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NCHE FURTHER AND HIGHER STATISTICS 2008 1

Report of the Survey held by the

National Commission for Higher Education

December 2008

NCHEMALTA

NCHE FURTHER AND HIGHER

STATISTICS 2008


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NCHE FURTHER AND HIGHER STATISTICS 2008

Report of the Survey held by the

National Commission for Higher Education

December 2008


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ACKNOWLEDGEMENS

I express my gratitude to all those heads o institutions, registrars and their staff, whowith their timely submissions and co-operation have helped shape this first statisticalsurvey or Further and Higher Education in Malta.

Te eedback o all Commission Members in guiding the Secretariat in its research andthe shaping o the review contained herein make this report an invaluable tool or allpolicy considerations regarding the development o Further and Higher Education.

In particular I want to acknowledge work o economist Ms. Amanda Borg, M.A.,University o Malta, who has developed the underlying structure or an efficient datacollection database, has tirelessly collated the data submitted and has provided thisexpert analyses o the situation in Further and Higher Education in such a timely andproessional manner.

I hope that readers find this publication inormative and inspiring or their work inpromoting the development o more and better education services or the benefit oall students.

Jacques SciberrasChief Executive Officer

NCHE FURHER AND HIGHEREDUCAION SURVEY 2008

December 2008

National Commission for Higher EducationOld University Building,

Valletta, Malta.Tel: (+356) 2122 6862

Fax: (+356) 2122 6056

Email: [email protected]

National Commission for HigherEducation

All rights reserved. No part of this

document may be reproduced, stored in a

retrieval system or transmitted in any form

or by any means without prior permission

of the author, and of the publisher, which

must be obtained beforehand.

Published by: National Commission for

Higher Education


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As urther and higher education outcomesplay an increasingly important role in thedevelopment strategy o any developedcountry, Governments are payingmuch more attention to the needs andprogress towards better outcomes o theireducational systems, as they search oreffective policy measures that enhanceindividuals social and economic prospects,ensure efficient use o resources in teachingand research activities, and make a case oradequate unding necessary to meet risingdemands.

As part o its unctions the NCHE Secretariatdevotes a major effort to the compilationo quantitative data, and the necessaryanalysis or international comparability oMaltas relative international standing.

Tis report should inorm educationalpolicy makers and governing bodies oeducation institutions to see the outcomeso Maltas urther and higher educationsystem in the light o outcomes rom

neighbouring countries. Te statisticsand more importantly the accompanyinganalysis are designed to support andinorm Government in its efforts to reormand improve the system.

Te indicators used in this report areused to measure the perormance o thesector as a whole. Caution should bemade in terms o inerence on quality ooutcomes, and comparability o indicatorsor benchmarking purposes. In this first

attempt, the NCHE draws on internationalindicators to inorm on the currentsituation, the trends and developments andthe progress registered to date. More needsto be done in the uture.

Te Statistics address the need orinormation on a broad range ostakeholders: governing bodies o variousstate and independent institutions who

FOREWORD

need to understand the current trendsin demand or fields o study beyondthe response to their own programmes,Government seeking data or evidencebased policy ormulation, and thegeneral public wanting to knowthe range o programmes offered atdifferent levels and the overall progresso Malta towards producing world-class education services, students andresearch.

In embarking on this project the NCHEhas learnt to a substantial degree aboutthe various programmes offered indifferent levels and fields o study inMalta, and has used this opportunityto create more encounters and strongerlinks between the NCHE and oneo its key stakeholders educationproviders.

Te voluntary submission o data hasworked positively, and more providerswho seek to participate more actively

in the development o this sector areurged to participate in the survey in theuture. All data submitted has been sel-classified and the report in no mannerintends to ormally endorse or accreditany institution or programme. Suchtask is lef to a uture quality assuranceand accreditation authority and whenthis is established, ormal accreditationshall be linked to the submissionsrequested in the survey.

Te report was prepared by theSecretariat o the NCHE.

Amanda BorgCommission Officer


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4 NCHE FURTHER AN D HIGHER STATISTICS 2008

LIS OF INSIUIONS HARESPONDED O HE FURHER ANDHIGHER EDUCAION SURVEY 2008INSTITUTIONS ARE CITED IN ALPHABETICAL ORDER

Audreys Health & Beauty Centre

Beauthtech Hair & Beauty Academy

Compex Co. Ltd.

De La Salle College

Future Focus Ltd

German-Maltese Circle

Gestalt Psychotherapy raining Institute Malta

Giovanni Curmi Higher Secondary

Institute o ourism Studies (IS)

Institute o Legal Studies

Institute or Environmental Studies

Malta College o Arts, Science & echnology (MCAS)

Malta Institute o Management

Sir M.A. Realo Post Secondary

St Aloysius Sixth Form

St Marks Institute

St. Martins Institute O Inormation echnology

SC raining

Support and Supply Management (SSM) Group Ltd.

ech Programmes Centre

University o Malta (UoM)

University o Malta G.F Abela Junior College

Verdala International School


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CONENS

FOREWORD

LIS OF INSIUIONS HA PARICIPAED IN HE FURHER &HIGHER EDUCAION SURVEY 2008

CONENS

ABLE OF FIGURES

INRODUCION

FURHER AND HIGHER EDUCAION A A GLANCE

KEY RENDS AND BENCHMARKS IN FURHER AND HIGHEREDUCAION

INERNAIONAL SUDEN MOBILIY IN FURHER AND HIGHEREDUCAION

FURHER AND HIGHER EDUCAION SAISICS 2008

BIBLIOGRAPHY

ANNEX 1 ACRONYMS AND DEFINIIONS

3

4

5

6

7

8

13

25

26

37

38


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ABLE OF FIGURES

899

10111212

1415161617171819192020212122232324

2627272728293030313233

333434353636

Chart 2.1 Day programme student population in urther and higher educationChart 2.2 otal day and evening programme student population in urther and higher educationChart 2.3 Evening programme student population in urther and higher educationChart 2.4 17 year old student population participating in urther and higher educationChart 2.5 19 year old student population participating in urther and higher educationable 2.6 17 and 19 year old student population participating in urther and higher educationChart 2.7 Net entry rates o new entrants to tertiary education 2006

Chart 3.1 Participants in continuing vocational training programmes as a share o employees in all enterprisesChart 3.2 Student population in the private sector ollowing higher education programmesChart 3.3 otal tertiary student population (2000-2008)Chart 3.4 Growth rate (%) per year o the total tertiary student population (2000-2006)Chart 3.5 otal tertiary student population by public or private sector (2008)Chart 3.6 otal student population ollowing Doctoral programmes (2008)Chart 3.7 Relative growth rate (%) per annum o tertiary student population by level (2001-2008)Chart 3.8 Student participation rate (%) o those aged 18-39 in tertiary education in Maltaable 3.9 Student population and participation rate (%) o those aged 18-29 in tertiary education in Malta by NQF levelChart 3.10 Student participation rate o the 20 year old cohort (2005)Chart 3.11 Student population by field o studyChart 3.12 Growth rate (%) per year in Maths, Science and echnology student populationChart 3.13 Student population by field o study at a Doctoral levelChart 3.14 Student population by gender in ertiary educationChart 3.15 Student population by field o study and genderChart 3.16 Student population share by field o study and gender (%)Chart 3.17 Student population by field o study, Malta and the EU-27

able 5.1 List o institutions providing Further education by unding and typeable 5.2 otal student population and course breakdown by institution ownership (excluding Short courses)able 5.3 otal student population and course breakdown by ownership (including Short courses)able 5.4 Number o Further Education programmes by duration and mode o studyable 5.5 Student population by gender and mode o studyable 5.6 May 2007 Matriculation Certificate Registrations by Subject and Genderable 5.7 Student population and programmes, by field o study, mode and gender (excluding Short courses)able 5.8 Student population and programmes, by field o study, mode, and gender (Short courses only)able 5.9 Student population and number o programmes by qualification and NQF levelChart 5.10 Student population by age and sectorable 5.11 List o institutions providing Higher education by unding and type

able 5.12 otal student population and course breakdown by ownership (excluding Short courses)able 5.13 Number o Higher Education programmes by duration and mode o studyable 5.14 Student population by gender and mode o studyable 5.15 Student population and programmes, by field o study, mode, and genderable 5.16 Student population and number o programmes by qualification and NQF levelChart 5.17 Student population by age and sector


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In 2008, the National Commission orHigher Education (NCHE) conducteda survey entitled Further and HigherEducation Survey 2008. Te surveyinvolved the collection o inormation,data and statistics rom all public andprivate urther and higher educationinstitutions in Malta.

Te survey underpins the work on allpolicy and strategy ormulation or theurther and higher education sector inMalta. It provides valuable inormationwhich is necessary or the NCHE to beable to perorm its research, analysis,policy recommendations and reports.It also serves to inorm all stakeholdersregarding the developments o urther andhigher education in Malta. Te Survey isintended to become an annual survey orthe publishing o timely statistics on thedevelopment o the sector.

THE ROLE OF THE NCHE TO PUBLISHKEY PERFORMANCE INDICATORS

AND INTERNATIONAL BENCHMARKS

Te NCHE has developed this statisticalreport in ulfilment o its unctionsunder Article 66(c) and (d) o theEducation Act as ollows:

66. In reaching its aims, the Commissionshall: (c) collect inormation, data andstatistics as required or the perormanceo its unctions;

(d) publish studies and thematicreviews which it deems to be importantas relating to:(i) national strategy or urther andhigher education;(ii) key perormance indicators on theurther and higher education sectors inMalta; and(iii) benchmarking perormance againstinternational developments;

1. INRODUCION

Furthermore, Article 68 o the EducationAct states that68. (1) Te Commission shall have ullaccess to all inormation available to urtherand higher public educational institutionsand it shall have the right to request alldata it may require both rom public andprivate institutions and this data shall betransmitted to it within a reasonable timerom when it was requested.

(2) Te Commission shall have access tostatistics and to economic and social dataas required so that the Commission andits Secretariat may be able to perorm theirunctions in accordance with this Act.

THE FURTHER AND HIGHER EDUCATIONSURVEY 2008 COVERAGE ANDMETHODOLOGY

Te survey involved the collection oinormation, data and statistics rom allpublic and private urther and highereducation institutions in Malta.

Te NCHE developed a database andguide in January 2008 or determiningthe new structure o inormation requiredor institutions and their programmes.Te guide includes all the definitionsand explanations that must be ollowedby the different users responsible or thecompilation o data or their respectiveinstitutions.

Data was collected in electronic ormat,

through the design and dissemination odatabases, designed to avoid duplicationwith questionnaires used by the NationalStatistics Office. Te reerence period orthe student headcount was the 31st March2008. All licensed schools and tuitioncentres in Malta were sent a copy o thedatabase and were requested to submitdata to the NCHE by the 31st May o2008.

Meetings were held with both publicand private sector providers, twoinormation seminars organised andadditional support was provided bythe NCHE throughout this processto assist those involved in thecompilation. Te inormation gatheredwas consolidated into one databaseand a benchmarking exercise was alsoconducted to compare indicators orMalta vis--vis the EU-27 and OECDcountries.

COLLABORATION ANDDISSEMINATION

During 2008, the NCHE collaboratedwith the National Statistics Office(NSO) and will be working towardsurther collaboration in the near utureto ensure that its work can contributeto more streamlined, inormative andtimely data collection in the uture.

Te NCHE will also be collaborating

with other entities or agencies thatcollect data or this sector, and shallmake available aggregate data to thosewho need such inormation or theirreviews.

Te NCHE is committed to treating anymicro data submitted in a confidentialmanner due to the commercialsensitivity o the inormation provided.

Te report is available rom the NCHE

Office, Old University Building,St.Pauls Str. Valletta, Malta.

Te report and data is also available inelectronic ormat on(http://www.nche.gov.mt).


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2. FURHER AND HIGHER EDUCAIONA A GLANCE

Over the last decade, Malta has witnessed an increase in participation rates in theurther and higher education sector. In day programmes alone, the student populationincreased by 42% over the last ten years between 1998 and 2008. In the last five yearshowever, the growth rate has been slower at 20%.

Te major growth witnessed has been in students attending day programmes at MCAStogether with a slight increase in the students attending the University o Malta.

Te progression into general post-secondary programmes and tertiary levelprogrammes is strongly linked to the SEC and Matriculation examination passes inearlier years.

CHART 2.1 DAY PROGRAMME STUDENT POPULATION IN FURTHERAND HIGHER EDUCATION

-

2,000

4,000

6,000

8,000

10,000

12,000

14,000

16,000

18,000

20,000

Years

Studentpopulation

Post secondary (General) 3,723 3,872 3,250 4,438 5,185 5,033 5,191 5,122 4,970 5,169 5,339 5,732 6,117 6,119 5,711

Post secondary (Vocational) 1,748 1,362 1,423 1,621 1,841 1,917 2,615 2,801 3,638 3,858 4,473 4,142 4,314 4,622 4,926

Tertiary 4,728 5,166 5,637 5,770 6,183 6,064 5,554 6,281 5,852 6,692 7,248 7,310 7,456 7,602 7,635

Total day course student population 10,199 10,400 10,310 11,829 13,209 13,014 13,360 14,204 14,460 15,719 17,060 17,184 17,887 18,343 18,272

1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008

Sources: 1994-2005 NSO Education Statistics; 2006-2007 NCHE provisional data;NCHE Further and Higher Education Statistics 2008

Chart 2.2 below shows growth o the total student population in the urther and highereducation sector. Tis increased by just over 50% over the last ten years between 1998and 2008.

In the last five years, the growth rate has been just under 20%. Te past decade haswitnessed a significant increase in the students attending day programmes at MCAStogether with a slight increase in the students attending the University o Malta.

STUDENTPO

PULATION


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CHART 2.2 TOTAL DAY AND EVENING PROGRAMME STUDENT POPULATIONIN FURTHER AND HIGHER EDUCATION

CHART 2.3 TOTAL PART TIME AND EVENING PROGRAMME STUDENTPOPULATION IN FURTHER AND HIGHER EDUCATION

0

5000

10000

15000

20000

25000

Years

Studentpopulation

Post secondary (General) 3723 3872 3250 4438 5185 5033 5191 5122 4970 5169 5339 5732 6117 6119 5711

Post secondary (Vocational) 1748 1362 1423 1621 1841 1917 2615 2801 3638 3858 4473 4386 4620 4930 6163

Tertiary 5177 5805 6263 6368 7146 6959 6362 7493 7332 9006 9245 9530 9450 9500 9747

Total higher education population 10648 11039 10936 12427 14172 13909 14168 15416 15940 18033 19057 19648 20187 20549 21621

1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008

Source: 1994-2005 NSO Education Statistics; 2006-2007 NCHE provisional data;NCHE Further and Higher Education Statistics 2008

Evening programmes are predominantly offered on a part time basis.Chart 2.3 below shows the participation o adults in evening programmes at a

Further and Higher Education level.


0

500

1000

1500

2000

2500

3000

3500

4000

Years

Studentpopula

tion

Tertiary 449 639 626 598 963 895 808 1212 1480 2314 1997 2220 1994 1898 2112

Post secondary (Vocational State) 0 0 0 0 0 0 0 0 0 0 0 244 306 308 284

Post secondary (Vocational Private) 0 0 0 0 0 0 0 0 0 0 0 0 0 0 953

Total part-time student population 449 639 626 598 963 895 808 1212 1480 2314 1997 2464 2300 2206 3349

1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008

STUDENTPOPULATION

STUDENTPOPULATION


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10 NCHE FURTHER AND HIGHER STATISTICS 2008

Te emale student participation rate at the University o Malta has been on theincrease reflecting a gender bias towards emales. Tis is evident or all the years rom1995 onwards. In 2008, the emale participation rate in higher education was 57%whilst that or urther education was 46%.

A key measure o post-secondary participation rates is the participation rate o thepopulation aged 17. Tis is regarded as the ideal technical age cohort to use sincemost o the students will have completed the secondary level, and would not have yetstarted attending University. Chart 2.4 below shows the gradual change in choice o17 year olds across a period o time.

Te average participation rate o 17 year olds in post secondary education during thelast 5 years is on average 63%. No significant progress was made over this period.Small shifs in numbers may create between 3-5% variance due to distribution agearound the reerence date o 31st March used in the Survey.

CHART 2.4 17 YEAR OLD STUDENT POPULATION PARTICIPATING IN FURTHERAND HIGHER EDUCATION


0%

20%

40%

60%

80%

100%

Years

Participationrateinhighere

ducation(%)

School leavers (Age 17) 57% 55% 44% 34% 33% 41% 35% 41%

Total participation (Age 17) 43% 45% 56% 66% 67% 59% 65% 59%

1999 2002 2003 2004 2005 2006 2007 2008

PARTICIPATIONRATEINHIGH

EREDUCATION%


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NCHE FURTHER AN D HIGHER STATISTICS 2008 11

Chart 2.5 below illustrates the same analysis extended to age 19 where most studentsproceed to University or MCAS programmes. In 2008, there was a significantimprovement in the participation rate with 55% o 19 year olds participating in urtherand higher education. Tis increase was brought about by the number o studentsparticipating in the vocational sector, predominantly at MCAS.

At age 19, 45% are no longer participating in education. In 2008, 31% o 19 year oldstudents are participating in post secondary vocational programmes whilst 24% are

ollowing tertiary level programmes.

CHART 2.5 19 YEAR OLD STUDENT POPULATION PARTICIPATING

IN FURTHER AND HIGHER EDUCATION


able 2.6 hereunder shows a detailed breakdown o population at age 17 and 19

respectively, and the participation rate relative to the population based on birth rateso the different age cohort in 2008.

0%

25%

50%

75%

100%

Years

Participationrate(%)

Not participating (Age 19) 69% 67% 63% 56% 56% 52% 57% 45%

Post secondary (Age 19) 12% 11% 13% 21% 19% 23% 18% 31%

Tertiary (Age 19) 19% 21% 24% 23% 25% 25% 25% 24%

1999 2002 2003 2004 2005 2006 2007 2008

PARTICIPATIONRATE%


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Age Level 1999 2002 2003 2004 2005 2006 2007 2008

17 Population:

Secondary 177 177 189 165 401 36 24 24

Post secondary (General) 2,169 1,547 2,398 2,633 2,603 2,190 2,358 2,138

Post secondary (Vocational) 344 823 606 879 1,110 1,113 1,144 994

Tertiary 42 54 24 5 6 9 7 13

Total post secondary 2,513 2,370 3,004 3,512 3,713 3,303 3,502 3,132

Total population cohort 5,984 5,430 5,425 5,314 5,533 5,584 5,368 5,302

Participation rate:

Secondary 3% 3% 3% 3% 7% 1% 0% 0%

Post secondary (General) 36% 28% 44% 50% 47% 39% 44% 40%

Post secondary (Vocational) 6% 15% 11% 17% 20% 20% 21% 19%

Tertiary 1% 1% 0% 0% 0% 0% 0% 0%

Total participation 43% 45% 56% 66% 67% 59% 65% 59%

School leavers 57% 55% 44% 34% 33% 41% 35% 41%

Total population cohort 100% 100% 100% 100% 100% 100% 100% 100%

19 Population:Post secondary (General) 272 34 141 211 176 346 122 613

Post secondary (Vocational) 408 612 582 930 808 884 880 1,129

Tertiary 1,076 1,240 1,324 1,242 1,315 1,318 1,372 1,336

Total post secondary 1,756 1,886 2,047 2,383 2,299 2,548 2,374 3,078

Total population cohort 5,711 5,794 5,571 5,430 5,245 5,314 5,533 5,584

Participation rate:

Post secondary (All) 12% 11% 13% 21% 19% 23% 18% 31%

Tertiary 19% 21% 24% 23% 25% 25% 25% 24%

Total participation 31% 33% 37% 44% 44% 48% 43% 55%

Non participation 69% 67% 63% 56% 56% 52% 57% 45%

Total population cohort 100% 100% 100% 100% 100% 100% 100% 100%

TABLE 2.6 17 AND 19 YEAR OLD STUDENT POPULATION PARTICIPATINGIN FURTHER AND HIGHER EDUCATION

Source: 1994-2005 NSO Education Statistics; 2006-2007 NCHE provisional data; NCHE Furtherand Higher Education Statistics 2008

Chart 2.7 shows that the net entry rate or tertiary level education in Malta was at 25% in 2005,compared to a 54% country mean or OECD countries included in the analysis.

CHART 2.7 NET ENTRY RATES OF NEW ENTRANTS TO TERTIARY EDUCATION 2005

International Source: OECD, Education at a Glance 2007, Table C2.4, page 294; Malta Source:NSO Education Statistics, 2005 and NSO, Demographic review of the Maltese Islands 2006(Population for age cohorts).

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%Sumo

fnetentryratesforeachyearofage(%)

AUSTRA

LIA

NEW

ZEALAND

NORW

AY

POLAND

SWED

EN

ICEL

AND

FINLA

ND

HUNG

ARY

UNITED

STATES

NETH

ERLA

NDS

SLOV

AKREPUB

LIC

DENM

ARK

ITALY

COUN

TRYMEA

N

KORE

A

UNITED

KINGD

OM

IREL

AND

GREECE

SPAIN

CZECHREPU

BLIC

JAPAN

AUSTRIA

SWITZERL

AND

GERM

ANY

BELGIUM

MEXICO

TURKEY

MALTA

SUMOFNETENTRYRATESFOREACHYEAROFAGE%


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STUDENT POPULATION TRENDSIn Malta, over the last our years38% o students leave education withless than post secondary education2.Structural indicators show that in 2006the attainment level3 or Malta was o50.8% or those o age 20-24. In 2007,the indicators show that Malta has nowincreased its attainment rate to 54.7%.Tis also implies a corresponding dropin early school leavers rom 41.7% in

2006 to 37.6% in 20074.

Te current efforts to continueincreasing attainment levels o youngerstudents, means that Malta is on trackto register higher attainment rates outure cohorts. Te expected youthattainment level or 2008 would beapproximately 60%.

It will take a ew more years to registerthe progress witnessed in school leaving

cohorts in the structural indicators dueto time lag necessary to capture suchcohorts later at the age o 20-24 throughuture labour orce surveys. Te higherparticipation rates registered in post-secondary education in Malta in recentyears by the structural indicators arethe result o participation rates between2003-2005.

Current policy is addressing the nextleap orward - that o making structuralreorms in our schooling system to retain85% o school leavers aged 16-18 in post-secondary level education by 20155i.e.25% more than the current 60%.

3. KEY RENDS AND BENCHMARKS INFURHER AND HIGHER EDUCAION

Developments in Further educationTe declared goal is to have up to 85%attainment rates by 2015, moving closerto the Lisbon objectives o reducing earlyschool leavers to 10% by 2010.

BENCHMARK14% o 18-24 year olds in Europefinish schooling with less thanpost secondary education. Maltastill had the highest proportion o

early school leavers in the EU at40% in 2008. Reorms are in placeto improve this outcome over thecoming years6.

GENERAL AND VOCATIONALPROGRAMMESPost secondary public and private institutesand colleges in Malta provide generaland vocational education. In 2008, the

proportion o students enrolled in generalacademic programmes stood at 48% o totalstudents in urther education compared to52% in vocational programmes up to NQFlevel 5 in Malta7.

Most post secondary programmes inOECD and EU countries are designedprimarily to prepare students or tertiarystudies, and their orientation can begeneral, pre-vocational or vocational. Teratio o students enrolled in general andvocational programmes at ISCED level 3is almost 1:1 with a slight bias towards thevocational stream.

Te status and attractiveness ovocational and proessional educationand training in Malta has increasedover the last decade. Currently, studentspursuing vocational programmes havelimited access to tertiary education8in Malta. However, the Institute oourism Studies (IS) has been workingon offering programmes which lead todegrees at the University o Malta whilstthe Malta College or Arts, Science and

echnology (MCAS) has announcedits intention to offer first degree levelprogrammes in the near uture.

BENCHMARKVocational programmes arebecoming more attractive inmany countries largely becauseo the availability o morevocational programmes givingaccess to higher level studies.

In the past years, changinglabour market and economicconditions have resulted in aclear demand or more andbetter quality o VE in mostEuropean countries. However,over the period 2000-06, thetrend in most EU Member stateshas been towards an increasedproportion o students ollowinggeneral education9.

Chapter 5 contains detailed statisticsor the post secondary general andvocational sectors in Malta or 2008.

2 Progress towards the Lisbon Objectives in Education and raining Indicators and benchmarks 2008 (pg. 122)3 Percentage o the population aged 20 to 24 having completed at least upper secondary education4 National Reorm Programme 2008-2010 & Eurostat Structural Indicators5

National Reorm Programme 2008-20106 Progress towards the Lisbon Objectives (pg.122)7 NCHE Further & Higher Education Statistics 2008. Short courses excluded.8 Only one vocational programme o study allows students to pursue a course at the University o Malta9 Progress towards the Lisbon objectives (pg. 55)


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ADULT LEARNINGIn 2007, 6% o adults in Malta wereparticipating in lielong learning10

compared to just under 10% o adults inthe EU participate in lie long learning.Progress is slow to reach the benchmarko 12.5% by 2010. Catching up withadult participation in lielong learningremains the main challenge in manyEuropean countries11.

BENCHMARKStatistics or adult learning12in Malta are only available orthe ormal aspect o learning.A system or the validationo Inormal and Non-Formallearning is being developed bythe Malta Qualifications Counciland data is not captured in thestatistics.

Chart 3.1 below shows thatin 2005, just over 3 out o 10employees in Malta participatein continuing vocationaltraining . Statistics in European

countries differ in definitionsand categories and ofen ocus onthe ormal and/or on vocationaladult learning. TroughoutEurope, participation rateso employees in continuingvocational training programmeshave decreased rom 4 out o 10in 1999 to just over 3 in 200511.Tere are increases among mosto the new Member States whichare catching up with the rest o

the EU.

Source: Progress towards the Lisbon Objectives in Education and Training Indicatorsand benchmarks 2008 (pg. 57)

CHART 3.1 PARTICIPANTS IN CONTINUING VOCATIONAL TRAININGPROGRAMMES AS A SHARE OF EMPLOYEES IN ALL ENTERPRISES

Adult Learners in Further and Higher Education

10 According to the definition o the European Council, lielong learning includes all learning activity undertaken throughout lie, with the aim o improving

knowledge, skills and competences within a personal, civic, social and/or employment-related perspective. Te lielong learning structural indicator was

developed to measure participation in training and urther education. Tis indicator measures the proportion o the population aged between 25 and 64 that

participate in training and urther education activities. (Council Resolution o 27 June 2002 on lielong learning (2002/C 163/01)11 Progress towards the Lisbon Objectives in Education and raining Indicators and benchmarks 2008 (pg. 27)12 Adult learning is the essential ourth pillar o the support system or lielong learning. Schooling, VE, higher and adult education each has a significant

contribution to make to the global competitiveness o the European Social Model13 Progress towards the Lisbon Objectives in Education and raining Indicators and benchmarks 2008 (pg. 57)

14 Key data on Higher Education in Europe 2007 Edition, Eurydice (pg. 50)15 Key data on Higher Education in Europe 2007 Edition, Eurydice (pg. 54)16 Key data on Higher Education in Europe 2007 Edition, Eurydice (pg. 50)17 Key data on Higher Education in Europe 2007 Edition, Eurydice (pg. 54)18 Adult education trends and issues in Europe, 2006 EAEA

0%

10%

20%

30%

40%

50%

%

Participants in CVT courses

as % of employees (2005)

33% 32%

EU-27 Malta

BENCHMARK

European students who are studying part time are the oldest students in tertiaryeducation and are on average 6 years older than those pursuing ull time studies.Age differences between countries are attributable to several actors, one o whichis the extent to which policies are in place that encourage continuing educationat tertiary level16. Part time students also ofen take longer to complete tertiaryeducation17.

Even though national studies and statistics are not directly comparable, anumber o common participation patterns appear throughout a wide range osuch studies. Overall, the participation o disadvantaged groups in all kinds oadult education (ormal, inormal and non-ormal) continues to be lower thanthat o other groups. Participation rates are positively correlated with the level o

education and negatively correlated with an increase in the age o participants18

.

ADULT LEARNERS IN FURTHER AND HIGHER EDUCATIONIn Malta, students pursuing part time tertiary studies are on average 8 years older thanthose pursing ull time studies14. On average, or Bachelors and Masters programmes,part time students in Malta take just under twice as long to complete their studies whencompared to their ull time counterparts15.


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19 NCHE Further & Higher Education Statistics 200820 Education at a Glance 2007 OECD Indicators (pg. 288)21 NCHE Participation Rate workings22 Key data on Higher Education in Europe 2007 Edition, Eurydice (pg. 21 & 25)23 Key data on Higher Education in Europe 2007 Edition, Eurydice (pg. 21)24 Progress towards the Lisbon Objectives in Education and raining Indicators and benchmarks 2008 (pg. 73) & data compiled by the NCHE

THE RELATIVE SIZE OF THE PUBLICAND THE PRIVATE SECTOR IN HIGHEREDUCATION

ertiary education in Malta is offeredpredominantly by the University oMalta, which provides services or97% o the total tertiary level studentpopulation. However, tertiary educationprovided by the private sector has beenemerging over the past ew years whereprivate providers provide programmeso oreign universities. Te share ostudents enrolled in the private sectoror Bachelors, Masters and Doctoralprogrammes accounts to 3% o allstudents at this level19.

BENCHMARKAt the tertiary level, privateproviders in OECD countriesplay a significant role. ForBachelors, Masters and Doctoralprogrammes, private sectorenrolments account or 21% ostudents at this level20.

Developments in Higher Education

CHART 3.2 STUDENT POPULATION IN THE PRIVATE SECTOR FOLLOWINGHIGHER EDUCATION PROGRAMMES

Source: (MT) NCHE Further and Higher Education Statistics 2008; (OECD) Educationat a Glance 2007 OECD Indicators (pg. 288)

ACCESS TO HIGHER EDUCATIONUniversity o Malta students attending a first ull time degree course pay no tuition eesand are eligible or a student maintenance grant subject to eligibility criteria. Malta hasopen access to almost all programmes at tertiary level offered at the University. Accessis unrestricted with no numerous clausus or selection process as long as studentsobtain the Matriculation certificate that is awarded on satisactory completion o postsecondary education. Only around 23%21o the 18 year old cohort manages to obtainthe Matriculation Certificate so entry to the University is restricted or the remaining77% o this cohort. Specific selection criteria are in place at the University or Medicineand Dental studies22.

BENCHMARKLimitation or Selection Procedures or entry to Higher Education exist in someorm in almost all EU-27 countries, except or Malta, Belgium, the Netherlandsand Iceland23.

PARTICIPATION RATES AT A BACHELOR, MASTERS AND DOCTORAL LEVELOver the last decade, Malta has had a substantial increase in enrolment rates orUndergraduate, Bachelors, Masters and Doctoral programmes offered at the Universityo Malta. Te growth per year in total tertiary enrolments was around 8% per annum

or the period 2000-200624however or the period 2004-2008 the growth rate has beeno 1% per year.

0%

5%

10%

15%

20%

25%

2005 3% 21%

Malta OECD (average)Privatesectorshare(%)

PRIVATESECTORSHARE%


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0

2,000

4,000

6,000

8,000

10,000

12,000

Year

StudentPopulation

Malta (UOM only) 6,362 7,329 9,245 9,450 9,747

2000 2002 2004 2006 2008

CHART 3.3 TOTAL TERTIARY STUDENT POPULATION 20002008

Source: 2000-2005 NSO Education Statistics; Source: 2006 NCHE Provisional Data;

NCHE Further and Higher Education Statistics 2008

BENCHMARKAt a European level, the number o students in Bachelors, Masters and Doctoralprogrammes is growing each year. Te growth o enrolments is slower orUndergraduate programmes that are more practically oriented. Chart 3.4shows the average growth rate or the EU-27 in total tertiary enrolments or theperiod 2000-2006 was around 2.8% per annum25.

Source: 2000-2005 NSO Education Statistics; 2006 NCHE Provisional Data; Progresstowards the Lisbon Objectives in Education and Training Indicators and benchmarks2008 (pg. 73)

25 Progress towards the Lisbon Objectives in Education and raining Indicators and benchmarks 2008 (pg. 73)

0%

2%

4%

6%

8%

10%

2000-2006 8% 2.8%

Malta (UOM only) EU-27Growthrate(%)/year

Country/Region

CHART 3.4 GROWTH RATE % PER YEAR OF THE TOTAL TERTIARY STUDENTPOPULATION 20002006

STUDENTPOPULATION

GROWTHRATE%/YEAR

COUNTRY/REGION

8% 2.8%


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Chart 3.5 shows that in 2008, the number o students enrolled in higher education inMalta amounts to 9, 747, o which 239 are enrolled in the private sector26.

CHART 3.5 TOTAL TERTIARY STUDENT POPULATION BY PUBLIC OR PRIVATESECTOR 2008

CHART 3.6 TOTAL STUDENT POPULATION FOLLOWING DOCTORALPROGRAMMES 2008

26 NCHE Further & Higher Education Statistics 200827 NSO Education Statistics 200128 9 o these students were awarded the MGSS29 NCHE Further & Higher Education Statistics 2008 & MGSS database, MEDC30 MGSS 2006, 2007 & 2008

Source: NCHE Further and Higher Education Statistics 2008

PARTICIPATION RATES AT A DOCTORAL LEVELMalta is experiencing an upward trend in the number o students enrolled in doctoralprogrammes. In 2001, the number o students enrolled at this level at the Universityo Malta amounted to 32 students27. Chart 3.6 shows the number o students enrolledin doctoral programmes at the University o Malta increased to 80 28 in 200829. Inaddition, the Malta Government Scholarship Scheme (MGSS)30is currently sponsoringa total o 32 students who are pursuing studies at doctoral level abroad. Tus, the totalnumber o Maltese students pursuing advanced research programmes in the publicand private sector and abroad amounts to 114 students.

Source: (2001) NSO Education Statistics; (2008) NCHE Further and Higher EducationStatistics 2008; MGSS 2008 database, MEDC

0

2,000

4,000

6,000

8,000

10,000

Year

Studentpopulation

UOM 9,508

Private 239

2008

STUDENTPOPULATION

0

50

100

150

Provider

StudentPopulati

on

2001 32 0 0 32

2008 80 32 2 114

UOM MGSS (foreign providers)Private (local providers of

foreign degrees)Total

STUDENTPOPU

LATION


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Te growth rate in Malta or doctoral programmes is aster than that o students inother levels at tertiary education.

BENCHMARKMany European countries are also experiencing a growth in the number ostudents enrolled in doctoral programmes31. Chart 3.7 shows that the growthrate o Doctoral programmes between 2001-2008 was o 6.7% across all EU-27member states compared to 2.8% in all levels o tertiary programmes together.

BENCHMARKChart 3.8 shows that or the entire EU-27, the participation rate o those aged18-39 years in tertiary education is circa 11% o all people in this age group,but it varies very widely rom one European country to the next33. Tis isconsiderably higher than the 5.7 % registered in Malta

CHART 3.7 RELATIVE GROWTH RATE % PER ANNUM OF TERTIARY STUDENTPOPULATION BY LEVEL 20012008

0%

10%

20%

30%

40%

50%

Country/Region

Growthrate(%)

Total Bachelors, Masters and Doctoral

(2000-2006)

8% 2.8%

Total Doctoral (MT 2001-08; EU-27

2001-04)

40% 6.7%

Malta EU-27

31 Key data on Higher Education in Europe 2007 Edition, Eurydice (pg. 39)32 NCHE Further & Higher Education Statistics 2008 (Data includes the private and the public sector)33 Key data on Higher Education in Europe 2007 Edition, Eurydice (pg. 39)

Source: (2001-2005) NSO Education Statistics; (2006-2007) NCHE Provisional data;(2008) NCHE Further & Higher Education Statistics 2008; Progress towards the LisbonObjectives in Education and Training Indicators and benchmarks 2008

PARTICIPATION RATE BY AGE COHORTTe participation rate o those aged 18-39 years in tertiary education in Malta is stillrelatively low. Te participation rate or this age cohort in 2008 is just under 6%32. Tecurrent efforts to continue increasing attainment levels o younger students, meansthat Malta will see an improvement in the participation rate o those aged 18-39 years

in tertiary education.

GROWTHRATE%


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CHART 3.8 STUDENT PARTICIPATION RATE % OF THOSE AGED 1839IN TERTIARY EDUCATION IN MALTA

34 NCHE Further & Higher Education Statistics 2008 (Data includes the private and the public sector)35 Key data on Higher Education in Europe 2007 Edition, Eurydice (pg. 48)36 Education at a Glance 2007 OECD Indicators (pg. 293)

Source: (MT) NCHE Further and Higher Education Statistics 2008; (EU-19) Key dataon Higher Education in Europe 2007 Edition, Eurydice (pg. 30)

able 3.9 shows the participation rate o students between 18-29 years o age.Participation in tertiary education in Malta peaks in the 18-22 age group, and thehighest participation rate occurs when students are aged 20. Te participation rate othis age cohort is just over 25%34or 2008.

TABLE 3.9 STUDENT POPULATION AND PARTICIPATION RATE % OF THOSEAGED 1829 IN TERTIARY EDUCATION IN MALTA BY NQF LEVEL

0%

10%

20%


2008 5.7% 11%

Malta EU-27

Age

18 19 20 21 22 23 24 25 26 27 28 29

Student Population:

NQF level 6 887 1,321 1,433 1,134 642 302 199 107 115 58 64 42

NQF level 7 0 0 2 119 213 209 188 158 102 111 94 87

NQFlevel 8 0 0 0 0 0 0 0 6 6 3 3 3

Total Student Population 887 1,321 1,435 1,253 855 511 387 271 223 172 161 132

Total Population/age cohort 5,707 5,586 5,670 5,783 5,895 6,055 5,990 5,912 6,023 6,012 5,950 6,029

Participation Rate (%) 15.5% 23.6% 25.3% 21.7% 14.5% 8.4% 6.5% 4.6% 3.7% 2.9% 2.7% 2.2%

Source: NCHE Further and Higher Education Statistics 2008; NSO Demographic Review(1977-2006)

BENCHMARKChart 3.10 shows that in the whole o the EU-27, the participation rate intertiary education peaks in the 20-24 age group. In the majority o countries,the highest participation rate occurs when students are aged 2035. In 2005, theparticipation rate o the 20 year old cohort in the EU-19 was 35% and 47% inthe United States.36 Tis means that Malta will have to increase the populationo this age cohort by 40% to reach the current EU-19 participation rate o 35%and by 70% to reach the current participation rate in the US.

POPULATIONPERCENTAGE%


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0

1,000

2,000

3,000

4,000

Total Student Population 61 1,482 786 1,290 1,523 721 152 3,543

% of total 0.6% 16% 8% 13% 16% 8% 2% 37%

Agric & vet science Education

Eng, man &

construct Health an d welfare Humanities and arts Sc, ma th & comp Services Soc sc, bus & law

CHART 3.10 STUDENT PARTICIPATION RATE OF THE 20 YEAR OLD COHORT 2005

Source: (MT) NSO Education Statistics 2005; (EU-19) Key data on Higher Educationin Europe 2007 Edition, Eurydice (pg. 48); (OECD) Education at a Glance 2007 OECDIndicators (pg. 293).

ENROLMENT AND GRADUATE RATES OF TERTIARY STUDENTS BY FIELD OF STUDYChart 3.11 shows that in 2008, the largest proportion o enrolments in Bachelors,Masters and Doctoral programmes in Malta are in the field o Social science, business& law which accounts or 37% o all students enrolled at these levels37. Graduates inscience related fields38account or 16% o all students.

CHART 3.11 STUDENT POPULATION BY FIELD OF STUDY

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%


Participation rate at age 20 34% 35% 47% 37% 41% 34% 25%

OECD average EU-19 US Australia France Netherlands Malta


BENCHMARKTe largest concentration o Bachelors, Masters and Doctoral qualificationsawarded in OECD countries39are in the field o Social sciences, business, lawand services and accounts or 37% o all graduates. Another 25% graduate inthe field o Humanities, arts and education. Graduates in science related fieldsaccount or another 25%.

37 NCHE Further & Higher Education Statistics 200838 Science related fields include engineering, manuacturing and construction, lie sciences, physical sciences and agriculture, mathematics and computing, but

not including health and welare.39 Education at a Glance 2007 OECD Indicators (pg. 69)

POPULATIONRATE%

STUDENTPOPULATION


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0

10

20

30

40

50

Population 5 41 25 13 14 0 14 2

% of total 4% 36% 22% 11% 12% 0% 12% 2%

Education Humanities & Arts Soc sc, bus & law Sc, math & comp Eng, man & construct Agric & vet science Health & Welfare Services

0.0%

5.0%

10.0%

15.0%

Part

icipationrate(%)

Malta 12.3%

EU-27 2.5%

2000-2006

Source: (MT) NCHE Further and Higher Education Statistics 2008; (EU-27) Progresstowards the Lisbon Objectives in Education and Training Indicators and benchmarks2008 (pg. 76)

Currently, most programmes offered in the fields o Maths, science and technology areclassified as prescribed41or the purposes o the Student Maintenance Grant Scheme,

to encourage students to pursue programmes in this field o study. Malta is makingsignificant progress to achieve the EU benchmark or 2010 to increase in the numbero tertiary graduates in Mathematics, science and technology by at least 15%.

Chart 3.13 shows that or Doctoral programmes, more than hal o Maltese studentsare preparing or a career in the field o Humanities and Arts (36 %) and Social Science,business and law (22 %)42. Te number o Maltese students pursuing a career in Scienceand technology amounts to just under 24%43.


40 Progress towards the Lisbon Objectives in Education and raining Indicators and benchmarks 2008 (pg. 76) & NCHE Further & Higher EducationStatistics 2008

41 Education Act, Subsidiary Legislation 372.17842 MGSS database, MEDC & NCHE Further & Higher Education Statistics 200843 Te indicator includes enrolments in the fields o science, mathematics and computing and engineering, manuacturing, and construction.

Chart 3.12 shows that the number o Maths, Science and echnology graduates romthe University o Malta more than doubled over the last 8 years rom 700 in 2000 to1,500 in 200840. A cross-country comparison o Malta vis--vis the EU-27 reveals

that Malta has registered significant progress with a growth rate o just over 12% perannum over the period 2000-2006. Te growth is primarily related to the increase incomputing and IC related studies.

CHART 3.12 GROWTH RATE % PER YEAR IN MATHS, SCIENCE ANDTECHNOLOGY STUDENT POPULATION

CHART 3.13 STUDENT POPULATION BY FIELD OF STUDY AT A DOCTORAL LEVEL

PART

ICIPATIONRATE%

STUDENTPOPULATION


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BENCHMARKWith regard to Doctoral students in Europe, around one third are preparing

or a career in Science and echnology44.

MALE/FEMALE PARTICIPATION RATIOIn 200745, 60%46 o graduates in Malta were emales. Tus, the male/emaleparticipation ratio47in Malta is 0.6648.

Source: (MT) NCHE Further and Higher Education Statistics 2008; (EU-27) Key dataon Higher Education in Europe 2007 Edition, Eurydice (pg. 46)

BENCHMARKChart 3.14 above shows that in 2006, 55% o students enrolled in tertiaryeducation in the EU-27 were emales49compared to 60% in Malta. In Europe,current trends in general suggest that i the proportion o the populationenrolled in tertiary education is high, the proportion o women studyingat this level is also relatively high. Malta is an exception to this trend as theparticipation rate in tertiary education is low together with a low male/emaleparticipation ratio50.

ENROLMENT AND GRADUATE RATES OF TERTIARY STUDENTS BY FIELD OF STUDYAND GENDERChart 3.15 below shows that in Malta, males are in the majority in the fields oEngineering, manuacturing and construction (70%) and Science, mathematics andcomputing (62%). Te gender imbalance among emale students in Maths, scienceand technology has hardly changed over the last decade51so urther efforts have to bemade in this regard to achieve the EU benchmark o reducing the gender imbalancein this field o study.

44 Key data on Higher Education in Europe 2007 Edition, Eurydice (pg. 46)45 Tis reers to graduates in November 2007 or academic year 2006/07.46 Office o the Registrar, University o Malta47 Te participation ratio or men/women aged 18-3948 Any value higher than unity represents a country in which proportionally more men than women are enrolled in tertiary education with respect to the

overall participation rate or the same age group.49 Eurostat structural indicators50 Key data on Higher Education in Europe 2007 Edition, Eurydice (pg. 43)51 Progress towards the Lisbon Objectives in Education and raining Indicators and benchmarks 2008 (pg. 79) & NCHE Further & Higher Education

Statistics 2008

CHART 3.14 STUDENT POPULATION BY GENDER IN TERTIARY EDUCATION

0%

10%

20%

30%

40%

50%

60%

70%

Females 60% 55%

Males 40% 45%

Malta (2007) EU-27 average (2006)


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Chart 3.16 shows that women are in the majority in the field o Education (78%),Health and Welare (66%), Social science, business and law (57%) and Humanitiesand Arts (59%).

CHART 3.16 STUDENT POPULATION SHARE BY FIELD OF STUDY AND GENDER %


CHART 3.15 STUDENT POPULATION BY FIELD OF STUDY AND GENDER

0

500

1,000

1,500

2,000

2,500

StudentPopulation

females 13 1,152 232 856 891 273 76 2,006

males 48 330 554 434 632 448 76 1,537

Agric & vet science Education Eng, man & construct Health and welfare Humanities and arts Sc, math & comp Services Soc sc, bus & law

0%

20%

40%

60%

80%

100%

%

% males 79% 22% 70% 34% 42% 62% 50% 43%

% females 21% 78% 30% 66% 59% 38% 50% 57%

Agric & vet science Education Eng, man & construct Health and welfare Humanities and arts Sc, math & comp Services Soc sc, bus & law

STUDENTPOPULATION


26/48


CHART 3.17 STUDENT POPULATION BY FIELD OF STUDY, MALTA AND EU27

Source: (MT)NCHE Further and Higher Education Statistics 2008; (EU-27) Key data onHigher Education in Europe 2007 Edition, Eurydice (pg. 45)

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

%

Malta (2008) 21% 78% 30% 66% 59% 38% 50% 57%

EU-27 (2004) 48% 75% 24% 75% 66% 38% 53% 57%

Agric & vet

scienceEducation

Eng, man &

construct

Health and

welfare

Humanities and

artsSc, math & comp Services Soc sc, bus & law

BENCHMARK

Chart 3.17 compares Malta and EU perormance in terms o women in tertiaryeducation field o study. In the EU as a whole, women are in the majority in threemain fields, namely Education (75%), Health (75%) and Humanities and Arts(66%). Males are in the majority in the fields o Engineering, manuacturingand construction (76%) and Science, Mathematics and Computing (62%)52.On average, the gender imbalance at EU level with respect to the field o Maths,science and technology has remained stable and no significant improvementhas been registered.

52 Key data on Higher Education in Europe 2007 Edition, Eurydice (pg. 45)


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MOBILITY IN FURTHER EDUCATIONTe Mobility or rainees in InitialVocational raining (IV) project othe Leonardo da Vinci programmeunded by the European Union aimsto support o transnational mobility opersons undergoing initial vocationaleducation and training. MCASparticipates in various work placementso the Leonardo da Vinci programmethrough the Mobility Opportunities inVocational Education (MOVE) project.

Higher National Diploma (HND)students can also apply individually oran Erasmus placement. An Erasmusplacement, involves spending between3 to 12 months studying in a partnercollege. Te European Credit ranserSystem (ECS) or ECVE acilitatethese exchanges.

IS Students participate in anInternational Internship which involvesa 12 month practical experience inthe hospitality industry in a oreigncountry. It is a module within theIS programme o studies and iscompulsory or certain programmes oror others who want to have more workexperience overseas.

Te IS has also adopted the Europasssystem (which helps to improvetransparency o qualifications andcompetences to acilitate mobilitythroughout Europe or lielong learning

purposes) through the New HospitalityProject, an EU-unded project whichcame up with a reerence point orthe transparency o qualifications andcompetences in the hospitality sectorin the European area.

4. INERNAIONAL SUDEN MOBILIY INFURHER AND HIGHER EDUCAION

FOREIGN STUDENTS IN HIGHEREDUCATIONMaltas small higher education system ishome to a relatively high proportion ooreign students just over 600 students werestudying in Malta in 2005, i.e. around 6% othe total higher education population56.

BENCHMARKAn increasing share o tertiarystudents in Europe comes rom

outside Europe. One reason orthe substantial growth in oreigntertiary students in the EU is dueto the more restrictive visa policyintroduced in the USA afer 200153.

HIGHER EDUCATION STUDENTSENROLLED OUTSIDE THEIR COUNTRY OFORIGIN10% o Maltese students were studyingabroad in 2006, amounting to around 850students. Over two thirds were studying inthe United Kingdom54.

BENCHMARKIn 2006 on average about 3% o EUstudents were studying abroad, with4 out o 5 in other EU countries55.

FLOW OF STUDENTS IN HIGHEREDUCATIONMalta has more outgoing students than it

has incoming. Te balance in 2005 was o242 more outgoing students than incomingones56.

BENCHMARKTe EU-27 is a net receiver ostudents in 2005, over 67% ostudents with oreign citizenshipin the EU were rom countriesoutside the EU57.

ERASMUS MOBILITYTe University o Malta participates inthe Erasmus programmes unded bythe EU. In academic year 2006/2007,

325 students were received and 125students were sent58. Tus, incomingmobility was significantly higher thanoutgoing.

BENCHMARKAlmost all EuropeanUniversities are taking part inErasmus. Maltas participationin the Erasmus programmeas a student host nation was4.2 times the average at 34.6students per 1,000, and as asending nation was 1.6 timesthe average o the EU59 at 13.3students per 1,00060.

53 Progress towards the Lisbon Objectives in Education and raining Indicators and benchmarks 2008 (pg. 81)54 Progress towards the Lisbon Objectives in Education and raining Indicators and benchmarks 2008 (pg. 83)55 Progress towards the Lisbon Objectives in Education and raining Indicators and benchmarks 2008 (pg. 82)56 Mobility Barometer An Assessment o the mobility o academic staff and students in Europe, ESU57 Progress towards the Lisbon Objectives in Education and raining Indicators and benchmarks 2008 (pg. 83)58 Mobility Barometer An Assessment o the mobility o academic staff and students in Europe, ESU59 Progress towards the Lisbon Objectives in Education and raining Indicators and benchmarks 2008 (pg. 84)60 Mobility Barometer An Assessment o the mobility o academic staff and students in Europe, ESU


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5. FURHER AND HIGHER EDUCAION SAISICS 2008

NOTETe institutions that responded to the NCHE Survey as at reerence date 31st March 2008, reported a number o programmesclassified at both urther and higher education levels. Te NCHE is aware o other institutions that offer programmes leadingto qualifications classified at these levels, however these are not included as no response to the Survey was received.

Te tables in this report list the sel classification o institutions and their programmes as a result o the level o qualificationsthey provide. Some institutions offer oreign qualifications which are recognised by the Malta QRIC, others are still awaitingormal local accreditation.

Tis report does not constitute ormal accreditation o any institution or programme. In the uture, classification oinstitutions and their programmes will be based on ormal accreditation status as awarded by officially recognised competentauthorities in compliance with the law as applicable at the time.

SECTORAL STRUCTURE BY TYPE OF INSTITUTIONTe ollowing sixteen institutions responded to the survey and sel classified themselvesas urther education institutions on the basis that they offer programmes leading tourther education qualifications.

TABLE 5.1 LIST OF INSTITUTIONS PROVIDING FURTHEREDUCATION BY FUNDING AND TYPE

Further Education Statistics 2008

Funding Type Name

State

Academic

Giovanni Curmi Higher Secondary

Sir M.A. Refalo Post Secondary

University of Malta G.F Abela Junior College

Vocational

Institute of Tourism Studies

Malta College of Arts, Science & Technology (MCAST)

Dependent Academic

De La Salle College

St Aloysius Sixth Form

Independent

Academic

Compex Co. Ltd.

German-Maltese Circle

Intitute for Environmental Studies

Verdala International School

Academic & Vocational St Marks Institute

Professional Institute of Legal Studies

Vocational

Audreys Health & Beauty Centre

Beauthtech Hair & Beauty Academy

Tech Courses Centre



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SECTORAL STRUCTURE PUBLIC/PRIVATE PROVISIONA total o 370 programmes are offered in Malta at a urther level. 147 o theseprogrammes are Short courses.

65% o programmes at urther level (excluding Short courses) are offered by the publicsector whilst 35% are offered by the private sector. Te share o students enrolled atthis level in the public sector amounts to 84% o students whilst 16% o students at thislevel are enrolled in the private sector.

TABLE 5.2 TOTAL STUDENT POPULATION AND COURSE BREAKDOWN BYINSTITUTION OWNERSHIP EXCLUDING SHORT COURSES

TABLE 5.4 NUMBER OF FURTHER EDUCATION PROGRAMMES BY DURATIONAND MODE OF STUDY

Public % of Total Private % of Total Total Total (%)

Courses 144 65% 79 35% 223 100%

Student Population (Post Secondary General) 4,946 81% 1,151 19% 6,097 100%Student Population (Post Secondary Vocational) 5,028 87% 749 13% 5,777 100%

Student Population (Total) 9,974 84% 1,900 16% 11,874 100%


Courses 250 68% 120 32% 370 100%

Student Population 12,442 84% 2,943 16% 15,385 100%


able 5.3 below shows that i short courses are included, then 68% o programmesat urther level are offered by the public sector whilst 32% are offered by the privatesector. Te share o students enrolled at this level in the public sector amounts to 84%o students whilst 16% o students at this level are enrolled in the private sector.

TABLE 5.3 TOTAL STUDENT POPULATION AND COURSE BREAKDOWN BY

OWNERSHIP INCLUDING SHORT COURSES



(FT Full time, PT Part time basis)

DurationYrs Number of FE courses by mode of study

Day (FT ) Day (PT ) Evening (FT ) Evening (PT ) Total by duration


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PARTICIPATION BY GENDER AND MODEable 5.5 shows the number o students participating by gender and mode o study atthe urther level. Male participation during day programmes (52%) is slightly higherthan that or emales (48%). Female participation during evening programmes (38%)is significantly lower than that or males (62%).

With regards to Short courses, the male participation rate is almost 70% o the total.Evening programmes and Short courses as a share o the working age population is3.3 %.61

PARTICIPATION BY FIELD OF STUDYable 5.6 shows the distribution o students in urther education level programmes byfield o study.

Students ollowing sixth orm studies (47%) in the general post secondary sector

do not ollow specific programmes but a mix o subjects leading to a MatriculationCertificate or Matriculation Advanced and Intermediate qualifications.

A detailed analysis o the subjects chosen by students may be obtained through theannual MASEC reports or this segment. 2007 data is the most recent available dataand is being used to give an indication o the distribution o preerences in generalpost-secondary programmes. For inormation purposes able 5.6 groups the differentsubjects by fields o study and ocuses on the share o registration or examinations asan indication o overall distribution o participation by field o study.

Te largest proportion o Advanced Matriculation exam registrations are related toScience, Mathematics and Computing (46%), with Mathematics, Biology, Physics and

Chemistry as the most registered subjects at A Level. Te second largest share is thato Humanities and Arts (31%) with English and Maltese as the predominant subjectso choice, and Social science, business and law (23%) with Accounting as the highestsubject o choice.

61 Source: Working age population - Census o Population and Housing 2005 Volume 1: Population

Gender Day Evening Short courses Total

FEMALE 5,086 412 1,118 6,616

MALE 5,711 665 2,393 8,769

Total 10,797 1,077 3,511 15,385

TABLE 5.5 STUDENT POPULATION BY GENDER AND MODE OF STUDY



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Source: UoM MATSEC Examinations Board Matriculation Certificate Statistical Report 2007

able 5.7 hereunder shows the student population and number o programmes, by field ostudy, mode, and gender o all the urther sector (excluding Short courses). Students ollowingsixth orm studies have been grouped up under the heading Sixth orm studies. Toseollowing programmes other than Sixth Form Studies in the vocational post secondary sector(53%), participate in programmes related to the ollowing fields: Services (13%); Science,Mathematics and Computing (13%); Engineering, Manuacturing and Construction (12%).

Social Science, business and law (8%) and Humanities and Arts (5%) have a lower take up inthe vocational sector. In these fields more students ollow the studies within the general post-secondary route.

Health and Welare (1%), Education (0%), and Agriculture and veterinary science (1%) are thefields o study least ollowed by students in the vocational post-secondary level. In health andwelare however more students ollow the science routes within the general post-secondaryroute. Community care within the vocational sector was included within the services field orinternational comparability.

Field of study Subjects Advanced Subject (%) Field (%) Interm. Subject (%) Field (%) Total

Engineering, manufacturing and construction

Graphical Communication 15 0% 0% 0 0% 1% 15

Engineering Drawing 5 0% 0 0% 5

Engineering/Graph. Com 0 0% 113 1% 113

Humanities and Arts

English 455 9% 31% 1433 14% 63% 1888

Maltese 315 6% 649 6% 964

Italian 219 4% 252 2% 471

French 116 2% 134 1% 250

Philosophy 114 2% 714 7% 828

History 85 2% 67 1% 152

Art 80 2% 46 0% 126

Religious Knowledge 76 2% 454 4% 530

Geography 57 1% 91 1% 148

Spanish 34 1% 13 0% 47

German 18 0% 31 0% 49

Music 5 0% 10 0% 15

Arabic 0 0% 2 0% 2

Systems of Knowledge 0 0% 2532 25% 2532

Science, mathematics and computing

Pure Mathematics 586 12% 46% 546 5% 26% 1132

Biology 568 11% 210 2% 778

Physics 503 10% 649 6% 1152

Chemistry 423 8% 32 0% 455

Computing 172 3% 193 2% 365

Information Technology 55 1% 313 3% 368

Applied Mathematics 10 0% 103 1% 113

Environmental Science 0 0% 559 6% 559

Social science, business and law

Accounting 366 7% 23% 160 2% 10% 526

Sociology 262 5% 469 5% 731

Marketing 246 5% 226 2% 472

Economics 191 4% 84 1% 275

Home Economics 89 2% 43 0% 132

Total 5,065 100% 100% 10,128 100% 100% 15,193

TABLE 5.6 MAY 2007 MATRICULATION CERTIFICATE REGISTRATIONS BYSUBJECT AND GENDER


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Te number o programmes available or different fields o study generally ollow thesame patterns o participation rates outlined above. However, Humanities and Artshave a higher proportion o programmes relative to the participation rate in this area,

and Education programmes are only 7% o total programmes in relation to the numbero students within. Te share o programmes in different fields o study have no strictrelation with participation rates, however the differences may be indicative o larger orsmaller programme class size.

TABLE 5.7 STUDENT POPULATION AND PROGRAMMES, BY FIELD OF STUDY,MODE, AND GENDER EXCLUDING SHORT COURSES

Field of Study Programmes Student Population

Full Time Part Time Total

Programmes

% of Total Female Male Total

Students

% of Total

Sixth form studies 8 0 8 4% 3,167 2,407 5,574 47%

Agriculture and veterinary science 5 0 5 2% 27 47 74 1%

Education 1 0 1 0% 0 0 0 0%

Engineering, manufacturing and

construction

52 9 61 27% 80 1,377 1,457 12%

Health and welfare 1 0 1 0% 74 23 97 1%

Humanities and arts 9 14 23 10% 347 238 585 5%

Science, mathematics and

computing

9 9 18 8% 295 1,305 1,600 13%

Services 36 22 58 26% 887 650 1,537 13%

Social science, business and law 14 34 48 22% 621 329 950 8%

Total Higher 135 88 223 100% 5,498 6,376 11,874 100%


able 5.8 below, shows Services (43%) as the largest segment o Short coursesundertaken within the Further education sector, ollowed by Science, Mathematics andComputing (20%) driven predominantly by Computing related subjects supported bythe myPotential scheme.

TABLE 5.8 STUDENT POPULATION AND PROGRAMMES, BY FIELD OF STUDY,MODE, AND GENDER SHORT COURSES ONLY


Field of Study Programmes Student PopulationShort Courses % of Total Short Courses % of Total

Sixth form studies 0 0% 0 0%

Agriculture and veterinary science 5 3% 55 2%

Education 0 0% 0 0%

Engineering, manufacturing and construction 29 20% 450 13%

Health and welfare 0 0% 0 0%

Humanities and arts 22 15% 452 13%

Science, mathematics and computing 40 27% 685 20%

Services 29 20% 1,493 43%

Social science, business and law 22 15% 376 11%

Total Higher 147 100% 3,511 100%



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PARTICIPATION BY NQF LEVELSable 5.9 below shows the student population attending programmes by indicativeNQF level62. 8,121 (67%) o students participate at NQF Level 4, which includes both

vocational and general qualifications. Matriculation certificates are included withinthis share.

NQF levels 2 and 3 have between 1,079 (9%) and 1,567 (13%) respectively. NQF Level5 students exclude students ollowing programmes at the same level in institutionsclassified as higher education institutions. 1320 (11%) students ollow programmes atNQF level 5 in institutions classified as urther education institutions.

Te majority o students ollow ull time day programmes (57%). Sixth orm subjectswithin general post secondary institutions are not grouped up in programmes. Tenumber o subjects offered in the post secondary general sector exceeds 30 differentsubjects, all offered on a ull time, day basis, at NQF level 4. Different institutions offerdifferent portolios o subjects depending on their capacity and demand.

Most part time programmes (37%) are offered in the evening in the post secondaryvocational sector. Short courses (6%) lead to NQF level 1-3 qualifications, predominantlyat NQF level 1.

TABLE 5.9 STUDENT POPULATION AND NUMBER OF PROGRAMMES BYQUALIFICATION AND NQF LEVEL.

Qualification Title NQF Level

NQF 1 NQF 2 NQF 3 NQF 4 NQF 5 Grand Total Share %

Certificate 64 1,061 658 6,179 240 8,202 67%

Diploma 0 18 821 1,984 704 3,527 29%

Higher National Diploma 0 0 88 0 350 438 4%

Total Students 64 1,079 1,567 8,182 1,320 12,212 100%

Share 1% 9% 13% 67% 11% 100%

Short Courses 9 2 2 0 0 13 6%

Full Time Courses 2 16 38 55 24 135 57%

Part Time Courses 0 8 13 45 22 88 37%

Total Courses 11 26 53 100 46 236 100%

61 NQF Level 5 programmes are urther education programmes, but headcount is reported by sector (i.e. the overall classification o a provider rather than a

programme). Due to this act the NQF level 5 programmes o the University o Malta, have been included in this table to give a clearer view o the scale o

operations by NQF level within institutions that are predominantly operating at a Higher Education level. o avoid double counting these have been excluded

rom the Further Education Statistics.



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PARTICIPATION BY AGEChart 5.10 below shows the student population in higher education by age profile.Te majority o students are those in the 17-18 age cohort reflecting the majority o

those who leave compulsory schooling at 16 to continue their tertiary level studies inprogrammes lasting between 1-3 years.

O the 11,847 total students in urther education (excluding Short courses), 3,173 are17 years old and 3,059 are 18 years old. 427 (4%) students are in the 30+ age cohort -the most o which participate in the private sector.

Te majority o students pursuing Short courses are adult learners in the 25+ agecohort.

CHART 5.10 STUDENT POPULATION BY AGE AND SECTOR

0

500

1,000

1,500

2,000

2,500

3,000

3,500

Age

Studentpopulation

Public Post Secondary (General) 150 578 2,148 1,903 613 133 48 19 16 8 2 4 2 3 3 23

Public Post Secondary (Vocational) 0 68 947 1,093 1,043 789 470 252 122 52 32 28 22 12 8 90

Private (Vocational) 68 44 78 63 86 69 72 53 63 50 57 52 57 33 34 314

Total 218 690 3,173 3,059 1,742 991 590 324 201 110 91 84 81 48 45 427

15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30+


STUDENTPOPULATION

AGE


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SECTORAL STRUCTURE BY TYPE OF INSTITUTIONTe ollowing seven institutions responded to the survey and sel classified themselvesas higher education institutions on the basis that they offer programmes leading to

higher education qualifications.

TABLE 5.11 LIST OF INSTITUTIONS PROVIDING HIGHER EDUCATION BYFUNDING AND TYPE


SECTORAL STRUCTURE PUBLIC/PRIVATE PROVISIONTe University o Malta provides 93% o tertiary level programmes offered in Malta.Te private sector provides or 7% o tertiary level programmes, ofen in niche areasnot provided or by the University o Malta.

Te share o students enrolled at the University o Malta amounts to 98% o students

enrolled or tertiary level programmes whilst 2% o students at the tertiary level areenrolled in the private sector.

TABLE 5.12 TOTAL STUDENT POPULATION AND COURSE BREAKDOWN BYOWNERSHIP EXCLUDING SHORT COURSES


MODE OF PROVISION FULL TIME OR PART TIME PROGRAMMESable 5.13 shows the number o programmes provided in Malta at a higher educationlevel by duration in years and by mode o delivery. 310 day programmes are providedduring regular hours o which 30 (10%) are offered on a part time basis. On the otherhand, i we consider distance learning to be equally as flexible as part time studies, 151evening programmes are offered on a part time/distance basis, o which practically allare offered outside regular hours.

Higher Education Statistics 2008

List of institutions providing Higher Education by funding and type

Funding Type Institution Name

State Academic University of Malta

Malta Institute of Management

St. Martins Institute Of Information Technology

Independent Vocational Future Focus Ltd

Support and Supply Management (SSM) Group Ltd.

Professional Gestalt Psychotherapy Training Institute Malta

STC TRAINING


Courses 427 93% 34 7% 461 100%

Student Population 9,508 98% 239 2% 9,747 100%


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TABLE 5.13 NUMBER OF HIGHER EDUCATION PROGRAMMES BY DURATION ANDMODE OF STUDY

DurationYrs Number of HE courses by mode of study

Day (FT ) Day (PT) Distance Evening (FT ) Evening (PT ) Total by duration

1 31 7 1 0 0 39

2 135 21 2 5 12 175

3 96 0 0 1 81 178

4 12 2 0 0 46 60

5 6 0 0 0 2 8

8 0 0 0 0 1 1

Total courses 280 30 3 6 142 461

(FT Full time, PT Part time basis)


PARTICIPATION BY GENDER AND MODEable 5.14 shows the number o students participating by mode o study. Femaleparticipation during day programmes is higher than male participation. Overallparticipation in evening programmes is evenly distributed by gender.

Evening programmes are generally appealing to adults due to combination with workcommitments. Te absolute numbers indicate a very small proportion o the workorceparticipating in higher education evening programmes in both the public and theprivate sectors. Evening programmes as a share o working age population is 1.563%.

TABLE 5.14 STUDENT POPULATION BY GENDER AND MODE OF STUDY.


PARTICIPATION BY FIELD OF STUDY

able 5.15 shows the distribution o students and programmes by field o study. Tehighest share o participation is in the field o Social Science, Business and Law (36%),ollowed by Humanities and Arts (16%), Education (15%) and Health and Welare(13%).

Participation in Engineering, Manuacturing and Construction (8%) and Science,Mathematics and Computing (7%) are both lower compared to other areas.

Te number o programmes available or different fields o study generally ollow thesame patterns o participation rates outlined above. However, Humanities and Artshave a higher proportion o programmes relative to the participation rate in this area,and Education programmes are only 7% o total programmes in relation to the numbero students within. Te share o programmes in different fields o study have no strict

relation with participation rates, however the differences may be indicative o larger orsmaller programme class size.


Gender Day Distance Evening Total

FEMALE 4,474 60 1,002 5,536

MALE 3,162 29 1,020 4,211

Total 7,636 89 2,022 9,747


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TABLE 5.15 STUDENT POPULATION AND PROGRAMMES, BY FIELD OF STUDY,MODE, AND GENDER.


PARTICIPATION BY NQF LEVELSable 5.16 below shows the student population attending programmes by indicativeNQF level64.

6,726 (69%) o students participate at NQF Level 6, predominantly at a Bachelor degreelevel, whereas 2,103 (22%) participate at NQF Level 7 predominantly at a Mastersdegree level, and 82 (1%) at NQF Level 8 at a doctoral level65.

Tere are 342 students ollowing doctoral programmes at NQF Level 6 and 203 at NQFLevel 7 whose qualifications are not a Ph.D degree. Tese include students ollowingDoctor o Law, Doctor o Medicine or other qualiying programmes.

242 programmes are offered at NQF Level 7 compared to 77 programmes at NQFLevel 6 which reflect the number o specializations at a Masters level in proportion togeneral Bachelor degrees. 96 programmes are offered at NQF Level 8 o which 28 areoffered on a part time basis by the University o Malta.

64

NQF Level 5 programmes are urther education programmes, but headcount is reported by sector (i.e. the overall classification o a provider rather than aprogramme). Due to this act the NQF level 5 programmes o the University o Malta, have been included in this table to give a clearer view o the scale o

operations by NQF level within institutions that are predominantly operating at a Higher Education level. o avoid double counting these have been excluded

rom the Further Education Statistics.65 Tis excludes Maltese students ollowing Doctoral studies abroad.

Courses Student population

Field of Study Full Time Part Time Total Courses % of Total Female Male Grand Total % of Total

Agriculture and veterinary science 8 3 11 2% 13 48 61 1%

Education 21 13 34 7% 1,152 330 1,482 15%

Engineering, manufacturing and construction 16 11 27 6% 232 554 786 8%

Health and welfare 43 15 58 13% 856 434 1,290 13%

Humanities and arts 68 44 112 24% 891 632 1,523 16%

Science, mathematics and computing 33 19 52 11% 273 448 721 7%

Services 10 6 16 3% 76 76 152 2%

Social science, business and law 90 61 151 33% 2,006 1,537 3,543 36%

Higher Total 289 172 461 100% 5,536 4,211 9,747 100%


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Qualification Title NQF Level

NQF 5 NQF 6 NQF 7 NQF 8 Grand Total Share %

Certificate 148 0 0 0 148 2%

Diploma 688 0 147 0 835 9%

Bachelor 0 6,384 0 0 6,384 65%

Masters 0 0 1,458 0 1,458 15%

Doctorate 0 342 203 82 627 6%

Postgraduate Certificate 0 0 113 0 113 1%

Postgraduate Diploma 0 0 182 0 182 2%

Total Students 836 6,726 2,103 82 9,747 100%

Share 9% 69% 22% 1% 100%

Full Time Courses 26 54 141 68 289 63%

Part Time Courses 20 23 101 28 172 37%

Total Courses 46 77 242 96 461 100%


PARTICIPATION BY AGEChart 5.17 below shows the student population in higher education by age profile. Temajority o students are those in the 18-22 age cohort reflecting the majority o those

who leave post-secondary level education at 18 to continue their tertiary level studiesin programmes lasting between 3-5 years.

1,593 (16% o total UoM students)66students are in the 30+ age cohort at the Universityo Malta, and 92 (38%o total private tertiary students)67o students in the 30+ agecohort participate in the private sector at a higher level.

TABLE 5.16 STUDENT POPULATION AND NUMBER OF PROGRAMMES BYQUALIFICATION AND NQF LEVEL.

CHART 5.17 STUDENT POPULATION BY AGE AND SECTOR

66 30+ age cohort as a percentage o total University o Malta students67 30+ age cohort as a percentage o students in private institutions

0

200

400

600

800

1000

1200

1400

1600

1800

Age

Studentpopulation

UOM 3 890 1330 1445 1291 875 536 442 325 248 194 189 147 1593

Private 0 0 6 13 5 16 13 18 11 22 12 15 16 92

Total 3 890 1,336 1,458 1,296 891 549 460 336 270 206 204 163 1,685

17 18 19 20 21 22 23 24 25 26 27 28 29 30+



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BIBLIOGRAPHY

Education International & the European Students Union (2008)Mobility Barometer

An assessment of the mobility of academic staff and students in Europe. (Belgium,Education International & the European Students Union).

European Commission Eurydice (2007) Key Data on Higher Education in Europe 2007Edition. (Luxembourg, European Commission).

European Commission (2008) Progress towards the Lisbon Objectives in Education andTraining Indicators and benchmarks(Brussels, European Commission).

Laws o Malta (Cap. 327, 1988, as amended by subsequent legal notices) Education Act.(Laws o Malta, Malta)

Ministry o Education, Youth and Employment (2004) State Higher Education FundingReport of the State Higher Education Funding Working Group to the Minister ofEducation, Youth and Employment. (Malta, MEYE).

Ministry o Education, Culture, Youth and Sport (2008) National Reform Programme2008-2010. (Malta, MEDC).

National Statistics Office Demographic Review 1977-2006. (Malta, National StatisticsOffice).

National Statistics Office Education Statistics 1994-2005. (Malta, National StatisticsOffice).

National Statistics Office Census of Population and Housing 2005 Volume 1: Population.(Malta, National Statistics Office).

OECD (2007) Education at a Glance 2007.(Paris, OECD).

Web Link:For data on Early School leavers in Europe Eurostat Strucural Indicators Eurostatwebsitehttp://epp.eurostat.ec.europa.eu/portal/page?_pageid=1996,39140985&_dad=portal&_schema=PORTAL&screen=detailref&language=en&product=EU_SI_main&root=EU_SI_main/si/si_sc/tsisc060


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ANNEX 1 - ACRONYMS AND DEFINIIONS

Institution classification and definitions

Field Name Description

Ownership Public:i state runPrivate:i non-state run

Funding State: i public and state unded

Dependent:i private and state unded

Independent: i private and non-state unded

ype Vocational:I education is work oriented and includes a large element o training which is equivalent to levels1-5 o the National Qualifications Framework (NQF)68

Academic:I education is o an academic nature and is equivalent to levels 4-8 o the NQF (at a post-secondarylevel generally leading to university)

Professional:I education is a ormal course o extensive education or specialized training related to an existingtrade or proession and leading to a qualification classified at NQF Level 5 or ISCED level 4 or higher.

68 Web link to the NQF ramework: http://www.mqc.gov.mt/pds/mqc%203gateA4%20english.pd


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License Post Secondary College:A public or private non sel-awarding provider, providing a minimum o six accreditedprogrammes leading to qualifications at NQF level 4 or ISCED level 3, awarded by a separate (local or oreign)provider and enabling entry into a higher education programme. A post-secondary college is not accreditedto provide higher education programmes.

Further Education Centre:provides non-compulsory ormal, education leading to qualifications classifiedas ISCED levels 1-469or NQF levels 1 to 5. As a non sel-awarding provider, a urther education centre is notauthorized to award or coner its own certificates or other qualificationsFurther Education Institution: provides non-compulsory ormal education leading to qualifications classifiedas ISCED levels 1-4 or NQF levels 1 to 5. As a sel-awarding provider, a urther education institution has theauthority to award or coner certificates and other qualifications recognized as Maltese qualifications, and as

being part o the NQF

Higher Education Centre:Provides non-compulsory ormal education leading to qualifications classified asISCED level 5 - 6 or NQF level 6 8. As a non-sel-awarding provider, a higher education centre is notauthorized to award or coner its own certificates, degrees or other qualificationsHigher Education Institution: Provides ormal education, training and research or persons above compulsoryschool age, leading to qualifications classified as ISCED level 5 - 6 or NQF level 6 8. As a sel-awardingprovider, a higher education institution has the authority to award or coner certificates, degrees and otherqualifications re

Documents

1_NCHE-Statistics Report Single P