesforQAasestablishedbytheEHEA.In2007theMQCalsopublishedaworkingdocumentforaQualityAssurancesystemforVocationalEducationandTrainingProgrammesthatfallwithintheHigherEducationsector.Atthesametime,boththeUniversityofMaltaandtheInstituteofTourismStudies(ITS)hadinternalqualityassurancesystemsinplacewhileMCASTwasworkingtowardsaQApolicy.Studentswerereportedtohaveanactiveroleinthegeneralacademic,culturalandsocialaffairsoftheirinstitutions,andtheyoftenexpressedtheiropinioninpublicaswellasdrewupreportsonissuesconcerningchangesanddevelopmentswithinHigherEducation.ItwasreportedthattherewasalsointernationalmonitoringinallprogrammesofstudiesattheUniversityofMalta,MCAST,andITS.TheUniversityofMaltahasbeenanactivememberofENQAwhiletheMQChasbeenMalta’srepresentativeonENQA-VETsinceDecember2006.
ApilotprojectattheUniversityofMaltaresultedinthefirstDiplomaSupplementbeingissuedin2006toafewstudents.ThisDiplomaSupplementwasinfullconformitywiththeEU/CoE/UNESCODiplomaSupplementformat.
MaltaRatifiedtheLisbonConventionon15thNovember2005whenitwastransposedintoMalteselegislationthroughLegalNotice280/2006.WithrespecttotheSupplementarydocuments,all textscompliedexceptfor the code ofGoodPractice in theProvision ofTrans-NationalEducation, the recommendation on theRecognitionofJointDegreesandtheExplanatoryMemorandumtotheRecommendationontheRecognitionofJointdegrees.Recognitionofinformalandnon-formallearningin2007wasontheMQC’sagenda.
Asamatteroffact,inJune2008,MQCpresentedaDraftPolicydocumentontheValidationofInformalandnon-FormalLearningtostakeholders.TheNQFcreatedpathwaysforflexiblelearninginHigherEducationandvocationaleducationandwasbasedonexitpointswhileentrypointsweretobesetbyindividualtrainingproviders.HEIshavebeenalsosettingupguidanceandcounsellingservices.FurthermorethethenMinistryofEducation,YouthandEmploymentstartedofferingloanswithsubstantiallysubsidisedratesaswellassetupaMaltaGovernmentScholarshipSchemeforstudentswithatotalannualgrantof430,000Euro.
2.4 Malta’s position after the stock-taking exercise in 2007When theStocktakingWorkingGroup presented its report to theMinisterialmeeting in Bergen in 2005,Ministersacceptedtherecommendationthatthestock-takingexerciseshouldcontinue.TheyalsoaskedthatafurtherreportshouldbepreparedfortheirmeetinginLondoninMay2007.Thisreport28wasdesignedtocheck the progress that participating countries had made on the aspects of the Bologna Process included in the Bergen Communiqué.
28 Bologna Process Stocktaking Report 2007 Report from a working group appointed by the Bologna Follow-up Group to the Ministerial Conference in London, May 2007.
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Thestock-takingexercise29includedmeasureson12differentindicators,someofwhichwerethesameasthosepresentedin2005whistotherswerenewtothe2007exercise.
Indicator1in2007(sameasindicator6in2005)measuredthelevelofstudentenrolmentinthetwo-cyclesystem.Therehadbeengoodprogress in implementingthefirstandsecondcyclesince2005,even thoughthe indicatorwasmoredemanding in2007.Mostcountrieshad introduced thefirstandsecondcycleofthedegreesystemgraduallyandprogresswassteady.Therewereonlyfourcountriesthathadcompletedlegislationbuthadnotyetimplementedit.Therewasgoodevidencetoconcludethatthisactionlinewouldbefullyimplementedby2010.
23 11 10 4
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number and percentage of countries indicated in each colour category(In 2005, there were 43 countries; in 2007, there are 48)
Fig. 2.3: Indicator 1 - Stage of Implementation of the First and Second CycleComparison 2005-2007
19 12 3 7 2
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37 5 2 1 3
Fig. 2.4: Indicator 2 - Access to the Next CycleComparison 2005-2007
Indicator 2 related to access, had more demanding criteria in 2007 than in 2005. Good progressregardingaccesstothenextcyclehadbeenregisteredsince2005,withmanyofthecountriesmanagingtoimprovesubstantially.Thiswasevidentfromthegreaternumberofcountriesachievingadarkgreenrating.
29 This section of the report is a summary of the document Bologna Process Stocktaking Report 2007 Report from a working group appointed by the Bologna Follow-up Group to the Ministerial Conference in London, May 2007.
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Fig. 2.5: Indicator 3 - Implementation of National Qualifications FrameworkProgress up to 2007
Indicator3wasanewindicator.MostofthecountriesthatwereratedinthegreencategoryhadstarteddevelopingtheirNationalQualificationsFrameworkbefore2005.Somecountrieshadtakententofifteenyearstocompletethisdevelopmentprocessandimplementtheirframeworkfully.Therewasconcernamongstsomeofthecountriesthatitcouldbedifficulttohavenationalframeworksinplaceby2010.Whiletheintroductionoftheprinciplesoftheframeworkinlegislationcouldbequick,thefullimplementationoftheframeworkcouldtakeyears.SomecountriesandinstitutionsconfusedtheframeworkfortheEHEAadoptedinBergenandtheEQFadoptedbytheEuropeanParliamentinApril2008.
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Fig. 2.6: Indicator 4 - National Implementation of Standards and Guidelines for Quality Assurance in the EHEA Progress up to 2007
Close to one-third of the countries had developed a national quality assurance system in line withthe Standards and Guidelines for Quality Assurance in the EHEA whichwasalreadyfullyoperational(green),whileothercountries(light green, yellow and orange)hadstartedworkonaligningtheirqualityassurancesystemswiththeESG.Theindicatorshowedthatinmanycountriestherewasstillalottobedoneandmanygapsstillneededtobefilledinthisarea.
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18 23 5 2
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Fig. 2.7: Indicator 5 - Stage of Development of External Quality Assurance Systems Comparison 2005-2007
Thisindicatorhadchangedsince2005,asthecriteriabecamemorestringent.However,therewasstillsignificantprogressinestablishingsystemsforexternalevaluation,withmanymorecountriesnowinthecombinedgreen/lightgreencategoriesthanin2005.
2007 -
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6 9 14 7 7
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number and percentage of countries indicated in each colour category
Fig. 2.8: Indicator 6 - Level of Student Participation in Quality AssuranceComparison 2005-2007
EverycountryhadachievedsomelevelofstudentparticipationinQualityAssurance,andinmorethantwo-thirdsofcountries,studentswereparticipatinginatleastthreeofthefourlevels.Thisrepresentedasignificantincreasesince2005.
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Fig. 2.9: Indicator 7 - Level of International Participation in Quality AssuranceComparison 2005-2007
The stock-taking results showed that the level of international participation in quality assurancewasstill low,withlessthanaquarterofthecountriesinthegreen category.Thiswasreflectedinthefactthatexternalreviewofqualityassuranceagencieswasstillatanearlystageofdevelopment inmostcountries,sotherecouldnotbeahighpercentageofinternationalparticipationinthisareayet.
The challenge for the futurewas to increase international participation to guarante the internationalacceptance,opennessandtransparencyofqualityassuranceprocessesinallcountries.
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Fig. 2.10: Indicator 8 - Stage of Implementation of Diploma SupplementComparison 2005-2007
Thecriteria toachieveagreenand lightgreencolourwere thesame in2007as in2005,whilst thecriteriaforachievingyellowandorangeweremoredemandingin2007.TherehadbeengoodprogressinimplementingtheDiplomaSupplementsince2005andanoverallprogresswasregistered.
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31 5 1 3 8number of countries in each score category for indicator 9
Fig. 2.11: Indicator 9 - National Implementation of the Principles of the Lisbon Recognition Convention
Manycountriesshowedthattheyhadrecentlyamendedtheirlegislationanddidnothavelegalobstaclespreventing them from applying the principles of the Convention into practice. Some countries also extendedtheapplicationoftheConventionprinciplestoapplicantsfromcountriesthatwerenotpartiestotheConvention.Countrieshadalsoproducednationalactionplansforimprovingrecognition.However,therewerestillproblemsinitsimplementationwithininstitutions.
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27 9 6 6
Fig. 2.12: Indicator 10 - Stage of Implementation of ECTS Comparison 2005-2007
Due tomorestringentconditions to fulfil thedifferent levels, the increase in thenumberofcountriesgaininghighscoreswasrelativelylow,asthisindicatorshows.
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Fig. 2.13: Indicators 11 & 12 - Recognition of Prior Learning and Joint Degrees: number and percentage of countries in each colour category for indicators 11-12
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perceived as being still at an early stage of development in themajority of countries.On the otherhand,inthecaseofindicator12,(jointdegrees),manycountriesstatedthatlegislationallowedHigherEducationInstitutionstoawardjointdegreeswithHigherEducationInstitutionsfromothercountries.
MaLta
> DEGREE SYSTEM <
1. Stage of implementation of the first and second cycle
2. Access to the next cycle
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> QUALITY ASSURANCE <
4. National implementation of Standards and Guidelines for QA in the EHEA5. Stage of development of external quality assurance system
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> LIFELONG LEARNING <
11. Recognition of prior learning
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12. Establishment and recognition of joint degrees
Fig. 2.14: Malta’s Scoreboard on the 12 different Indicators
Maltafaredexcellentinfourindicators,intermsoftheimplementationofthefirstandsecondcycle;access from one cycle to the next; the implementation of ECTS; as well as in establishing andrecognisingjointdegrees.TheratingwasverygoodwithrespecttotheimplementationoftheMaltaQualificationsFramework;internalandexternalqualityassurance;levelofstudentparticipation;andimplementationoftheprinciplesoftheLisbonRecognitionConvention.Theratingwasgoodintermsof the Standards and Guidelines for Quality Assurance for EHEA and international participation and the implementationof theDiplomaSupplement.The indicatorrequiringmost improvementwastherecognition of prior learning.
Between2005and2007,Maltagainedalotofgroundandwasontherighttracktowardsestablishingthestructuralreformsinlinewiththe2010targets.
2.5 Developments up to the National Report in preparation for the 2009 Ministerial meetingThe third national report30ondevelopmentsregardingtheBolognaProcesswassubmittedon28October2008.ThemaindevelopmentssinceLondon2007whichwerehighlightedinthisreport,included:theharmonisationofpostgraduatecourses,secondcycle,qualificationsawardedbytheUniversityofMaltaandthesettingupoftheMaltaQualificationsFramework,whichincludedtheDublinDescriptors.TheNational Commission for Higher Education also worked onQualityAssurance Standards, while theEuropeanUnionProgrammesAgencypromotedmobilityinHigherEducation.
TheUniversityofMaltawasreportedtohaveapprovednewharmonisedregulationsforpostgraduateawards,whilstMCASTwasatthetime,planningtointroducesuchprogrammesin2010.PrivateHigher
30 Bologna Process National Report: Malta, October 2008.
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EducationInstitutionsalsofollowthetwo-cyclesystem.Inthecaseofdoctoralstudiesthesewereonlyonthebasisofindependentresearch.
Areasonablelevelofdialoguewasalsoreportedbetweeninstitutionsandemployersoncurriculumdesign,accreditationandqualityassurance,aswellasuniversitygovernance.MaltawasalsooneofthefewcountrieswhichhadestablisheditsNationalQualificationsFrameworkbasedontheEuropeanQualificationsFrameworkandrespondingtotheDublindescriptors.
The National Commission for Higher Education (NCHE) has since 2007 carried out a review ofall aspects related toQualityAssurancewithin theMaltese Further andHigher Education systemand developed proposals and recommendations on current licensing, accreditation, and QualityAssurance frameworks, taking into consideration national needs as well as the ESG and goodpractice in other countries. There were also developments in quality assurance systems in localHigherEducationInstitutions–namelytheUniversityofMalta,MCASTandITS.AttheUniversityofMaltatheProgrammeValidationCommitteehasbeenestablishedtomonitor,reviewandrecommendprogrammes for approval bySenate. This committee is supportedby theAcademicProgrammesQualityandResourcesUnit (APQRU).AtMCAST,QualityAssurance is supportedby internalandexternalqualityassurancereviews.
TheNCHEreportconcludedthatthereisaweaknationalstructureforexternalQAwhichhasledtothe development of legislation. There is student participation in all levels of Higher Education. The MQCisamemberofENQA-VETwhileNCHEwasgoingtoparticipateinENQA.
TheUniversityofMaltahadbeen issuing theDiplomaSupplement in full conformitywithEU/CoE/UNESCODiplomaSupplementformatforafewyearsandin2008,50%ofthestudentsgraduatinginNovember/December2008receivedtheDS.TheDiplomaSupplementisissuedautomatically,inEnglishandisalsofreeofcharge.TheUniversityofMaltahasbeenpromotingtheDSforgreateruseinthelabourmarketeversinceitslaunch.
The LisbonConventionwas ratified on 16November 2005 and came into force in January 2006.ThesehavebeentransposedintotheNationalLegislationon21November2006bymeansofaLegalNotice280(2006).
TheUniversityofMaltahadalsobeenusingECTSforanumberofyearswhileITSandMCASTwereusingasystemofcreditswhichiscompatiblewithECTS.TheMaltaQualificationsCouncilhadpublishedadraftpolicyontherecognitionofpriorlearningforconsultation.Inthemeantime,theUniversityofMaltastillendorcedthematurityclause,whichallowedpeopleovertheageof23toapplyforadmissiontocoursesbasedontheirworkexperiences.
TheUniversityofMaltahasalsobeeninvolvedintheprovisionandrecognitionofjointdegreesthroughEUprogrammessuchasERASMUSMundus.IthasalsolaunchedJointMastersprogrammeswiththe US.
Theshort-termfuturechallengesidentifiedintheMaltanationalreportincluded:increasing research at the University of Malta by tapping possible funds from all•
resources;strikingabalancebetweenresearchandteachingdutiesofstaffattheUniversityofMalta•
inviewoftheincreasingnumberofstudents.
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promotingfurthergrowthofHigherEducationandfacingdemands intermsofcapacity•
and funding for tertiary education in Malta;cateringforadultlearningwhithinHigherEducation,inviewofanageingpopulation.•
2. 6 Results of the Stock-taking report in 2009The2009stock-takingexerciseinvolvedindicatorstoverifywhethertheoriginalgoalstobeobtainedby2010wereactuallybeingachieved.Themoredemandingindicatorsusedinthisexerciseresultedinaless“green”overallpicturein2009comparedtothetwopreviousstock-takingreportsin2005and2007.
Malta obtained a dark green rating in three indicators. In indicator 1: Stage of implementation ofthefirstandsecondcycle,whichmeans thatat least90%ofall31studentswereenrolled ina two-cycle degree system that is in accordance with the Bologna principles. In indicator 2:Access tothenextcycle,whichmeans thatallfirstcyclequalificationsgiveaccess32 to several second cycle programmesandallsecondcyclequalificationsgiveaccess toat leastone thirdcycleprogrammewithout major transitional problems33. Indicator 8: National Implementation of the principles of the Lisbon Recognition Convention, which implies that the Lisbon Recognition Conventionhad been ratified and there was appropriate legislation complying with the legal framework
of the Convention. The later Supplementary Documents34 have been adopted in appropriatelegislationandapplied inpractice.Consequently thefivemainprinciples fulfilledwhere:applicantshavearight to fairassessment; there is recognition ifnosubstantialdifferencescanbeproven, incasesofnegativedecisions thecompetent recognitionauthoritydemonstrates theexistenceof (a)substantialdifference(s);thecountryensuresthatinformationisprovidedonitsinstitutionsandtheirprogrammes;andanENIChasbeenestablished.
31 “All” = all students who could be involved in 2-cycle system i.e. Not those in doctoral programmes and Not those in short HE programmes. NB Students of All study fields are taken into account.
32 Access : the right of qualified candidates to apply and to be considered for admission (definition used in the Lisbon Recognition Convention).
33 Compensatory measures required for students coming from another study field will not be counted as “major transitional problems”.
34 Recommendation on the Criteria and Procedures for Recognition (2001), Recommendation on the Recognition of Joint Degrees (2004), Code of Good Practice in the Provision of Transnational Education (2001) http://www.enic-naric.net
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MaltaImplementation of degree system1. Stage of implementation of the first and second cycle 5
2. Access to the next cycle 5
3. Implementation of national qualifications framework 4
National implementation of Standards and Guidelines for QA in the EHEA4. Stage of development of external quality assurance system 3
5. Level of student participation in quality assurance 1
6. Level of international participation in quality assurance 1
Recognition
7. Stage of implementation of diploma supplement 38. National implementation of the principles of the Lisbon Recognition
Convention 5
9. Stage of implementation of ECTS 3
10. Recognition of prior learning 3
Fig. 2.15: Malta’s Scoreboard on the 10 different Indicators in the 2009 stock-taking report
Malta features in a light green rating in the indicator concerning the implementation of National Qualifications Frameworks. Thismeans that an NQF compatible with the overarching framework ofqualificationsoftheEHEAhasbeendevelopedandthat:
the NQF includes generic descriptors for each cycle based on learning outcomes and•
competences;theNQFincludesECTScreditrangesinthefirstandsecondcycles;•
allnecessaryarrangements/decisions for implementing the frameworkare inplaceand the•
necessaryformaldecisionsforestablishingtheframeworkhavebeentaken;implementation of the NQF has started; and that•
theagreedself-certificationprocedurehasstarted.•
Maltaobtainedayellowratinginanotherthreeindicators.Indicator4relatestothestageofdevelopmentofanexternalqualityassurancesystemandreflectshowMaltahadaqualityassurancesystemwhichwasinoperationatnationallevel,butdidnotyetapplytoallHigherEducation.Thequalityassurancesystemincludesatleasttwoofthefourelements:self-assessmentreport;externalreview;publicationofresults;andfollow-upprocedures.ItisalsonotedthatnodatehadbeensetforapeerreviewofthenationalQAagency/agencies.Theotherthreeindicatorsratedyellowrelatetorecognitionandshowthatinindicator7:StageofimplementationoftheDiplomaSupplement,MaltahasdevelopedaDSintheEU/CoE/UNESCOformatandinawidelyspokenEuropeanlanguagewhichisissuedtosomegraduatesor insomeprogrammesfreeofcharge.Inthecaseof indicator9:Stageof implementationofECTS,inMaltaECTScreditswerebeingallocatedtoallcomponentsofmorethan75%ofHEprogrammes,enablingcredittransferandaccumulation,butECTScreditswerelinkedtolearningoutcomesonlyinnewlydevelopedcoursesatthetime.Withrespecttoindicator10:Recognitionofpriorlearning,inMalta,
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WhenlookingattheoverallratingforalltheBolognasignatorycountries,itcanbeconcludedthatMalta,likemanyothercountries,hasachievedthetwocyclesystemaswellasaccesstothenextcycle.Malta,eventhoughobtainingalightgreenrating(4)whenitcomestotheNQF,hasshowntobeatamuchmoreadvancedstagewhencomparedtomanyothercountries.Infact,onlysixcountrieswereatamoreadvanced stage than Malta in this area.
nationalguidelinesorpolicy forassessmentofprior learninghadbeenagreeduponoradopted,andwereawaitingimplementation.
Agradingof‘red’wasobtainedonlywithrespecttotwocategoriesunderQualityAssurance.Inindicator5:LevelofstudentparticipationinQualityAssurance,Maltaincludedtheparticipationofstudentsatonlyonelevel(ratherthaninall),fromthefollowing:governanceofnationalbodiesforQA;externalreviewsofHEIsand/orprogrammes:either inexpert teams,asobservers inexpert teamsorat thedecisionmakingstage;inconsultationduringexternalreviews;ininternalQAprocesses;orinpreparationofself-assessmentreports.Withrespecttoindicator6:LevelofinternalparticipationinQualityAssurance,inMaltastructuresandarrangementsforinternationalparticipationwerenotyetclear.Thispositionhastobecomparedtothedarkgreenlevelwhichrequiresinternationalparticipationatfourlevels:withinteamsforexternalreviewofHEIsand/orprogrammes,asmembersorobservers;nationalqualityassuranceagencymembershipofENQAorotherinternationalqualityassurancenetwork/s;inthegovernanceofnationalbodiesforQA;andintheexternalevaluationofnationalQAagencies.
Malta’s placing in the scoreboard in relation to the other Bologna signatory countries
Inthecaseoftheimplementationofthedegreesystem,Maltafaredquitehigh,withadarkgreenrating(5)forboththeimplementationofthefirstandsecondcycleaswellasaccesstothenextcycle.InthecaseoftheimplementationoftheNationalQualificationsFramework,Maltagainedalightgreenrating(4).
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Maltaobtained its lowest ratings in thesectionconcerningQualityAssurance. Itwasratedat level3(yellowrating)withrespecttothestateofdevelopinganexternalqualityassurancesystem.Thelowestrating,redrating,wasobtainedinthecaseofthelevelofstudentparticipationinQualityAssuranceandthe level of international participation in Quality Assurance. This means that Malta needs to improve and advance further particularly and most importantly in this area.
student participation -
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16 12 4 14 2
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Figure 2.17: Summary of rating of countries with respect to national implementation of standards and Guidelines for QA in the EHEA.
WhencomparingMalta’sratingstothoseobtainedbytheothercountries,itcanbeconcludedthatinthecaseofexternalQualityAssurance,Maltawasstilllaggingbehind.Maltaneededtoimproveinvariouscontextsparticularlyinstudentparticipationandinternationalparticipationinqualityassurance.Malta,beingasmallcountrywithonlyonemainUniversityisstillrelativelynewtotheQualityAssurancecultureasinthepastnotmuchregulationintermsofQualityAssurancewasavailable.TheBolognaprocesshasintroducedrequirementsinQualityAssurancewithrespecttowhichtherewerelittleexistingstructurestobuildupon.
InthecaseofRecognition,in2008Maltaobtainedayellowlightrating(3)fortheDiplomasupplementbecauseupto2010,notallgraduatesweregiventheDiplomaSupplementbytheUniversityofMalta.MaltahassincethenimplementedtheprinciplesoftheLisbonRecognitionConventiontothefullandobtainedadarkgreenrating(5).ThestageofdevelopmentofECTSwasgivenalevel3rating(yellowlight)asnotallcoursesattheUniversityofMaltawereusingthiscreditsystem.Developmentswithrespecttotherecognitionofpriorlearningwereratedatlevel3(yellowlight)astherehavebeenimprovementsinMalta’sHigherEducationsystem.However,thisareastillneedstobedevelopedfurther.
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Figure 2.18: Summary of rating the countries’ with respect to Recognition
Accordingtotheseratings,MaltaappearedtobelaggingbehindothercountriesregardingtheissuingoftheDiplomasupplement,asthemajorityofthecountriesissueittoallgraduates.However,all2010graduates of the University of Malta have received the Diploma Supplement automatically and free of charge.MaltahasalsofulfilledtheimplementationoftheLisbonRecognitionConventionlikemostoftheothercountries.RegardingtheECTSimplementation,Maltawaslaggingbehindalsointhisarea.However,theUniversityofMaltahasimplementedECTSinthevastmajorityofcoursesby2010andthusimprovedthesituationsincethestock-takingexercise.Finally,Maltaneedstocatchupinvariousareas including the recognition of prior learning. MCAST has also implemented the maturity clause as another entry route to its courses in order to promote and encourage lifelong learning and address under-represented groups. 2.7 ConclusionThis chapter has traced the reported developments and Malta’s position in implementing the structural changestoreachthetargetsoftheBolognaProcess.TheoverallconclusionisthatalotofworkhasbeendoneandMaltaiswellonitswaytoachievingmostofthetargetssetbytheBolognaProcess.MaltaneedstouptheantemainlyintheareasofQualityAssuranceandrecognitionofpriorlearninginordertobecomeanactive
playeramongst theotherEHEAcountries.Thepublicationof theReferencing Report35 and a proposal fortheclassificationofqualifications36areothermajordevelopmentsineducationlinkingallsectorsintoonestructurereferencedtoboth theDublindescriptorsandto theEuropeanQualificationsFramework.Thiswill placeMaltaat the forefront of theBolognaProcess, helpingHigherEducation inMalta tobecompetitiveandtoreachgovernment’svisionofmakingMaltaaCentreofExcellenceinEducationby2015.
35 Ministry of Education, Employment and the Family, 2009, Referencing of the Malta Qualifications Framework (MQF) to the European Qualifications Framework (EQF) and the Qualifications Framework of the European Higher Education Area (QF/EHEA), Malta: Malta Qualifications Council;
36 Malta Qualifications Council, Classifying Qualifications: A National Awards System Referenced to the Malta Qualifications Framework: a proposal, Malta: Malta Qualifications Council
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Chapter 3:Using ECTS and DS in HEIs in Malta
3.0 IntroductionTwoofthemaindevelopmentsconcerningtheBolognaProcessweretheimplementationoftheECTSand the issuing of the Diploma Supplement to students graduating from harmonised degree courses at the University of Malta.
This chapter will review the significance and implications of these two key tools in promoting aEuropeanHigherEducationAreaandhowstudentsattheUniversityofMaltawillbenefitfromsuchdevelopments.
3.1 The ECTS system and its implementationAcreditsystemisasystematicmethodofdescribingandquantifyinganeducationalprogrammebyattachingcreditstoitscomponents.TheEuropeanCreditTransferandAccumulationSystem(ECTS)isastudent-centredsystembasedonthestudentworkloadrequiredtoachievetheobjectivesofaprogramme;objectivespreferablyspecifiedintermsofthelearningoutcomesandcompetencestobeacquiredbythestudent37.Itmayinvolvefacetofaceteaching,practicalsessionsaswellasperiodsofself-studyorincollaborationwithotherstudents.
Themethodologyof usingECTSwas introduced in 1989,within the framework of theERASMUSinitiative, now fallingwithin the Lifelong LearningProgramme.The use of ECTS has been testedsuccessfullyaswellasadoptedbymanyUniversitiesacrossEurope.ECTShadbeenoriginallysetupforcredittransfer.Itfacilitatedtherecognitionofperiodsofstudyabroadandthusenhancedthequality and volume of studentmobility in Europe. It has eventually been adopted by theBolognaProcessanddevelopedintoanaccumulationsystemimplementedatinstitutional,regional,nationalandEuropeanlevelsforfirstandsecondcycledegreeswithintheEuropeanHigherEducationArea(EHEA).ECTSmakesstudyprogrammeswithintheEuropeanHigherEducationAreaeasytoreadand compare.They can be used across a variety of programmes andmodes of delivery,makingEuropean Higher Education more attractive for students from other continents.
TheEuropeanCommissiondescribedthekeyfeaturesofECTStobethefollowing38:ECTS is based on the principle that the total number of credits in one academic year•
amountsto60credits.Onecreditusuallyamountstoabout25workinghours.Thisamountstothestudentworkloadofafull-timestudyprogrammeinEuropeandisequalto,inmostcases,around1,500to1,800hoursperyear;
Credits inECTSareusually described in learningoutcomesand canonly beobtained•
aftersuccessfulcompletionoftheworkrequiredandappropriateassessmentofthelearningoutcomesachieved.Learningoutcomesaredescribedassetsofcompetences,expressingwhatthestudentsshouldknow,understandorbeabletodoaftercompletionofaprocessoflearning.
StudentworkloadinECTSconsistsofthetimerequiredtocompleteallplannedlearning•
activitiessuchasattendinglectures,seminars,independentandprivatestudy,preparationofprojects,examinations,andsoonandsoforth.
Credits are allocated to all the different types of educational components in a study •
programme(suchasmodules,courses,placements,dissertations,etc.)andreflectthequantity37 European Commission, 2007, European credit transfer and accumulation system (ECTS) Key features38 Ibid.
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relationtothetotalquantityofworknecessarytocompleteafullyearofstudysuccessfully.Studentperformanceisdocumentedbyalocal/nationalgrade.Itisgoodpracticetoadd•
anECTSgrade, inparticular in thecaseofcredit transfer.TheECTSgradingscale ranksthe students on a statistical basis.Therefore, statistical data on student performance is aprerequisite for applying the ECTS grading system.
Implementation by the University of Malta
The Senate of the University of Malta originally approved the University of Malta General Regulations forUniversityUndergraduateAwards in2004whichwerepublishedasa legalnoticeon16March2004.InSeptember200839therewereamendmentstotheseregulationsfollowingotherchangesthatwereeffectedin2005.Article34ofthe2008regulationsstatesthatacreditvalueisassignedtoeachstudy-unit, including timedevoted to tuition,privatestudyandassessment.Onaverage,astudentmightbeexpectedtospend25hoursoflearning,ofwhich5-7hoursarenormallydirectteachingwhena study-unit is imparted in the traditional lecturing mode.
Theregulationsspecifythatcreditcodesassignedforundergraduatecoursesneedtobegivendifferentlevels ranging from0-4. Level0 isconsideredaspre-tertiaryorat foundationorproficiency levelstudy-units.Study-unitsat level1arenormallyofferedinthefirstyearofanundergraduatecourseanditisassumedthatthestudentshaveagenerallevelofeducationatleastmeritingtheawardoftheMatriculationCertificate(level4ontheMQF).Levels2&3study-unitsareusuallyofferedinthesecondandthirdyearsofanundergraduatecourse.Level3creditsmayalsobeofferedinthefourth
year of an undergraduate non-professional course. Lecturers can assume that students have the requiredskillsassociatedwithstudyingattertiarylevel.Level4study-unitsareofferedinthefourthandfifthyearsofaprofessionalcourse.
ThecreditloadingforthedifferentlevelcoursesofferedarestatedintermsofECTScreditsandreflectthe implementationof theBolognaProcess.Theseareshown inFigure3.1.Ascanbenoted, thenumberofECTSassignedtothedifferentfirst-cyclecoursesreflecttheamountofECTSasproposedby theBolognaProcess– rangingbetween180and240ECTSforfirst-cyclecourses. Inaddition,article1,intheglossarystatesthata total of 60 credits are assigned to the study-units that students are expectedtocompleteoveronefull-timeacademicyear.
39 General Regulations for University Undergraduate Awards, Approved by Senate in March 2004 and amended in 2005 and on 18 September 2008, by the University of Malta.
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University Undergraduate Award Requirements
University Certificate 30 credits of which not less than 26 credits not below level 1.
University DiplomaBetween 60 and 90 credits, as specified in the bye-laws for the course, of which not more than 10 level 0 and not less than 56 level 1.
University Higher DiplomaBetween 60 and 90 credits, as specified in the bye-laws for the course, of which not more than 10 level 1 and not less than 56 level 2.
Bachelor180 credits of which not more than 4 level 0, not less than 56 and not more than 108 more or less divided equally between level 2 and 3.
Bachelor (Honours in one area of Study)
(three year full-time professional course)
180 credits of which not more than 4 level 0, not less than 56 and not more than 68 level 1, and not less than 108 more or less divided equally between levels 2 and 3 of which not less than 56 level 3 credits assigned to the area taken at honours.
Bachelor (Honours in two areas of Study)
(4 year full-time course)
240 credits of which not more than 4 level 0, not less than 56 and not more than 68 level 1, and not less than 168 or less divided equally between levels 2 and 3 of which not less than 56 level 3 credits in each of the two areas at honours.
Bachelor (Honours in two areas of Study)
(4 year full-time professional course)
240 credits of which not more than 4 level 0, not less than 56 and not more than 68 level 1, and not less than 168 levels 2, 3, and 4 of which not less than 100 at levels 3 and 4.
Bachelor (Honours) and any other undergraduate award following a 5 year professional course
300 credits of which not more than 4 level 0, not less than 56 level 1, 56 level 2 and a further 168 at levels 3 and 4.
Fig. 3.1: Distribution of ECTS for the different Undergraduate Courses
Atpostgraduatelevel,courseregulations40alsospecifythenumberofECTScredits.Atpost-graduatecertificate level,30credits,ofwhichnot less than25creditsare tobeat level5.Thepost-graduateDiplomaistoconsistof60credits,ofwhichnotlessthan55creditsaretobeatlevel5.ForMasters’degree,thereshouldbe90–120credits,ofwhichnotlessthan80creditsareatlevel5,andincludingadissertationtowhichnotlessthan30creditsareassigned.
TheUniversityofMaltahasalsoimplementedtheframeworkofdescribingECTSintermsoflearningoutcomes.Whenonelooksattheformsusedforcreditcoursedescriptions,thereisasubheadingfortutorstospecifytheintendedlearningoutcomesforknowledgeandunderstandingaswellasforskills(includingtransferableandgenericskills).
40 Legal Notice 120 of 2008 – Malta Government Gazette No. 18,227 – 11 April 2008.
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In2009,MCASTstartedissuingthefirstprofessionaldegrees.ThesewereintroducedasanextensiontotheBusinessandTechnologyEducationCouncil(BTEC)courses,whichMCASThadbeenrunningforthepastyears.BTECisbasedonanequivalentof60ECTSoflearningperyear.Thetop-upprofessionaldegree offered byMCAST is also in linewith the use of ECTS, and the additional year of study isequivalentto60ECTS,whichleadstoadegreebasedonatotalof180ECTS,inlinewiththeBolognamodel. 3.2 Implementation of the Diploma Supplement at the University of MaltaIntheBerlinCommuniqué,MinistersofHigherEducationstatedthat‘every student graduating as from 2005 should receive the Diploma Supplement automatically and free of charge. It should be issued in a widely spoken European language’. They appealed to institutions and employers to make full use of the DiplomaSupplement,soastotakeadvantageoftheimprovedtransparencyandflexibilityoftheHigherEducationdegreesystems,forfosteringemployabilityandfacilitatingacademicrecognitionforfurtherstudies. This set another target for the signatory countries to achieve.
Inorder toprovideacommongeneral format forUniversities toadopt,a templatewasdevelopedbya jointEuropeanCommission -Council ofEurope -UNESCOworkingparty that testedand refinedthe sample. UNESCO-CEPES41 actively participated in the UNESCO/Council of Europe/EuropeanCommissionWorkingGroupandPilotProjectontheDiplomaSupplement.ThemainpurposewasthedevelopmentofanewmodelforaDiplomaSupplementwhichtookintoaccountvariouspracticalnationalexperiences, and thus could better serve as a practical tool to enhance international ‘transparency’and to improve recognition in response to contemporary developments in European Higher Education. The Diploma Supplement was developed to facilitate the implementation of theConvention on the Recognition of Qualifications Concerning Higher Education in the European Region,Lisbon1997.ItwasfurthertestedaspartofthePhareMulti-CountryProject,Recognition of Higher Education Diploma and Study Credit Points across Borders42.AguidebookonthefoundingprinciplesandstructureoftheDSwasdeveloped.
TheDiplomaSupplement(DS)isadocumentissuedoncompletionofaHigherEducationqualificationand aims to improve international ‘transparency’ and facilitate the academic and professional recognition ofqualifications(diplomas,degrees,certificatesetc).Itisdesignedtodescribethenature,level,context,content and status of the studies that were successfully completed by the individual named on theoriginalqualification,towhichthesupplementisappended43.
TheguidelinesproduceddescribethefoundingprinciplesonwhichtheDSwasdeveloped.Theymakestrongrecommendationsconcerningtheprinciplesandgoodpracticebehindeffectivesupplements.TheguidelinesalsoprovideexplanatorynotesandfurtherdetailedadvicetoHigherEducation institutionsthat create supplements.
TheDiplomaSupplementisbasedonsevenmainimportantfoundingprinciplesthatrespectnationalandinternational academic autonomy. The Diploma Supplement is:
41 http://www.cepes.ro/ 42 European Commission, Council of Europe and UNESCO/CEPES, Outline Structure for the Diploma Supple-
ment.43 http://ec.europa.eu/education/policies/rec_qual/recognition/diploma_en.html
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1. A flexible, non-prescriptive tool, capable of adaptation to local needs. It can be used toreplaceoraugmentcurrentapproaches.Existingtranscriptsandexplanatorysystemscanbeintegratedintotheframeworkorbesupersededbyit;2. Adevicethathasnationalandinternationalapplications. Ithasbeendesignedtoaidtheresolutionofinternationalrecognitionproblemsaswellasdomesticones;3. A system to aid recognition for academic and professional purposes. It is potentially useful forallHigherEducation Institutions,professionalbodies,students,employers,publicbodies,governments and citizens;4. An approach which excludes claims and value-judgements concerning equivalence byprovidingsufficientobjectiveinformationtoallowtherecipienttomakehisorherownjudgementsaboutthequalificationinquestion.Itthusfacilitatestheprocesswherebyjudgementsaremadebyautonomousnationalorlocalbodies(academic,professional,governmental,etc).Iteasesthe process of access and recognition;5. Atoolthatshouldbeusedwithsensitivity.Therecognitionofforeignqualificationsshouldbe viewedas a process for the assessment of the competence, experienceand knowledgeacquired,recognisingthat‘fairrecognition’insteadofexactequivalenceshouldbesought.Usersofthesupplementareencouraged,wherepossible,tofocusontheoutcomesofthelearningthathastakenplaceandtomaketheirjudgmentsusingthequalitativeandquantitativeinformationprovided;6. Asetofguidelineshavebeendevelopedinordertoavoidtheinclusionoftoomuchdetailwhich can confuse the user. Thisminimalist approach acknowledges the cost of producingthe supplement and wherever possible encourages reference to other information sourcesthatcouldbeconsulted.However, theDiplomaSupplementshouldprovideall thenecessary information for a judgment to be made without repeated demands for more data;7. An addition to the original credential. The credential should remain unchanged from its normal state(initsapprovedlanguageandtexturalform).TheDiplomaSupplementshouldaccompanytheauthentic credential that certifies theaward. It isnotasubstitute for it.Furthermore, theDiploma Supplement can be used in conjunction with other appropriate documentation,includingcurriculumvitae,etc.ApersonmaywellhaveseveralDiplomaSupplements,eachaccompanyinganindividualqualification44.
TheproposedDSiscomposedofeightsections(Informationidentifyingtheholderofthequalification,Informationidentifyingthequalification,Informationonthelevelofthequalification,Informationonthecontents and results gained, Information on the function of the qualification,Additional information,CertificationoftheSupplement,InformationontheNationalHigherEducationsystem).Informationinalleightsectionsshouldbeprovided.Whereinformationisnotprovided,anexplanationshouldbegiven.
Structure of the Diploma Supplement issued by the University of Malta
TheUniversityofMaltatookupthechallengeofdevelopingitsownDiplomaSupplementandsetupaSenatesub-committeetoworkontheformatwhichtheUniversityofMaltaDiplomaSupplementwastotake.TheDiplomaSupplementwasdevelopedtomakeUniversityofMaltaqualificationsmorereadableandeasilycomparablebothlocallyandabroad,asitgivesaprecisedescriptionoftheacademiccourseandof the competencesacquiredby the student during the studyperiod. It alsoaims togivea fairjudgmentofgraduates’achievementsandcompetencies,tofacilitateaccesstoopportunitiesforworkorfurtherstudiesandlifelonglearninglocallyandabroad,andtofostergraduates’employabilityacrossEurope.
44 Information extracted from European Commission, Council of Europe and UNESCO/CEPES, Outline Structure for the Diploma Supplement.
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recommended in the guidelines:1. Information Identifying the Holder of the Qualification: This section includes information aboutthepersonobtainingthequalificationsuchasname,surname,dateofbirth,andidentitycardnumber;2. Information Identifying the Qualification: This section includes information about thequalification – the level of the qualification, the area of study and the institution issuing thequalification,itslegalstatusandthelanguageoftheDS;3. Information on the Level of the Qualification: The third part of the DS provides information onthelevelofthequalification,thedurationofthecourseofstudiesfollowedaswellastheentryrequirementstofollowthesaidcourse;4. Information on the Contents and Results Achieved: Thisfieldprovidesinformationonwhetherthestudywasonafull-timeorpart-timebasis,thedifferentcomponentsofthecourse,thecredits followedandgradesobtained,anexplanationof thegraderatings, the titleof theawardachieved,theclassificationandthedateofawardofthequalification;5. Information on the Function of the Qualification: This section provides information on the eligibilityoftheindividualforfurtherstudy,aftertheawardingofthesaidqualification,aswellastowhatprofessionalwarrant/affiliationitprovidesaccesstoinMalta;6. Additional Information: This section provides background information on whatcompetencesandjobresponsibilitiesthequalificationawardedallowstheindividualtopractice.OtheradditionalinformationusuallyincludesrelevantwebsiteswhichwouldhelpthosereadingtheDSand,areunfamiliarwith theeducationalstructure inMalta, toconsultwebsiteswhichprovidefurtherinformationonthelevelandtypeofqualificationawarded;7. Certification: ThisfieldincludestheofficialsignatureandstampfromtheUniversitytomaketheDSanofficialdocument8. Information on the National Higher Education System: ThisfinalfieldprovidesfurtherinformationabouttheHigherEducationsysteminMalta.
The first fewDiplomaSupplementswere issued in the 2006Graduation as a pilot project. In 2007theUniversityofMaltaawarded theDiplomaSupplement toover200graduates45 in the Bachelor of Engineering(Honours),BachelorofScience(Honours)inInformationTechnology,BachelorofEuropeanStudies,BachelorofEuropeanStudies(Honours)andBachelorofPsychology(Honours)courses. InNovember/December2010,theUniversityofMaltaissuedtheDiplomaSupplementautomaticallyandfree of charge to all the students graduating from the University of Malta.
3.3 ConclusionThis chapter reviewed the state of development regarding the implementation of theECTSand theDiplomaSupplementinMalta,mainlyattheUniversityofMaltaandMCAST,whichalsostartedissuingdegrees in 2009.TheUniversity ofMalta has now fully implemented the publication of theDiplomaSupplement forall itsgraduates,andhas implementedtheECTSsystemtoalmostallof itscoursesoffered.
Nevertheless,onemustnotforgetthatinMaltathereareotherHigherEducationInstitutions(includingprivate institutions) which offer tertiary education, even if they act as representatives of foreignUniversities.TherecentpublicationsregardingthereferencingofqualificationsandtheclassificationofqualificationsbytheMaltaQualificationsCouncil(MQC)areastepforwardtowardsensuringthattheseinstitutionsalsokeepinlinewiththeBolognaProcessinitiativesandtargets.
45 (http://www.um.edu.mt/newsoncampus/features/archive/europassdiplomasupplement)
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Chapter 4: Achieving Quality in HE Institutions The State-of-Play
4. 0 IntroductionApress release issued by the thenMinistry of Education,Youth andEmployment in January 2008,highlightedhowGovernment’s vision of developing Malta into an international centre of excellence in further and higher education by 2015 requires a modern regulatory environment that ensures sectoral growth and promotes high quality standards. The Government believe (d) that the necessity of quality assurance, accreditation and licensing (was) not an option but a pre-requisite for such a vision46.
It is tobenotedthat theneedtoensurequality inHigherEducation isnotanewconcept forHigherEducation in Malta. The University of Malta has a long term history of forms of quality assurance through theuseofexternalexaminersandperiodic reviews.Since2009MCASThasalsostarted tooffer professional degreeswhichalso need to bequality assured.TheBolognaProcess, inworkingtowardsensuringqualityacrosstheEuropeanHigherEducationArea,hashighlightedtheimportantroleofqualityassurance.ThishasbroughtwithittheneedforfurtherregulationatNationallevel,aswellastheimplementationofstructuresforqualityassurancewithinHigherEducationInstitutionsinMalta.Thischapterwillreviewthechangesthathavetakenplaceatanationallevel.Itwillthenmoveontoconsidertheprovisions forQualityAssurancedevelopedwithin localHigherEducation Institutions,mainly theUniversityofMaltabutalsoMCASTandtheInstituteofTourismStudies.
4.1 Regulation of Higher Education Institutions at National LevelThemaininitiativeinnationalregulationofHigherEducationwasthesettingupoftheNationalCommissionfor Higher Education (NCHE). The NCHE was established in 2006 to consult and advise Governmentthrough the Minister responsible for Education, to engage in a structured dialogue with all institutions,and inform thepublic on issues relating to sustainable development of the further andHigherEducationsectors tomeet theneedsofsociety.Thefirst interimCommissionwasnominatedon3February200647.
TheNationalCommission forHigherEducationhas themission topromote “moreandbetter furtherandhigher education to empower studentswith knowledgeand skills for their future”. It is entrustedwith thefurtheranceandexpansionofHigherEducationtomeeteducationrequirementsadoptedbythegovernment.
The main functions of the NCHE are:To develop a forum for structured dialogue amongst all stakeholders;•
Toappointaninternationaladvisorypanelofexperts;•
Tocollectdata,statistics,financial,audit,andotherreportsofallFurtherandHigherEducation•
institutions;To maintain an updated register of authorised and accredited institutions and programmes •
availableinMalta;Topublishthefollowingannualreviews:•
National Strategy for Further and Higher Education;o KeyPerformanceIndicatorsontheFurtherandHigherEducationsectorsinMalta;o Benchmarking performance against international developmentso 48.
46 Ministry of Education, Youth and Employment, 11 January 2008, A quality assurance framework for Further and Higher education in Malta.
47 www.nche.gov.mt/page.aspx?pageid=52 48 http://www.nche.gov.mt/
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lTaIn2006-2007,theareasthatwereapriorityandthatshapedNCHE’sactivitieswerethefollowing:
Putting forward recommendations to theMinister forEducation fora framework for•
licensing,accreditationandqualityassuranceinlinewiththeStandards&GuidelinesforQualityAssuranceintheEuropeanHigherEducationAreawithintheBolognaProcess.
Contributing towards the development and launch of theMaltaGovernmentScholarship•
UndergraduateSchemein2007thatsupportsMaltesestudentsundertakingfirst-degreestudiesin non-state Higher Education providers and complements the MGSS Scheme for post-graduate studies.
Working tosubmit its recommendations to theMinistry forJustice&HomeAffairson the•
admittance of third country nationals for the purpose of carrying out scientific research that becamealegalnoticeincorporatedasanamendmentintheImmigrationActin2008.
Addressing the need to revise the governing structure of state-funded institutions and •
reviewthefundingframeworkwithinwhichstateinstitutionsoperate.
In2007,NCHEfocusedontheprovisionofqualityassuranceandlicensingofeducationalinstitutionsin Malta. It produced a report49 which outlined recommendations for a new licensing, accreditationandqualityassurance framework,applicable toallpublicandprivateprovidersof furtherandHigherEducationand theirprogrammes.This frameworkwasconsideredapre-requisiteandahallmark forgovernment’svisionofdevelopingMaltaintoaninternationalcentreofexcellenceinfurtherandHigherEducationby2015.Inreviewingthelocaleducationsystem,thereporthighlightedthatatfurthereducationlevel[MQFLevels1-5,includingsixthforms,theMaltaCollegeofArts,ScienceandTechnology(MCAST)andtheInstituteofTourismStudies(ITS)];providerswerecurrentlyoperatingunderanumberofdifferentprovisions.ThiswasthecaseforalllevelsofeducationprovisionfromcompulsorytoHigherEducation.Itwasarguedthattherewasaneedforareforminthissectorandthefollowingimprovementswereproposed:
developmentof criteriaandconditions togranta licence topublicorprivateprovidersof•
further or Higher Education;a link between the granting of a licence and the requirement for providers to•
have institutional accreditation, and accreditation of all the programmes they offer;thecarryingoutofregularreviewsofthequalityofthefurtherorHigherEducationservices•
offeredbyproviders,inorderforthelicencetocontinuetoapply;alicencestructure,whichcategorisesthetypeandlevelofprovisionalicenseeisauthorised•
toofferandaward;andtherequirementforprogrammesofferedtoleadtorecognisedqualifications• 50.
TheReportemphasisedthatthenewframeworkneededtoincludecrucialelementsofaccreditationandqualityassurance,whichwerelistedas:
asystem for carryingout institutionalaccreditationofprovidersof (general, vocationalor•
professional)furtherorHigherEducation,whetherpublicorprivate;asystemforcarryingoutaccreditationofprogrammesofferedbythesameprovidersata•
Further and Higher Education level;a system to verify and endorse the integrity of foreign accreditation and the quality assurance •
ofprovisionofprogrammesleadingtoforeignqualificationsinMalta;andaformalbasisonwhichtodeterminewhichforeignproviderstoattracttoMalta.•
49 A Quality Assurance Framework for Further and Higher Education in Malta, December 2007, Report by the National Commission for Higher Education to the Minister of Education, Youth and Employment.
50 A Quality Assurance Framework for Further and Higher Education in Malta, December 2007, Report by the National Commission for Higher Education to the Minister of Education, Youth and Employment. p.12
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BasedontheneedforbetterregulationoffurtherandHigherEducation,thereportputsforwardaproposalforanew frameworkaimedatqualityassurancebasedon theStandardsandGuidelines forQualityAssuranceintheEuropeanHigherEducationArea(ESG).Theproposedqualityassuranceframeworkaimstofostera‘qualityculture’,toimprovethequalityofeducationofferedtostudents,toprovideameansofaccountabilityfortheuseofpublicfunds,andmakeavailablereliableinformationaboutthequalityofprovidersandtheirprogrammestostudents,employersandthepublic.
NCHEproposedthefollowinginitiatives:setting up a competent authority for granting licences;•
different licence categories and associated costs; •
a streamlined application process for a licence; •
recognition of accreditation agencies; •
standardsandcriteriaforlicenceholders,accreditationagencies,internalandexternalquality•
assuranceevaluations,theaccreditationprocess,decisionsandreports;appropriate appeals procedures; and •
cooperation in quality assurance and accreditation at an international level.•
The framework proposed four elements: adequate internal quality assurancemechanisms; externalquality audits to verify these internal mechanisms; accreditation decisions based on the results ofexternalaudits;andthegrantingofalicenceuponattainmentofaccreditation.Externalqualityauditsaretobecarriedouteveryfiveyears.
Itwasrecognisedthattheframeworkwouldbebeneficialtostudentsseekingtohavetheirqualificationsrecognisedinternationallyandwithinthelocallabourmarket,tolocalandforeignprovidersoperatinginMaltaandtoprovidersofferinghome-grownprogrammesoverseas.
TheNCHEreporthighlightshowtheproposedframeworkwillensurethatMalta’sreputationforexcellentfurther and Higher Education provision is safeguarded and that investment in quality private provision is an integral part of a strategy to increase further and Higher Education activity in the future.
4.2 Quality Assurance at the University of MaltaTheUniversityofMaltahasalsobeen takingmeasures to improve itsprovisionofqualityassuranceinlinewithdevelopmentsanddemandsoftheBolognaProcess.In2007,itestablishedtheAcademicProgrammesQualityandResourcesUnit(APQRU)andtheProgrammeValidationCommittee(PVC).
TheProgrammeValidationCommittee(PVC)isastandingsub-committeeofSenateandhasreplacedtheSenateSub-CommitteeonApprovalofCoursesandRegulations.ThemainfunctionsofthePVC,composedofacademicmembersofstaffnominatedbyRector,are:
toprovidequalityassurancemechanismsacceptabletoSenateandappropriateforinternal•
andexternalauditpurposes;to ensure that academic programmes are of appropriate standard; •
to ascertain the validity of the programmes on offer; and •
toensureoptimaluseofavailableresources.•
ThePVC isassisted in its taskby theAcademicProgrammesQualityandResourcesUnit (APQRU)whichalsoprovideson-siteandoff-siteassistancetodepartmentsandfaculties,institutesandcentreswith regard tovalidationprocedures.APQRUisdedicated to the facilitationofqualityassuranceandimprovementactivities intendedtopromoteacultureofcommitment toexcellence in theprovisionofacademic services.
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assistthePVCinthevalidationofnewprogrammesandstudy-units;•
provideon-siteandoff-siteassistancetofaculties,departments,institutes,andcentreswith•
regard to validation procedures; assistthePVCinitsroleofprovidingqualityassuranceandimprovementmechanisms,and•
of ensuring that academic programmes on offer at the University of Malta are of the appropriate academic standard;
developandreviewqualityandenhancementprocedures;•
tracktheimplementationofrecommendationsarisingfromreviewprocesses;•
analysetheoutcomesofreviewprocessesataninstitutionallevel;•
disseminategoodpracticearisingfromreviewprocesses;•
ensure that thestudentexperienceandenhancementof thatexperience isaparamount•
priority at the University of Malta; developandimplementpolicywhichenablestheUniversitytoassureitselfofthequalityand•
standards of programmes on offer; assist the PVC in its role of ensuring optimal use of available resources; and•
helptheUniversityprepareforexternalscrutinyandreview• 51.
Amongthereformsbroughtaboutbythesettingupofthisnewstructure,isthesystemforthevalidationofnewprogrammesofferedbytheUniversityofMalta.Thisnewprocessensuresthatstandardsandqualityare kept across all programmes of studies and at all levels at the Alma Mater. This is a key mechanism bywhichtheUniversityestablishesacademicstandards,ensuringthattheacademicrationalefornewprogrammes is fullyexposedandunderstood; the requirements forstudents toachieve the intendedlearningoutcomesareclear; and resourcescanbeprovided todeliver theprogramme tostandardsmatchingthoseatinternationallevelsandacceptabletotheUniversity.ThevalidationprocessalsoaimstoascertainthatproposedprogrammesareinlinewiththeUniversityofMalta’soverallvisionandstrategyandthattheyareresponsivetomarketdemands.Theprocedurefortheapprovalandvalidationofnewprogrammesisdesignedtoberigorousandeffective,whilstalsoencouragingappropriateinnovation.
Overview of the ProcessAcademicprogrammeplanninginvolvestwostages.ThefirststageconcentratesonthepracticalityandfeasibilityoftheideageneratedwithintheoverallvisionandstrategyoftheUniversity.Thesecondstagefocuses on the design and detailing of the academic programme. First Stage Approval
Step 1• :ProgrammeOriginators/DepartmentssubmitStage1toAQPRU-proposalformtoprovidepreliminarydetailsoftheproposedprogramme.Theproposalformmustbesubmittedat least 12 months prior to the intended commencement of the proposed programme. APQRU providesprogrammeoriginatorswithanyassistancewhichmayberequiredinthecompilationof such preliminary details;
Step 2• :APQRUreferstheproposalformtothePVCforpreliminaryapproval,ifinlinewithrequirements; or to the programme originators for amendment as necessary;
Step 3• : PVC refers to Senate for “In-principle” approval or returns the proposal to the originators for amendment;
Step 4• : Ifadditional fundsare required to run theproposedprogrammeofstudy,Senaterefers to Council for approval;
Step 5• :Programmedevelopment can continue subject toCouncil approval for additionalfunding(whenrequired);
Step 6• : If “In-principle”approval isgivenbySenate,andnosignificantadditional fundsarerequired,SenateadvisesAPQRUtoinformprogrammeoriginatorstomoveontotheapprovalphase.
51 http://www.um.edu.mt/apqru/programmevalidationcommittee
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Second Stage ApprovalStep 7• :APQRU liaiseswith programmeoriginators andOfficers in charge to submit the
Stage2proposalformbyagivendeadline;Step 8• :ProposalformissubmittedtoBoardofFaculty,InstituteorCentreforapproval;Step 9• :Proposalformtogetherwithdetailedstudy-unitapprovalformsforallnewstudy-units
listedintheprogrammearesubsequentlyforwardedtoAPQRU;Step 10• : Ifalldocumentation issubmitted in linewithrequirements,APQRUforwardsthe
proposal form to the PVC for recommendation;Step 11• :PVCsubmitsitsrecommendationtoSenateforconfirmationoffinalapproval.
COUNCIL(If financial approval
is required)
PROGRAMMEVALIDATIONCOMMITTEE
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Fig. 4.1: Summary of the Procedure for the Validation of Programmes at the University of Malta.
ThefacultiesfillingintheStage1proposalformneedtoprovidedetailsofthelistofcreditsaswellasfinancialbreakdownofexpenses.Italsoprovidesspaceforrecommendationofexternalreviewersshould thePVCwant to have feedback.The stage 2 proposal form requests that the coordinatoridentifiesthelearningoutcomesforthecourseaswellasapprovalfromFacultyBoard.TheprocedureshowshowtheUniversityofMaltahasbeenworkingtowardsconformingtorequirementsashighlightedbytheBolognaProcess.
Student FeedbackAPQRUhasalsobeenworkingonincreasingtheparticipationofstudentsintheevaluationprocessofitstrainingprovision.Students,asthemainkeystakeholders,playacriticalpartintheevaluation,development and enhancement of the quality of this learning experience. The Bologna Processhas put an increasing emphasis on the need for involvement of students in the quality assurance of Higher Education52.Studentfeedbackonstudy-unitshastheobjectiveof:providingstudentswith
52 http://www.um.edu.mt/apqru/studentfeedback
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academicprovisioninrelationtotheexpectationsofstudents;andprovidingfeedbacktolecturersinordertoimprovedeliveryand/orcontentofthestudy-unit.
Feedbacktakesplacebyinvitingstudentstocompleteanonlinefeedbackform,onananonymousbasis,towardstheendoftheselectedstudy-unitprogrammes.Thisprocessoccursonatwice-yearlybasis:towardstheendofthefirstSemester,inJanuary,andtowardstheendofthesecondSemester,inJune.Feedbackiscollectedafterstudentshavebeenassessedonthatparticularunit,butpriortothepublicationofresults.
Thestudentfeedbackformfocusesonthefollowingissues:General questions on the study-unit;1. Comparisonbetweenstudy-unitdescriptionandactualdelivery;2. Lecturing methodology; 3. Lecturerattributes;4. Method of assessment; 5.Administration and resources; and 6. Any additional comments.7.
Notallunitsareevaluatedeachtimebutagoodnumberarereviewedafteraperiodoftime.Resultsof the feedback process are made available to the lecturers of the study-units concerned, theHeadsofDepartmentsandtheRector,andareasforappropriatefollow-upactionareidentifiedandcommunicated to theDepartments.The feedback is thenused for further improvementof trainingprovision.Thisissummarizedinthefigurebelow:
(a) (b) (c) students interpretation communication provide & analysis of of results to feedback results rector etc.
(f) (e) (d)Programme Follow-up Identificationof review action by areas for action departments
Fig. 4.2: Summary of Student Feedback Cycle53
APQRUisalsocurrentlyinvolvedinthedevelopmentofamethodologytobefollowedfortheregularreviewofprogrammes.Theintentionisthatprogrammesaretobereviewedeverynumberofyearssothattheyareupdatedtoensuretheirrelevancetothelabourmarketaswellastoensurethatqualitytraining is provided.
Assessment ProceduresThe University of Malta has also implemented changes in the assessment procedures in order to increasequalityassuranceintheprocess.Alegalnotice,partoftheEducationAct,waspromulgated
53 http://www.um.edu.mt/apqru/studentfeedback
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in 2009 and amended in 201054 to ensure these standards for assessment across University.
TheregulationsspecifythatthereshouldbeaBoardofExaminersfortheassessmentofeachStudy-Unit.TheBoardofExaminers is tobesolely responsible toSenate fordetermining themarks tobeawardedtoeachstudent.TheBoardofExaminersisalsoappointedbySenateontherecommendationoftheBoardandiscomposedoftheHeadoftheDepartmentacademicallyresponsiblefortheStudy-Unitconcernedtoactaschairman,theexternalexaminerwhenoneisappointed,andnotlessthantwootherexaminersincludingthelecturerortheStudy-UnitCoordinator.IncaseswheretheHeadofDepartmentisalsoresponsiblefortheteachingoftheStudy-Unit,theHeadmaydelegatethechairmanship.
The regulationsspecify that theBoardofExaminers,collectively, is responsible for: thepreparationoftheAssessmenttoensurethatitmeetstherequirementsandobjectivesoftheStudy-Unitandthatitcovers thesubjectcontentspecified in theStudy-Unitdescriptionorsyllabus;andthecorrectionofscriptsandthemoderationandawardofthefinalmarks.
TheChairmanhastheresponsibilitytoensurethattheprocessofexaminationisconductedproperlyandinatimelymanner;wherenecessary,toengageindiscussionwithmembersoftheBoardofExaminerswithaviewtoagreewiththeassessmentquestionsandmarkingscheme;andconveneameetingoftheBoardofExaminerstoreviewandagreeresults,providedthataDepartmentmayagreethattheBoardsofExaminersofallorofselectedstudy-unitsareconvenedatonemeetingduringwhichtheresultsofthestudy-unitsconcernedarediscussed.InsuchcasestheresponsibilityofagreeingtheresultsofeachStudy-UnitremainssolelywiththemembersoftheBoardofExaminersappointedforthatUnit.
ThelecturerorStudy-UnitCoordinatorisresponsibleforsettingupthequestions,themarkingscheme,and/oranyotherAssessmentcriteriaasappropriate,providedthatwhenaUnitistaughtbymorethanone lecturer, theStudy-UnitCoordinator is responsible for the production of theExamination paper,includingthegatheringofquestionsfromtheindividualexaminers/auxiliaryexaminers,thewritingoftherubricandallothermattersrelatedtotheproperproductionoftheExaminationpaper.
InthecaseoftheAssessmentofstudents’performanceoveraperiod(notassessedthroughawrittenExaminationorwrittenassignments),suchasplacementsandotherStudy-Unitsinvolvingtheassessmentofanumberofstudentsoveraperiod,thatdoesnotrenderitpossibleorpracticableforthemembersofaBoardofExaminerstoassessallthestudentsconcerned,theBoardmayappointasmanyauxiliaryexaminersasnecessarytoparticipateintheAssessment;eachstudentistobeassessedbyatleasttwoexaminers,whethermembersoftheBoardofExaminersorauxiliaryexaminers.IndividualexaminersassessstudentsaccordingtothecriteriasetbytheBoardofExaminerstowhomtheyshallberequiredtosubmitareportoneachstudent.TheBoardofExaminersthenmay,atitsdiscretion,examineorre-examineanystudent.ThefinaldecisionsaretakenbytheBoardofExaminersafterhavingconsideredthereportsoftheindividualexaminersandprovidedthatanystudentdeclaredtohavefailedwouldhavebeenseenbyatleasttwoofthemembersoftheBoardofExaminers,normallyincludingtheExternalExaminerifoneisappointed.
Inthecaseofadissertationorasimilarproject,SenateappointsaBoardofExaminersforeachstudent.TheHeadoftheDepartmentconcernedorhisdelegateisappointedchairmanoftheBoardofExaminers.ThechairmanhastheresponsibilitytoensurethatappropriateAssessmentcriteriaandproceduresareused in the Assessment of dissertations. 54 Government of Malta, 2010, Education Act (Cap.327) University Assessment Regulations, 2009, Legal Notice
274 of 2009 – Malta Government Gazette No. 18,497 – 20 October 2009 And amended by: Legal Notice 353 of 2010 – Malta Government Gazette No. 18,620 – 16 July 2010, Legal Notice 399 of 2010 – Malta Government Gazette No. 18,637 – 27 August 2010, Legal Notice 472 of 2010 – Malta Government Gazette No. 18,665 – 2 November 2010
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programmesofstudyindegreeCourses.Whenappointed,ExternalExaminersaretobemembersofeachBoardofExaminersofcompulsoryfinalyearStudy-Unitsofanundergraduateprogrammeofstudy,orofasubject inaNon-ModularCourse,andalsomembersoftheAwardClassificationBoardoftheCoursethatincludestheprogrammeofstudyforwhichtheyareappointedasExternalExaminers.
ExternalExaminers,normallynon-visiting,areappointedfortheexaminationofanypostgraduatedissertation,towhich30ECTScreditsormoreareassigned.VisitingExternalExaminersarealwaysappointedfortheexaminationofdoctoralstudents.CopiesoftheExternalExaminers’reportsshallbekeptattheFacultyandshallbemadeavailable forqualityassurancepurposesaswellas toExternalExaminersappointed later.
ItcanbeseenhowtheUniversityofMaltahasbeenworkinghardinordertoincreaseitsqualityassuranceproceduresintheprocessofstudentassessmentandfulfillingqualityassurancestandardsasspecifiedandemphasisedwithintheBolognaProcess.
4.3 Quality Assurance in other Higher Education InstitutionsOtherHigherEducationinstitutionsinMaltaarealsoawareoftheimportanceofqualityassurance.ThispartofthechapterwillreviewtheQualityAssurancestructuresthatareinplaceatMCASTandITS.
Malta College of Arts, Science and Technology (MCAST)The strategic plan of MCAST refers to quality assurance directly and stated that it aims to develope a single coherent internal quality assurance framework across all MCAST courses and providing,facilitating, and responding to external quality assurance. It puts forward the argument thatMCASTcanonlyensurehigh levelprovisionofeducationand trainingby taking internalandexternalqualityassurance initiatives55.TheInstituteofTourismStudieshasalsofocusedonqualityassurancebysigningaqualityassurancepolicyundertheresponsibilityoftheChairman.
ThemainqualityassuranceprocedureswithinMCASTrespondmainly to thedemandsof theBTECqualifications forwhichmanyof thestudentsatMCASTareprepared for.This requires thatMCASTfulfilsEdexcel’srequirementstobeaninternationalcentreforBTECaswellasfortheBTECcoursesthat ifoffers.MCASThasbeen recognisedasaCentreofExcellencebyEdexcel for itsoutstandingperformance in the delivery of vocational education and training56. Edexcel introduced this award toencouragecentres tostrive towards thisstatusandenhance thequalityofvocationaleducationandtrainingaroundtheworld.Asaninternationalcentreofexcellence,MCASThasjoinedaneliteclub,withonly5othercentresintheworldhavingachievedthisrecognition.
Centres operating under the terms of the Edexcel Licence Agreement areresponsibleforallocatingandremuneratingtheirownexternalexaminersforHigherNationals.TwokeyprocesseswhichensurethequalityofBTECqualificationsaretheuseofexternal and internal verification.
EdexcelemploysExternal Verifiers (EVs)toprovideexternalqualityassuranceofallitsqualifications.ExternalVerifiershavetwomainroles;toensuretheconditionsrequiredforprogrammeapprovalhavebeenmaintainedandthatallclaimsforcertificationarevalid.TheExternalVerifiervisitsanInternationalcentretwiceayearandauditsasampleofall learnerevidence.BTECcentresmusthavesystemsinplacethatmakesuretherequirementsofthequalificationarebeingmetandthatalllearnerworkmeetsthestandardssetoutbytheawardingbody.
55 MCAST, 2006, Strategic Plan 2007-09: The Malta College of Arts, Science and Technology, a new era, a College with a clear focus Vocational Education and Training that supports the Changing Economy.
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Externalverification57istheprocessbywhichEdexcelmonitorsthestandardsonallBTECcoursesineveryinternationalcentre.Theexternalverifierwillbea‘criticalfriend’tothecentre,providingadviceonwaysinwhichtheprogrammecanbeimproved.AcentremustmeettheBTECstandardsforeachcoursebeforecertificationcantakeplaceandtheexternalverifierwillsampleassessmentstoensurethatstandardshavebeenmet.
Normally,twoonedayvisitsoccureachyearpersubjectarea.Externalverificationwillneedtoallow for followupworkifremedialactionisrequiredbytheExternalVerifierbeforecertificationcanbeallowed.
To quality assure the assessors’ decisions; each centre must appoint an Internal Verifier (IV)whowillusuallybeastaffmember.TheInternalVerifier’sroleiscrucialtoensuringthatallassessmentdecisionsareaccurateandfairandthattheycontinuetobesothroughouttheyear.TheSeniorManagementTeamshouldincludeamemberwithresponsibilitiesformanagingquality.58
InternalverificationprovidesthevalidityofeveryBTECcertificateissued.PartoftheInternalVerifier’srole is to assure standards. This includes:
validatingassessors’judgements(includinggradingdecisions)againsttheBTECstandards;•
ensuringconsistentjudgementsacrossalltheassessmentteam;aswellas•
ensuring that learners have equality of opportunity.•
TheInternalVerifierisalsoresponsibleforreviewingallassignments,includingpracticaltestsandtocheckthattheaimsandoutcomesrelevanttothestudy-uniti.e.whethertheyareclearandeasilyunderstoodbylearners;whethertheyproposerealistictimescales,andwhethertheassessmentrequirementsareclear.
TheInternalVerifieralsomaintainsconsistencythroughouttheyearagainstqualificationspecificationsmeansbyestablishing clear systemsandprocesses for checkingassessors’ decisions.This canbeachievedthroughthreedifferentways:samplingassessmentdecisionswheresamplesofall typesofassessment are taken for moderation; monitoring assessment practice to ensure that all procedures are followed;standardisingassessmentjudgements;ensuringthatlearners’needsandequalopportunitiesarerespected;andmanagesassessmentresources.TheInternalVerifieralsomanagesthequalityofprogrammedeliverytoensureassessmentresources,includingpersonnel,areeffectivelydeployedandtoprovidealinkbetweenthecentreandEdexcel.
The InternalVerifierhas tobean integral part of the organisation’s quality procedures and manuals and reports directly to the Quality Manager of their organisation on all aspects of the centre’s BTEC programme.TheInternalVerifieralsoactsasalinkbetweenthecentreandEdexcel.
MCAST has appointed a person as Director Quality Assurance and who is the Quality AssurancenomineeresponsibletoforeseetheoverallqualityassurancepoliciesacrossMCAST.ThenominationoftheinternalverifierforthedifferentBTECcoursesfallsundertheresponsibilityoftheDirectorsofthedifferentinstitutes.DuetothedemandthattheBTECprocessesmake,thelogisticsandimplementationfallwithintheresponsibilityofthedeputydirector.ThereisinsistencethatallprocessesarerecordedandthatallthestandardsassetbyEdexcelarerespected.Differentcoursestendtohavedifferentinternalverifiersduetothenatureofthecontentofthecourses.WhenEdexcelsendsitsexternalverifiers,ithasthefreedomtochooseinwhichareaofexpertiseandwhatrecordeddataandprocessestocheck.ThereareusuallytwoannualvisitsfromanexternalverifiertoMCAST59.
57 Edexcel, BTEC International, Signposts to quality.58 Edexcel, BTEC International Internal Verification A Guide for Edexcel International Centres.59 Information obtained from the Quality Assurance nominee at MCAST.
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ItistheInstitute’smissiontobethe highest quality provider of vocational education60. The Quality Assurance Manualdevelopedbytheinstitutereflectsitscommitmenttoensuringeffectivevocationaleducation.Inordertoachievethis,ITShasbeenworkingondevelopingpoliciesandproceduresformonitoringandimprovingquality.Theareastargetedinclude:curriculummonitoringandreview;internalvalidation;operationalguides;studentfeedback;andcomplaintshandling.
TheDirectorofTourismandtheDirectorGeneralareresponsibleforestablishingaqualityculture.However,thestrategydevelopedincludesparticipationofallthestaffaswellasotherstakeholders,amongthemthestudents themselves.
Thesystemadoptedinvolvesaperiodicperformancereviewandself-assessment.Focusison:theinstituteanditsmission;teachingandlearning;students’achievements;curriculumcontent,organisationandmanagement;studentsupport;resources;qualityassurance;andmanagement.AnInternalAuditQualityteamisresponsibleforinspectingareasandprocedures,andensuringthatsystemsareinplaceandinuse.
TheProgrammeReviewBoard(PRB)isresponsibleforgatheringdataontheoperationofthecourse,studentfeedback and performance. Together with the Governors’Advisory Sub-committees, it is responsible forensuringappropriateconsultationwithindustry.ThePRBisresponsibleforproducingthreereports,oneatthebeginningoftheacademicyear,oneinFebruary/Marchandoneattheendoftheacademicyear.ProgrammevalidationfallsundertheresponsibilityoftheDirectorGeneralwhogivesinternalapproval.ChangesaredealtwithbythePRBandtheDeputyDirector,beforetheyaresubmittedtotheDirectorGeneral.ProceduresforstudentappealareincludedasanannextotheQualityAssuranceManual.
TheInstituteStrategicPlanisproducedbytheDirectorGeneralandapprovedbytheBoardandcoversathreeyearperiod.Progressinthestandardsidentifiedaremonitoredthroughtheuseofspecificperformanceindicatorswhichare:achievementofbudgetarytargets;studentnumbertrends;studentcontinuation;learninggoalsandqualifications;attainmentofexternalawards;operationalplanachievement;studentprogression;externalverification;complainthandling;andstudentsurveys.
Standards for Teaching and the Promotion of Learning focus on aspects of: team co-ordination; team membership;professionalism;teachingstyleandpractice;measuringstudentachievement;student/staffrelationships;andpastoral/guidancerole.
TheQualityAssuranceManualinvolvesanumberofappendices:GuidanceonCourseTeamMeetings;RoleofProgrammeReviewBoard;ImplementationoftheStudentSurveys;AcademicAppealsProcedure;TrainingandDevelopment; Appraisal Policy; Programme Portfolios; Learning Resources Policy; and the Learning Agreement.
The implementation of these Quality Assurance measures are at the heart of the Institute as it strives to providethebesttrainingtoitsstudentsandtosupplythelocaltourismindustrywiththerequiredlabourforce.
4.4 ConclusionThis chapter has outlined recent developments in quality assurance procedures across the main HigherEducationInstitutionsinMalta,aswellasdevelopmentsinnationallegislation.Itisevidentthatgovernment’svisionofestablishingMaltaasaCentreofExcellenceby2015andtheBolognaProcesshavebeeninstrumentalinimprovingregulationprovisionsonanationallevel,aswellasmadeHigherEducationinstitutionsawareoftheneedtoimprovetheirqualityassuranceproceduresinordertofacethechallengesthattheEuropeanHigherEducationAreabringswithit.
60 Institute of Tourism Studies, (n.d.), Quality Assurance Manual.
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Chapter 5: Promoting student mobility in Higher Education
5. 0 IntroductionMobility of staff and studentswithin an establishedEuropeanHigherEducationArea has been partof the Bologna Process from the beginning. The Bologna Declaration included promoting mobility by overcoming obstacles asoneof theaimsof theprocess.The focusonmobility is related to theexperiencesinmobilitythathadalreadybeenachievedwithintheERASMUSexchangeprogramme.Alotofworkhasbeendonetopromoteexchangeofstaffandstudents.However,itisalsorecognisedthattherearestillanumberofobstaclestowardsacheivingthelevelofmobilitywhichisconsidereddesirablewithintheEuropeanHigherEducationArea.
TherearecurrentlythreeHigherEducationinstitutions:theUniversityofMalta,theMaltaCollegeofArts,ScienceandTechnology(MCAST)andtheInstituteofTourismStudies(ITS);participatinginERASMUSmobility.ThelargestnumberofstudentsandstafftakingupopportunitiesforexchangecomefromtheUniversityofMalta.MCASTstartedparticipatingin2005whileITSstartedparticipatingin2006.
TheEuropeanUnionhasalsootherprogrammeswhichaimtoincreasecooperationaswellasmobilitybetweentheEuropeanUnionandthirdcountries.TheseeducationandtrainingactivitiescomplementtheEU’sinternalprogrammesandpromoteEUpolicies.Thefourobjectivesinexternaleducationandtraining actions include: supporting partner countries outside the EU in modernisation efforts; promoting common values and closer understanding between peoples and cultures; advancing the EU as aworldwidecentreofexcellenceineducationandtraining,whichalsocontributestoEurope’sprosperityandeconomicgrowth;andimprovingthequalityofservicesandhumanresources intheEUthroughmutuallearning,comparisonandexchangeofgoodpractice61.
TheEuropeanCommissionimplementsanumberof internationalco-operationprogrammesinhighereducationinthefieldsofeducationandtraining,namely:
Erasmus Mundus whichisaco-operationandmobilityprogrammeinthefieldofhighereducationpromotingtheEuropeanUnionasacentreofexcellenceinlearningtotherestoftheworldandsupportstop-qualityEuropeanmaster’scourses.ThisexternalcooperationpromotespartnershipsbetweenEUandthirdcountries’universitiestodevelopstudentandscholarexchanges;
Joint Study programmes: This programme promoted co-operation with industrialisedcountries enhancing the quality of higher education and vocational
educationandtrainingandpromotinginterculturalunderstanding,mainlythroughjointstudy
programmes;Jean Monnet : This Programme promotes the teaching of and research into European
integrationasasubjectatuniversities;Tempus : This programme contributes to building an area of co-operation in the field of
Higher Education involving the Universities from the European Union and partner countries in the surrounding area.
Edulink fosterscapacitybuildingandregionalintegrationinHigherEducationinACP(African,Caribbean andPacific) States andRegions, and promotesHigher Education as ameans ofreducing poverty
Alf aisaprogrammeofco-operationbetweenHigherEducationInstitutionsoftheEuropeanUnion and Latin America62.
61 Information extracted from http://ec.europa.eu/education/external-relation-programmes/doc1172_en.htm 62 Information extracted from http://ec.europa.eu/education/external-relation-programmes/doc1172_en.htm
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studentexchangeprogrammeswithUniversitiesinAustralia,Canada,JapanandtheUSA.Throughitsmembership in theUtrechtNetworkExchange, theUniversityofMaltaalsoparticipates instudentexchangeswiththeMid-AmericanUniversitiesInternational(MAUI)andtheAustralian-EuropeanNetwork(AEN).TheUniversityofMaltaisalsoamemberoftheInternationalStudentExchangeProgram(ISEP)63. Thischapterwilllookatthetrendsinstaffandstudentmobility,mainlybutnotonlyattheUniversityofMaltawithin theERASMUSprogrammeinrecentyears. Itwillalsohighlight themainproblemsandobstacleswhichUniversityofMaltastudentsfaceintryingtoorganisetheirstudiesinordertogoonanERASMUSexchange.
5.1 Some trends in ERASMUS mobilityTheUniversityofMalta(UoM)hasbeeninvolvedintheERASMUSexchangeprogrammesince2000.Sincethen,thenumberofstaffandstudentstakingupsuchanexperiencehasgraduallyincreased.
StatisticsshowthatthenumberofstudentsgoingonanERASMUSexchangeprogrammehasincreased.Havingsaidthis,thepercentageofUoMstudentsgoingonexchangeprogrammesisstilllimitedcomparedtothetotalnumberofstudentsattheUniversityofMalta.Inaddition,in2007-8,studentscouldapplytogoonaplacement.Inthefirstyear,allstudentsparticipatingwerefromthePharmacycourse.
EnglandandItalyarethecountriesmostlyvisitedbyMaltesestudentsduringexchangeprogrammes.Englandisthestudents’firstchoicemainlyduetothelanguageofinstruction.InthecaseofItaly,therearemanystudentswhocancommunicatewellinItalian.TheERASMUScoordinatorattheEuropeanandInternationaloffice(UoM)statedthatmanyLawstudentstendtoprefertogotoItalyastheItalianlawissimilartotheMalteseone.
Table 5.1: Number of University of Malta students going on ERASMUS exchange per year
Year Number of students on an ERASMUS period of study
Number of students on an ERASMUS work placement
2000-1 92 -2001-2 129 -2002-3 72 -2003-4 119 -2004-5 130 -2005-6 149 -2006-7 124 -2007-8 105 92008-9 135 7
AnumberofFacultiesattheUniversityofMaltahaveidentifiedtheyearandsemesterwhenitwouldbebestforstudentstogoonanERASMUSexchange.Forexample,inthecaseofLawstudents,studentstend togo in thefirst semesterof thesixth year.This ispreferredasstudentswouldbedoing theirdisserationduringthisperiod,thereforeitwouldnotbedifficulttoovercomeproblemsrelatedtomodulechoicesincemostoftheworkinvolvesresearchstudiesfortheirdissertation.StudentsfromtheInstituteofHealthCarealsohaveaspecificyearandperiodidentified.AttheFacultyofEducation,studentsgoonanexchangewhentheydonothaveteachingpractice.TheFacultyofArtsprefersthesecondyearofstudies.Inthelattercase,mostofthestudentsstudyingalanguagespendonesemesterinthecountryof the language studied.
63 Information etracted from http://www.um.edu.mt/int-eu/intexchanges
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The coordination of the learning agreement is tackled in different ways in the variousfaculties. Some faculties have one academic member of staff appointed as the ERASMUScoordinator. This person is responsible to help and guide students to work out theirlearning programme to follow at the host University as well as ensure that all the academicprogramme requirements of the course that they are following are fulfilled. In otherFaculties, this responsibility is taken up by the Head of Department or the subject Coordinator.
Table 5.2: University of Malta academics on Erasmus mobility selected per yearYear UoM MCAST ITS
2000-1 22 - -2001-2 44 - -2002-3 33 - -2003-4 34 - -2004-5 57 - -2005-6 59 - -2006-7 52 - 42007-8 38 2 72008-9 37 5 8
Theparticipationof academic staff inERASMUSexchangeprogrammeshasalsogrownsince itsstartasmorestaffmembershaveparticipatedinthepastyears.Thedurationofsuchexchangesismuchshorterandisusuallyaround5-7days.ThepreferredcountriesvisitedalsotendtobeEnglandandItalywhichreflecttheculturalaffinityofthesecountrieswithMalta.ThefacultieswhichtendtohavehighparticipationofstaffinexchangesalsotendtohaveahighparticipationrateinERASMUSexchangesamongststudents.
TheNationalAgency(EuropeanUnionProgrammesAgency–EUPA)hasinrecentyearsimplementednewproceduresforallHigherEducationInstitutions inMaltafor theselectionofapplicantsaswellastheallocationofgrants.Therehavebeenchangesinthetypesofexchangesthatstudentsmaybe interested toparticipate in.Therehasalsobeenanextensionof theERASMUSprogramme toadministrativestaffthathadtheopportunitytoapplyforERASMUSexchangeprogrammes.
In2008anationalERASMUSCommitteewassetupforeachinstitutioninvolvedintheprogramme.This committee includes representatives from Higher Education Institutions’ administrative staff coordinatingtheexchange,academicstaff,person/sresponsibleforERASMUSattheNationalAgencyaswellasastudentrepresentative.Thiscommitteeisresponsibleforoverseeingtheselectionofstaffandstudentsapplyingforanexchange,theallocationofgrants,aswellasothermattersrelatedtotheimplementationoftheERASMUSprogramme.AllapplicationssubmittedforanERASMUSexchangeareevaluatedbytwoindependentevaluatorsanddependingontheevaluationresults,students,staff,aswellasforthecallforadministrativestaff,arerankedinorder.Thecommitteethenapprovesthelistaswellasdecidesonthegrantallocationtobeprovided.Since2008applicants,havehadthepossibilitytogoonaplacementratherthantoanotherHigherEducationInstitution.ThismeantthatmobilitywouldnotonlybebetweenHigherEducationInstitutions,butalsobetweenHigherEducationInstitutions and the industry.
FollowingMalta’ssuspension fromtheLLPandYouthprogramme, thegovernmenthassetup theDirectExchangeProgrammewhichsupportsstudentswantingtospendastudyperiodabroad.
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In 2008, mobility was the main focus of discussion in a speech64 by the former president of thePancyprianFederationofStudents’Unions(POFEN).Issuesraisedincludedproblemswithrecognition,comparabilityandlanguageoftuition.Itwasarguedthattheseaspectsmustbeaddressedinordertomaketheexchangeperiodgenuinelymeaningfulforboththeindividualandtheinstitution.Therewereother problems in access tomobility, such as financial difficulties, administration obstacles and lackofclear information. Itwasalsopointedout thatsocialservices in thehostcountrywerenotalwaysaccessibletoallmobilestudents.
StudentsattheUniversityofMaltastillexperienceanumberofobstaclestoparticipationinERASMUSorDirectexchange.Throughdiscussion(donein2008)withtheUniversityofMaltaERASMUScoordinatorattheEuropeanandInternationalOfficeandafewstudents,aswellasconsultingstudiescarriedoutbyUniversityStudents’Council(KSU),theobstaclesidentifiedwerethefollowing:
Organising the Learning Programme• : The learning agreement is a very important aspect ofanERASMUSstudyexchangeasitisthedocumentwhichliststhemodulesthatstudentswillfollowwhentheygoonanERASMUSstudyexchange.Thestudentsneedtoidentifythemodulesthattheywanttofollow,andensurethattheycovertheworkwhichtheywouldotherwisehavetodohadtheyremainedintheirhomecountry.TheRegistrar’sofficehasinthepastyearsintroducedanadditionaldocumentwhichstudentsneedtopresenttotheFacultyOfficepriortogoingabroad.ThisdocumentincludesallthemodulesthatthestudentwouldbedoingattheUniversityofMaltaaswellastheotherunitswhichwouldbedoneatthehostUniversity.Intotal,thestudentsneedstocomplete60ECTSperaccademicyear.ThemainproblemswhichstudentsencounterdependonthedegreeofflexibilitybeingappliedbythedifferentFaculties.InsomeFaculties,andparticularlysomecoordinatorswithinFacultiesareflexiblebecausetheydonotexpectthestudenttofollowtheexactsamemodulesasifs/heneverwentonanexchangeprogramme.Thisenablesstudentstoputtogetheragoodlearningprogrammewhichisdiversebutalsosimilar,inareasofstudy,towhattheyneedtofulfilduringthecourse.TheresultofsuchattitudecanbeobservedfromthegreaternumberofstudentswhogoonanexchangeprogrammesuchasthecaseofthePhysicalEducationstudentsattheUniversityofMalta.Inothersituations,however,studentsareexpectedtofollowexactlythesameunitsandcreditsastheywouldhaveinMalta.Insomeinstances,theindividualtutorsreadthealternativeunitstobefollowedandcheckfordegreeofmatch.SucharigidandstrictapproachmakesitverydifficulttoputtogetheraprogrammeasUniversitiesaredifferentanditisdifficulttofindotherUniversitieswithidenticalcoursestructures.Inaddition,itisnotinthespiritofanERASMUSexchangetogotoanotherUniversityandtofollowtheexactsamesubjects.However,thelatterapproachplacesgreatstressonstudents,manyofwhomgiveupduetofearthattheymaybeaskedtorepeatthecreditsontheirreturn;
Language barriers• : Many of the students are limited in the selection of areas and countries thattheycangoforanERASMUSexchangeduetolanguagebarriers.ItisusualforstudentsattheUniversityofMaltatotryandlookforexchangesinanEnglishspeakingUniversity.Thisusually limits them mainly to England and Ireland. Although there are more Universities across Europewho are offering courses in English targeting specifically ERASMUS students, localstudentsthenfaceproblemsinmatchingcoursesasstipulatedinthelearningagreement.ThismeansthatstudentscangomainlytoEngland,IrelandandItaly.StudentswhotendtogotootherEuropeancountriessuchasFrancetendtobelanguagestudentswhowouldbestudyingthe language as part of their tertiary studies;
64 Paris A. Constantinou , Former President of the Pancyprian Federation of Students’ Unions (POFEN), April 2008, Mobility of Students, Researchers and University Educators, at the Conference Modernisation of European Universities: Challenges for Small Countries, held in Nicosia, Cyprus.
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Coping with administrative procedures• :Manytimes,Universitystudentsarenotawarethat it is their responsibility tomanage their learningagreement. It isacommonexpectationtobelievethatoncetheyhavebeenacceptedtogoonanexchange,thatalltheyneedtodois to turn up at the host University and that all the administrative arrangements have beendoneforthem.Thesystemholdsthestudentsresponsibleformakingsurethattheyfulfiltheirstudyrequirements.Asalreadydiscussedabove,thisprocesscanbetediousandrequiresahighdegreeofenergyand input fromstudents.Unfortunately,due to themanybureaucraticissuesinvolvedintheexchange,manystudentssimplygiveupanddonotgoonanexchangeprogramme;
Financial Aspects• :EvenifstudentsreceiveanERASMUSgrantwhichcoversthetravelcostsaswellassubsistenceforlivingcostsduringtheexchangeperiod,ontopoftheregularstipend,anumberofstudentsarediscouragedastheyrealisethattheyneedtoforkoutsomeoftheirownmoneyjustthesameinordertogoonanexchange.Thismaybeduetotworeasons.OneisthatstudentsareusedtohavingenoughmoneyprovidedfortheirstudiesandrelatedexpenseswhereasinanERASMUSexchangetheyhavetoinvestsomeoftheirownmoney,andtheymaynotbereadytodothis.Theotherreasonisthattheremayreallybestudentswhoduetotheirsocio-economicbackground,despitetheERASMUSsubsidyandthestipend,stillcannotfindtheadditionalmoneyneededtogoonanexchangeprogramme.Thissituationshowshowthereisnomeansofhelpingstudentspertainingtodisadvantagedgroupswhosefinancialsituationmaymakeitimpossibletotakeupsuchopportunities.Italsoshowstheneedtohelpstudentsappreciatethevalueofinvestingintheirownpersonalandprofessionaldevelopment.
To sum up, themain barriers which students face in being able to go on an ERASMUS exchangeare various.Someare institutional; developing the learningagreement and fulfil all thebureaucraticprocedures.Othersareofafinancialnature.Inaddition,studentsneedtounderstandthattheyhavetotaketheinitiativeandmakethatextraefforttoorganisetheirexchangeratherthanexpecteverythingtohappen automatically.
Therewerealsoanumberofproblemswhichstudentsencounteredduringandontheirreturnbackfromtheirexchange.Thesewerevariousandrelatedtocreditsaswellasfinancialaspects.TheproblemsraisedwiththeUniversityStudents’Council(KSU)includedthefollowing:
Somestudentswereasked to redoanumberofunitswhich theyhadmissedduring the•
exchange,at timesalsowithoutanyassessment.Anumberofstudents,on their return fromtheirstudieshadtodoextraunits.Thisputagreatacademicburdenonthestudentswhohadtofaceveryheavystudyloads.Inaddition,onestudentpointedoutthatduetosynopticexams,students still had to learn the contents of the units regularly taking place in Malta in order to prepareforthefinalexamination.Attimesstudentsfacedsituationswheretheyriskedrepeatinganacademicyearduetotheproblemsarisingontheirreturn;
Somestudentscomplainedthatittookalongtimetoreceivetheirfinancialallowance.Many•
ofthestudentsoftenhaveverytightbudgetsandsotheywouldneedtoreceivethesubsistenceattheearliestpossible.Manytimes,theyhavetowaitquitesometimetoreceivethefundsandthisissueaddedunnecessaryfinancialdifficulties.
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The European Office at the University of Malta needs to better inform students of the•
proceduresandpaperworkwhichneedstobepreparedbythestudentsbeforetheyleaveonanERASMUSexchange.Althoughsuch initiativeshavealreadybeen taken, itwouldhelp ifstudentsareprovidedwithflowcharts/guidelinesofallthethingsthattheyneedtodobeforetheyleave.TheseguidelinesshouldbeavailablefordownloadfromtheUniversitywebsite;
TheUniversityofMaltaneedstoencourageFacultiestobemoreflexibleregardingstudy•
pathways inorder to facilitatestudentexchanges.Thepracticeofconsultingeachandeverycoursetutorwouldmakethetaskextremelydifficultaswellasallowindividualmembersofstaffto hold students from taking up such opportunities. The University should thus seek to promote flexibility.ItshouldremoveanyrequirementtoseektheapprovalofalltutorswherethisexistsandtoconsidereitherhavingtheresponsibilitytorestwiththeERASMUScoordinatororattheHeadsofDepartment/Coordinators’level;
ItisimportantforUniversitypracticetoensurethatstudentsgoingonanERASMUSexchange•
donotsufferduetotheirexperienceandthatflexiblesolutionsarenecessaryattimes.Itisveryimportanttotryandtrashoutpotentialproblemswiththeprogrammeofstudiesbeforeleavingfortheexchangeratherthanhavingtofacethemupontheirreturn;
TheNationalAgency (EUPA), incollaborationwith theEuropeanand InternationalOffice•
attheUniversityofMalta,canworktogethertopromotemobility.InitiativesshouldtargetbothstudentsaswellasFacultymembersresponsibleforoverseeingtheexchangeprocess.
With respect to staff mobility, it is to be noted that there are no problems with the organisation ofexchanges.However, there is a tendency for the same staff to take up such opportunities regularlywhile others donot seem tobe interested.The challenge is thus to promote theuseof such fundsandopportunitiesbyawiderrangeofacademicswithintheUniversityofMaltasuchthatallUniversityacademicstaffareinvolvedinthisaspectoftheUniversity’sinternationaldimension.Inaddition,withtheopportunitytoapplyforplacementsinindustry,itwouldhelpbothstudentsandstafftoexperienceworkrelatedexperiencesfirsthand.
5.3 ConclusionThischapterhasreviewedthetrendsinERASMUSexchangeattheUniversityofMalta.Ithasshownhowthenumberofacademicstaffandstudentstakingupsuchopportunitiesareincreasing.However,therearestillanumberofobstacleswhichpersist.Inthecaseofacademicstaff,thereisaneedtohavea greater distribution of grants. In the caseof students, the learning agreement, language, financialdemandaswellasbureaucracystillposeagreatburdenandoftenitisonlythosewhoareperseverantand persistent manage to eventually go on an ERASMUS exchange. Mobility should be a featureenshrinedineveryprogrammeofstudiesadequatelysupportedbothwithintheFacultyandwithintheadministrative structures of Higher Education Institutions.
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Chapter 6: Measuring Research and Development
6. 0 IntroductionMalta, despite its small size, competes with other countries within a global economy. Thismakesinvestment in research and development a very important aspect of the local economy. Initiatives have beentakentowork towards improving thecountry’s researchcapabilitiesandtheresearchsystem.TertiaryeducationinMaltahasasignificantcontributiontomake,bothinresearchproductionaswellas in terms of training researchers for the local industry.
Thischapterwillreviewrelevantdataandliteratureaboutthestateofresearchanddevelopment inMaltaandwillseektoextractfromsuchdatatheroleandcontributionofHigherEducation.
6.1 Defining Research and DevelopmentUnderstandingtheconceptofResearchandDevelopmentisnotclearcut,asitinvolvesdifferentactivitiesandtendstobemeasuredindifferentways.ThemainreferenceusedformeasuringperformanceinResearch and Development is the Frascati Manual65,whichisalsothemaintoolusedforcompilingtheinnovationscoreboardbyEurostat.
The Frascati Manual defines Research and Experimental Development (R & D) as creative work undertaken on a systematic basis in order to increase the stock of knowledge, including knowledge of man, culture and society, and the use of this stock of knowledge to devise new applications. The manualspecifieshowthetermR&Dcoversthreeactivities:
Basic• research: experimental or theoretical work undertaken primarily to acquire newknowledge of the underlying foundation of phenomena and observable facts, without anyparticularapplicationoruseinview;
Applied research• :original investigationundertaken inorder toacquirenewknowledgewhichisdirectedprimarilytowardsaspecificpracticalaimorobjective;and
Experimental• development:systematicwork,drawingonexistingknowledgegainedfromresearchand/orpracticalexperience,whichisdirectedtoproducingnewmaterials,productsordevices,installingnewprocesses,systemsandservices,orimprovingsubstantiallythosealready produced or installed.
ResearchandDevelopmentcannotbemeasureddirectly.Therefore,indicatorsrelatedtoitsactivityaretaken into consideration. These include:
Input Indicators:• Twoinputsaremeasured:R&DexpendituresandR&Dpersonnel.Both inputsarenormallymeasuredonanannualbasis.Dataon theutilisationof scientificand technical personnel provide concrete measurements for international comparisons of resourcesdevotedtoR&Dspentduringayear,andsomanyperson-yearsusedduringayear.Thebasicmeasure forR&Dexpenditure is “intramuralexpenditures”; i.e. allexpendituresforR&Dperformedwithinastatisticalunitorsectoroftheeconomyaswellas“extramuralexpenditures”, which covers payments for R & D performed outside the statistical unit orsectoroftheeconomy.ForR&Dpurposes,bothcurrentcostsandcapitalexpendituresaremeasured;
Output indicators• :TheoutputofR&DorScienceandTechnology(S&T)aredifficulttoachieveandingeneralcanbemeasuredinseveralways.Innovationsurveysareoneattempt
65 OECD, 2002, Frascati Manual: proposed standard practice for research and experimental development.
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role.Another option is to use existing data sources.Manuals on the technology balance ofpaymentsandon theuseofpatentsasS&T indicatorshavebeenpublishedaswellasonbibliometrics and on the analysis of trade data in terms of the “technology intensity” of theproducts or industries concerned.
TherelationshipbetweeninputsandoutputsinResearchandDevelopmentareshowninthediagrambelow.
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6.2 A Historical perspective of Research and InnovationInDecember2007, theMalta’sPrimeMinister,contributed to thedocument67 collated as an initiative of thePortuguesepresidency forpresentation to theCouncilof theEuropeanUnion,entitledMalta’s research and innovation system in transition.
This contribution provides a historical account of the developments in the policy for Research andInnovation in Malta. This section includes the main highlights of the document presented providing insighttotheinitiativestakenbygovernmenttopromoteresearchforinnovation.
Thefirsteffortstolaunchascienceandtechnologypolicydatesbackto1989withthesettingupoftheMaltaCouncilforScienceandTechnology(MCST)tosupportresearchthroughnetworksinICT,water,marinesciences,energy,andindustrialapplications.ThemajorcontributionsofMCSTweretheNationalStrategy for Information Technology and the National Science and Technology Policy Document.
OnemajorimprovementwastheparticipationofMalteseresearchersintheEU’sinternationalcooperationprogrammes,includingAvicenneandINCOundertheFrameworkProgrammes.Malta’shighper capita participationinFP5andFP6isaclearindicationthatresearcherswerestillabletoattractEUfundingandtojoinEUresearchconsortiadespiteconstraintsofsize,lackofcriticalmass,limitednationalfundingand support structures.
ThenationalResearch,TechnologicalDevelopmentandInnovation(RTDI)Programmewhichstartedin2003/4wasaresponsetothechallengesoftheLisbonAgendatogetherwithagrowingneedtoaddressnational research priorities. The National RTDI Programme encourages investment in research and innovationactivitytocomplywiththe3%LisbonandBarcelonatargets68.
OnthePrimeMinister’srequesttoreviewtheresearchandinnovationsector,R&Dpolicyinstrumentshave undergone amajor transformation in the period 2005/6. InOctober 2005, the PrimeMinister
66 UNESCO, Measuring Research and Experimental Development, Statistical Capacity Building Workshops UNESCO Institute for Statistics.
67 Gago, José Mariano (ed.), December 2007, The Future of Science and Technology in Europe: setting the Lisbon Agenda on track, Ministério da Ciência, Tecnologia e Ensino Superior Estrada das Laranjeiras, Lisboa.
68 http://www.mcst.gov.mt/
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announcedahigherprofilefortheMaltaCouncilforScienceandTechnology(MCST).In2006,anIntra-GovernmentalCommittee forResearchand Innovationwassetup to formulate joined-uppoliciesonResearchandInnovation,attaincongruencyofResearchandInnovationaims,andtocommunicateandshare information.
TheNationalStrategicPlanforResearchandInnovationapprovedbyCabinetin2006helpedtoforgeimportantlinksbetweenkeyplayersandstrengthenpolicyandresearchcapacitiesatalllevels.TheMaltaCouncilforScienceandTechnologywasassignedtheroletoensuremorecoordinatedandcoherentpolicy approaches in research and innovation across Government Ministries and agencies to harness synergiesandavoidduplicationofeffort.MCST’snewremitwasasacatalystindefiningandfacilitatingthe role of research and innovation activity as a support to Ministerial policies and sectoral strategies andtoprioritiseandorientnationalRTDIinvestments,publicandwherepossibleprivate,tosectorsandnicheareaswithhighbusinesspotentialandrelevancetomeetpressingeconomicandsocialneeds.ThenewStrategicPlanforR&I(2007-2010)reflectsthedrivetoleverageStateR&Ifundingtoaddressnationalpriorities relating towater, energyand theenvironment,whilst selectinganumberof value-added economic sectors. This plan provided the roadmap for a long-term vision and introduced changes inR&Dpolicyrationalestargetingparticularpriorityareasandastrongbusinessorientation.ItpromotedtheuseofindicatorsandbenchmarksandcollaborationwiththeNationalStatisticsOfficeasaresultofthe efforts of Malta Enterprise.
TheNationalStrategicPlanforR&I(2007-2010)setsoutavisionfor“Research and Innovation at the heart of the Maltese economy to spur value-added growth and wealth”, The National Strategic Plan for R &I(2007-2010)setanumberoftargetsbasedonperformanceindicatorsrelatingto(a)theSETHumanCapitalBase;(b)FutureR&ICapacity;(c)R&IProgressandPerformance;(d) Industry-AcademiaCollaboration; (e)CurrentR& ICapacity; (f) ImportedKnow-How; (g)GrowthandWealthCreation;and(h)FundingSourcesforR&IinBusiness,HigherEducationandGovernment.TheplantargetstoincreaseR&Dinvestmentsto3%ofGDP,withprivatesectorspendaccountingfor2%.Measuresinclude thededicationofasubstantialproportionofEUStructuralFunds forR& I (2007-2013)withresearchfundingandscholarshipsandfellowshipschemestargetingthefourareasofnationalpriority(environmentandenergy, ICT,biotech/healthandvalue-addedmanufacturing).Theamountof fundsmadeavailableundertheRTDIprogrammewas:
2004–€700,000financing15projects;•
2006–€930,000financing7projects;•
2008–€700,000financing7projects;•
2009-€300,000financing3projects;•
2010-€700,000financing5projects.•
6.3 Malta and the Innovation ScoreboardAsamemberoftheEuropeanUnion,Maltaparticipatesindatacollectionforcomparisoninperformanceacrossthememberstates.TheInnovationScoreboardcompiledbyEurostatisonemeansofobtaininginformation on the degree of research and innovation in the different countries. A memo issued in February201169,presentstheinnovationperformancecalculatedonthebasisof25indicatorscoveringfivedimensionsofinnovation:
Innovation drivers: • the structural conditions required for innovation potential;Knowledge creation: • theinvestmentsinR&Dactivities;Innovation & entrepreneurship:• effortstowardsinnovationatthefirmlevel;Applications• :labourandbusinessactivitiesandtheirvalueaddedininnovativesectors;andIntellectual property• :achievedresultsintermsofsuccessfulknow-how.
69 Eurostat, MEMO/11/56, Brussels, 1st February 20011, The Innovation Union Scoreboard 20011: Monitoring the innovation performance of the 27 EU Member States.
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T R R O LV B GHR P L S K P T E L HU LT M T E S C Y IT S I C Z NO AU E E C A EU B E F R NL A T IE IS LU US UK DE J P DK IL F I C H S E
Fig. 6.2: Overall Innovation Performance: the EIS Summary Innovation Index 200770
Basedonperformanceoverafiveyearperiod,fourmaingroupingsofcountriesemerged.Maltawasclassifiedwiththecatching-upcountries.AlthoughscoresweresignificantlybelowtheEUaverage,theyareincreasingtowardstheEUaverage.Malta’spositionat0.29issignificantlylowerthantheaveragethatstoodat0.45.ItwasnotedthatMalta’sinnovationperformancehasbeenincreasinginthelastfiveyearsandifthistrendcontinuesitwouldreachtheaverageEUlevelofperformanceinaround20years.MaltaperformedparticularlystronginthedimensionofapplicationswhereitwastheleadingEUcountry,andwhereitperformedwellaboveEUaverageontheindicatorsofexportsofhigh-technologyproducts,salesofnew-to-marketproductsandsalesofnew-to-firmproducts.ItperformedatarelativelylowerlevelinthedimensionsofInnovationdriversandKnowledgecreation71.
0.000
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LV BG LT RO SK PL HU MT GR ES CZ IT PT EE SI CY EU FR LU IE NL AT BE UK DE FI DK SE
MODEST INNOVATORS MODERATE INNOVATORS INNOVATION FOLLOWERS INNOVATION LEADERS
note: average performance is m easured using a composite indicator building on d ata for 2 4 indicators going f rom a lowest possible per formance o f 0 to a maximum possible performance of 1 . average performance in 2010 r eflects performance in 2008/2009 due to a lag in data availability.
The performance of Innovation leaders is 20% or more above that of the eu27; of Innovation followers it is less than 20% above but more than 10% below that of the eu27; of moderate innovators it is less than 10% below but more than 50% below that of the eu27; and for modest innovators it is below 50% that of the eu27.
Figure 6.3 Overall Innovation Performances: the EIS Summary Innovation Index 2010
70/71 Eurostat, MEMO/08/87, Brussels, 14th February 2008, European Innovation Scoreboard 2007: Summary of the situation in the 27 Member States.
70
The main findings of the IUS 201072 are based on the average innovation performance across 24indicators. TheMember States fall into four performance groups: Innovation leaders; Innovation followers; Moderate innovators and Modest innovators. Denmark, Finland, Germany and SwedenfeatureaperformancewellabovethatoftheEU27.ThesecountriesaretheInnovation leaders.Austria,Belgium,Cyprus,Estonia,France,Ireland,Luxembourg,Netherlands,SloveniaandtheUKallshowaperformance close to that of the EU27. These countries are the Innovation followers. The performance ofCzechRepublic,Greece,Hungary,Italy,Malta,Poland,Portugal,SlovakiaandSpainisbelowthatof the EU27. These countries are the Moderate innovators. The performance of Bulgaria, Latvia,LithuaniaandRomania iswellbelowthatof theEU27.ThesecountriesaretheModest innovators. Malta,togetherwithBulgaria,Estonia,Romania,PortugalandSloveniaarethegrowthleaderswithanaverageannualgrowthratewellabove5%.
146566
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0 50 100 150 200 250 300 350 400
HUM AN RESOURCES1.1.1 New doctorate graduates
1.1.2 Population aged 30-34 completed tertiary education 1.1.3 Youth aged 20-24 upper secondary level education
OPEN, EXCELLENT, ATTRACTIVE RESEARCH SYSTEM S1.2.1 International scientific co-publications
1.2.2 Top 10% most cited scientific publications worldwide 1.2.3 Non-EU doctorate students
FINANCE AND SUPPORT1.3.1 Public R&D expenditures
1.3.2 Venture capitalFIRM INVESTM ENTS
2.1.1 Business R&D expenditures 2.1.2 Non-R&D innovation expenditures
LINKAGES & ENTREPRENEURSHIP2.2.1 SM Es innovating in-house
2.2.2 Innovative SM Es co llaborating with o thers 2.2.3 Public-private scientfic co-publications
INTELLECTUAL ASSETS2.3.1 PCT patent applications
2.3.2 PCT patent applications in societal challenges 2.3.3 Community trademarks
2.3.4 Community designs INNOVATORS
3.1.1 SM Es introducing product or process innovations 3.1.2 SM Es introducing marketing or organisational
ECONOM IC EFFECTS3.2.1 Employment in Knowledge-Intensive Activities 3.2.2 M edium and High-tech manufacturing exports
3.2.3 Knowledge-Intensive Services exports 3.2.4 Sales o f new to market and new to firm innovations
3.2.5 Licence and patent revenues from abroad
MaLta
996
Indicator values relative to the EU27 (EU27=100).
Figure 6.4 Specific Indicators achieved by Malta compared to EU 27
MaltaisbelowaverageinmostoftheindicatorscomparedtotheEU27.ItisonlyinasmallnumberofindicatorsthatMaltahasperformedbetter.Theindicatorwiththehighestincreaseinperformanceratesrelatestothelicenceandpatentrevenuesfromabroad;andcommunitytrademarks.MaltaalsoperformedbetteronnonR&Dinnovationexpenditureandmediumandhigh-techmanufacturingexports.
Maltawasclassifiedasoneof themoderate innovatorswithabelowaverageperformance.Relativestrengths were in open, excellent and attractive research systems and intellectual assets. Relativeweaknesses were human resources, open, excellent and attractive research systems, finance andsupport,linkagesandentrepreneurshipandinnovators.
72 Maastricht Economic and social Research and training centre on Innovation and Technology (UNU-MERIT) with the contribution of DG JRC G3 of the European Commission, 2011, Innovation Union Scoreboard 2010 The Innovation Union’s performance scoreboard for Research and Innovation, Pro Inno Europe.
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AVERAGE COUNTRY GROWTHHUM AN RESOURCES
1.1.1 New doctorate graduates 1.1.2 Population aged 30-34 completed tertiary education
1.1.3 Youth aged 20-24 upper secondary level education OPEN, EXCELLENT, ATTRACTIVE RESEARCH SYSTEM S
1.2.1 International scientific co-publications 1.2.2 Top 10% most cited scientific publications worldwide
1.2.3 Non-EU doctorate students FINANCE AND SUPPORT
1.3.1 Public R&D expenditures 1.3.2 Venture capital
FIRM INVESTM ENTS2.1.1 Business R&D expenditures
2.1.2 Non-R&D innovation expenditures LINKAGES & ENTREPRENEURSHIP
2.2.1 SM Es innovating in-house 2.2.2 Innovative SM Es co llaborating with o thers
2.2.3 Public-private scientfic co-publications INTELLECTUAL ASSETS
2.3.1 PCT patent applications 2.3.2 PCT patent applications in societal challenges
2.3.3 Community trademarks 2.3.4 Community designs
INNOVATORS3.1.1 SM Es introducing product or process innovations
3.1.2 SM Es introducing marketing or organisational innovationsECONOM IC EFFECTS
3.2.1 Employment in Knowledge-Intensive Activities 3.2.2 M edium and High-tech manufacturing exports
3.2.3 Knowledge-Intensive Services exports 3.2.4 Sales o f new to market and new to firm innovations
3.2.5 Licence and patent revenues from abroad
MaLta
Figure 6.5: Annual Growth per indicator73
Specific data on the innovation scoreboardThemostrecentdataforMaltawithrespecttoResearchandDevelopmentcanbeobtainedfromtheinnovation scoreboard published by Eurostat. Themethod followed for the collection of data is thatdescribedintheFrascatimanual.
ThefirsttwotablesbelowcomparethevaluesobtainedforMaltawiththeEUaverageonindicatorsofinputintoResearchandDevelopment:expenditureaswellaspersonnel.Furtherbreakdownofthisdataisprovidedinthetableswhichfollow.
Table 6.1: Research and Development Expenditure, by sectors of performance; All sectors- % of GDP74
Country 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009EU (27) 1.83s 1.86s 1.86s 1.87s 1.86s 1.83s 1.82s 1.85s 1.85s 1.92s 2.01s Malta : : : 0.26 0.26 0.53b 0.56 0.61 0.58p 0.57 0.54
(:)Incompletedata(s)Eurostatestimate(p)Provisionalvalue (b)Breakinseries
It can be seen that the % GDP devoted by all sectors to research and developmentexpenditure is much less than that for the EU average and far off from the Lisbontargets.ThisshowsthatMaltastillhasalongwaytogointermsofinvestmentinR&Dandmoreeffortsneedtobedone.Havingsaidthis,Maltahasshownasteadyincreasebetween2004and2006whichhas levelled since then.
73 Maastricht Economic and social Research and training centre on Innovation and Technology (UNU-MERIT) with the contribution of DG JRC G3 of the European Commision, 2011, INNOVATION
UNION SCOREBOARD 2010. The Innovation Union’s performance scoreboard for Research and Innovation, Pro Inno Europe pg 40.
74 Adapted from http://epp.eurostat.ec.europa.eu/tgm/table.do?tab=table&init=1&plugin=0&language=en&pcode=tsc00001
72
Table 6.2: Share of research and development personnel, by sectors of performance; all sectors - Head count (% of the labour force)75
Country 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009EU (27) : : 0.9s 0.91s 0.92s 0.92s 0.93s 0.95s 0.98s 1s 1.04s 1.07s
Malta : : 0.3 0.26 0.45b 0.52 0.53 0.52p 0.53p 0.3 0.26 0.51
(s)Eurostatestimate(b)Breakinseries(p)ProvisionalValue
AsimilartrendcanbeobservedintermsofResearchandDevelopmentPersonnel.Therehasalsobeenanincreasebutthiswassmallandhaslevelledoffin2006andremainingsteadytill2009.
Table 6.3: Total researchers (FTE), by sectors of performance; All sectors-FTE: full-time equivalent76
Country 2001 2002 2003 2004 2005 2006 2007 2008 2009
EU (27) 1162093s 1206675s 1251737s 1297144s 1368800s 1458364s 1451653s 1515516s 1584880s
Malta : 272 276 436b 479 521 496 546 485
(s)Eurostatestimate(b)Breakinseries
Thenumberoffull-timeresearchersinMaltaisstilllowwhencomparedtothatoftheEuropeanUnion.However,therehasbeenasubstantialincrease,particularlyin2004regardingthenumberofresearchersforMalta.Thisnumberhasbeenincreasinggraduallyeversince.
Table 6.4: Share of women researchers, by sectors of performance; all sectors -Head count (% of total researchers)77
Country 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009
EU (27) : 28s 30s 30.3s 30.4s 30.6s 31.1s 31.2s 32s 32.1 :
Malta : : : : : 23.6b 26.2 26.1 25.4 27.9 :
(s)Eurostatestimate(b)Breakinseries
ThereisnotmuchdifferenceinthepercentageofwomeninresearchanddevelopmentcomparedwiththeEUaverage,beingonly5-7%higherthanthatforMalta.This,however,doesnotnecessarilymeanthatMaltaisdoingextraordinarilywell,butratherthattheoverallpresenceofwomenresearchersacrossEuropeislow.
Table 6.5: Share of government budget appropriations or outlays for research and development (% of General Government Development)78
Country 2002 2003 2004 2005 2006 2007 2008 2009EU (27) 1.6(s) 1.58(s) 1.52(s) 1.51(s) 1.47(s) 1.49(s) 1.47(s) 1.48(s)
Malta : : 0.4b 0.43 0.37 0.35 0.35 0.39p
(s)Eurostatestimate(b)Breakinseries(p)ProvisionalValue
Theshareofgovernment fundingforresearchanddevelopment inMalta ismuch lower thanthat forthe 75 http://epp.eurostat.ec.europa.eu/tgm/table.do?tab=table&init=1&plugin=0&language=en&pcode=tsc00002 76 http://epp.eurostat.ec.europa.eu/tgm/table.do?tab=table&init=1&plugin=0&language=en&pcode=tsc0000477 http://epp.eurostat.ec.europa.eu/tgm/table.do?tab=table&init=1&plugin=0&language=en&pcode=tsc00005 78 http://appsso.eurostat.ec.europa.eu/nui/show.do?dataset=gba_nabste&lang=en
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whichgovernmenthasinthepastyearstakenoninvestmentininnovationandthisisalsoreflectedintheincreaseinfiguresinthepastfewyears,despitethestillcomparativelylowvalue.
Table 6.6: Human resources in science and technology as a share of labour force - Total; (%)79
Country 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009EU (27) 34.0 34.5 35.0 35.9 37.0 37.8 38.6 39.2 39.6 40.1Malta 28.2 28.0 25.9 27.4 28.4b 29.9 30.4b 31.9 32.1 32.3
(b)Breakinseries
The percentage of human resources in science and technology in Malta are not that far off from the EU averagevalues.Havingsaidthis,however,itistobenotedthattherateofgrowthforMaltahasbeenlessthantheEUaveragewhichmeansthatMaltaisfallingbehind.Actionthusneedstobetaken.
Inhavingsomeinsightintowherehumanresourcesarefound,anewsletterissuedbyEurostat80,showshowtheinputinthefull-timeequivalentpersonnelforResearchandDevelopmentisdividedmoreorlessequallybetweenbusinessandHigherEducation.ThisshowshowtheUniversityofMaltaiscontributingtoR&Dthroughitspersonnel.
Table 6.7: R & D personnel in full-time equivalent (FTE) in 2006 and annual average growth rate 2001-2006, EU-27 and selected countries81
Total Business Enterprises Government Higher
EducationPrivate non-
profit
FTE AAGR2001-6 FTE AAGR
2001-6 FTE AAGR2001-6 FTE AAGR
2001-6 FTE AAGR2001-6
EU-27 2167281 2 1155669 2 330451 1 654955 2 26305 5Malta 752P 12.2 402P 52.2 43 -24.9 307 3.7 0 :
(p)ProvisionalValue
Itcanbeseenthatovertheperiod2001-6therewasadecreaseinpersonnelbygovernmentofnearly25personequivalents.However,therehasbeenagreatincreaseinR&Dpersonnelinbusinessenterprises.ThecontributionofHigherEducationhasonlyincreasedslightly.Nonetheless,HigherEducationinMaltaprovidesasignificantinputinResearchandDevelopmentinMalta.
6.4 Participation of Higher Education in the RTDI ProgrammeTheNationalResearch,TechnologicalDevelopmentandInnovation(RTDI)Programme,aswellastheNational Research and Development funding programme for Malta are government’s initiatives and investments inResearch andDevelopment.TheRTDI programmewas designed and formulated toachieveanumberofcoreobjectives:
topromoteaculture for continuousscientific researchand innovationaswell asprovide•
the technical support for Malta to meet its requirements for the implementation of the Acquis Communitaire; and toencouragepublic-privatesectorpartnershipsandcross-sectoralsynergies,involvingall•
parties in the take-up of science and technological research and development.
TheNationalRTDIProgrammewasdesignedtoencourageanincreasinginvestmentinresearchandinnovationactivitytocomplywiththe3%LisbonandBarcelonatargets.Thecontributionforresearchanddevelopmentundertheprogrammehasgrownasisshowninthetablebelow.
79 http://epp.eurostat.ec.europa.eu/tgm/table.do?tab=table&init=1&plugin=0&language=en&pcode=tsc0002580/81 Eurostat, Statistics in Focus, 91/2008, 91/2008, Science and Technology, Wilen Haken, R & D Expendi-Eurostat, Statistics in Focus, 91/2008, 91/2008, Science and Technology, Wilen Haken, R & D Expendi-R & D Expendi-
ture and Personnel.
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Table 6.8: Amount of funding and projects awarded under the RTDI programme
YearFunding Available
€’000
Proposals submitted
Funding requested
€’000
Proposals Selected
2004 700 85 7,000 142006 930 58 6,800 72008 700 40 5,400 82009 300 17 1,500 32010 700 40 5,800 5
TheUniversityofMaltahasbeenveryactiveinsecuringmanyofthefundsavailableforResearchandDevelopment.Infact,inthe2004call,12outofthe14projectswereassignedtotheUniversityofMalta.Faculties involvedinfundingwere:Engineering,Education,MedicineandSurgery,Science, ICT,andtheInstitutesofAgriculture;andForensicStudies.Inthe2006call,theUniversityofMaltawasgiven3outofthe6approvedprojectsandisapartnerinoneotherproject.Inthe2008round,theUniversityofMaltaagainmanagedtotakeup6outofthe8projectsawarded.Thefundsforresearchin2009wereparticularlylowandinfactonly3projectswerefunded.Thefundsallocatedin2010werebacktothesamelevelas2008.However,thisyearonly5projectsofalargerscalewerefunded.
6.5 The contribution of Research and Development by businessesA Business Research and Innovation survey82carriedoutbytheNationalStatisticsOfficerevealedthat,despitehighinnovationcostsandlimitedfundsforresearch,enterpriseswereabletoofferanincreasedrange of goods and services and an improvement in quality.
Thesurveycarriedout in2006requested informationaboutResearchandDevelopmentactivitiesaswellasInnovationinitiativessplitupbetweennewand/orimprovedinnovativeproductsandinnovativeprocessescoupledwiththeinvestmenttoimplementthem.Atotalof1,207enterprisesweresurveyed,witharesponserateofabout70percent.
The researchshowed that in2006, thePostandTelecommunicationssectorcontributed thehighestpercentageshareoftotalinnovationexpenditure,withapproximately21percent,followedbytheFoodandBeveragessectorat20percent.OntheotherhandtheChemicalsandChemicalproductssector,recordedthehighestintramuralResearchandDevelopmentexpenditureatapproximately29percent.Enterpriseswhichreportedproductand/orprocessinnovationstotalled232,whilstanother5enterprisesreportedongoingorabandonedinnovationactivity.TablesfromthepressreleaseissuedbyNSOareincluded in the Appendices at the end of this document.
Respondingenterprisesreportedatotalof585personsemployedonfull-timeorpart-timeinResearchandDevelopmentactivities,where468weremalesand117females.Ofthese,12werePh.Dgraduates,ofwhich11onfull-timebasisand409readauniversitydegreeoratertiarydiploma.ThisshowsthatthenumberofresearcherswithaPh.DworkinginR&Dwithintheprivatesectorisquitelow.
82 National Statistics Office, Press Release 166/2008, September 2008, Business Research and Innovation 2004-2006.
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Males Females
Full-time Part-time Full-time Part-time
2004 2006 2004 2006 2004 2006 2004 2006
ResearchesTechnicians and equivalents Other supporting staffTotal
Ph.D graduatesOther University degrees and tertiary diplomasOther qualification including experienceTotal
1429638276
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0621981
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Fromthe2006InnovationSurveyitemergedthatthemainobstructionstoinnovationactivityforbothinnovativeaswellasnon-innovativeenterpriseswerehighinnovationcostsfollowedbylackoffundsbothfromwithinandoutsidesources.However,thereisnolackofpersonnelforResearchandDevelopment.Thisisparticularlythecasewithnon-innovativeenterprises.Theseenterprisesalsofeelthattheycannotcompeteagainstlargerandmoreestablishedenterprises.Theyareprobablyalsonotreadytoinvestinamarketwhichtheycannotpredictduetotheinnovativeaspect.
In the period 2006-884,thelandandairtransportsectorcontributedthelargestpercentageshareoftotalinnovationexpenditureat14.9%,followedbythetelecommunications,programmingandbroadcastingsector(13.6%).ThemanufactureofbasicpharmaceuticalproductsandpreparationssectorregisteredthehighestintramuralResearchandDevelopment(R&D)expenditure,accountingfor24.9%oftotaloutlayonR&Dactivities.
Table 6.10: Distribution of Research and Development Personnel in Business 2006-885
Males Females
Full-time Part-time* Full-time Part-time*
2006 2008 2006 2008 2006 2008 2006 2008
ResearchesTechnicians and equivalents Other supporting staff
17713933
17418431
484427
396410
481419
592316
141012
583
total 349 389 119 113 81 98 36 16
Ph.D graduatesMasters and first degree graduatesDiplomasOther qualifications including experience
91986379
62405588
2482148
4452440
-539
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3678
20
1116
18
-1123
total 349 389 119 113 81 98 36 16
Therehasnotbeenmuchimprovementinthenumberofresearchersintheperiodof2006-2008.Thisreflectstheslightlydownwardtrendthatwasregistered.Themainimprovementwasregisteredinthehighernumberof femalefull-timeresearchers in2008,mostofwhomcouldverypossiblyhavebeenpart-timers in 2006.
83 National Statistics Office, Press Release 166/2008, September 2008, Business Research and Innovation 2004-2006.
84 National Statistics Office, Press Release 173/2010, 14 September 2010, Business Research and Innovation: 2006-2008.
85 National Statistics Office, Press Release 173/2010, 14 September 2010, Business Research and Innovation: 2006-2008.
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Table 6.11: Enterprises indicating high importance of selected factors hampering innovation activity86
Total2002-04
Total2004-06
Total2002-04
Total2004-06
Lack of funds within your enterprise or enterprise group Lack of information on markets
Innovative enterprises 23 34 Innovative enterprises 12 12
Non-innovative enterprises 40 54 Non-innovative enterprises 24 12
Lack of finance from sources outside your enterprise
Difficulty in finding cooperation partners for innovation
Innovative enterprises 16 24 Innovative enterprises 9 14
Non-innovative enterprises 33 41 Non-innovative enterprises 18 16
Innovation costs too high Markets dominated by established enterprises
Innovative enterprises 31 37 Innovative enterprises 25 24
Non-innovative enterprises 79 68 Non-innovative enterprises 47 52
Lack of qualified personnel Uncertain demand for innovative goods or services
Innovative enterprises 14 16 Innovative enterprises 27 25
Non-innovative enterprises 20 17 Non-innovative enterprises 71 42
Lack of information on technology
Innovative enterprises 5 4
Non-innovative enterprises 19 12
6.6 Initiatives in Promoting Research and Development through investment in post-graduate studiesItisevidentthatifMaltaistoincreaseitsexpenditureandinvestmentinresearchandinnovation,thefirststepistoincreasethesupplyofhumancapitaltrainedasresearchers.ThisimpliesthatthenumberofMaster and Doctoral graduates in Malta needs to increase.
Onerecentmajorinitiativeaimedtowardsachievingthisgoalistheintroductionofthe Strategic Educational PathwaysScholarships(STEPS)schemewhichaimstoprovidemoreopportunitiestopromotefurtherspecialisation at higher levels of education particularly at Masters’ and Doctoral level. The National CommissionforHigherEducation(NCHE)believesthathighqualitypostgraduateeducationisofcentralimportancetoanumberofobjectives,suchas:
• toincreaseresearchanddevelopmentactivityinMalta;• toenhancethedevelopmentofacademicstaffingrowingornewfieldsofstudy;• to support the development of more research activity in growing or innovative fields ofstudy;• tobuildamorehighlyskilledworkforce;aswellas• toprovideimpetusforpreciousimpactandsocialbenefitofgroundbreakingdiscoveries87.
86 Adapted from: National Statistics Office, Press Release 166/2008, September 2008, Business Research and Innovation 2004-2006.
87 Information extracted from: www.nche.gov.mt/mediacenter/PDFs/1_MGSS-PG_2011_Regulations.pdf
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Scholarship Scheme for Post Graduate Studies, the Commonwealth Scholarships, CheveningScholarshipsandfellowshipsaswellasotheropportunitiesforstudyabroadinareaswhicharenotyetprovidedwithinthenationaleducationsystem.
6.7 ConclusionThis chapterwas an attempt at obtaining a snapshot of the level of Research andDevelopment inMaltaand thecontributionofHigherEducation to research. It canbeseen thatHigherEducation iscontributingtoR&Dintermsbothofhavingpersonneldedicatedtoresearchaswellassecuringfundingfor Research and Development.
AsthemostrecentlyapprovedprojectsundertheRTDIprojectshow,theUniversityofMaltaisstartingto forge closer links in its research through the partnerships in these projects. On the other hand,Governmenthasshownoverthelastfewyearsamoredeterminedandfocusedcommitmentthroughits institutions topromote researchanddevelopmentbyprovidingadequate funding forscholarships(graduatestudiesatalllevels)aswellasspecificbudgetaryallocationsforresearchprojectstargetedtowardsdevelopmentinkeysectoralissues.
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Chapter 7: Industry’s select opinion on HE qualifications
7.0 IntroductionThischapterwilllookatthequalityofgraduatesfromtheUniversityofMaltaandobtaininsightintohowwelltheyarepreparedforthelocallabourmarket.Inlinewiththegovernment’svisiontoestablishMaltaasaCentreforExcellenceintheareasofTourism;Education;Health;Highvalue-addedmanufacturingandfinancialservices,specialfocuswillbegiventograduatesintheseareas.
Projections made by the National Commission for Higher Education88 about the economy over thecomingdecadeincludethefollowing:
• Over37,000jobswouldbemadevacantbyretiringworkers;• Additionally,over40,000jobsneedtobecreatedtoincreasetheactivityrateofthelabourforcefrom59%todaytoatargetof70%;• Intotal,over77,000jobswillneedtobecreatedtoachievetheseactivityratetargets;• Thisimpliesthatinthenextdecade:
_ forfemaleactivityratestoreach41%,16,600womenneedtojointheworkforce;_ foremploymentratesof55-64yearsoldstoreach35%,3,400olderworkersneedtoberetainedwithintheworkforce;_ 34,200people fromthe inactiveoractivepopulationwouldneed toupgrade theirskillstohigherqualificationlevels;_ 63,500of thesamecohortswouldhavetoupdatetheirskills fromlowtomediumqualifications;_ theproportionoflowskilledworkersneedstofalldrastically.
• Foreducationthisimpliesthat:_ fortargetparticipationratestobeachieved,studentsaged16-24needtoincreaseby40%,from31,000studentsto43,500studentsinanyyear;_ the funding allocation towards further and higher education would also need toincreasebyaround40%(notfactoringforeconomiesofscaleandefficiencies),costingaround€140millionmoreoverthenextfewyears.
Theimplicationsarethatnotonlydomorepeopleneedtobetrained,butalsothattheprovisionoftrainingshouldbebetter.Themainaimofthissmallprobingexerciseistoobtainfeedbackfromemployerswithinthe sectors identified as having potential to become centres of excellencewith respect to howwellpreparedgraduatesaretechnicallyandprofessionally,sociallyaswellasintermsofunderstandingtheworkenvironmentofthelocallabourmarket.Thisexerciseshouldinnocasebegeneralisedtoreflectthestateandqualityof thecurrentnewgraduates,butshouldbeconsideredas justafewexampleswhichserve tohighlight themain issues thatneed tobe taken intoconsiderationwith respect to theemployabilityofgraduates.
7.1 MethodologyThischapterdescribesasmallscopingexercisewhichwascarriedoutinordertoobtainsomefeedbackfromemployerswithinthelocallabourmarketaboutthequalityofgraduatesfromtheUniversityofMalta.Themainaimsofthisexercisewereto:
88 National Commission for Higher Education (NCHE), 2009, Report on Skills for the Future, Report by the National Commission for Higher Education on the outcomes of the conference held on the 19th September 2008, p. 13.
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askemployersaboutthequalityofgraduatesintermsofsocialandcommunicationskillsand•
howimportantthesesoftskillsareforwork;focusontherelevanceofexposuretothe labourmarket throughworkexperienceduring•
training; andlearnmoreaboutthegraduates’expectationsintermsofjobsandremuneration.•
The probing exercise involved a short conversationwith a number of employers (20). Basically theemployerswereaskedthefollowingquestions:
Howwelldoyouthinkthatgraduatesinyoursectorarepreparedduringtheirundergraduate•
studies(a)technically,and(b)intermsofsocialandcommunicationskills?Doyoufeelthatnewgraduateshaveagoodunderstandingofworkwithinthelocallabour•
market?IsthereanytypeoftrainingwhichtheUniversitymayprovideinordertohavebetterprepared•
graduates?What are your comments about the graduates’ expectations in terms of type of job and•
salariesrequested?
Overallatotalof20employerswerecontacted.Thetableoverleafgivesthetotalnumberofemployersineachof thedifferent sectorscontacted.Aneffortwasmade tohaveasmuchaspossibleagooddistributionacrossthedifferentsectors:Financial,Education,ICT,Manufacturing,andHealthcare.
Asmuchaspossiblelargeemployersinthesectorwerecontactedsothattheycouldtalkaboutexperienceofanumberofgraduateswithintheiremployment.Mostoftheemployerswerecontactedbytelephoneandthequestionsweresetintheformofaninformaldiscussion.Itistobenotedthatemployerswereverycooperativeandwillingtoexpresstheiropinionontheissue.
Table 7.1: Frequency of employers contacted across the sectors identified
Sector No. of Employers Graduates
Education 4 Teachers/TEFL teachers Graduates from Faculty of Education and Arts
Financial 3 Graduates from Faculty of Economics, Management and Accountancy
Manufacturing 4 Mechanical and Electrical Engineering
Healthcare 2 Faculty of Medicine and Institute of Healthcare
ICT 4 Institute of Computer Studies – B.Sc. ICT(Hons.), B.Sc. (IT& Business)
Tourism 3 Bachelor in Tourism Studies & ITS graduates
7.2 Main trends obtainedInordertoobtainaclearviewoftheemployers’views,eachofthesectorswillbeeachdiscussedinturn.Thisapproachwillmakeitpossibletohavesomeinsightsintothetypeofgraduatespreparedforthedifferentsectorsofthelabourmarket.
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ManufacturingThis section tackles the comments made by employers, more specifically, the Human Resourcemanagers of largemanufacturing companies. Inmost cases, employers talked about the quality ofelectricalandmechanicalengineers.OneemployerfromthePharmaceuticalsectoremployedmainlyscience graduates.
Technical preparation of graduates: • The employers interviewed overall agreedthat more or less engineers graduating from the University of Malta had an overall good technicalbackground.They felt thatmanyof thegraduates recruiteddirectly fromUniversitytended to have the required technical background knowledge to perform the requiredjob within their enterprise. Employers, however, also commented that mechanical andelectrical engineers tended to lack practical skills and needed some time in order to adapt to the practical aspect of the job.A similar responsewas obtained bymanufacturers in thePharmaceuticalsectoremployingsciencegraduates.Thiswasnotconsideredasaparticulardeficiency butmainly the result of the limitedwork experience thatmany graduates tend tohave during their undergraduate studies. This statement was said mainly in comparison tostudentsfromMCASTwhotendtohavemoreon-the-jobtrainingwhencomparedtoUniversitygraduates.Ontheotherhand,whilestrongonexposuretothepracticalaspectofwork,MCASTstudentswereconsidered tobe lessacademicallypreparedwhencompared toUniversityofMaltastudents.Nonetheless,manyofthecompaniesstatedthattheyprovidetheirownin-housetrainingcourses,particularlyfornewrecruitswhichmakeupfortheseweaknessandpreparegraduatesforthejobwithintheirenterprise;
Soft skills and communication skills• : Employers from the manufacturing sector felt that graduating engineers’ social and communication skills still had room for improvement. They commentedthatalthoughonecannotgeneralise,astheydidcomeacrossanumberwhodidnothaveanyproblems, theystill felt that there isaneedfornewgraduatestohaveabettercommandoftheEnglishlanguage,reportwritingaswellassocialskillswithrespecttorelatingtoothersattheworkplace.Oneemployerstatedthatthisisevidentfromstudents’lackofinterestinparticipatinginextra-curricularactivities.Havingsaidthis,employersstated,particularlythosefromlargercompanies,thattheyprovidenewrecruitswithaninductioncoursehelpingthenewlyrecruitedemployeeimprovethesecompetences.However,therecouldbemorefocusonhelpinggraduates developing these skills as part of their tertiary training;
Experience of the labour market: • Employersstatedthatnewlygraduatedengineerstendto lackworkexperience in the fieldand tend tobegreenwith respect tounderstanding theworldofwork.Thisisoftenreflectedingraduatesapplyingforjobs,havinghighexpectationsintermsofsalaryrequirements,andinreturn,theyoftendonotpossessthatextratalentandcapabilitythatonewouldexpect.Oneemployercomplainedthatthereisaculturewherenewgraduatesbelieve that they should begivena jobby right.This sameemployerwent on tohighlighthowgraduates’attitudetowardsworkwas“nottherightone”.Anotheremployerstatedthatunfortunatelythereisaculturewhichfocusesonlyonrightsandthereislittleawarenessofduties.Allthesecommentsreflectthenewlygraduates’lackofknowledgeoftheworldofworkandtheimportanceofworkexperienceaspartofaprofessional’slevelofproficiencyinhis/herarea of specialisation;
Suggestions for improvement in the training of graduates• : Employers put forward anumberofsuggestionsthatcanbetakenupaspartofundergraduatestudies.Allemployersstated that graduates would definitely benefit from work experience in the form of work
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ofthesummermonthsandusethemforworkplacementswithinthesector.Theyrecognisedthattherehavebeeninitiativesinthisaspectbutthatstudentswouldprobablybenefitifworkexperiencebecameanintegralpartoftertiaryeducation;
Graduates’ expectations from the labour market: • As already indicated, employersemphasisedtheneedforundergraduates tohaveworkexperience. Itcouldeitherbeaworkplacement during summer or form part of the degree plus programmewhich is already runby theUniversityofMalta.Another suggestionput forwardwas that training couldbe in theformofaprojectinordertobuildlinkswiththelocalindustry.Theconceptofinternshipswasalsoputforwardasapossibility.Inaddition,employersalsomentionedthatgraduateswouldbenefitfromtrainingtoimprovetheirsocialandwritingskills.Theyalsofeltthatsomeexposuretobusinessconceptsandmarketingpracticeswouldhelp themunderstandbetter the labourmarketandtheimportanceofcompetitiveness.Overall,therewasapositiveattitudefromtheindustrial sectors involved in this study and many stated that they already had some form of such experiencesandthattheywouldbewillingtoparticipateandhelpintheimplementationofworkexperiencefortertiarystudents;
The gist obtained from these few interviews is that while overall the quality of graduatesforthemanufacturingsectorisquitegood,thereisstillroomforimprovement,particularlyintheexposureto theworld ofwork and in helping graduates develop their social skills aswell understanding howbusinessworks.Therealsoneedtobeinitiativestoimproveworkethic.Obviously,trainingcanneverfitemployers’expectationsfullyasthelabourmarketandlabourdemandschangecontinuously
EducationEmployersinthissectorincludedboththoseinvolvedintheprovisionofcompulsoryeducationaswellasemployersinthefieldofteachingEnglishtoforeigners.ThegraduatesworkinginthissectorareeithergraduatesfromtheFacultyofEducationorGraduatesinEnglishfromtheFacultyofArts.Itistobenotedthat employers from English language schools stated that they do not tend to employ many graduates for full-timeemploymentastherequirementistheTEFL–TeachingEnglishasaForeignLanguagetrainingcoursewhichisnotadegreeattertiarylevel.Thecommentsmadebytheseemployersweremainlywithrespecttograduatesworkinginthissector.
Technical preparation of graduates: • GraduatesweremoreorlessconsideredtohaveagoodlevelofknowledgeoftheEnglishlanguage,maybealittlebetterforB.A.graduatesbutnotalwaysthecase.However,theretendstobeanoverallweaknesswithfluencyofthespokenlanguage.Educationstudentswere inclined tohavebetter teachingskills. In theEFLsector,however,graduatestendtohaveproblemstotargettheirteachingforadultlearners.Employersusuallyhavetheirownin-housetrainingprogrammestotraingraduatesonhowtotackleandteachadults.Themainproblemrelatestothelimitedgeneralknowledgethatgraduatestendtohavedue to their youngageand inexperienceof life compared toolderworkers.Asoneemployerdescribed,younggraduates tendtonothavegoodgeneralknowledgeor thoroughinsightsoncurrentaffairs.Withrespecttograduatesworkingwithinthecompulsoryeducationsector, thequalityofgraduates ismoreor lessacceptable,eventhoughemployersdocomeacrossnewgraduateswhoarenotuptostandard.
Soft skills and communication skills: • Graduates in this sector do tend to have a good level ofsocialskills,eventhoughthereisalwaysroomforimprovement.ThisappliestograduatesworkinginthecompulsorysectoraswellintheEnglishteachingarea.Theyoveralltendtolackthesocalledpeopleskills.Thisisattributedmainlytothelackofhandsonexperiencewithinthe
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worldofworkratherthanaquestionoftheperson’spersonality.Employersagreedthatwithtimeandworkexperience,theseyoungworkersimproveandbecomebetter;
Experience of the labour market: • Inthecaseofcompulsoryeducation,moreorlessnewgraduateshaveagoodexperienceofwhat toexpect fromthe local labourmarket.However,there isstillanoverall feeling thatgraduates lackworkplacevaluesand that theseneed tobe instilled froma youngageasearly as the secondary level of education.Teaching is stillconsideredasavocationaljobandassuchmembersoftheprofessionshouldhaveparticularattitudes and values;
Suggestions for improvement in the training of graduates: • One of the employersspecified how it is important not only to provide students with work experience, but withexperienceswhicharefruitfulandprovideopportunitiesforstudentstogrowonapersonalandprofessional level. Thisparticularemployerstatedthatunfortunatelymanystudentswhotakeonpart-timeemploymenttendtodevelopanegativeexperienceofemployerswhoexploitthemanddonotrespectthem,andthatthisisinstillinginyoungpeopleanegativeattitudetowardsemployerswhichshouldnotbethecase.Thismainlyresultsinmanystudentsworkingwithinparticularsectorswhicharedemandingandoftennotwithintheareaofstudyofthestudents.Thustheworkexperiencehaslimitedvalueintermsofprofessionaldevelopment;
Graduates’ expectations from the labour market: • There were not many relevantcommentswithrespecttothisaspectassalaryscalestendtobemoreoflessofthesamelevelwithinthesector.
FromtheinterviewsconductedthereseemstobepotentialforfurtherdevelopmentforgraduatesintheteachingofEnglishasaForeignLanguagesector–particularlywithrespecttotheteachingskillsneededforadultlearners.Additionaltrainingshouldenhancethestudents’peopleskillsaswellasencourageinterest incurrentaffairsandculturalaspects inorder to increase thegraduates’generalknowledgewhichtheycantaponwhenteaching.
Financial servicesEmployersinthissectorrecruitgraduatesfromtheFacultyofEconomics,ManagementandAccountancy.They can work in the various aspects of financial services which have also been identified by theGovernmentofMaltaasasectorwhereMaltacanbecomeacentreofexcellence.
Technical preparation of graduates: • Many of the employers from the financial sectorstatedthatmoreorlessgraduateshadoverallgoodacademicknowledge.However,themainproblemisthatnewgraduatestendtohavemainlyacademicknowledgeandlimitedexposuretoexperienceswithinthefinancialsector.Anexamplegivenbyoneemployerwasthatstudentswould have talked a lot about income tax returns but wonders howmuch theywould haveactually tackled a real situation as part of their training;
Soft skills and communication skills• :Employersnotedthatgraduatestendtobeashamedtoaskforhelp.Theytendto lackthoseskillswhicharenecessaryformarketinganddealingwith clients. One employer in the banking sector comparedMaltese graduates to foreignergraduatesandstatedthatthelackofsocialskillsinsomeofthelocalgraduatesisnotableandinmanycaseslocalgraduatesnevermanagetochangeandmakeup,evenwithexperienceand training;
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sectorduetotheirlimitedexperienceofthelabourmarket.Oneemployerstatedthattheytendtobehavelikesixthformstudentsratherthangraduates.Thissameemployerstatedthatitusuallytakessometimetotrainsuchworkerstoachievethedesiredquality,particularlyinhissector;
Suggestions for improvement in the training of graduates: • Employerssuggestedtwodifferentopinions.OneincludedamorepracticalandhandsonapproachinthetrainingprovidedatUniversity.They suggested that studentsneed toexperience real practical examplesandtutors need to move from theory to practice. Employers also suggested that University students shouldusethesummermonthstoobtainworkexperienceinthesector.Oneemployerstatedthat this trendhas startedas somestudentsworkwith auditors andaccountants during thesummermonths,andthatthisexperiencedoesshowwhennewgraduatesstarttheirfirstrealfull-timejob.Theemployersinterviewedencouragedtheinclusionoffurtherworkexperienceinthis sector;
Graduates’ expectations from the labour market• : One employer stated that younggraduatestendtoprefermoresecurejobs,evenifremunerationisless.Hisexperiencewasthatafterhavingtrainednewgraduates,inlessthantwoyearstheymoveontojointhecivilservice,orbanks.Experiencehasshown,anemployeradded,thatitisnotworthtrainingnewgraduatesbutitisbettertoattractworkerswithacertainamountofexperiencefromotheremployment.
These interviews,although few,and thuscannot fully reflect thesituation in thesector,highlight theimportanceofworkexperienceinhelpinggraduatesunderstandthesectoraswellastodevelopthosesocialskillsthatarenecessarywhenworkingwithotherpeople.
TourismTrainingfortheTourismsectortakesplaceatGraduatelevelattheUniversityofMalta,aswellasattheInstituteofTourismStudieswhichisavocationalandHigherEducationCollege.EmployersinterviewedwereaskedtoprovidefeedbackonbothUniversityandITStrainedstudents.
Technical preparation of graduates: • Employers from the Tourism sector stated that there wasadifferencebetweengraduatescomingfromtheUniversityofMaltaandthosecomingfromITS. The difference related mainly to more academic orientation in the case of graduates from theUniversity,andmoreworkorientedtraininginthecaseofITS.ThosecomingfromITSwereconsideredtobebetterpreparedtoworkinthesector.
Soft skills and communication skills• :ThosecomingfromITSwerethoughttohavegoodsocialandworkskillsforthesector.Employersconsideredthatthetimespentworkingabroadwasverybeneficialasthisinstilledinmanyofthemapositiveworkethicandapproachwhichisvery important in the tourism sector.
Experience of the labour market: • Ashasalreadybeenindicated,employersnotedhowthosecomingfromITSarewellpreparedtotherealitiesofworkandhaveacquiredwork-relatedskills.ThisisconsideredtobetheresultofthegreaterexposuretotheworldofworkwhichITSand the apprenticeship scheme provides.
Suggestions for improvement in the training of graduates: The only recommendation putforwardwasthatofincreasingworkexperienceintheinstitutionsprovidingeducationandtraining in this sector.
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ICTEmployerswithinthissectorcommentedongraduateswhofocusonlyonICTorelsethosegraduatingwithICTandbusinessstudies.
Technical preparation of graduates: • ManyoftheemployersstatedthatICTgraduates,particularlythosewithaspecialisationonlyinICTareofaveryhighquality.Employersstatedthatwhenrecruiting theywillsurelyfindgoodqualitypeopleandwereverypleasedwith thetechnicalpreparationthattheUniversitywasproviding.GraduatesinICTandbusinesstendtobelesstechnicalandwouldprefermorebusinessorientedwork.EmployersalsotalkedaboutICTstudentsfromMCAST.TherewasalsoacommentbyoneemployeraboutgraduatesfromthelocalprivateuniversityinICTwheregraduatesinthiscasehadtheadvantageofreceivingtuitionfromtutorsfromwithintheindustryandarethusgivenamorepracticalandrealisticviewofthelabourmarketovertheacademictraining.ThecommentwasthattheydonottendtobeofthesametechnicalandacademiclevelasUniversitygraduatesalthoughthisisnotacrossboardasonecanalsocomeacrosswellpreparedMCAST.
Soft skills and communication skills: • Employerswere overall happywith the level ofsocialskillsandcommunicationofICTlevel.Thegeneralfeedbackwasthattheproductwasofexcellentqualityandthisenablednewgraduatestointegrateandbecomepartoftheworkforceveryquicklywithinthecompany.Someof theirgraduatesalsoquicklydevelopedthoseskillsnecessarytoalsodealwithcustomersthemselvesonbehalfofthecompany.
Experience of the labour market• : The only comment that employers made aboutpreparation for the labourmarketwas that the trainingprovidedatUniversitywas toomuchMicrosoftorientedandthatlessattentionwasbeinggiventoothersoftwaresuchasORACLE.TheypointedoutthatUniversitymustkeepanopenmindandrememberthattheirgraduatesmayworkindifferentareasandusingdifferentprogrammingandtocaterforthewholerangeoftheITindustry.ApartfromthistheywereveryhappywiththecurrentproductofICTgraduates.
Suggestions for improvement in the training of graduates: • Due to the good opinion of ICT graduates very few recommendations and suggestions were put forward. However,employerswereinfavourofexperiencesofworkinginICTcompaniesduringtrainingaswellashavingprojectswhicharedirectlylinkedwiththelabourmarketastwodesirablesuggestions.
Graduates’ expectations from the labour market: • Therewerenoparticularcommentsfromemployersaboutthisaspect.
HealthcareEmployerswithinthissectorarefewastheyincludeeitherthegovernmentwithintheNationalHealthServiceorelsetheprivatesectorwhichischaracterisedbyfewmainemployers.ThisisthereasonforwhichonlytwoemployerswerecontactedandthegraduatesdiscussedwerethosegraduatingwithaBachelorofScience(Nursing)andthosegraduatinginMedicineandSurgery.
Technical preparation of graduates: • Employersareoverallhappywiththeacademiclevelof graduates in that they are quite knowledgeable. Themain commentwaswith respect tonursingwhere therewas a need formore practical hands-on experience.As one employerputit,itisnotenoughtoplaceanurseinaward,buts/heneedstoworkmoreinateamworkenvironmentinwhichstaffmemberscanshowandteachthetraineeattheworkplace.
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fromtheprivatesector.Theemployerstatedthatintheprivatesector,customerandpatientcareis paramount and he felt that initial training does not take into consideration the fact that some of thetrainedgraduatesmayendupwithintheprivatesector.Infact,graduatestendtolacksomeof the customer - patient relationship skills.
Experience of the labour market• :Therewasoverallagreementthattrainingdidprovideadegreeofexperienceof thesector, although this tends tobemorewithin thegovernmentprovision.However,therewasacommentthatworkexperienceshouldbemorelearner-focusedand may also include a learning programme for the trainees.
Suggestions for improvement in the training of graduates• :Thesuggestionsputforwardbuildon theprevious comments refer to theawarenessof training institutionsof theprivatesectorand thus to includemorecustomercareskillswithin the trainingcourses. Itwasalsosuggestedtohavetrainees,particularlynurses,workingcloselywithprofessionalstaffduringtrainingsothattheycanhavericherlearningexperiences.
7.3 DiscussionAlthoughthiswasjustasmallexercise,itdoesprovideinsightintothemainissuesworthhighlightingandconsideringwithrespecttothepreparationofgraduatesfortheworldofwork.TherangeofsectorsincludedshowcertaincommontrendswhichreflectthatthewholeeducationsysteminMaltaishavingaparticularimpactonthewaythatyoungpeoplearepreparedfortheworldofwork.
Thefirstthingtohighlightisthatthetrendsobtainedforgraduatesarenotmuchdifferentfromthoseofotheryouthsenteringthelabourmarketwithouttertiaryqualifications.Inastudyontheschooltoworktransition89, employers talking about youthsmade similar comments on howMaltese youths tend tohaveagoodacademicpreparationbuttheeducationsystemcandomoretohelpthemdevelopbettercommunicationand social skills.This samestudyhighlighted the importance forworkexperience inhelpingyouthsbemoreemployable,thusgivingvaluetotheexposuretotheworldofworkduringthetrainingperiod.Inaddition,ifonelooksattheoutcomesoftheconferenceheldontheskillsrequiredforthefutureorganisedbytheNationalCommissionforHigherEducation90,onefindsthatinthetourismsectorthereisneedforserviceorientedskills;teamwork,andlanguageskills;communication,management,problemsolvingandsalesskillsforthefinancialsector;whileinthehealth,education,andmanufacturingsectorsagainthereisneedforserviceoriented,marketing,communicationaswellasnon-routineskills.Thisanalysisshowsthatinvestingtohelpgraduatesdevelopthesesoftskillswillnotonlypreparethembetter for theworldofwork,butwillalsohelpprovideanadequatesupplyofgraduatestothe labourmarkettofulfilfuturejobrequirements.
Another aspect which emerges is that there is a difficulty for employers, and sometimes from thegraduatesthemselvestounderstandthatobtainingatertiarydegreeisjustthefirststepinaprofessionandinone’sworkinglife.Thus,asafirststep,itisimportanttounderstandthatoneshouldnotexpectnewgraduatestobefullyfledgedprofessionalsandthattheyhavealreadygainedalltherequiredskills,andexperiencetobeabletofulfiljobrequirementsinthelabourmarketimmediately.Employersneedtounderstandthattheyhaveapersonwithpotential,butthatitisalsoimportanttoinvestinnurturingthatpotentialtothebenefitoftheirbusiness.Newgraduates,ontheotherhand,needtorealisethattheirdegreeisjustthefirststepintheirworkinglife,thattheywillgrowandlearnwithexperienceandthat
89 Gatt S. & Gatt K., 2006, The School to Work Transition of Young People in Malta, Monitoring and Evaluation Unit Business Development Division Employment and Training Corporation (Malta)
90 National Commission for Higher Education (NCHE), 2009, Report on Skills for the Future, Report by the National Commission for Higher Education on the outcomes of the conference held on the 19th September 2008
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theystillneedtoinvestinfurthertrainingiftheywanttobeabletomoveforwardintheircareers.Thisisbeingpointedoutsothatthebenchmarkforevaluatingnewgraduatesshouldnotbethesameasthatforevaluatingprofessionalswithanumberofyearsofexperience,andthatthisisnottobeconsideredadisadvantage,butagoodinvestmentforthefuture.
Thisaspectleadstotwootherissues:theschooltoworktransitionandinductionintotheprofessionorlineofwork.Malta’straditionalapproachforthepreparationofyouthsfromgeneraleducationtotheworldofworkhasbeenmoreorless,withsomeexceptionsandunlikethevocationaltrack,fromschoolstraighttowork.Thistraditioncanstillbeobservedinthewaythattertiaryeducationcourseshavebeendesigned
thesepastyearswherenewgraduatesemergewith littleworkexperience. It isonlyrecently that theUniversityofMaltahasfocusedontheneedforamoresmoothtransition.Thishasbeenreflectedintheinclusionofelementsofworkinsomecourses.Forexample,ineducation,studentteachershaveperiods of teaching practice in schools as part of their training. A similar trend is also present in the faculty ofPharmacywherestudentsspendasemesterastraineesinpharmacies.Otherareasofstudysuchasengineering,financialsector,Tourismetc,encouragestudentstousetheirsummermonthstoobtainworkexperienceintheirareaofstudy.AlltheseinitiativesshowhowtheUniversityofMaltaisrespondingtohelpgraduatesbebetterpreparedtoenterthelabourmarketandtomaketheschooltoworktransitionasmootherone.Therewillneedtobeatimewhenworkexperienceandeducationwillbeintertwinedintertiarycoursesinordertohavethebestinitialtrainingpossible.
Thisneedforgreaterexposuretotheworldofworkisrecognisedbybothemployersaswellasthoseproviding training.Besides initiatives to incorporatemoreworkexperienceaspartof tertiarystudies,theUniversityofMaltahasdevelopedwhatitcallstheDegreePlusprogramme91whichaimstoprovideparticipantswithadditionalpracticalskillsandformativeexperiencesthatcanenhancetheircharacterandemployability.Sofar,initiativeshavebeenmainlyintheareasofculture;entrepreneurshipandcareers;ICT;voluntarywork;languages;music;wellnessandsport;andworkwithstudentorganisations.
Theschooltoworktransitionis,however,notonlytheresponsibilityofthetraininginstitutions; inthiscasetheUniversityofMalta.Employersalsoneedtorecognisethatnewentrantstothelabourmarketneed help and support to adapt to new realities. Such help is usually incorporatedwithin inductioncourses or periods.A number of large companies, particularly in themanufacturing industry tend tohavealongperiodofinitialtrainingwhentheystartwork.Goodeffectiveinductionprogrammeswouldhelpgraduates tocopewith the initialpressuresof theworldofworkaswellasbe integrated in thebestpossiblewayforthebenefitofboththeworkerandhis/heremployer.Itisthenthatwithinaneraoflifelonglearning,workersengageincontinuousprofessionaldevelopmentwhichenablesthemtogrowandstayemployableduringtheirworklife.
7.4 ConclusionIn putting together the comments made by employers about University graduates, it appears thatthe technicalandacademicpreparation isofahighstandard.However,newgraduates tend to lackcommunicationandsocialskillswhichareoftenlinkedwiththeirlackofexposuretothelabourmarket.Employersoverallalsocommentedontheoftentoohighexpectationsintermsofjobrolesandsalariesthatnewlygraduateshave.Thesefindingsareinlinewithcommentsmadeatthe‘SkillsfortheFuture’conference organised by the National Commission for Higher Education (NCHE) where employersadvocatedaneedinthefutureforsoftskillsandlanguageproficiencyinmanyofthesectorsofMalta’slocallabourmarket92.
91 Information extracted from http://www.um.edu.mt/degreeplus/home.html92 National Commission for Higher Education (NCHE), 2009, Report on Skills for the Future, Report by the National
Commission for Higher Education on the outcomes of the conference held on the 19th September 2008.
ch
aPt
er 7
ind
usT
ry’
s se
lec
T o
Pin
ion o
n h
e Q
ua
lifi
ca
Tio
ns
87
The Im
pa
cT
of
The B
olo
gn
a p
ro
ce
ss o
n h
Igh
er e
du
ca
TIo
n In
sTI
TuTI
on
s In
ma
lTaTheoverallrecommendationsputforwardwerethatHigherEducationInstitutions(especiallyUniversity)
needtoworkclosertothelabourmarketandindustry.Linkscanbeindifferentforms,throughattachments,workplacementsaswellasjointprojectswhichstudentsdoforthebenefitofthelocalindustry.
It can therefore be concluded that tertiary education inMalta, similar to other areasacrossEurope,needstofacethechallengeoftrainingnewgraduatestoworkwithinthelocallabourmarketwhichisbecomingmorecomplex,morechallengingand fastchangingandgrowingwithinaglobaleconomy.HigherEducationInstitutionscannotbuttakenoteofsuchneedandactuponit.
88
List of Bologna Seminars Malta
2008 - 2009 cycle:
ECTS/DSTrainingSeminar2008-2009,30-31October2008.-
TheThreeCycleSystem–LearningOutcomes,6February2009.-
QualityAssurance,25February2009.-
National Training Seminar for - BolognaExperts2008-2009,17-18March2009.
Recognition,6May2009.-
Euro-Med Seminar for - BolognaExperts2008-2009,22-23June2009.
2009 - 2011 cycle:
Quality Assurance: A National - BolognaProcessSeminar,19November2010.
The - Bologna Process: A National BolognaExpertTrainingSession,14December2010.
Employability:ANational- BolognaProcessSeminar,20January2011.
Student-CentredLearning:ABolognaProcessInternationalConference,16-17February- 2011.
Education,ResearchandInnovation:ANational- BolognaProcessSeminar,10March2011.
InternationalOpennessandtheExternalDimension:A- Bologna Process International Seminar,18-19April2011.
LearningOutcomes:A- BolognaProcessTrainingConference,20May2011.
89
The Im
pa
cT
of
The B
olo
gn
a p
ro
ce
ss o
n h
Igh
er e
du
ca
TIo
n In
sTI
TuTI
on
s In
ma
lTaThe three main Higher Education Institutions in Malta
University of Malta (UoM)
The University of Malta is the main provider of Higher Education inMalta. It is publicly fundedand is open to allthosewhohavetherequiredqualifications.Overthepastfewyears,theUniversityhasrevieweditsstructuresinordertobeinlinewiththeBolognaProcessandtheEuropeanHigherEducationArea.Thereareapproximately10,000studentsat
theUniversityincludingover600foreign/exchangestudentsfromnearly60differentcountries,followingfull-time or part-time courses. The University is geared towards the infrastructural and industrial needs of the country to provideexpertise in fields mostly relevant to Malta’s socio-economic development. Almost 3,000 studentsgraduate in variousdisciplinesannually.Thedegree coursesofferedby theUniversity aredesignedtoproducehighlyqualifiedprofessionals,withresearchexperiencethatenablesstudentstoenterandmovewithinthelabourmarket.
Malta College of Arts, Science and Technology (MCAST)
MCAST is the main institution offering vocational education in Malta. The college also gives students the opportunity to pursue their studies up to Higher Education. MCAST offers a variety of vocational programmes from entry level to Diploma, Higher National Diploma and in certain cases vocationalDegree levels.
MCASTworkshandinhandwiththeindustrytodesignqualificationswhichequipthestudentswiththenecessaryskillsandcompetencestoqualifyforemployment.TheCollegeisalsoworkingtowardsbecomingaCommunityCollegethatisflexibletomeetthelifelonglearningneedsofadultlearners.
Institute of Tourism Studies (ITS)
The Institute of Tourism Studies is a vocational education institution in Malta. It offers education and training to students enabling themto embark on professional careerswithin theHospitality andTourism
Sectors.Theinstituteaimstodevelopandenhancethestudents’intellectualabilitiesbyofferingawiderangeofacademicsubjectswhicharecomplementedbytherecreationofactualworkingenvironments.
ITSalsoprovidesworkexperienceopportunitiesintheindustrysothatthetransitionintotheworldofworkoccurssmoothly.The InstituteofTourismStudies isfirmlycommitted toprovideaneducationalstructureaimedatguaranteeingexcellentstandardsofservicewithintheHospitalityIndustry.
90
Unive
rsity
Gra
duat
esTa
ble:
Dist
ribut
ion
of G
radu
ates
per
field
of s
tudy
93
2002
-320
03-4
2004
-520
05-6
MF
TOT
MF
TOT
MF
TOT
MF
TOT
Teac
her t
rain
ing
and
educ
atio
nal s
cien
ce
128
273
401
108
304
412
8553
461
999
226
325
Hum
aniti
es a
nd th
e Arts
11
716
528
210
016
126
110
214
724
915
226
341
5
Soci
al a
nd b
ehav
iour
al sc
ienc
e8
816
65
1118
826
6483
147
Jour
nalis
m a
nd in
form
atio
n21
4061
3674
110
5269
121
714
21
Bus
ines
s and
adm
inis
tratio
n24
719
944
619
520
740
227
528
756
226
526
953
4
Law
17
521
839
319
022
541
519
124
443
516
331
748
0
Scie
nce,
Mat
hem
atic
s and
Sta
tistic
s30
1949
4537
8233
2255
2820
48
Com
putin
g 47
1360
5516
7164
2589
8832
120
Engi
neer
ing
and
engi
neer
ing
trade
s 60
1272
439
5248
1260
5012
62
Arc
hite
ctur
e an
d bu
ildin
g 20
626
2417
4123
1437
5413
67
Agr
icul
ture
, for
estry
and
fish
ery
11
220
727
00
015
1126
Vete
rinar
y0
11
10
10
22
00
0
Hea
lth95
132
227
8614
122
713
521
635
111
821
233
0
Soci
al se
rvic
es
117
187
2229
4568
113
414
18
Pers
onal
serv
ices
0
00
46
107
815
1866
84
Secu
rity
serv
ices
4
26
00
01
67
00
0
Tota
l 95
411
0620
6092
012
3121
5110
7916
6227
4111
2515
5226
77Ta
ble:
Gra
duat
es (L
evels
5 &
6) p
er F
acul
ty an
d Co
urse
1999
-200
393
N
atio
nal S
tatis
tics O
ffice
, 200
8, M
alta
in F
igur
es 2
008
& N
atio
nal S
tatis
tics O
ffice
, 200
8, M
alta
in F
igur
es 2
007.
aPP
end
ices
91
The Im
pa
cT
of
The B
olo
gn
a p
ro
ce
ss o
n h
Igh
er e
du
ca
TIo
n In
sTI
TuTI
on
s In
ma
lTa
1999
-200
020
00-1
2001
-220
02-3
FM
TOT
FM
TOT
FM
TOT
FM
TOT
Cen
tre
for
Com
mun
icat
ion
Tech
nolo
gyB
ache
lors
of
Com
mun
icat
ions
53
828
1442
2112
3317
1330
Bac
helo
rs o
f Com
mun
icat
ions
(Hon
s.)10
1424
119
1910
818
238
31To
tal
1517
3239
2361
3120
5140
2161
Eur
opea
n D
ocum
enta
tion
and
Res
earc
h C
entr
eB
ache
lor o
f Eur
opea
n St
udie
s0
00
30
30
00
20
2B
ache
lor o
f Eur
opea
n St
udie
s (H
ons.)
10
11
23
11
211
819
Tota
l1
01
42
61
12
138
21Fa
culty
of A
rchi
tect
ure
and
Civ
il E
ngin
eeri
ngB
ache
lor o
f Eng
inee
ring
and
Arc
hite
ctur
e (H
ons.)
831
3911
1829
1017
276
2020
Tota
l8
3139
1118
2910
1727
620
20Fa
culty
of A
rts
Bac
helo
r of
Arts
3410
4420
1232
1311
2413
922
Bac
helo
r of A
rts (H
ons.)
4023
6341
2061
4016
5610
146
147
Tota
l74
3310
761
3293
5327
8011
455
169
Facu
lty o
f Den
tal S
urge
ryB
ache
lor o
f Den
tal S
urge
ry6
410
411
154
1115
00
0To
tal
64
104
1115
411
150
00
Facu
lty o
f Eco
nom
ics,
Man
agem
ent a
nd A
ccou
ntan
cyB
ache
lor o
f Acc
ount
ancy
(Hon
s.)30
2454
2429
5323
3053
2540
65B
ache
lor o
f Arts
(Hon
s.) in
Soc
ial
Polic
y/So
cial
Wor
k 12
315
122
1413
215
131
14
Dip
lom
a in
Soc
ial A
dmin
istra
tion
155
209
09
80
84
04
92
1999
-200
020
00-1
2001
-220
02-3
FM
TOT
FM
TOT
FM
TOT
FM
TOT
Bac
helo
r in
Soci
al A
dmin
istra
tion
22
40
00
00
00
00
Bac
helo
r of C
omm
erce
4748
950
00
5056
106
7368
141
Bac
helo
r of C
omm
erce
(Hon
s.)49
4392
4443
8742
4183
4950
99B
ache
lor o
f Sci
ence
in B
usin
ess a
nd
Com
putin
g2
1719
316
193
1417
813
21
Dip
lom
a in
Com
mer
ce0
00
00
00
00
42
6D
iplo
ma
in M
anag
emen
t Stu
dies
01
126
5783
00
00
00
Dip
lom
a in
Man
agem
ent (
Occ
. Hea
lth)
118
192
911
2248
7030
4676
Dip
lom
a So
cial
Stu
dies
00
00
00
27
90
11
Dip
lom
a in
Pub
lic A
dmin
istra
tion
00
00
00
00
011
1223
Dip
lom
a in
Dip
lom
atic
Stu
dies
00
03
36
00
06
28
Dip
lom
a in
Soc
ial S
tudi
es (G
ende
r &
D
evel
opm
ent)
140
1423
629
206
262
02
Dip
lom
a in
Soc
ial S
tudi
es (I
ndus
trial
R
elat
ions
)2
2022
813
218
1321
00
0
Tota
l17
418
135
515
417
833
219
121
740
817
521
546
0Fa
culty
of E
duca
tion
Bac
helo
r of A
rts (H
ons.)
in Y
outh
and
C
omm
unity
Stu
dies
00
00
00
103
1311
920
Bac
helo
r of E
duca
tion
00
00
00
36
93
69
Bac
helo
r of E
duca
tion
(Hon
s.)15
175
226
171
7724
165
6823
313
273
205
Bac
helo
r of P
sych
olog
y18
523
199
2817
623
98
17B
ache
lor o
f Psy
chol
ogy
(Hon
s.)28
836
219
3021
627
378
45
aPP
end
ices
93
The Im
pa
cT
of
The B
olo
gn
a p
ro
ce
ss o
n h
Igh
er e
du
ca
TIo
n In
sTI
TuTI
on
s In
ma
lTa
1999
-200
020
00-1
2001
-220
02-3
FM
TOT
FM
TOT
FM
TOT
FM
TOT
Dip
lom
a in
Fac
ilita
ting
Incl
usiv
e Ed
ucat
ion
00
05
16
00
00
00
Dip
lom
a in
You
th S
tudi
es6
06
136
192
24
42
6D
iplo
ma
in C
ompu
ter S
tudi
es E
duca
tion
00
00
00
00
07
512
Dip
lom
a in
Adu
lt Ed
ucat
ion
412
160
00
00
00
00
Dip
lom
a in
Phy
sica
l Edu
catio
n16
925
919
280
00
00
0D
iplo
ma
in I.
T. in
Edu
catio
n10
616
104
149
110
82
10To
tal
233
115
348
248
215
149
227
9231
921
111
332
4Fa
culty
of E
ngin
eeri
ngB
ache
lor o
f Eng
inee
ring
(Hon
s.)8
4654
013
137
4148
1253
64To
tal
846
540
1313
741
4812
5364
Facu
lty o
f Inf
orm
atio
n an
d C
omm
unic
atio
n Te
chno
logy
Bac
helo
r of S
cien
ce (H
ons.)
in
Info
rmat
ion
Tech
nolo
gy4
2327
026
260
2626
424
28
Bac
helo
r of S
cien
ce in
Info
rmat
ion
Tech
nolo
gy1
23
00
03
14
12
3
Dip
lom
a in
Info
rmat
ion
Tech
nolo
gy
210
120
00
00
08
08
Tota
l7
3542
026
263
2730
1326
39Fa
culty
of L
awB
ache
lor o
f Law
s52
2880
5250
102
4440
8465
4410
9D
iplo
ma
of N
otar
y Pu
blic
6153
114
5446
100
5446
100
4039
79D
iplo
ma
Lega
l Pro
cura
tor
00
01
01
10
10
11
Tota
l11
381
194
107
9610
399
8618
510
584
189
Facu
lty o
f Edu
catio
n an
d M
edic
ine
94
1999
-200
020
00-1
2001
-220
02-3
FM
TOT
FM
TOT
FM
TOT
FM
TOT
Bac
helo
r of P
harm
acy
00
00
00
00
00
11
Bac
helo
r of P
harm
acy
(Hon
s.)16
1430
1318
319
1019
75
12To
tal
1614
3013
1831
910
197
613
Facu
lty o
f Sci
ence
Bac
helo
r of S
cien
ce0
00
00
00
00
01
1B
ache
lor o
f Sci
ence
(Hon
s.)16
1430
1318
319
1019
75
12To
tal
1614
3013
1831
910
197
613
Facu
lty o
f The
olog
yB
ache
lor o
f Arts
(Hon
s.) in
The
olog
y0
55
21
31
67
01
1B
ache
lor o
f Arts
in R
elig
ious
Stu
dies
76
138
816
85
134
48
Bac
helo
r of A
rts in
The
olog
y an
d H
uman
Stu
dies
23
51
67
21
32
35
Dip
lom
a in
Rel
igio
us S
tudi
es3
14
31
42
13
42
6Li
cent
iate
in S
acre
d Th
eolo
gy0
44
03
30
00
00
0To
tal
1219
3114
1933
1313
2610
1220
Inst
itute
for
Isla
nds a
nd S
mal
l Sta
tes
Dip
lom
a in
Env
ironm
enta
l Sci
ence
00
02
35
00
00
00
Dip
lom
a in
Env
ironm
enta
l Pla
nnin
g7
1219
00
00
00
00
0To
tal
712
192
35
00
00
00
Inst
itute
of H
ealth
care
Dip
lom
a in
Hea
lth S
cien
ce8
1321
11
21
12
11
2D
iplo
ma
in N
ursi
ng S
tudi
es24
933
127
1922
628
195
24B
.Sc.
(Nur
sing
)14
216
64
105
510
103
13D
iplo
ma
in M
ed. L
ab. T
ech.
00
04
37
43
70
33
aPP
end
ices
95
The Im
pa
cT
of
The B
olo
gn
a p
ro
ce
ss o
n h
Igh
er e
du
ca
TIo
n In
sTI
TuTI
on
s In
ma
lTa
1999
-200
020
00-1
2001
-220
02-3
FM
TOT
FM
TOT
FM
TOT
FM
TOT
Dip
lom
a in
Rad
iogr
aphy
00
01
34
00
07
18
Dip
lom
a in
Psy
ch. N
ursi
ng5
05
00
00
00
32
5B
.Sc.
(Hon
s.) P
hysi
othe
rapy
00
09
1019
76
1318
725
B.S
c. (H
ons.)
Mid
wife
ry1
01
00
00
00
134
17B
.Sc.
(Hon
s.) C
omm
unic
atio
n Th
erap
y0
11
10
10
00
30
3B
.Sc.
(Hon
s.) E
nv. H
ealth
00
00
00
00
00
99
B.S
c. (H
ons.)
Rad
iogr
aphy
22
40
00
00
01
34
Tota
l54
2781
3428
6239
2160
7538
113
Inst
itute
of A
gric
ultu
reD
iplo
ma
in A
gric
ultu
re1
1011
512
175
1015
00
01
1011
512
175
1015
00
0In
stitu
te o
f For
ensi
c St
udie
sB
ache
lor o
f Arts
(Hon
s.) in
C
rimin
olog
y2
1517
00
00
00
00
0
Dip
lom
a in
Pro
batio
n4
04
00
00
00
00
06
1521
00
00
00
00
0
96
Tabl
e: G
radu
ates
(Lev
els 5
& 6)
per
Fac
ulty
and
Cour
se 20
04-2
007
2003
-420
04-5
2005
-620
06-7
FM
TOT
FM
TOT
FM
TOT
FM
TOT
Cen
tre
for
Com
mun
icat
ion
Tech
nolo
gyB
ache
lors
of
Com
mun
icat
ions
4115
5639
2463
2713
4040
2363
Bac
helo
rs o
f Com
mun
icat
ions
(H
ons.)
167
2318
1735
229
319
716
Dip
lom
a in
Arc
hive
s and
Rec
ords
M
anag
emen
t0
00
00
00
00
13
4
Dip
lom
a in
Lib
rary
and
Info
rmat
ion
Stud
ies
1714
310
00
00
08
715
Dip
lom
a in
Jour
nalis
m0
00
31
40
00
00
0To
tal
7436
110
6042
102
4922
7158
4098
Cen
tre
of L
abou
r St
udie
sD
iplo
ma
in S
ocia
l Stu
dies
00
00
00
2629
5511
819
Tota
l0
00
00
040
4055
118
19E
urop
ean
Doc
umen
tatio
n an
d R
esea
rch
Cen
tre
Bac
helo
r of E
urop
ean
Stud
ies
00
00
00
20
21
01
Bac
helo
r of E
urop
ean
Stud
ies
(Hon
s.)7
815
1011
2116
723
2313
36
Tota
l7
815
1011
2118
725
2413
37Fa
culty
of A
rchi
tect
ure
and
Civ
il E
ngin
eeri
ngB
ache
lor o
f Eng
inee
ring
and
Arc
hite
ctur
e (H
ons.)
1323
369
918
2629
5512
2436
Tota
l13
2336
99
1826
2955
1224
36Fa
culty
of A
rts
aPP
end
ices
97
The Im
pa
cT
of
The B
olo
gn
a p
ro
ce
ss o
n h
Igh
er e
du
ca
TIo
n In
sTI
TuTI
on
s In
ma
lTa
2003
-420
04-5
2005
-620
06-7
FM
TOT
FM
TOT
FM
TOT
FM
TOT
Bac
helo
r of A
rts42
1153
93
1223
1740
299
38B
ache
lor o
f Arts
(Hon
s.)70
3910
990
4313
384
3612
085
5814
3C
ertifi
cate
in P
roof
-Rea
ding
00
00
00
1430
440
00
Dip
lom
a in
Ara
bic
00
00
00
1416
300
00
Tota
l11
250
162
9946
145
135
9923
411
467
181
Facu
lty o
f Den
tal S
urge
ryB
ache
lor o
f Den
tal S
urge
ry6
713
22
41
67
44
8To
tal
67
132
24
16
74
48
Facu
lty o
f Eco
nom
ics,
Man
agem
ent a
nd A
ccou
ntan
cyB
ache
lor o
f Acc
ount
ancy
(Hon
s.)34
3569
4943
9243
2568
4336
79B
ache
lor o
f Arts
(Hon
s.) in
Soc
ial
Polic
y/So
cial
Wor
k 0
00
00
00
00
314
35
Bac
helo
r of A
rts (H
ons.)
in S
ocia
l W
ork/
Soci
al A
dmin
istra
tion
227
2930
434
348
421
23
Bac
helo
r of A
rts (H
ons.)
Tou
rism
St
udie
s6
410
85
1312
820
175
22
Bac
helo
r of A
rts in
Tou
rism
Stu
dies
00
00
22
32
55
510
Bac
helo
r of C
omm
erce
7150
121
4943
9295
6315
897
7417
1B
ache
lor o
f Com
mer
ce (H
ons.)
5557
112
7061
131
7460
134
6871
139
Bac
helo
r of S
cien
ce in
Bus
ines
s and
C
ompu
ting
1019
2911
2536
1126
3714
3246
Dip
lom
a in
Com
mer
ce0
00
1125
360
00
76
13D
iplo
ma
in M
anag
emen
t Stu
dies
3935
7432
4577
4243
8530
3363
Dip
lom
a So
cial
Stu
dies
10
130
434
00
00
00
98
2003
-420
04-5
2005
-620
06-7
FM
TOT
FM
TOT
FM
TOT
FM
TOT
Dip
lom
a in
Pub
lic A
dmin
istra
tion
00
09
1726
00
00
00
Dip
lom
a in
Pol
itica
l Stu
dies
00
02
810
00
00
00
Tota
l23
820
744
530
128
258
331
423
554
936
326
858
1Fa
culty
of E
duca
tion
Bac
helo
r of A
rts (H
ons.)
in Y
outh
an
d C
omm
unity
Stu
dies
00
00
00
23
55
49
Bac
helo
r of A
rts in
You
th a
nd
Com
mun
ity S
tudi
es7
411
00
00
00
11
2
Bac
helo
r of E
duca
tion
(Hon
s.)14
344
187
101
2612
713
639
175
106
2613
2B
ache
lor o
f Psy
chol
ogy
237
304
26
21
31
12
Bac
helo
r of P
sych
olog
y (H
ons.)
349
4327
532
8628
114
409
49D
iplo
ma
in F
acili
tatin
g In
clus
ive
Educ
atio
n0
00
00
00
00
839
92
Dip
lom
a in
You
th S
tudi
es2
13
62
80
00
30
3D
iplo
ma
in C
ompu
ter S
tudi
es
Educ
atio
n0
00
510
150
00
00
0
Dip
. In
Educ
. (In
divi
dual
nee
ds)
00
030
98
317
00
00
00
Dip
lom
a in
Adu
lt Ed
ucat
ion
53
84
15
00
00
00
Dip
lom
a in
Adu
lt Tr
aini
ng a
nd
Dev
elop
men
t0
00
39
120
00
00
0
Dip
lom
a in
I.T.
in E
duca
tion
00
09
312
00
00
00
Tota
l21
415
828
246
866
534
226
7129
723
950
289
Facu
lty o
f Eng
inee
ring
Bac
helo
r of E
ngin
eerin
g (H
ons.)
939
4811
4354
1971
9015
6176
aPP
end
ices
99
The Im
pa
cT
of
The B
olo
gn
a p
ro
ce
ss o
n h
Igh
er e
du
ca
TIo
n In
sTI
TuTI
on
s In
ma
lTa
2003
-420
04-5
2005
-620
06-7
FM
TOT
FM
TOT
FM
TOT
FM
TOT
Tota
l9
3948
1143
5419
7190
1561
76Fa
culty
of I
nfor
mat
ion
and
Com
mun
icat
ion
Tech
nolo
gyB
ache
lor o
f Sci
ence
(Hon
s.) in
In
form
atio
n Te
chno
logy
00
014
3246
429
3310
3646
Bac
helo
r of S
cien
ce in
Info
rmat
ion
Tech
nolo
gy2
2830
00
00
00
02
2
Dip
lom
a in
Info
rmat
ion
Tech
nolo
gy
48
120
77
314
173
1013
Tota
l6
3642
1439
537
4350
1348
61Fa
culty
of L
awB
ache
lor o
f Arts
in L
egal
and
H
uman
istic
Stu
dies
00
00
00
55
100
00
Bac
helo
r of L
aws
4845
9361
2485
30
385
3311
8D
iplo
ma
of N
otar
y Pu
blic
6541
106
4743
9062
3395
5648
104
Dip
lom
a Le
gal P
rocu
rato
r0
00
41
54
04
00
0To
tal
113
8619
911
268
180
7438
112
141
8122
2Fa
culty
of E
duca
tion
and
Med
icin
eB
ache
lor o
f Pha
rmac
y0
00
00
00
11
01
1B
ache
lor o
f Pha
rmac
y (H
ons.)
177
2430
1444
175
2224
933
Tota
l17
724
3014
4417
623
249
33Fa
culty
of S
cien
ceB
ache
lor o
f Sci
ence
00
00
00
10
13
14
Bac
helo
r of S
cien
ce (H
ons.)
2024
4414
1731
2820
4823
2043
Tota
l20
2444
1417
3129
2049
2621
47Fa
culty
of T
heol
ogy
100
2003
-420
04-5
2005
-620
06-7
FM
TOT
FM
TOT
FM
TOT
FM
TOT
Bac
helo
r of A
rts (H
ons.)
in T
heol
ogy
13
41
12
30
32
35
Bac
helo
r of A
rts in
Rel
igio
us S
tudi
es7
916
13
413
619
96
15B
ache
lor o
f Arts
in T
heol
ogy
and
Hum
an S
tudi
es0
55
72
91
1112
213
15
Bac
helo
r of S
acre
d Th
eolo
gy0
22
05
50
66
05
5D
iplo
ma
in R
elig
ious
Stu
dies
94
135
38
06
61
01
Lice
ntia
te in
Sac
red
Theo
logy
09
90
55
03
31
23
Tota
l17
3249
1419
3317
3249
1529
44In
stitu
te fo
r Is
land
s and
Sm
all S
tate
sD
iplo
ma
in L
ace
Stud
ies
00
00
00
00
012
00
Tota
l0
00
00
00
00
120
0In
stitu
te fo
r Ph
ysic
al E
duca
tion
and
Spor
tD
iplo
ma
in S
port
and
Leis
ure
00
00
00
00
07
714
Tota
l0
00
00
00
00
77
14In
stitu
te o
f Con
serv
atio
n an
d M
anag
emen
t of C
ultu
ral H
erita
ge (H
erita
ge M
alta
)B
ache
lor i
n C
onse
rvat
ion
and
Res
tora
tion
Stud
ies (
Hon
s.)5
813
22
49
211
10
1
58
132
24
92
111
01
Inst
itute
of H
ealth
care
Bac
helo
r of S
cien
ce0
00
00
00
22
00
0B
ache
lor o
f H
ealth
Sci
ence
(Hon
s.)20
1030
4325
6833
1245
8522
107
Dip
lom
a in
Hea
lth S
cien
ce9
1322
42
663
2386
6215
77D
iplo
ma
in N
ursi
ng S
tudi
es40
545
4824
720
00
00
0B
.Sc.
(Nur
sing
)16
622
269
3553
1467
00
0
aPP
end
ices
101
The Im
pa
cT
of
The B
olo
gn
a p
ro
ce
ss o
n h
Igh
er e
du
ca
TIo
n In
sTI
TuTI
on
s In
ma
lTa
2003
-420
04-5
2005
-620
06-7
FM
TOT
FM
TOT
FM
TOT
FM
TOT
Tota
l85
3411
912
160
181
163
5121
414
737
184
Inst
itute
of A
gric
ultu
reD
iplo
ma
in A
gric
ultu
re5
1621
00
00
00
00
0D
iplo
ma
in W
ater
Ope
ratio
ns
Man
agem
ent
00
00
00
1130
410
00
Tota
l5
1621
00
011
3041
00
0In
stitu
te o
f For
ensi
c St
udie
sD
iplo
ma
in C
rimin
olog
y0
0
02
02
00
00
00
Dip
lom
a in
Pro
batio
n Se
rvic
es0
00
61
70
00
00
0B
ache
lor o
f Arts
in C
rimin
olog
y0
00
00
03
1114
00
0To
tal
00
08
19
311
140
00
102
Tabl
e: G
radu
ates
(Lev
els 5
& 6)
per
Fac
ulty
and
Cour
se 20
08-2
010
2007
-820
08-9
2009
-10
FM
TOT
FM
TOT
FM
TOT
Cen
tre
for
Com
mun
icat
ion
Tech
nolo
gyB
ache
lors
of
Com
mun
icat
ions
2921
5031
839
2613
39B
ache
lors
of C
omm
unic
atio
ns
(Hon
s.)7
1118
63
910
717
Dip
lom
a in
Arc
hive
s and
Rec
ords
M
anag
emen
t0
00
01
10
00
Dip
lom
a in
Lib
rary
and
Info
rmat
ion
Stud
ies
00
08
715
13
4
Tota
l36
3268
4519
6437
2350
Cen
tre
for
Lab
our
Stud
ies
Dip
lom
a in
Soc
ial S
tudi
es3
2225
00
013
2134
Tota
l3
2225
00
013
2134
Eur
opea
n D
ocum
enta
tion
and
Res
earc
h C
entr
eB
ache
lor o
f Eur
opea
n St
udie
s17
724
00
00
00
Bac
helo
r of E
urop
ean
Stud
ies
(Hon
s.)4
610
238
3114
620
Tota
l21
1334
238
3114
620
Facu
lty o
f the
Bui
lt E
nvir
onm
ent
Bac
helo
r of E
ngin
eerin
g an
d A
rchi
tect
ure
(Hon
s.)21
1334
2129
5023
3255
Tota
l21
1334
2129
5023
3255
Facu
lty o
f Art
sB
ache
lor o
f Arts
3919
5825
1641
5518
73
aPP
end
ices
103
The Im
pa
cT
of
The B
olo
gn
a p
ro
ce
ss o
n h
Igh
er e
du
ca
TIo
n In
sTI
TuTI
on
s In
ma
lTa
2007
-820
08-9
2009
-10
FM
TOT
FM
TOT
FM
TOT
Bac
helo
r of A
rts (H
ons.)
123
6118
412
355
178
116
5216
8To
tal
162
5024
214
871
219
171
7024
1Fa
culty
of
Den
tal S
urge
ryB
ache
lor o
f Den
tal S
urge
ry3
25
24
62
35
Tota
l3
25
24
62
35
Facu
lty o
f Eco
nom
ics,
Man
agem
ent a
nd A
ccou
ntan
cyB
ache
lor o
f Acc
ount
ancy
(Hon
s.)38
2866
4930
7938
2664
Bac
helo
r of A
rts (H
ons.)
in S
ocia
l Po
licy/
Soci
al W
ork
5212
6441
849
3515
50
Bac
helo
r of A
rts (H
ons.)
in S
ocia
l W
ork/
Soci
al A
dmin
istra
tion
00
00
00
10
1
Bac
helo
r of A
rts (H
ons.)
Tou
rism
St
udie
s0
00
279
314
418
Bac
helo
r of A
rts in
Tou
rism
Stu
dies
91
105
05
00
0B
ache
lor o
f Com
mer
ce69
6613
567
9115
871
4611
7B
ache
lor o
f Com
mer
ce (H
ons.)
6557
122
6552
117
6255
117
Bac
helo
r of S
cien
ce in
Bus
ines
s and
C
ompu
ting
1311
2421
2647
1215
27
Dip
lom
a in
Com
mer
ce6
17
68
1412
1426
Dip
lom
a in
Man
agem
ent S
tudi
es27
1845
2729
5632
1345
Dip
lom
a in
Pol
itica
l Stu
dies
00
00
00
01
1To
tal
279
194
473
308
253
528
277
189
466
Facu
lty o
f Edu
catio
n
104
2007
-820
08-9
2009
-10
FM
TOT
FM
TOT
FM
TOT
Bac
helo
r of A
rts (H
ons.)
in Y
outh
an
d C
omm
unity
Stu
dies
2110
310
00
74
11
Bac
helo
r of A
rts in
You
th a
nd
Com
mun
ity S
tudi
es1
01
00
00
00
Bac
helo
r of E
duca
tion
(Hon
s.)92
3012
210
733
140
8013
93B
ache
lor o
f Psy
chol
ogy
(Hon
s.)56
1369
617
6862
1072
Dip
lom
a in
Fac
ilita
ting
Incl
usiv
e Ed
ucat
ion
914
9561
768
966
102
Dip
lom
a in
You
th S
tudi
es3
03
00
01
11
Tota
l26
457
321
229
4727
624
634
279
Facu
lty o
f Eng
inee
ring
Bac
helo
r of E
ngin
eerin
g (H
ons.)
1454
687
2333
2753
80To
tal
1454
687
2333
2753
80Fa
culty
of I
nfor
mat
ion
and
Com
mun
icat
ion
Tech
nolo
gyB
ache
lor o
f Sci
ence
(Hon
s.) in
In
form
atio
n Te
chno
logy
1436
504
4448
1338
51
Bac
helo
r of S
cien
ce in
Info
rmat
ion
Tech
nolo
gy0
22
01
10
22
Dip
lom
a in
Info
rmat
ion
Tech
nolo
gy
19
100
11
1238
51To
tal
1547
624
4650
2578
104
Facu
lty o
f L
awB
ache
lor o
f Law
s66
5211
87
3510
269
4211
1D
iplo
ma
of N
otar
y Pu
blic
8434
118
6045
105
6733
100
Dip
lom
a Le
gal P
rocu
rato
r0
11
21
50
11
aPP
end
ices
105
The Im
pa
cT
of
The B
olo
gn
a p
ro
ce
ss o
n h
Igh
er e
du
ca
TIo
n In
sTI
TuTI
on
s In
ma
lTa
2007
-820
08-9
2009
-10
FM
TOT
FM
TOT
FM
TOT
Tota
l15
087
227
6981
212
136
7621
2Fa
culty
of M
edic
ine
and
Surg
ery
Bac
helo
r of P
harm
acy
(Hon
s.)23
326
244
2823
730
Tota
l23
326
244
2823
730
Facu
lty o
f Sci
ence
Bac
helo
r of S
cien
ce0
55
33
65
49
Bac
helo
r of S
cien
ce (H
ons.)
3419
5328
2755
3832
70To
tal
3424
5731
3061
3336
79Fa
culty
of T
heol
ogy
Bac
helo
r of A
rts (H
ons.)
in T
heol
ogy
85
130
00
159
24B
ache
lor o
f Arts
in T
heol
ogy
and
Hum
an S
tudi
es3
1114
07
70
66
Bac
helo
r of S
acre
d Th
eolo
gy0
66
09
91
67
Dip
lom
a in
Rel
igio
us S
tudi
es1
01
11
20
00
Lice
ntia
te in
Sac
red
Theo
logy
01
10
33
04
4To
tal
1223
351
2021
1625
41In
stitu
te o
f Con
serv
atio
n an
d M
anag
emen
t of C
ultu
ral H
erita
ge
Bac
helo
r in
Con
serv
atio
n an
d R
esto
ratio
n St
udie
s (H
ons.)
31
410
140
48
12
Tota
l3
14
1014
04
812
Inst
itute
of H
ealth
care
/Fac
ulty
of H
ealth
Sci
ence
sB
ache
lor o
f Sci
ence
00
00
01
12
2B
ache
lor o
f H
ealth
Sci
ence
(Hon
s).
6727
9410
838
146
117
3214
9D
iplo
ma
in H
ealth
Sci
ence
3114
4525
1136
199
28
106
2007
-820
08-9
2009
-10
FM
TOT
FM
TOT
FM
TOT
Tota
l98
4113
913
349
183
137
4317
9In
stitu
te o
f Agr
icul
ture
Dip
lom
a in
Agr
icul
ture
516
210
00
00
0B
ache
lor o
f Sci
ence
(Hon
s.) i
n M
edite
rran
ean
Agr
o-Sy
stem
s M
anag
emen
t6
2026
01
13
69
Tota
l11
3647
01
113
69
Inst
itute
of C
rim
inol
ogy
Dip
lom
a in
Crim
inol
ogy
00
02
13
21
3D
iplo
ma
in P
roba
tion
Serv
ices
00
00
00
628
34B
ache
lor o
f Arts
in C
rimin
olog
y (H
ons.)
28
1139
00
00
00
Tota
l28
1139
21
38
2937
Inst
itute
of P
ublic
Adm
inis
trat
ion
and
Man
agem
ent
Dip
lom
a in
Pub
lic A
dmin
istra
tion
810
180
11
138
21To
tal
810
180
11
138
21M
edite
rran
ean
Aca
dem
y of
Dip
lom
atic
Stu
dies
Dip
lom
a in
Dip
lom
atic
Stu
dies
37
100
00
35
8To
tal
37
100
00
35
8
aPP
end
ices
107
The Im
pa
cT
of
The B
olo
gn
a p
ro
ce
ss o
n h
Igh
er e
du
ca
TIo
n In
sTI
TuTI
on
s In
ma
lTa
Tabl
e: G
radu
ates
at L
EVEL
7 &
8 per
Fac
ulty
and
Cour
se 19
99-2
003
1999
-200
020
00-1
2001
-220
02-3
FM
TOT
FM
TOT
FM
TOT
FM
TOT
Cen
tre
for
Com
mun
icat
ion
Tech
nolo
gyM
.Phi
l.1
01
00
00
11
00
0To
tal
10
10
00
01
10
00
Eur
opea
n D
ocum
enta
tion
and
Res
earc
h C
entr
eM
.A. E
urop
ean
Stud
ies
25
78
513
00
00
00
Tota
l2
57
85
130
00
00
0Fa
culty
of A
rchi
tect
ure
and
Civ
il E
ngin
eeri
ngM
.Sc.
Con
serv
atio
n Te
chno
logy
00
06
39
00
00
00
P/G
Dip
lom
a in
Con
serv
atio
n Te
chno
logy
03
30
00
02
20
00
M.S
. Env
. Pla
nnin
g &
Man
agem
ent
15
61
12
10
10
00
M. P
hil
01
10
00
00
00
00
Tota
l1
910
74
111
23
00
0Fa
culty
of A
rts
M.A
.11
1021
1013
2311
1122
89
17M
. Phi
loso
phy
02
22
13
00
01
01
M.A
. Bar
oque
Stu
dies
62
80
00
00
05
38
Ph.D
10
10
44
07
72
46
Tota
l18
1432
1218
3011
1829
1616
32Fa
culty
of E
cono
mic
s, M
anag
emen
t and
Acc
ount
ancy
M. B
usin
ess A
dmin
istra
tion
513
184
59
525
307
2936
Exec
. M. B
usin
ess A
dmin
istra
tion
00
04
2428
00
00
00
M.A
. Fin
anci
al S
ervi
ces
37
106
1521
212
144
913
108
1999
-200
020
00-1
2001
-220
02-3
FM
TOT
FM
TOT
FM
TOT
FM
TOT
Mag
iste
r Jur
is3
47
57
120
00
00
0M
.A. E
cono
mic
s0
00
00
00
00
57
12To
tal
1124
3519
5170
737
4416
4561
Facu
lty o
f Edu
catio
nPo
stgr
adua
te C
ertifi
cate
in E
duca
tion
9232
124
6524
8963
2386
5414
68M
. Edu
catio
n4
610
63
92
24
44
8M
. Psy
chol
ogy
00
09
211
92
110
00
P/G
Cer
tifica
te In
clus
ion
and
Spec
ial
Educ
atio
n N
eeds
00
00
00
51
60
00
Ph.D
00
00
00
00
01
01
Tota
l4
610
155
2016
521
54
9Fa
culty
of E
ngin
eeri
ngM
.Sc.
Eng
inee
ring
00
00
1313
02
20
88
M. P
hil
01
10
22
01
10
00
Ph.D
00
00
11
01
10
00
Tota
l0
11
016
160
44
08
8Fa
culty
of L
awM
.A. H
uman
Rig
hts &
D
emoc
ratiz
atio
n0
00
1714
311
01
2216
38
Doc
tor o
f Law
4237
7959
5511
416
954
112
4221
63To
tal
00
017
6914
517
00
122
1638
Facu
lty o
f Med
icin
e &
Sur
gery
M.D
.17
4259
2539
6423
3356
1622
38M
.Sc.
(Pub
lic H
ealth
Med
icin
e)0
00
01
10
11
00
0
aPP
end
ices
109
The Im
pa
cT
of
The B
olo
gn
a p
ro
ce
ss o
n h
Igh
er e
du
ca
TIo
n In
sTI
TuTI
on
s In
ma
lTa
1999
-200
020
00-1
2001
-220
02-3
FM
TOT
FM
TOT
FM
TOT
FM
TOT
M.S
c. (M
edic
ine
& S
urge
ry)
00
00
00
00
02
79
M. P
hil
21
31
01
12
32
13
M. P
hil (
Den
tistry
)0
00
01
11
01
00
0Ph
.D1
01
00
00
22
00
0
Tota
l20
4363
2641
6725
3863
2030
50
Facu
lty o
f Sci
ence
M. P
hil
01
10
00
00
00
11
M. S
cien
ce2
57
1214
266
814
510
15Ph
.D1
12
00
00
00
00
0To
tal
37
1012
1426
68
145
1116
Facu
lty o
f The
olog
yM
.A T
heol
ogy
& H
uman
Stu
dies
01
11
12
12
33
14
Ph.D
(The
olog
y)1
00
00
00
00
00
0To
tal
11
11
12
12
33
14
Inst
itute
for
Isla
nds a
nd S
mal
l Sta
tes
M.A
. Sm
all S
tate
s0
00
00
00
00
04
4To
tal
00
00
00
00
00
44
Inst
itute
of H
ealth
care
Post
Qua
l. D
iplo
ma
in H
ealth
Se
rvic
e M
ang.
00
013
518
00
00
00
Post
. Qua
lifica
tion
in N
utrit
ion
00
01
23
00
00
00
M.H
.Sc.
(Env
ironm
enta
l Hea
lth)
01
11
01
00
00
00
110
1999
-200
020
00-1
2001
-220
02-3
FM
TOT
FM
TOT
FM
TOT
FM
TOT
M.H
.Sc.
Nur
sing
/Mid
wife
ry
Educ
atio
n4
37
00
00
00
00
0
M.S
c. H
ealth
Ser
vice
Man
agem
ent
00
03
912
25
71
45
Tota
l4
48
1816
342
57
14
5In
stitu
te o
f Agr
icul
ture
M.S
c. A
gric
ultu
re1
01
24
61
23
11
2M
. Phi
l Agr
icul
ture
110
115
1217
10
10
00
M.S
c. A
gric
ultu
re a
nd V
eter
inar
y Ph
arm
acy
01
13
14
30
30
00
Ph.D
00
00
00
01
10
00
Tota
l2
1113
1017
275
38
11
2E
urop
ean
Cen
tre
for
Ger
onto
logy
Mas
ter o
f Ger
onto
logy
and
Ger
iatri
cs0
00
13
42
13
01
1Po
stgr
adua
te D
iplo
ma
in
Ger
onto
logy
and
Ger
iatri
cs8
1119
49
130
66
40
4
Tota
l8
1119
512
172
79
41
5In
stitu
te o
f Lin
guis
tic S
tudi
esM
. Phi
l0
00
10
10
00
00
0To
tal
00
01
01
00
00
00
Med
iterr
anea
n In
stitu
te
M. P
hil
00
01
01
00
01
12
Tota
l0
00
10
10
00
11
2M
edite
rran
ean
Aca
dem
y of
Dip
lom
atic
Stu
dies
P/G
Dip
lom
a in
Dip
lom
atic
Stu
dies
00
00
00
20
20
00
aPP
end
ices
111
The Im
pa
cT
of
The B
olo
gn
a p
ro
ce
ss o
n h
Igh
er e
du
ca
TIo
n In
sTI
TuTI
on
s In
ma
lTa
1999
-200
020
00-1
2001
-220
02-3
FM
TOT
FM
TOT
FM
TOT
FM
TOT
P/G
Dip
lom
a in
Dip
lom
acy
00
00
00
00
01
12
Mas
ter i
n D
iplo
mat
ic S
tudi
es5
1015
45
91
56
510
15M
aste
r of A
rts in
Dip
lom
atic
Stu
dies
26
81
910
00
05
611
Ph.D
01
10
00
00
00
00
Tota
l7
1724
514
193
58
1117
28
112
Tabl
e: G
radu
ates
at L
EVEL
7 &
8 per
Fac
ulty
and
Cour
se 20
03-0
720
03-4
2004
-520
05-6
2006
-7F
MTO
TF
MTO
TF
MTO
TF
MTO
TC
entr
e fo
r C
omm
unic
atio
n Te
chno
logy
Mas
ter o
f Arts
00
09
1019
01
111
617
Tota
l0
00
910
190
11
116
17E
urop
ean
Doc
umen
tatio
n an
d R
esea
rch
Cen
tre
Mas
ter o
f Arts
in E
urop
ean
Stud
ies
78
1510
1121
00
02
57
Tota
l7
815
1011
210
00
25
7E
dwar
d D
e B
ono
Inst
itute
for
the
Des
ign
and
Dev
elop
men
t of T
hink
ing
Mas
ter o
f Arts
in C
reat
ivity
and
In
nova
tion
00
00
00
55
1010
919
Tota
l0
00
00
05
510
109
19E
uro-
Med
iterr
anea
n C
entr
e fo
r E
duca
tiona
l Res
earc
hM
aste
r of A
rts in
Com
para
tive
Euro
-M
edite
rran
ean
Educ
atio
n St
udie
s0
00
00
00
00
01
1
Tota
l0
00
00
00
00
01
1E
urop
ean
Cen
tre
for
Ger
onto
logy
Mas
ter o
f Ger
onto
logy
and
Ger
iatri
cs0
22
21
30
00
10
1Po
stgr
adua
te D
iplo
ma
in
Ger
onto
logy
and
Ger
iatri
cs3
14
36
95
16
33
6
33
65
712
51
64
37
Facu
lty o
f Arc
hite
ctur
e an
d C
ivil
Eng
inee
ring
M.S
c. R
oad
Engi
neer
ing
00
02
1113
00
00
00
M.S
c. E
nv. P
lann
ing
& M
anag
emen
t4
59
10
10
00
00
0D
octo
r of P
hilo
soph
y0
00
00
00
11
00
0
aPP
end
ices
113
The Im
pa
cT
of
The B
olo
gn
a p
ro
ce
ss o
n h
Igh
er e
du
ca
TIo
n In
sTI
TuTI
on
s In
ma
lTa
2003
-420
04-5
2005
-620
06-7
FM
TOT
FM
TOT
FM
TOT
FM
TOT
Tota
l4
59
311
140
11
00
0
Facu
lty o
f Art
sPh
.D in
Arc
haeo
logy
00
00
00
00
01
01
Ph.D
in P
hilo
soph
y0
00
00
01
01
00
0Ph
.D M
alte
se0
11
02
20
00
00
0M
aste
r in
Con
tem
pora
ry D
iplo
mac
y0
00
00
06
915
47
11M
aste
r in
Inte
rpre
ting
00
00
00
00
01
12
Mas
ter i
n Tr
ansl
atio
n0
00
00
00
00
82
10M
aste
r in
Tran
slat
ing
and
Inte
rpre
ting
00
00
00
166
223
03
Mas
ter o
f Arts
1911
300
00
217
2831
1546
Mas
ter o
f Arts
in L
ingu
istic
s0
11
31
42
02
11
2Po
stgr
adua
te d
iplo
ma
in In
terp
retin
g0
00
00
08
19
31
4Po
stgr
adua
te d
iplo
ma
in T
rans
latio
n0
00
00
016
723
83
11To
tal
1912
313
14
7030
100
5930
89Fa
culty
of D
enta
l Sur
gery
Doc
tor o
f Phi
loso
phy
in D
enta
l Su
rger
y0
00
00
00
00
10
1
Mas
ter o
f Sci
ence
0
00
00
00
00
20
2M
aste
r of P
hilo
soph
y of
Den
tal
Surg
ery
00
00
00
10
00
00
Tota
l6
410
411
151
00
00
0Fa
culty
of E
cono
mic
s, M
anag
emen
t and
Acc
ount
ancy
114
2003
-420
04-5
2005
-620
06-7
FM
TOT
FM
TOT
FM
TOT
FM
TOT
Exec
utiv
e M
aste
r of B
usin
ess
Adm
inis
tratio
n8
1826
2154
7510
2535
715
22
Exec
utiv
e M
aste
r of B
usin
ess
Adm
inis
tratio
n (E
-bus
ines
s)0
00
00
01
1011
314
17
Mas
ter o
f Arts
in E
cono
mic
s4
610
44
86
410
65
11M
aste
r of A
rts o
f Com
petit
ive
Law
00
02
35
00
00
00
Mas
ter o
f Arts
in P
ublic
Pol
icy
00
03
47
02
22
24
Mas
ter o
f Bus
ines
s Adm
inis
tratio
n0
00
00
011
1223
85
13Ph
.D E
cono
mic
s0
00
01
10
00
00
0Ph
.D F
inan
ce a
nd B
anki
ng0
00
00
00
11
00
0To
tal
1224
3630
6696
2854
8226
4167
Facu
lty o
f Edu
catio
nM
aste
r of E
duca
tion
94
134
26
82
104
48
Mas
ter o
f Psy
chol
ogy
00
00
00
00
08
210
Post
grad
uate
Cer
tifica
te in
Edu
catio
n34
842
4713
6067
1683
6116
77Po
stgr
adua
te D
iplo
ma
in E
duca
tion
Adm
inis
tratio
n &
Man
agem
ent
00
00
00
00
047
3279
Post
grad
uate
Dip
lom
a in
Edu
catio
n (I
nclu
sion
and
Indi
vidu
al
Educ
atio
nal N
eeds
in P
rimar
y Sc
hool
s)
00
00
00
00
04
15
Post
grad
uate
Dip
lom
a in
Sch
ool
Cou
nsel
ling
00
00
00
84
120
00
Ph.D
Edu
catio
n0
00
01
10
00
00
0
aPP
end
ices
115
The Im
pa
cT
of
The B
olo
gn
a p
ro
ce
ss o
n h
Igh
er e
du
ca
TIo
n In
sTI
TuTI
on
s In
ma
lTa
2003
-420
04-5
2005
-620
06-7
FM
TOT
FM
TOT
FM
TOT
FM
TOT
M.A
. Bar
oque
Stu
dies
10
11
34
00
00
00
Ph.D
The
atre
Stu
dies
01
10
00
00
00
00
Ph.D
Geo
grap
hy
00
00
11
00
00
00
Tota
l44
1357
5220
7283
2210
512
455
179
Facu
lty o
f Eng
inee
ring
Doc
tor o
f Phi
loso
phy
in E
ngin
eerin
g0
00
00
00
11
01
1M
aste
r of S
cien
ce in
Eng
inee
ring
04
40
50
07
71
56
M.P
hil.
Engi
neer
ing
00
01
01
00
00
00
Tota
l0
44
15
10
88
16
7Fa
culty
of L
awM
agis
ter J
uris
in E
urop
ean
And
C
ompa
rativ
e La
w0
00
00
09
514
76
13
Mag
iste
r Jur
is in
Inte
rnat
iona
l Law
00
00
00
01
10
22
Mas
ter o
f Arts
in F
inan
cial
Law
00
00
00
69
150
22
Mas
ter o
f Arts
in H
uman
Rig
hts a
nd
Dem
ocra
tizat
ion
00
00
00
2320
4330
1646
Mas
ter o
f Arts
in L
aw0
00
00
00
11
00
0D
octo
r of L
aw54
4710
140
3979
4446
9058
2367
Tota
l0
00
00
082
8216
437
2663
Facu
lty o
f Med
icin
e an
d Su
rger
yD
octo
r of M
edic
ine
and
Surg
ery
1324
3738
3068
2028
480
11
Doc
tor o
f Phi
loso
phy
in P
atho
logy
00
00
00
00
00
22
Doc
tor o
f Phi
loso
phy
in P
hysi
olog
y an
d B
ioch
emis
try0
00
00
01
01
21
3
116
2003
-420
04-5
2005
-620
06-7
FM
TOT
FM
TOT
FM
TOT
FM
TOT
Doc
tor o
f Phi
loso
phy
in M
edic
ine
00
00
00
00
01
01
Mas
ter o
f Sci
ence
00
00
00
10
16
28
M.S
c. (M
edic
ine
& S
urge
ry)
12
36
1117
00
00
00
Ph.D
Pha
rmac
y 0
11
00
00
00
00
0M
. Phi
loso
phy
(clin
ical
Ph
arm
acol
ogy)
00
01
01
00
00
00
M. P
hilo
soph
y (O
bste
trics
&
Gyn
aeco
logy
)0
00
01
10
00
00
0
M. P
hil P
atho
logy
10
00
00
00
00
00
Doc
tor o
f Phi
loso
phy
in P
ublic
H
ealth
00
00
00
10
10
00
M. P
hil M
olec
ular
Gen
etic
s1
00
00
00
00
00
0To
tal
1627
4145
4287
2328
519
615
Facu
lty o
f Sci
ence
Doc
tor o
f Phi
loso
phy
in P
hysi
cs0
00
00
00
00
01
10D
octo
r of P
hilo
soph
y in
Bio
logy
00
00
00
01
10
00
Mas
ter o
f Sci
ence
410
146
1521
912
213
1013
Tota
l4
1014
615
219
1322
311
23Fa
culty
of T
heol
ogy
Mas
ter o
f Arts
in T
heol
ogy
00
00
00
31
44
37
Mas
ter o
f Arts
in T
heol
ogy
and
Hum
an S
tudi
es2
01
01
10
33
21
3
Doc
tor o
f Sac
red
Theo
logy
00
00
00
01
10
00
Tota
l2
01
01
13
58
64
10
aPP
end
ices
117
The Im
pa
cT
of
The B
olo
gn
a p
ro
ce
ss o
n h
Igh
er e
du
ca
TIo
n In
sTI
TuTI
on
s In
ma
lTa
2003
-420
04-5
2005
-620
06-7
FM
TOT
FM
TOT
FM
TOT
FM
TOT
Inst
itute
for
Isla
nds a
nd S
mal
l Sta
tes
Mas
ter o
f Arts
in Is
land
s and
Sm
all
Stat
es S
tudi
es3
03
10
111
314
813
21
Tota
l3
03
10
111
314
813
21In
stitu
te fo
r M
ason
ry a
nd C
onst
ruct
ion
Res
earc
hM
aste
r of S
cien
ce in
Con
serv
atio
n Te
chno
logy
for M
ason
ry B
uild
ings
00
00
00
00
00
22
M. P
hil M
ason
ry &
Con
serv
atio
n R
esea
rch
00
01
01
10
10
00
M.S
c. M
ason
ry &
Con
serv
atio
n R
esea
rch
01
12
24
00
00
00
P/G
Dip
lom
a in
Con
s Tec
h fo
r M
ason
ry B
ldg
40
40
11
11
20
00
Tota
l4
15
33
62
13
02
2In
stitu
te o
f Hea
lthca
reM
aste
r of H
ealth
Sci
ence
115
161
12
90
94
15
Post
grad
uate
Dip
lom
a in
Hea
lth
Scie
nce
00
00
00
109
1911
415
Tota
l11
516
11
219
928
155
20In
stitu
te fo
r C
onse
rvat
ion
and
Man
agem
ent o
f Cul
tura
l Her
itage
(Her
itage
Mal
ta)
118
2003
-420
04-5
2005
-620
06-7
FM
TOT
FM
TOT
FM
TOT
FM
TOT
Mas
ter o
f Con
serv
atio
n in
App
lied
Con
serv
atio
n St
udie
s0
00
00
00
22
11
2
Mas
ter o
f Con
serv
atio
n in
App
lied
Con
serv
atio
n St
udie
s0
00
00
09
211
00
0
Tota
l0
00
00
09
413
11
2In
stitu
te o
f Agr
icul
ture
Mas
ter o
f Sci
ence
in A
gric
ultu
ral
Scie
nce
12
30
00
00
00
22
M.S
c. A
gric
ultu
re a
nd V
eter
inar
y Sc
ienc
es0
11
20
20
00
00
0
Ph.D
Agr
icul
ture
11
20
00
00
00
00
M. P
hil A
gric
ultu
re0
11
00
00
00
00
0To
tal
25
72
02
00
00
22
Med
iterr
anea
n A
cade
my
of D
iplo
mat
ic S
tudi
esM
aste
r in
Dip
lom
acy
65
117
714
39
126
612
Mas
ter o
f Arts
in D
iplo
mat
ic S
tudi
es7
815
00
09
1221
107
17P/
G D
iplo
ma
in D
iplo
mac
y0
00
00
00
00
01
1P/
G d
iplo
ma
in C
onte
mpo
rary
D
iplo
mac
y3
69
1011
210
00
33
6
Tota
l 16
1935
1718
3512
2133
1917
36M
edite
rran
ean
Inst
itute
Doc
tor
of M
usic
00
00
00
00
00
11
Mas
ter o
f Mus
ic0
00
01
10
11
10
1
aPP
end
ices
119
The Im
pa
cT
of
The B
olo
gn
a p
ro
ce
ss o
n h
Igh
er e
du
ca
TIo
n In
sTI
TuTI
on
s In
ma
lTa
2003
-420
04-5
2005
-620
06-7
FM
TOT
FM
TOT
FM
TOT
FM
TOT
Mas
ter o
f Phi
loso
phy
in M
usic
St
udie
s0
00
00
00
00
01
1
Tota
l0
00
01
10
11
12
3
120
Tabl
e: G
radu
ates
at L
evel
7 & 8
per F
acul
ty an
d Co
urse
2007
-201
020
07-2
008
2008
-200
920
09-2
010
FM
TOT
FM
TOT
FM
TOT
Cen
tre
for
Com
mun
icat
ion
Tech
nolo
gyM
aste
r of A
rts1
01
111
120
00
M.P
hil
00
00
11
00
0M
aste
r of S
cien
ce0
00
16
70
00
Tota
l1
01
218
200
00
Eur
opea
n D
ocum
enta
tion
and
Res
earc
h C
entr
eM
.A. E
urop
ean
Stud
ies
46
109
312
64
10To
tal
46
109
312
64
10E
dwar
d D
ebon
o In
stitu
te fo
r th
e de
sign
and
dev
elop
men
t of t
hink
ing
Mas
ter o
f Arts
in C
reat
ivity
and
Inno
vatio
n12
214
10
13
47
Tota
l12
214
10
13
47
Facu
lty o
f the
Bui
lt E
nvir
onm
ent
M.S
c. in
Roa
d En
gine
erin
g7
18
00
00
00
P/G
Dip
lom
a in
Con
serv
atio
n Te
chno
logy
01
10
00
01
1M
.S. E
nv. P
lann
ing
& M
anag
emen
t0
00
00
00
00
M. P
hil
00
00
00
00
0To
tal
72
90
00
01
1Fa
culty
of A
rts
Post
grad
uate
Dip
lom
a in
Inte
rpre
ting
42
65
27
31
4Po
stgr
adua
te D
iplo
ma
in T
rans
latio
n19
726
64
101
56
Mas
ter i
n C
onte
mpo
rary
Dip
lom
acy
32
52
35
10
1M
aste
r in
Tran
slat
ion
42
63
03
107
17M
.A.
1914
3322
1739
1910
29
aPP
end
ices
121
The Im
pa
cT
of
The B
olo
gn
a p
ro
ce
ss o
n h
Igh
er e
du
ca
TIo
n In
sTI
TuTI
on
s In
ma
lTa
2007
-200
820
08-2
009
2009
-201
0F
MTO
TF
MTO
TF
MTO
TM
. Phi
loso
phy
00
00
00
00
0M
.A. B
aroq
ue S
tudi
es0
00
00
00
00
Ph.D
02
21
34
03
3To
tal
4929
7840
2664
3426
60Fa
culty
of E
cono
mic
s, M
anag
emen
t and
Acc
ount
ancy
M. B
usin
ess A
dmin
istra
tion
1112
236
612
12
3Ex
ec. M
. Bus
ines
s Adm
inis
tratio
n8
513
00
012
2022
M.A
. Fin
anci
al S
ervi
ces
00
00
00
00
0M
agis
ter J
uris
00
00
00
00
0M
.A. E
cono
mic
s6
17
29
112
810
M.A
. Pub
lic p
olic
y3
36
62
8Ph
.D1
12
00
01
01
Tota
l 29
2251
1417
3116
3036
Facu
lty o
f Edu
catio
nPo
stgr
adua
te C
ertifi
cate
in E
duca
tion
6828
9610
337
140
6520
85M
aste
r in
Yout
h an
d C
omm
unity
Stu
dies
41
56
39
43
7M
. Edu
catio
n31
1344
3515
5021
829
M. P
sych
olog
y0
00
82
100
00
Mas
ter i
n Ea
rly C
hild
hood
Edu
catio
n an
d C
are
00
017
017
30
3P/
G C
ertifi
cate
Incl
usio
n an
d Sp
ecia
l Edu
catio
n N
eeds
00
00
00
00
0Po
stgr
adua
te D
iplo
ma
in E
duca
tion
(Adm
inis
tratio
n an
d M
anag
emen
t)17
1027
2114
350
00
Post
grad
uate
Dip
lom
a in
life
long
Car
eer G
uida
nce
and
Dev
elop
men
t12
416
00
00
00
Ph.D
10
10
00
00
0To
tal
133
5618
919
071
261
9331
124
122
2007
-200
820
08-2
009
2009
-201
0F
MTO
TF
MTO
TF
MTO
TFa
culty
of E
ngin
eeri
ngM
.Sc.
Eng
inee
ring
00
00
66
22
4M
.Sc.
Inte
grat
ed P
rodu
ct D
evel
opm
ent
00
00
00
03
3M
. Phi
l1
34
02
20
00
Ph.D
02
20
00
00
0To
tal
15
60
88
25
7Fa
culty
of L
awM
aste
r of A
rts in
Fin
anci
al S
ervi
ces
00
07
512
65
11M
.A. H
uman
Rig
hts &
Dem
ocra
tizat
ion
30
30
00
40
4D
octo
r of L
aw58
3088
5650
106
8034
114
Tota
l61
3091
6355
118
9039
129
Facu
lty o
f Inf
orm
atio
n an
d C
omm
unic
atio
n Te
chno
logy
Ph
.D0
00
00
00
11
MPh
il0
00
00
00
11
Mas
ter i
n In
form
atio
n Te
chno
logy
0
00
00
01
78
Mas
ter o
f Sci
ence
00
00
00
15
6To
tal
00
00
00
214
16Fa
culty
of M
edic
ine
& S
urge
ryM
.D.
3119
5036
2561
3418
52M
.Sc.
(Pub
lic H
ealth
Med
icin
e)0
00
00
00
00
M.S
c. (M
edic
ine
& S
urge
ry)
00
00
00
27
9M
. Phi
l1
01
00
00
00
M. S
c. (P
harm
acol
ogy/
Clin
ical
Pha
rmac
olog
y)0
00
00
06
17
Ph.D
02
21
12
01
1
aPP
end
ices
123
The Im
pa
cT
of
The B
olo
gn
a p
ro
ce
ss o
n h
Igh
er e
du
ca
TIo
n In
sTI
TuTI
on
s In
ma
lTa
2007
-200
820
08-2
009
2009
-201
0F
MTO
TF
MTO
TF
MTO
TTo
tal
3221
5337
2663
4227
69Fa
culty
of S
cien
ceM
. Phi
l0
00
00
07
815
M. S
cien
ce4
1014
00
00
00
Ph.D
00
00
00
02
2To
tal
410
140
00
710
17Fa
culty
of T
heol
ogy
M.A
The
olog
y &
Hum
an S
tudi
es5
49
67
130
00
Mas
ter o
f Arts
in P
asto
ral S
tudi
es0
00
00
00
11
Mas
ter o
f Arts
in T
heol
ogy
00
00
00
79
16M
.Phi
l0
00
00
01
01
Ph.D
(The
olog
y)0
00
02
20
00
Tota
l5
49
69
158
1018
Inst
itute
for
Isla
nds a
nd S
mal
l Sta
tes
M.A
. Sm
all S
tate
s1
45
82
101
34
Tota
l1
45
82
100
00
Inst
itute
of H
ealth
care
Post
Qua
l. D
iplo
ma
in H
ealth
Ser
vice
Man
g.6
28
75
121
01
Post
. Dip
lom
a in
Nut
ritio
n0
00
00
04
15
M.S
c. H
ealth
Ser
vice
Man
agem
ent
71
825
1136
56
11To
tal
133
1632
1648
107
17In
stitu
te o
f Agr
icul
ture
M.S
c. A
gric
ultu
re0
11
00
00
00
M.S
c. A
gric
ultu
re a
nd V
eter
inar
y Ph
arm
acy
620
260
00
00
0
124
2007
-200
820
08-2
009
2009
-201
0F
MTO
TF
MTO
TF
MTO
TPh
.D0
00
00
01
01
Tota
l6
2127
00
01
01
Eur
opea
n C
entr
e fo
r G
eron
tolo
gyM
aste
r of G
eron
tolo
gy a
nd G
eria
trics
01
11
01
00
0Po
stgr
adua
te D
iplo
ma
in G
eron
tolo
gy a
nd G
eria
trics
53
83
14
31
4To
tal
54
94
15
31
4M
edite
rran
ean
Inst
itute
M
aste
r in
Scie
nce
00
00
00
02
2To
tal
00
00
00
02
2M
edite
rran
ean
Aca
dem
y of
Dip
lom
atic
Stu
dies
P/G
Dip
lom
a in
Dip
lom
atic
Stu
dies
00
00
00
00
0P/
G D
iplo
ma
in D
iplo
mac
y0
00
00
00
00
Mas
ter i
n D
iplo
mat
ic S
tudi
es3
710
66
1220
626
Mas
ter o
f Arts
in D
iplo
mat
ic S
tudi
es11
718
811
190
00
Tota
l14
1428
1417
3120
626
aPP
end
ices
125
The Im
pa
cT
of
The B
olo
gn
a p
ro
ce
ss o
n h
Igh
er e
du
ca
TIo
n In
sTI
TuTI
on
s In
ma
lTaERASMUS Statistics
Table: Allocation of Funds for ERASMUS programme (students and staff)
Year* Allocation of funds (Euros)2000-1 234,7802001-2 243,5712002-3 245,5452003-4 284,5112004-5 309,5722005-6 318,200
* Source EUPU 2000-2006 report
ERASMUS students study abroad
Table: Number of students selected for ERASMUS study period
Year Number of students selected2006-7 1232007-8 1072008-9 135
Table: Number of students selected for ERASMUS study exchange per institutions year
YearNumber of students selected
UoM ITS2006-7 123 02007-8 105 22008-9 131 4
UoM–UniversityofMaltaMCAST-MaltaCollegeofArts,ScienceandTechnologyITS–InstituteofTourismStudies
Table: Number of males and females on mobility per year for 2007-9
YearMales Females Total
No. % No. % No. %University of Malta
2006-7 36 29.27 87 70.73 123 1002007-8 37 35.24 68 64.76 105 1002008-9 44 33.59 87 66.41 131 100
Table: Area of Study of students on exchange at UoM
Area of study2006-7 2007-8 2008-9
No. % No. % No. %01 0 0 0 0 1 0.76
126
02 4 3.25 4 3.81 0 0.0003 1 0.81 0 0.00 5 3.8204 2 1.63 3 2.86 3 2.2905 2 1.63 3 2.86 2 1.5306 7 5.69 6 5.71 9 6.8707 5 4.07 3 2.86 0 0.0008 5 4.07 2 1.90 7 5.3409 19 15.45 8 7.62 8 6.1110 15 12.20 15 14.29 25 19.0811 3 2.44 7 6.67 0 0.0012 46 37.40 41 39.05 46 35.1113 2 1.63 0 0.00 4 3.0514 10 8.13 9 8.57 14 10.6915 2 1.63 4 3.81 7 5.3416 0 0.00 0 0.00 0 0.00
Total 123 100 105 100.00 131 100.00
Area of Study of students on exchange:
01–AgriculturalSciences 02–Architecture,UrbanandRegionalPlanning03–ArtandDesign 04–BusinessStudies&ManagementSciences 05–Education,TeacherTraining 06–Engineering,Technology 07–Geography,Geology 08–Humanities 09–Languages&PhilologicalSciences 10–Law 11–Mathematics,Informatics 12–MedicalSciences 13–NaturalSciences 14–SocialSciences 15–ICT 16–otherareas
aPP
end
ices
127
The Im
pa
cT
of
The B
olo
gn
a p
ro
ce
ss o
n h
Igh
er e
du
ca
TIo
n In
sTI
TuTI
on
s In
ma
lTaTable: Final Degree to be obtained by students on exchange 2000-2006 at UoM
Degree 2006-7 2007-8No. % No. %
Bachelor of Engineering & Architecture (Hons.) 4 3.25 4 3.81
B. Communications 1 0.81 3 2.86B. Pharmacy 14 11.38 0 0.00B. Psychology 3 2.44 0 0.00B. Ed (Hons..) 0 0.00 3 2.86B. Engineering 7 5.69 5 4.76Conservation in Conservation and Restoration studies 1 0.81 1 0.95
B. Science (Hons..) 1 0.81 1 0.95B. Science (Nursing) 8 6.50 11 10.48Diploma in Health Science (Nursing) 4 3.25 5 4.76B. Science (Midwifery) 0 0.00 2 1.90B. Science (Communication Therapy) 4 3.25 0 0.00B. Science (Physiotherapy) 4 3.25 7 6.67B. Science Hons.. (Medical Laboratory Science) 0 0 2 1.90
B. Sc IT (Hons..) 1 0.81 3 2.86BA (Hons..) 31 25.20 18 17.14BA (Tourism Studies) 2 1.63 0 0.00B. European Studies 3 2.44 3 2.86B. Sc (Hons..) Computer Science and Artificial Intelligence and Mathematics
0 0.00 1 0.95
B.Sc Business & Computing 0 0 3 2.86B. Science (Radiotherapy) 12 9.76 12 11.43LLD 12 9.76 15 14.29M. Science ( Engineering) 0 0.00 2 1.90M. Phil 0 0.00 1 0.95M. Arts 3 2.44 0 0.00MA Anthropology 1 0.81 0 0.00MA Human Rights 3 2.44 0 0.00MSc. Computer & Artificial Intelligence 0 0 1 0.95
MA Cognitive Neuroscience 2 1.63 0 0.00MA History of Arts 1 0.81 0 0.00MA Computer science 1 0.81 0 0.00Master in Health Science 0 0 2 1.90Total 123 100 105 100
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Table: Country of institutions visited period 2007-2009 at UoM
Country visited
2006-7 2007-8 2008-9No. % No. % No. %
Austria 2 1.63 0 0.00 0 0Belgium 6 4.88 3 2.86 11 8.40Czech Republic 2 1.63 1 0.95 1 0.76
Denmark 5 4.07 4 3.81 10 7.63Finland 4 3.25 9 8.57 14 10.69France 13 10.57 1 0.95 2 1.53Germany 6 4.88 0 0.00 1 0.76Greece 0 0 0 0 1 0.76Ireland 14 11.38 14 13.33 11 8.40Italy 36 29.27 30 28.57 31 23.66Lithuania 0 0 0 0 2 1.53Netherlands 5 4.07 5 4.76 6 4.58Norway 0 0 2 1.90 1 0.76Poland 1 0.81 3 2.86 4 3.05Portugal 6 4.88 2 1.90 2 1.53Romania 1 0.81 0 0.00 0 0.00Slovenia 0 0 1 0.95 0 0.00Spain 3 2.44 3 2.86 4 3.05Sweden 5 4.07 5 4.76 7 5.34Turkey 0 0 1 0.95 0 0.00United Kingdom 14 11.38 21 20.00 23 17.56
Total 123 100.00 105 100.00 131 100.00
Table: Length of visit by ERASMUS students for the period 2007-2009 at UoM
Length of Visit (Months)
2006-7 2007-8 2008-9No. % No. % No. %
1.0 0 0 0 0 3 2.331.5 0 0 1 0.95 0 0.001.75 1 0.81 0 0.00 0 0.00
2 1 0.81 0 0.00 0 0.002.5 0 0 1 0.95 0 0.003.0 44 35.77 31 29.52 42 32.563.25 12 9.76 8 7.62 7 5.433.5 7 5.69 14 13.33 6 4.653.6 0 0.00 0 0.00 0 0.003.75 10 8.13 3 2.86 3 2.334.0 8 6.50 19 18.10 23 17.834.25 10 8.13 1 0.95 12 9.304.5 11 8.94 8 7.62 11 8.534.75 4 3.25 4 3.81 6 4.655.0 7 5.69 8 7.62 7 5.43
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5.5 0 0.00 1 0.95 2 1.555.75 1 0.81 1 0.95 0 0.006.0 1 0.81 1 0.95 0 0.007.0 0 0.00 0 0.00 0 0.007.5 0 0.00 0 0.00 0 0.008.0 0 0.00 0 0.00 0 0.008.25 0 0 1 0.95 0 0.008.5 0 0 0 0 1 0.788.75 0 0.00 1 0.95 0 0.009.0 3 2.44 0 0.00 3 2.339.25 0 0 1 0.95 0 0.009.5 0 0 0 0.00 0 0.009.75 0 0 0 0 1 0.78
Total 123 100 105 100.00 1291 100.00
Table: Value of Grant Received by ERASMUS students for the period 2007-2009 at UoM
Value of Grant €2006-7 2007-8 2008-9
No. % No. % No. %<500 0 0.00 0 0.00 62 3.85
751-1000 0 0.00 0 0.00 0 0.001001-1250 0 0.00 0 0.00 4 3.081251-1500 5 4.07 1 0.96 38 29.231501-1750 38 30.89 0 0.00 6 4.621751-2000 22 17.89 17 16.35 26 20.002001-2250 15 12.20 12 11.54 18 13.852251-2500 12 9.76 29 27.88 9 6.922501-2750 15 12.20 20 19.23 18 13.852751-3000 10 8.13 3 2.88 3 2.313001-3250 1 0.81 13 12.50 0 0.003251-3500 0 0.00 0 0.00 0 0.003501-3750 0 0.00 3 2.88 0 0.003751-4000 0 0.00 0 0.00 1 0.774001-4250 0 0.00 1 0.96 0 0.004251-4500 0 0.00 0 0.00 2 1.544501-4750 0 0.00 1 0.96 0 0.004751-5000 0 0.00 0 0.00 0 0.00
>5000 3 2.44 4 3.85 0 0.00Total 1213 100 1044 100.00 131 100.00
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Table: Distribution of students on ERASMUS visits across gender 2006-2007 at UoM
Country visitedMale Female TOTAL
No. % No. % No. %Austria 0 0 2 1.63 2 1.63Belgium 0 0.00 6 4.88 6 4.88Czech Republic 2 0.02 0 0.00 2 1.63Denmark 2 0.02 3 2.44 5 4.07Finland 1 0.01 3 2.44 4 3.25France 2 0.02 11 8.94 13 10.57Germany 1 0.01 5 4.07 6 4.88Ireland 5 0.04 9 7.32 14 11.38Italy 10 0.08 26 21.14 36 29.27Netherlands 2 0.02 3 2.44 5 4.07Poland 0 0.00 1 0.81 1 0.81Portugal 4 0.03 2 1.63 6 4.88Romania 0 0.00 1 0.81 1 0.81Spain 0 0.00 3 2.44 3 2.44Sweden 0 0.00 5 4.07 5 4.07United Kingdom 7 0.06 7 5.69 14 11.38Total 36 0.29 87 70.73 123 100.00
Table: Distribution of students on ERASMUS visits across gender 2007-2008 at UoM
Country visitedMale Female TOTAL
No. % No. % No. %Austria 0 0.00 0 0 0 0Belgium 1 0.95 2 1.90 3 2.86Czech Republic 1 0.95 0 0.00 1 0.95Denmark 2 1.90 2 1.90 4 3.81Finland 1 0.95 8 7.62 9 8.57France 1 0.95 0 0.00 1 0.95Greece 0 0.00 0 0.00 0 0.00Germany 0 0.00 0 0.00 0 0.00Ireland 2 1.90 12 11.43 14 13.33Italy 8 7.62 22 20.95 30 28.57Netherlands 2 1.90 3 2.86 5 4.76Norway 2 1.90 0 0.00 2 1.90Poland 2 1.90 1 0.95 3 2.86Portugal 0 0.00 2 1.90 2 1.90Slovenia 0 0.00 1 0.95 1 0.95Spain 1 0.95 2 1.90 3 2.86Sweden 1 0.95 4 3.81 5 4.76Turkey 1 0.95 0 0.00 1 0.95United Kingdom 14 13.33 7 6.67 21 20.00Total 39 37.14 66 62.86 105 100.00
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Country visitedMale Female TOTAL
No. % No. % No. %Austria 0 0 0 0 0 0Belgium 1 0.76 10 7.63 11 8.40Czech Republic 1 0.76 0 0.00 1 0.76Denmark 5 3.82 5 3.82 10 7.63Finland 6 4.58 8 6.11 14 10.69France 0 0.00 2 1.53 2 1.53Germany 1 0.76 0 0.00 1 0.76Greece 1 0.76 0 0.00 1 0.76Ireland 0 0.00 11 8.40 11 8.40Italy 11 8.40 20 15.27 31 23.66Lithuania 1 0.76 1 0.76 2 1.53Netherlands 2 1.53 4 3.05 6 4.58Norway 0 0.00 1 0.76 1 0.76Poland 4 3.05 0 0.00 4 3.05Portugal 1 0.76 1 0.76 2 1.53Spain 1 0.76 3 2.29 4 3.05Sweden 2 1.53 5 3.82 7 5.34United Kingdom 7 5.34 16 12.21 23 17.56Total 44 33.59 87 66.41 131 100.00
Table: Area of Study of students on exchange by gender 2006-2007at UoM
Area of studyMale Female TOTAL
No. % No. % No. %02 0 0 4 3.25 4 3.2503 0 0.00 1 0.81 1 0.8104 0 0.00 2 1.63 2 1.6305 0 0.00 2 1.63 2 1.6306 5 4.07 2 1.63 7 5.6907 3 2.44 2 1.63 5 4.0708 1 0.81 4 3.25 5 4.0709 6 4.88 13 10.57 19 15.4510 4 3.25 11 8.94 15 12.2011 0 0.00 3 2.44 3 2.4412 12 9.76 34 27.64 46 37.4013 4 3.25 6 4.88 10 8.1314 0 0.00 2 1.63 2 1.6315 0 0.00 2 1.63 2 1.6316 0 0.00 0 0.00 0 0.00
Total 35 28.46 88 71.54 123 100.00
Area of Study of students on exchange:02–Architecture,UrbanandRegionalPlanning 03–ArtandDesign 04–BusinessStudies&ManagementSciences 05–Education,TeacherTraining
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06–Engineering,Technology 07–Geography,Geology08–Humanities 09–Languages&Philological Sciences 10–Law 11–Mathematics,Informatics12–MedicalSciences 13–NaturalSciences14–SocialSciences 15–Communication&Inf.Science16-OtherAreasofStudy
Table: Area of Study of students on exchange by gender 2007-2008 at UoM
Area of studyMale Female TOTAL
No. % No. % No. %02 2 1.90 2 1.90 4 3.8103 0 0.00 0 0.00 0 0.0004 3 2.86 0 0.00 3 2.8605 2 1.90 1 0.95 3 2.8606 6 5.71 0 0.00 6 5.7107 1 0.95 2 1.90 3 2.8608 1 0.95 1 0.95 2 1.9009 5 4.76 3 2.86 8 7.6210 5 4.76 10 9.52 15 14.2911 4 3.81 3 2.86 7 6.6712 5 4.76 36 34.29 41 39.0513 0 0.00 0 0.00 0 0.0014 3 2.86 6 5.71 9 8.5715 1 0.95 3 2.86 4 3.8116 0 0.00 0 0.00 0 0.00
Total 38 36.19 67 63.81 105 100.00
Area of Study of students on exchange:
02–Architecture,UrbanandRegionalPlanning 03–ArtandDesign 04–BusinessStudies&ManagementSciences 05–Education,TeacherTraining06–Engineering,Technology 07–Geography,Geology08–Humanities 09–Languages&Philological Sciences 10–Law 11–Mathematics,Informatics12–MedicalSciences 13–NaturalSciences14–SocialSciences 15–Communication&Inf.Science16-OtherAreasofStudy
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Area of study
Male Female TOTALNo. % No. % No. %
14 1 0.76 1 0.76 2 1.5332 1 0.76 6 4.58 7 5.3434 1 0.76 2 1.53 3 2.2938 10 7.63 15 11.45 25 19.0862 0 0.00 1 0.76 1 0.76212 4 3.05 1 0.76 5 3.82221 0 0.00 1 0.76 1 0.76222 1 0.76 3 2.29 4 3.05223 1 0.76 2 1.53 3 2.29225 0 0.00 1 0.76 1 0.76226 2 1.53 3 2.29 5 3.82311 1 0.76 1 0.76 2 1.53312 0 0.00 1 0.76 1 0.76313 0 0.00 6 4.58 6 4.58345 2 1.53 3 2.29 5 3.82443 2 1.53 2 1.53 4 3.05521 4 3.05 2 1.53 6 4.58522 0 0.00 1 0.76 1 0.76581 2 1.53 1 0.76 3 2.29723 8 6.11 23 17.56 31 23.66725 3 2.29 8 6.11 11 8.40729 1 0.76 3 2.29 4 3.05
Total 44 33.59 87 66.41 131 100.00
Area of Study of students on exchange:
14–teachertraining&educationscience 32–socialscience34–Communication&InformationTechnology 38–Law62–Agricutlure,forestry&fishery 212–Music&PerformingArts221–Religion 222–ForeignLanguage223–MotherTongue 225–History&Archaeology226–Philosophy&Ethics 311–Psychology312–Sociology&CulturalStudies 313–PoliticalScience&civics345–Management&Administration 443–EarthScience 521–Mechanics&MetalWork 522–Electricity&Energy581–Architrecture&TownPlanning 723–Nursing&Caring725–Medicaldiagnostic&treatmenttechnology729–Health(others)
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ERASMUS students on placement abroad94
Table: Number of students selected for ERASMUS on placement
Year Number of students selected
2006-7 N/A2007-8 102008-9 16
Table: Number of Students on Erasmus placement per Institution per year
Year UoM MCAST ITS Total2007-8 9 0 1 102008-9 7 7 2 16
UoM–UniversityofMaltaMCAST-MaltaCollegeofArts,ScienceandTechnologyITS–InstituteofTourismStudies
Table: Number of males and females on placement mobility per year
YearMales Females Total
No. % No. % No. %University of Malta
2007-8 1 11.11 8 88.89 9 1002008-9 0 0 7 100 7 100
Malta College for Arts, Science and Technology2007-8 0 0 0 0 0 02008-9 2 28.57 5 71.43 7 100
Institute of Tourism Studies2007-8 1 100 0 0 1 1002008-9 2 100 0 0 2 100
Table: Area of Placement of students on exchange
Area of study2007-8 2008-9
No. % No. %Pharmacy 0 0 7 100
Medical Sciences 9 100 0 0Total 9 100 7 100
Agribusiness 0 0 2 28.57Business & Commerce 0 0 5 71.43
Total 0 0 7 100Hotel Operations 1 100 2 100
94 Tables do not include the year 2006-7 as this action did not exist
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Country visited2007-8 2008-9
No. % No. %University of Malta
Belgium 2 22.22 0 0Italy 3 33.33 4 57.14Spain 2 22.22 2 28.57United Kingdom 2 22.22 1 14.29Total 9 100 7 100
Malta College for Arts, Science & TechnologyItaly 0 0 2 28.57Belgium 0 0 5 71.43Total 0 0 7 100
Institute of Tourism StudiesBelgium 1 100 1 50Latvia 0 0 1 50Total 1 100 2 100
Table: Length of visit by ERASMUS placement for the period 2007-2009
Length of Visit (Month)2007-8 2008-9
No. % No. %University of Malta
3.25 0 0.00 1 14.293.75 2 22.22 0 0.004.0 5 55.56 6 85.714.25 2 22.22 0 0.00Total 9 100 7 100
Malta College for Arts, Science & Technology3.0 0 0 7 100
Institute of Tourism Studies3.0 1 100 0 012.0 0 0 2 0Total 1 100 2 100
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Table: Value of Grant Received by ERASMUS students for placement for period 2007-2009
Value of Grant2007-8 2008-9
No. % No. %University of Malta
2001-2250 0 0 2 28.572251-2500 0 0 4 57.142501-2750 0 0 1 14.293251-3500 3 33.33 0 0.003501-3750 2 22.22 0 03751-4000 2 22.22 0 04251-4500 2 22.22 0 0
Total 9 100 7 100Malta College of Arts, Science & Technology
1500-1750 0 0 7 100Institute of Tourism Studies
1750-2000 1 100 0 07000-7250 0 0 2 100
Total 1 100 2 100
Table: Distribution of students on ERASMUS visits across gender 2007-2008
Country visitedMale Female TOTAL
No. % No. % No. %University of Malta
Belgium 0 0 2 22.22 2 20Italy 1 100 3 33.33 4 40Spain 0 0 2 22.22 2 20United Kingdom 0 0 2 22.22 2 20Total 1 100 9 100.00 10 100
Institute of Tourism StudiesBelgium 1 100 0 0 1 100
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Country visitedMale Female TOTAL
No. % No. % No. %University of Malta
Italy 0 0 4 57.14 4 57.14Spain 0 0 2 28.57 2 28.57United Kingdom 0 0 1 14.29 1 14.29Total 0 0 7 100.00 7 100.00
Malta College of Arts, Science & TechnologyItaly 1 14.29 1 14.29 2 28.57Belgium 1 14.29 4 57.14 5 71.43Total 2 28.57 5 71.43 7 100.00
Institute of Tourism StudiesBelgium 1 50 0 0 1 50Latvia 1 50 0 0 1 50Total 2 100 0 0 2 100
ERASMUS Teaching Staff MobilityTable: Number of Teaching Staff on Erasmus per Institution per year
Year UoM MCAST ITS2006-7 51 0 42007-8 38 2 72008-9 37 5 8
UoM–UniversityofMaltaMCAST-MaltaCollegeofArts,ScienceandTechnologyITS–InstituteofTourismStudies
Table: Number of male and female teaching staff on mobility per year
YearMales Females Total
No. % No. % No. %University of Malta
2006-7 22 43.14 29 56.86 51 1002007-8 28 71.79 11 28.21 39 1002008-9 19 52.78 18 50.00 36 100
Malta College for Arts Science & Technology2006-7 0 0 0 0 0 02007-8 2 100 0 0 2 1002008-9 3 60 2 40 5 100
Institute of Tourism Studies2006-7 0 0 4 100 4 1002007-8 4 47.14 3 42.86 7 1002008-9 4 50 4 50 8 100
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Table: Area of Study of Teaching Staff on exchange at UoM
Area of study
2006-7 2007-8 2008-9No. % No. % No. %
University of Malta01 2 3.92 0 0 1 2.7002 3 5.88 2 5.26 1 2.7003 3 5.88 3 7.89 4 10.8104 1 1.96 0 0.00 0 0.0005 7 13.73 6 15.79 3 8.1106 3 5.88 1 2.63 5 13.5107 0 0.00 0 0.00 0 0.0008 4 7.84 4 10.53 0 0.0009 9 17.65 5 13.16 3 8.1110 2 3.92 1 2.63 1 2.7011 3 5.88 2 5.26 2 5.4112 6 11.76 8 21.05 8 21.6213 1 1.96 0 0.00 1 2.7014 3 5.88 1 2.63 5 13.5115 2 3.92 2 5.26 1 2.7016 2 3.92 3 7.89 2 5.41
Total 51 100.00 38 100.00 37 100.00
Table: Area of Study of Teaching Staff on exchange at MCASTArea of study
2006-7 2007-8 2008-9No. % No. % No. %
Malta College of Arts, Science & Technology211 N/A N/A 0 0 1 20342 N/A N/A 0 0 1 20345 N/A N/A 0 0 1 20461 N/A N/A 1 50 0 0523 N/A N/A 0 0 2 40562 N/A N/A 1 50 0 0
Total N/A N/A 2 100 5 100Institute of Tourism Studies
3 N/A N/A 0 0 2 2599 N/A N/A 0 0 1 12.5225 N/A N/A 0 0 1 12.5345 N/A N/A 0 0 3 37.5541 N/A N/A 0 0 1 12.5345 N/A N/A 7 100 0 0
TOTAL N/A N/A 7 100 8 100
Area of Study of students on exchange:01–AgriculturalSciences 02–Architecture,UrbanandRegional Planning03–ArtandDesign 04–BusinessStudiesandManagement Sciences
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07–Geography,Geology 08–Humanities 09–Lang.&PhilologicalSciences 10–Law 11–Mathematics,Informatics 12–MedicalSciences13–NaturalSciences 14–SocialSciences 15–Comm.&InformationSciences 16–OtherAreasofStudy211–FineArts 342–MarketingandAdvertising345–Management&Administration 461–Mathematics523–Electronics&Automation 99–OtherAreasofstudy225–HistoryandArchaeology 541–Materialsandmanufacturing
Table: Country of institutions visited by Teaching Staff at UoM
Country visited2006-7 2007-8 2008-9
No. % No. % No. %University of Malta
Austria 2 3.92 1 2.63 1 2.70Belgium 4 7.84 1 2.63 1 2.70Czech Rep 3 5.88 2 5.26 3 8.11Denmark 0 0.00 0 0.00 1 2.70Finland 8 15.69 0 0.00 2 5.41France 0 0.00 4 10.53 0 0.00Germany 6 11.76 4 10.53 1 2.70Greece 0 0.00 1 2.63 0 0.00Hungary 0 0.00 1 2.63 0 0.00Ireland 1 1.96 1 2.63 0 0.00Italy 7 13.73 6 15.79 6 16.22Latvia 0 0.00 0 0.00 1 2.70Lithuania 0 0.00 0 0.00 0 0.00Netherlands 1 1.96 1 2.63 1 2.70Norway 1 1.96 1 2.63 0 0.00Poland 1 1.96 1 2.63 3 8.11Portugal 0 0.00 0 0.00 1 2.70Spain 2 3.92 3 7.89 1 2.70Slovakia 1 1.96 1 2.63 0 0.00Sweden 4 7.84 2 5.26 4 10.81Turkey 1 1.96 0 0.00 0 0.00United Kingdom 9 17.65 8 21.05 11 29.73Total 51 100 38 100 37 100
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Table: Country of institutions visited by Teaching Staff at MCAST & ITS
Malta College of Arts, Science & TechnologyBelgium 0 0 0 0 2 40Portugal 0 0 2 100 2 40UK 0 0 0 0 1 20Total 0 0 2 100 5 100
Institute of Tourism StudiesBelgium 0 0 2 33.33 3 42.86Cyprus 0 0 2 33.33 1 14.29Germany 0 0 2 33.33 0 0.00Spain 0 0 0 0 2 28.57Sweden 0 0 0 0 1 14.29Total 0 0 6 100 7 100
Table: Length of visit of Teaching Staff exchange
Length of Visit (Days)
2006-7 2006-7 2006-7No. % No. % No. %
University of Malta2 1 1.96 0.00 0 0 03 5 9.80 2 5.26 0 0.004 6 11.76 3 7.89 5 13.515 22 43.14 6 15.79 7 18.926 8 15.69 5 13.16 1 2.707 4 7.84 20 52.63 22 59.468 3 5.88 0 0.00 0 0.009 0 0.00 0 0.00 0 0.0010 0 0.00 0 0.00 0 0.0011 1 1.96 0 0.00 0 0.0012 0 0.00 0 0.00 1 2.7014 1 1.96 1 2.63 1 2.70
Total 51 100.00 38 100 37 100Malta College for Arts, Science & Technology
4.0 0 0 2 100 4 805.0 0 0 0 0 1 20
Total 0 0 2 100 5 100Institute of Tourism Studies
4.0 0 0 0 0 2 05.0 0 0 7 100 6 0
Total 0 0 7 100 8 100
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Number of Hours
2006-7 2007-8 2008-9No. % No. % No. %
University of Malta8 30 58.82 23 60.53 10 27.039 1 1.96 1 2.63 2 5.4110 5 9.80 5 13.16 2 5.4111 0 0.00 0 0.00 2 5.4112 9 17.65 6 15.79 0 0.0013 1 1.96 0 0.00 0 0.0014 0 0.00 0 0.00 0 0.0015 2 3.92 1 2.63 0 0.0016 2 3.92 0 0.00 0 0.0018 0 0.00 0 0.00 1 2.7019 0 0.00 0 0.00 0 0.0020 1 1.96 2 5.26 1 2.7024 0 0.00 0 0.00 0 0.00
Total 51 100 38 100 37 100Malta College for Arts, Science & Technology
6.0 0 0 2 100 0 07.0 0 0 0 0 5 100
Total 0 0 2 100 5 100Institute of Tourism Studies
4.0 0 0 0 0 6 755.0 0 0 0 0 2 256.0 0 0 7 100 8 100
Table: Value of Grant Received by University Staff
Value of Grant (€)2006-7 2007-8 2008-9
No. % No. % No. %University of Malta
401-600 3 5.88 1 2.63 1 2.78601-800 46 90.20 14 36.84 8 22.22801-1000 0 0.00 15 39.47 14 38.891001-1200 0 0.00 7 18.42 10 27.781201-1400 1 1.96 0 0.00 2 5.561401-1600 1 1.96 0 0.00 0 0.001601-1800 0 0.00 1 2.63 1 2.781801-2000 0 0.00 0 0.00 0 0.00TOTAL 51 100 38 100 365 100
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Malta College for Arts, Science & Technology600-800 0 0 0 0 2 40801-1000 0 0 0 0 3 601201-1400 0 0 2 100 0 0
Total 0 0 2 100 5 100Institute of Tourism Studies
601-800 0 0 7 100 0 0801-1000 0 0 0 0 2 28.571001-1200 0 0 0 0 2 28.571201-1400 0 0 0 0 3 42.86
Total 0 0 7 100 7 100
ERASMUS Teaching Staff Mobility
Table: Number of Administrative Staff on Erasmus per Institution per yearYear UoM MCAST ITS
2007-8 2 2 02008-9 10 7 7
UoM–UniversityofMaltaMCAST–MaltaCollegeofArts,ScienceandTechnologyITS–InstituteofTourismStudies
Table: Number of male and female administrative staff on mobility per year
YearMales Females Total
No. % No. % No. %University of Malta
2007-8 0 0 2 100 2 1002008-9 3 30 7 70 10 100
Malta College for Arts, Science & Technology2007-8 2 100 0 0 2 1002008-9 4 57.1 3 42.9 7 100
Institute of Tourism Studies2007-8 0 0 0 0 0 02008-9 2 28.57 5 71.43 7 100
Table: Country of institutions visited by Administrative staff from the three institutions
Country visited2007-8 2008-9
No. % No. %Belgium 0 0 2 8.33Cyprus 0 0 1 4.17Ireland 0 0 5 20.83Italy 0 0 4 16.67Spain 2 100 3 12.50Sweden 0 0 1 4.17Turkey 0 0 1 4.17United Kingdom 0 0 7 29.17Total 44 100 24 100
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Length of Visit (Days)
2006-7 2006-7No. % No. %
University of Malta7 2 100 18 758 0 0 5 20.8329 0 0 1 4.17
Total 2 100 33 100
Table: Value of Grant Received by University Administrative Staff
Value of Grant (€)2007-8 2008-9
No. % No. %University of Malta
401-600 0 0 1 4.17601-800 0 0 2 8.33801-1000 2 100 8 33.331001-1200 0 0 7 29.171201-1400 0 0 5 20.83
>2000 0 0 1 4.17TOTAL 2 100 33 100
144
Entities and organisations contacted in for the compilation of this document
Actavis–TrainingManagerCarloGavazzi–HRManagerChiswichHouseSchool(HeadofSchool)CrimsonWing–HrManagerCrystalFinancialInvestments–DirectorECLanguageSchool(HRManager)EducationDivision(Director+educationofficer)HSBC–HRITS - Institute of Tourism Studies;MCAST–MaltaCollegeofArts,Science&Technology;UniversityofMalta–Registrar’soffice;University of Malta - APQRUMalta EnterpriseMalta Council for Science and Technology;MaterDei–HRManagerMethode–HRManagerMFSA–DirectorMITA–HRManagerNSTSLanguageSchool(responsibleforrunningschool)St.JamesHospital(Capua)–HRManagerPhilipToledo–HRManagerTrelleborg–HRManager
(TableFootnotes)1 2studentsreturnedafter1weekaway p.1292 Thislistincludesthosestudentswhocamebackearlyanddidnotgetanygrant p.1293 Twostudentswhostayedlessthan3monthswerenotgivenanygrant p.1294 Onestudentwhostayedlessthan3monthswasnotgivenanygrant p.1295 Onepersondroppedout p.141
aPP
end
ices
This initiative is funded with support from the European Commission
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