SEMINAR Higher education and Vocational Education and Training Istanbul 10-11 March 2015 Workshop 1: HE and VET, partnering for training of VET school teachers and managers Veronica Sultana Malta - MCAST 13-Mar-15 1
Case Study Malta Developments in Education Vocational Education is high on the policy agenda; MCAST growing and supported new campus Early School Leaving Strategy Malta National Lifelong Learning Strategy National Commission in Further and Higher Education (NCFHE) to provide processes for the validation of informal and non-formal with the aim of such validation to be classified at a level of the Malta Qualifications Framework Youth Guarantee Scheme: Malta Employment and Training Centre - Malta s Youth Guarantee focuses on individual employment or undergo training 13-Mar-15 2
Case Study Malta 1. Overview of Malta Education System 2. Training of VET school teachers and managers A. National VET Programmes and Qualifications B. Qualifications and Skills of VET Professionals C. Vocational Pedagogy for VET programmes 13-Mar-15 3
1. MALTA EDUCATION SYSTEM Education is free to Maltese residents. Compulsory from 5 to 16 years of age. Kindergarten (not compulsory): 3 to 5 years of age Primary and Secondary: 5 to 16 years of age (up to MQF Level 3) Continue Studying or enter Employment Students receive a maintenance grant Path of post-secondary non-compulsory education: Higher and Further Institutions Further Education: up to and including MQF Level 4 Higher Education: at MQF Level 5 or higher 13-Mar-15 4
MALTA EDUCATION SYSTEM Path of studying : Routes at Higher and Further Institutions o o Academic Route: sixth form and University o University of Malta - : o o MQF Level 4 (pre-university) to Level 8 (doctorate) Faculty of Education responsible for training of teachers teaching in compulsory education context primary and secondary schools (5 to 16 years of age) Vocational Education and Training Route: o Malta College of Arts, Science and Technology (MCAST): o o Currently offers National VET qualifications from MQF Level 1 to Level 6 (first degree) CPD Centre within the QA Department responsible for providing training to VET teachers 13-Mar-15 5
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A. National VET Programmes and Qualifications Pre-2001 - Trade Schools Students in trade schools sit for local craft-level examinations, and some attempt to get UK-based City and Guilds certificates. Trade school students were encouraged to sit for the SEC examination (academic main stream). 2001 launching of Malta College of Arts, Science and Technology (MCAST) MCAST Mission Statement To provide universally accessible vocational and professional education and training with an international dimension, responsive to the needs of the individual and the economy. 13-Mar-15 7
MCAST: Malta s Leading Vocational Education and Training Institution Ten institutes: Agribusiness Applied Science Art and Design Building and Construction Engineering Business and Commerce Community Services Electrical and Electronics Engineering Information and Communication Technology Maritime Mechanical Engineering Subject Areas addressing the diversity of work sectors*: The materials e.g. in construction, beauty, agriculture, fish husbandry, engineering The services (people focus) e.g. financial, sports, health and care, marine transport The symbols e.g. accountancy, networking, software development, graphic design *City & Guilds, 2012 - How to teach vocational education: A theory of vocational pedagogy, B. Lucas, E. Spencer, G. Claxton 13-Mar-15 8
Full-time - IVET and Part-time CVET 170 full-time and over 300 part-time vocational courses Malta Qualification Framework Levels: 1 to 6 Dialogue and Consultation with Industry, Chambers, Employers Association and other related stakeholders A HOLISTIC APPROACH National VET Programmes built on 3 main pillars: 1. Cross-curricular and multi-disciplinary courses 2. Entrepreneurship 3. Work-based Learning - integrated within the curriculum 13-Mar-15 9
A HOLISTIC APPROACH National VET Programmes built on 3 main pillars: 1. Cross-curricular and multi-disciplinary courses Modular, Level, Credits Key Skills Units and Vocational Units Knowledge, Skills and Competences Transversal Skills 2. Entrepreneurship: MCAST Entrepreneurship Centre Integrated within programmes from Level 4 Exposure to Business Incubation Centres 3. Work-based Learning - integrated within the curriculum: Accredited wbl modules Apprenticeships Work Placements Currently discussions on traineeships and internships. Assessment for Learning - Formative 13-Mar-15 10
Assessment for Learning - Formative Variety of assessment methods and tools Formal structured feedback mechanism Quality Assurance Practices 13-Mar-15 11
Introducing Vocational Subjects in Secondary Schools Vocational subjects in Secondary Schools as another option into the academic route MCAST s important role in: Designing and development of subjects curriculum Verification Training of teachers who accepted to teach vocational subjects 13-Mar-15 12
B. Qualifications and Skills of VET Professionals VET Teachers Subject qualification Minimum a full-level 5 qualification for courses 1 to 4; Degree and Masters for higher levels Industrial and/or Teaching Experience MCAST offers a Level 6 training qualification: Graduate Teacher Certificate in VET Currently considering upgrading its teacher training qualification to Masters Level Policy decision: teaching qualification at Masters level Masters in Teaching and Learning by the Faculty of Education University of Malta MCAST is offering its technical expertise regarding specific teacher training to teachers who opt to teach vocational subjects in secondary schools. 13-Mar-15 13
C. Vocational Teacher Training Vocational pedagogy addressing the VET Learning Experience: 1. Build the required basis in general pedagogy 2. Give background of diverse vocational pedagogies 3. Assessment: variety, rigour and formative 4. Adapt learning styles and pedagogies 5. Teach for employability 6. Appreciate the role of Quality Assurance in Education and Curriculum Development 13-Mar-15 14
C. Vocational Teacher Training Vocational pedagogy addressing the VET Learning Experience: 1. Pedagogical and didactic teacher training - Learner-centred Pedagogy Teaching methods what the learner will know and be able to do at Active participation, collaborative activities and inductive learning Embedded Learning and Further Contextualisation Assessment for Learning - Formative Variety of assessment methods and tools Formal structured feedback mechanism Quality Assessment Practices 2. Addressing the changing role of the VET Teacher Administrative responsibilities: Design and Development of Curriculum Networking activities: Internal and External Development and Quality Assurance 3. CPD Centre within the QA Department: Further Research to develop vocational pedagogies 13-Mar-15 15
C. Vocational Teacher Training 3. CPD Centre within the QA Department: Further Research to develop vocational pedagogies Discussion: work of City & Guilds how these recommendations can be adapted by MCAST City & Guilds, 2012 - How to teach vocational education: A theory of vocational pedagogy, B. Lucas, E. Spencer, G. Claxton; http://www.skillsdevelopment.org/pdf/how-to-teach-vocational-education.pdf 4. CPD Courses addressing: Sponsorship Funds for upgrading qualifications of teachers Upgrading teachers in view of the technical developments in sector Changing role of the VET teacher: Programme Coordinators Developments of WBL 5. Induction Sessions 6. Need to study: Skills gaps and employability Attractiveness of professions to the learner 13-Mar-15 16
Evaluation for development and improvement Curriculum audit on the subject of employability skills Teacher Appraisal system a means of support Examples of studies: Students Tracer Studies: destination of MCAST graduates Study of Typology of Written feedback Student s satisfaction of VET programme Employer s satisfaction Student s satisfaction of MCAST experience 13-Mar-15 17
120% Student Population in FE and HE 100% 80% 60% 40% Series1 20% 0% Total Further and Higher Education Total Higher (Tertiary) Education Total Further (Academic) Total Further (Vocational) 3/13/2015 18
Future Recommendations / Challenges: implications on Training of VET Teachers and Vocational Pedagogy Formal and structured feedback from employers / industry and stakeholders Measuring quality concepts e.g. efficiencies and effectiveness Validation of the learning experience beyond the class Developing tools for mentoring and assessing at the workplace More accessibility to learning through technology Improving on the use of existing technology tools supporting pedagogy 13-Mar-15 19
QUESTIONS 3/13/2015 20
THANK YOU CONTACT DETAILS Veronica Sultana MCAST CPD Coordinator Administration Building MCAST Main Campus Corradino Hill, Paola PLA 9032 MALTA +356 2398 7228 veronica.sultana@mcast.edu.mt 3/13/2015 21