Further and Higher Education Statistics · Table 1.2 Further and Higher Education providers delivering data for the academic year 2014/2015 by ownership and licence category as of

N a t i o N a l C o m m i ss i o N f o r f u r t h e r a N d h i g h e r e d u C a t i o N

Further and HigherEducation Statistics2014-2015

disclaimerThe National Commission for Further and Higher Education publishes macro data on student

participation in Further and Higher Education. It does not disseminate micro information

to third parties, except to the Ministry of Education and Employment, if requested. All data

collected was processed and stored ensuring the confidentiality of the data submitted by

education providers. While the NCFHE strives to keep updated and correct data, it makes

no representations or warranties of any kind, expressed or implied, about the completeness,

accuracy, reliability, suitability or availability with respect to the information submitted by

all providers. The author has thoroughly checked the accuracy of the information presented

in this publication. However, mistakes cannot be ruled out completely. The aforementioned

parties, therefore, do not assume liability for the accuracy and completeness of the information

presented in this document. It is also in the remit of statisticians to update past statistics, and

therefore, any mismatches between data in previously published material and newly published

material would be due to data updates.

The content of this publication is covered by the provisions of the Copyright Act, the Laws

of Malta, policies, regulations and international agreements entered into by the NCFHE. The

information is available for non-commercial public use. No part of this publication shall be

replicated and represented as an official version, nor as having been produced in affiliation with

or with the endorsement of the NCFHE, without prior permission from NCFHE.

imprintNational Commission for Further and Higher Education (2016):

Further and Higher Education Statistics 2014-2015. Malta. September 2016.

Editors: Christine Scholz

Proof Reader: David Bonello

Authors: Christine Scholz, Graziella Grech, Madonna Maroun

ISBN: 978-99957-22-19-7

Further and Higher Education Statistics 2014-2015 3

List of Figures ..................................................................................................................................................................................................................... 5

Foreword ..............................................................................................................................................................................................................................8

Note from the Author ....................................................................................................................................................................................................9

Chapter 1: Introduction ..............................................................................................................................................................................................11

1.1 Research Methodology .................................................................................................................................................................................... 11

Chapter 2: Further and Higher Education in Malta ....................................................................................................................................17

2.1 The Malta Qualifications Framework .......................................................................................................................................................17

2.2 Further Education in Malta ...........................................................................................................................................................................17

2.3 Higher Education ................................................................................................................................................................................................17

2.4 Policies and strategies impacting Further and Higher Education in Malta ............................................................................ 20

Chapter 3: Development of Further and Higher Education in Malta ................................................................................................ 23

3.1 Overall enrolment in Further and Higher Education....................................................................................................................... 23

3.2 Enrolment in full-time studies .................................................................................................................................................................... 23

3.3 Enrolment in part-time studies ....................................................................................................................................................................25

3.4 Enrolment at age 17 and 19 ........................................................................................................................................................................... 27

3.5 Participation in Lifelong Learning ............................................................................................................................................................. 34

Chapter 4: Enrolment in Further Education................................................................................................................................................... 38

4.1 Enrolment in Further Education by gender ......................................................................................................................................... 38

4.2 Enrolment in Further Education by MQF level .................................................................................................................................. 38

4.3 Enrolment in Further Education by time basis ................................................................................................................................... 39

4.4 Enrolment in Further Education by subject area ................................................................................................................................41

4.5 Enrolment in Further Education by district of residence ................................................................................................................41

Chapter 5: Enrolment in Higher Education ..................................................................................................................................................... 45

5.1 Enrolment in Higher Education by gender ........................................................................................................................................... 45

5.2 Enrolment in Higher Education by MQF level .................................................................................................................................... 45

5.3 Enrolment in Higher Education by time basis ..................................................................................................................................... 46

5.4 Enrolment in Higher Education by subject area ................................................................................................................................. 47

5.5 Enrolment in Higher Education by district of residence................................................................................................................. 49

Contents

National Commission for Further and Higher Education4

Chapter 6: Graduates in Further and Higher Education ...........................................................................................................................53

6.1 Graduates in Further and Higher Education by gender ...................................................................................................................53

6.2 Graduates in Further and Higher Education by MQF level ............................................................................................................53

6.3 Graduates in Further and Higher Education by age ......................................................................................................................... 54

6.4 Graduates in Further and Higher Education by time basis .............................................................................................................56

6.5 Graduates in Further and Higher Education by subject area ........................................................................................................ 57

6.6 Graduates in Further and Higher Education by district of residence ........................................................................................59

Chapter 7: International Student Mobility in Further and Higher Education ............................................................................. 63

7.1 Student mobility by gender and MQF level .......................................................................................................................................... 63

7.2 Student mobility by type of mobility ....................................................................................................................................................... 63

7.3 Student mobility by duration of mobility period ................................................................................................................................65

7.4 Student mobility by subject area ................................................................................................................................................................ 67

7.5 Student mobility by host country ............................................................................................................................................................. 68

Bibliography .....................................................................................................................................................................................................................71

List of Acronyms ........................................................................................................................................................................................................... 75

Institution classification and definitions ............................................................................................................................................................ 76

Programme/Course classification and definitions ......................................................................................................................................... 76


Table 1.1 Number of education providers delivering student headcount data for the NCFHE Further and

Higher Education Statistics between 2008-2014 13

Table 1.2 Further and Higher Education providers delivering data for the academic year 2014/2015 by

ownership and licence category as of 31 March 2015 14

Figure 2.1 Referencing of the Malta Qualifications Framework (MQF) to ISCED 2011 19

Figure 3.1 Total student population following Further and Higher Education in Malta 2000-2015 24

Table 3.2 Total student population following Further and Higher Education in Malta 2000-2015 24

Figure 3.3 Total full-time programme student population in Further and Higher Education 2000-2015 25

Table 3.4 Total full-time student population in Further and Higher Education 2000-2015 26

Figure 3.5 Total part-time programme student population in Further and Higher Education 2000-2015 26

Table 3.6 Total part-time programme student population in Further and Higher Education 2000-2015 27

Figure 3.7 17 year old participation rate in Further and Higher Education 2002-2015 28

Table 3.8 17 year old participation rate in Further and Higher Education 2002-2015 28

Figure 3.9 Share of 18-24 year olds with at most lower secondary education and not in Further Education

or training (Early School Leavers) in the EU-28 and Malta for 2005-2015 29

Figure 3.10 19 year old participation rate in Further and Higher Education 2002-2015 30

Table 3.11 19 year old participation rate in Further and Higher Education 2002-2015 31

Figure 3.12 Share of 30-34 year olds having attained Higher Education (ISCED 1997 level 5-6) in the EU-28

and Malta for 2002-2014 31

Table 3.13 17 and 19 year old student population in Further and Higher Education 2002-2015 33

Figure 3.14 Student population by age in Further and Higher Education for the year 2015 (incl. short courses) 34

Table 3.15 Student population by age in Further and Higher Education for the year 2015 (incl. short courses) 35

Figure 3.16 Participation rate in education and training (last 4 weeks) of 25-64 year olds in EU-28 and

Malta between 2006-2014 36

Table 3.17 Student population and participation rate of individuals aged 17-30+ in Further and Higher

Education by MQF level 37

Table 4.1 Total student population in Further Education by gender (2015) 38

Figure 4.2 Share of males and females in further (academic) education for the years 2008-2015 39

Figure 4.3 Share of males and females in further (vocational) education for the years 2008-2015 40

list of figures and tables


Table 4.4 Student population in Further Education by gender and MQF level for the year 2015 (in %) 40

Table 4.5 Student population in Further Education by student status and MQF level for the year 2015 (in %) 41

Figure 4.6 Student population in Further Education by field of study and gender in 2015 42

Table 4.7 Student population in Further Education by field of study and gender in 2015 42

Figure 4.8 Student enrolment in Further Education in 2015 by district of residence compared to

attainment rate and distribution of population by district of residence 43

Table 4.9 Student enrolment in Further Education in 2015 by district of residence compared to


Table 4.10 Student enrolment in Further Education in 2015 by district of residence and MQF level 44

Figure 5.1 Share of males and females in Higher Education for the years 2008-2015 45

Table 5.2 Student population in Higher Education by gender and MQF level for the year 2015 (in %) 46

Table 5.3 Student population in Higher Education by student status and MQF level for the year 2015 (in %) 46

Figure 5.4 Student population in Higher Education by field of study and gender in 2015 47

Table 5.5 Student population in Higher Education by field of study and gender in 2015 48

Table 5.6 Student population in Higher Education by field of study 2008-2015 48

Figure 5.7 Student enrolment in Higher Education in 2015 by district of residence compared to


Table 5.8 Student enrolment in Higher Education in 2015 by district of residence compared to


Table 5.9 Student enrolment in Higher Education in 2015 by district of residence and MQF level 51

Table 6.1 Graduates in Further and Higher Education by level and gender for the year 2015 53

Figure 6.2 Graduates in Further and Higher Education by MQF level (in %) 54

Table 6.3 Graduates in Further and Higher Education by MQF level for the year 2015 55

Figure 6.4 Average age of graduates in Further and Higher Education by MQF level and sector 55

Table 6.5 Average age of graduates in Further and Higher Education by MQF level and sector 56

Table 6.6 Graduates in Further and Higher Education by MQF level and student status 56

Figure 6.7 Graduates in Further Education by subject area and gender 57

Table 6.8 Graduates in Further Education by subject area and gender 58

Figure 6.9 Graduates in Higher Education by subject area and gender 58

Table 6.10 Graduates in Higher Education by subject area and gender 59

Figure 6.11 Graduates of short courses by subject area and gender 60

Table 6.12 Graduates of short courses by subject area and gender 60

Figure 6.13 Graduates in Further and Higher Education by level of education and district of residence 61

Table 6.14 Graduates in Further and Higher Education by level of education and district of residence 61

Table 7.1 Student mobility abroad by MQF level and gender 64

Figure 7.2 Student mobility abroad by MQF level and type of mobility 64


Table 7.3 Student mobility abroad by MQF level and type of mobility 65

Figure 7.4 Duration of student mobility abroad in months by MQF level and type of mobility

(arithm. mean) 65

Table 7.5 Duration of student mobility abroad in months by MQF level and type of mobility

(arithm. mean, min. and max) 66

Figure 7.6 Student mobility abroad by subject area and type of mobility 66

Table 7.7 Student mobility abroad by subject area and type of mobility 67

Figure 7.8 Student mobility abroad by host country and type of mobility 68

Table 7.9 Student mobility abroad by host country and type of mobility 69


The National Commission for Further and Higher

Education has constantly invested in the research

function with the firm belief that it serves as solid

ground work for evidence-based effective policy

recommendation. The Further and Higher Education

Statistics Report is an annual exercise that keeps track

of trends and patterns within this sector, giving a

factual picture of progress and identifying possible

areas for improvement. Apart from this, the data

collection and reporting carried out by the NCFHE

is also in line with national policies and strategies

whereby further research and data gathering is

identified as a growth area.

The number of education providers contributing

towards this report increased yet again from 85

covered in the previous report to 93 providers. This

helped towards improving the comprehensiveness of

the statistics.

This growth in reporting was also supported through

one of the conditions imposed on licensed education

providers, which obliges a delivery of annual student

headcount data to the NCFHE. I must thank all those

education providers who on a yearly basis have

supported us and contributed during this exercise.

Special thanks goes to the Research and Policy team

within the NCFHE who continuously strive towards

having updated and accurate statistics for the benefit

of all stakeholders within the further and higher

education sphere.

Ms Edel Cassar

Chief Executive Officer

National Commission for Further

and Higher Education

Ceo foreword


This Further and Higher Education Statistics report

for the academic year 2014/2015 is the result of

the annual data collection exercise conducted by

the NCFHE among Further and Higher Education

providers in Malta. The aim is to provide up-to-date

and comprehensive information on developments in

the sector. With the first data collection having been

carried out during the academic year 2007/2008, the

data collected to date allows both for detailed annual

statistics and monitoring of progress achieved over

time which supports NCFHE’s role to undertake

research. NCFHE also gives advice to the Government

on the developments, planning and governance of

Further and Higher Education policy.

The NCFHE has embarked on collaboration

exercise with the National Statistics Office sharing

responsibility for collecting the data from providers

and exchanging the data collected. This was

undertaken in an effort to reduce the workload for

education providers delivering data to both entities

while contributing to streamlining the data collection

between the two organizations. I am convinced that

this exchange can only be fruitful for both entities

and I would, therefore, like to thank our colleagues

at the National Statistics Office for their unwavering

cooperation and support.

I would like to express my heartfelt thanks to my

colleagues in the Research and Policy Unit of the

NCFHE for their invaluable contribution to this

report. But most of all I would like to extend my

gratitude to Ms Edel Cassar, the Chairman and Board

members of the NCFHE for their unrelenting interest,

encouragement and feedback, which helped improving

the quality and relevance of the information contained

in this report. I really augur that this report, like the

previous ones, will serve as an important tool in order

to continue addressing issues of policy concern and

provide guidance to effective decision making.

Ms Christine Scholz

Research and Policy Manager

National Commission for Further

and Higher Education

Note from theauthor



This report is based on the annual student headcount

data collection carried out by the National Commission

for Further and Higher Education. The data contained

in this report is based on the academic year 2014/2015

and is structured in 7 Chapters:

• Chapter 1 outlines the methodology applied in

obtaining and presenting the statistics in this

report and how this information is structured.

• Chapter 2 provides background information on

the Further and Higher Education System in

Malta and recent legislation, policies and strategies

influencing its further development. Given that

participation in education and attainment are

system bound, this information serves to provide

a context for the data presented in the following

Chapters.

• Chapter 3 looks into the development of Further

and Higher Education in Malta over time based

on data collected by the National Commission for

Further and Higher Education from the academic

year 2007/2008 to 2014/2015. It compares this

data with key performance indicators arising from

the Europe 2020 strategy of the European Union.

• Chapter 4 gives detailed information on student

enrolment in Further Education during the

academic year 2014/2015.

• Chapter 5 gives detailed information on student

enrolment in Higher Education for the same

period.

• Chapter 6 provides data on graduates in Further

and Higher Education during the academic year

2014/2015.

• Chapter 7 looks into student mobility in Further


2014/2015.

introductionC h a p t e r 1

1.1 research methodologyThis report presents data on student enrolment in

post-compulsory education in Malta i.e. students

above the compulsory school age of 16 and enrolled

in education programmes. It is based on data collected

from education providers on students enrolled in their

institutions throughout the academic year 2014/2015.

The reference date for this reporting exercise was the

31st March 2015. Moreover, this report contains data

on graduates in Further and Higher Education for the

very first time. Graduates are defined as those students

who successfully completed their programme of study

during the academic year 2014/2015, irrespective of

the type of programme or formal student status.

The data collection undertaken by the National

Commission for Further and Higher Education

(NCFHE) forms part of its core responsibilities as

outlined in Education Act CAP 327, Article 66 c-d:

66. In reaching its aims, the Commission shall: [...]

(c) collect information, data and statistics

as required for the performance of its

functions;

(d) publish studies and thematic reviews which

it deems to be important as relating to:

(i) national strategy for Further and Higher

education;

(ii) key performance indicators on Further and

Higher education in Malta; and

(iii) benchmarking performance against

international developments;

To this end, the Education Act CAP 327 Article 68

empowers the NCFHE to collect data both from public

and private education providers as follows:


68. (1) The Commission shall have full access to

all information available to public Further and

Higher education providers and it shall have the

right to request all data it may require both from

public and private providers and this data shall

be transmitted to it within a reasonable time from

when it was requested.

(2) The Commission shall have access to statistics

and to economic and social data as required so

that the Commission and its Secretariat may be

able to perform their functions in accordance

with this Act.

The present report restricts its focus on programmes of

licensed providers. In this regard Article 6 of Subsidiary

Legislation 327.433 ‘Further and Higher Education

(Licensing Accreditation and Quality Assurance)

Regulations’ outlines the following exceptions and

exclusion from obtaining a license or accreditation for

a programme:

6. (1) Providers providing the following types

of programmes do not require a licence issued

under these regulations in order to provide these

programmes:

(a) short programmes or courses which lead to a

certificate of attendance;

(b) continuous professional development

programmes or courses which are regulated

by professional accreditation bodies;

(c) any type of programme which does not

purport to serve for obtaining a qualification

classified within the Malta Qualifications

Framework or a recognised foreign

qualifications framework;

(d) programmes developed and provided by

a company for proprietary purposes, or

provided by other bodies or entities on its

behalf, and for exclusive use within that

company, which proprietary purposes shall

be reflected in the name of the certificate

or other type of award obtained upon

successful completion of that programme:

Provided that providers providing the

programmes referred to in this regulation

shall seek accreditation and apply for a

licence under these regulations where

they require such programmes to serve for

obtaining qualifications classified within

the Malta Qualifications Framework or a

recognised foreign qualifications framework.

(2) The Commission may make guidelines in order

to exempt further education centres, as defined

in the Second Schedule, from the requirements

of provider or programme accreditation or of

quality assurance under these regulations.

Thus, the present report also includes data on student

enrolment in courses meeting these above-mentioned

exceptions and exclusions. Student enrolment in such

courses is reported either as a ‘Short course’1 in line

with Article 6.1 (a) of S.L. 327.433 or, if not specifically

classified by the education provider as a short course,

they have been classified in this report as ‘Other’.

Data reported by licensed Further or Higher Education

providers has also been reconciled with the register

of Further and Higher Education Institutions held by

the NCFHE including the list of accredited courses and

their Malta Qualifications Framework (MQF) level.2 In

this regard MQF levels 1-4 refer to Further Education

and MQF levels 5-8 refer to Higher Education.

It is important to stress that both the reclassification of

non-licensed providers or non-accredited programmes

as ‘Other’ and the reconciliation of data reported by

licensed education providers against the register

of Further and Higher Education Institutions and

accredited programmes is a deviation from the

methodology applied for the data collected for the

academic years 2007/2008 to 2012/2013. For these

academic years the MQF levels of the programmes

presented in the statistics report were self-reported by

the education providers. This approach was adopted,

since the licensing and accreditation framework

was either not yet in place, or in the process of

1 Ashortcoursedoesnotleadtoafullqualification.However,anawardisconferredif,basedonthenationalaccreditationsystemashortcourseunderaleveloftheMQFsatisfiesaminimumof4credits(ECTS/ECVET)andconsequently,witha minimum of 100 hours of total learning and less than 1000 hoursoftotallearningifatMQFlevel1,andlessthan1500hoursoftotallearningifatMQFlevels2-7.

2 See:http://www.ncfhe.gov.mt


Table 1.1 Number of education providers delivering student headcount data for the NCFHE Further and Higher

Education Statistics between 2008-2014

Academic

year

2007/2008

Academic

year

2008/2009

Academic

year

2009/2010

Academic

year

2010/2011

Academic

year

2011/2012

Academic

year

2012/2013

Academic

year

2013/2014

Academic

year

2014/2015

23 32 36 47 50 55 85 93

consolidation during that period. As a result, the MQF

level of the programmes reported for the academic

years 2007/2008 to 2012/2013 may not precisely

reflect the level of these programmes.

For the present report a total 93 education providers

have delivered data to the NCFHE on students enrolled

in their programmes during the academic year

2014/2015. Table 1.2 provides an overview of these

education providers by ownership and licence category.

This constitutes a further increase in the number of

education providers reporting student headcount data

to the NCFHE compared to the previous academic

years (see Table 1.1.) and may be attributed to the

delivery of statistics to the NCFHE forming part of the

licence conditions of education providers. This increase

reflects both the continued growth of public and

private Further and Higher Education in Malta as well

as the effort to fully capture data on the sector.

A further methodological revision compared to

previous reports is the identification of individuals

enrolled in more than one programme during the

academic year 2014/2015. This approach was taken,

since NCFHE was made aware by education providers

that some individuals are enrolled in more than one

course during the academic year 2014/2015. Moreover,

it may not be excluded that individuals are enrolled

in more than one programme at the same time

with different education providers. In view of Data

Protection regulations, the NCFHE may not collect

personal data, such as identity card numbers. For this

reason, from the academic year 2014/2015 the NCFHE

has started to collect the full date of birth, locality

of residence and nationality of students in order to

identify cases of individuals being enrolled in more

than one course during the academic year in question.

In cases were individuals matched fully all these

three variables (date of birth, locality of residence and

nationality), these individuals were identified as being

enrolled in more than one course during the academic

year 2014/2015. In these instances, these individuals

were reported only for the programme with the

highest MQF level.

Thus, when analyzing the data contained in this report

four factors should be kept in mind, namely:

• the total number of education providers

delivering student headcount data in the

respective academic year;

• the revision from MQF levels of programmes being

self-reported by education providers to MQF levels

being reconciled with the register of Further and

Higher Education Institutions held by the NCFHE;

• the reclassification of non-licensed providers or

non-accredited programmes as ‘Other’; and

• the identification of individuals enrolled in more

than one programme during the academic year

2014/2015, which are reported only for the

programme pursued that has the highest MQF

level.

Wherever student headcount data collected by the

NCFHE is presented as a share of the age cohort,

the reference population used has been the total

population (at birth) for each age cohort as published

by the National Statistics Office (NSO).3 This report

also draws on secondary data sources. Wherever such

secondary data sources have been drawn on, these

have been acknowledged.

3 See:http://nso.gov.mt/statdb/start


Table 1.2 Further and Higher Education providers delivering data for the academic year 2014/2015 by ownership

and license category as at 31 March 2015

Ownership License Category Name

Public

Further Education Institution Kummisjoni Nazzjonali Ghall-Persuni B’Diżabilità (KNPD)

Further and Higher Education

Institution

Centre for Development, Research and Training (CDRT)

Directorate for Lifelong Learning

EFL Monitoring Board

Employment and Training Corporation (ETC)

Department for Curriculum Management

Department for Student Services

Higher Education Institution

Department of Local Government Studies

National Commission for Further and Higher Education

Tourism Diversity Management Tourism Centre

Post-secondary Institution**

G. F. Abela Junior College

Giovanni Curmi Higher Secondary School

Sir Michelangelo Refalo - Sixth Form

Self-accrediting Institution*

Institute of Tourism Studies

Malta College of Arts, Science & Technology

University of Malta

Private

Further Education CentreAikido Yamato Dojo

Centre for Child Development, Education and Care Studies

Further Education Institution

AcrossLimits Ltd

AME Health and Safety Ltd.

Audrey’s Health and Beauty Centre

Biocare Academy

CareMalta Ltd

Compex Computer Training

FTIAS Ltd

Goldwell Academy Malta

GRTU Services Ltd.

Hair Training Centre

International School of Hairdressing

KDM Academy

Learnkey Training Institute

Malta Institute of Professional Photography (MIPP)

Minds Malta

Motherwell Bridge Technical Training

Ocean Beauty Academy

St. Bernard’s First Aid and Safety Training Institute

St. Martin’s Institute of Further Education

TCTC



Private

Further Education InstitutionTudor Institute

Dance Workshop

Further and Higher Education

Institution

2M Training Academy

Alliance Francaise de Malte Meditterranee

Beautytech Hair and Beauty Academy

College of Dance

Computer Domain

Domain Academy

Elizir

Foundation for Human Resources Development

Future Focus

German Maltese Circle

Global College Malta

Global Institute of Theology

IDEA Leadership and Management Institute

Institute of Computer Education

Institute of Financial Services

International Academy of Hotel and Catering Studies

International School of Beauty Therapy

Johane Casabene Dance Conservatoire

Lead Training Services

Malta International Training Centre (MITC)

Malta Tourism Institute

Malta University Consulting Ltd

Masquerade Tuition Centre

MISCO Consulting Limited

Nefertiti Beauty Academy

P5+ owned and operated by EMD Management Ltd.

Pastoral Formation Institute

Pauleen’s Dance and Fitness Studio

People & Co. Ltd

School of Performing Arts

STC Training Centre

SSM Group


Advenio eAcademy

BPP Professional Education Malta Ltd

Consultancy and Training Acumen Ltd

Institute of Family Therapy

Ledbury & Penn Institute of Studies

London School of Commerce Malta Ltd



Private


Malta Business Academy

Malta Business School

Malta Institute of Management

Mdina Partnership

Middlesex University Malta

NSTS International Academy Malta

PricewaterhouseCoopers

Richard Clarke Academy

St. Catherine’s High School Higher Education Tuition Centre

St. Martin’s Institute of Higher Education

Post-secondary Institution**

De La Salle College

St Martin’s College Sixth Form

St. Aloysius College

St. Edward’s College

Verdala International School

* AsperLawsofMalta,EducationAct(CAP.327):SL327.433–FurtherandHigherEducation(LicensingAccreditationandQualityAssurance)Regulations;B2616;FirstSchedule:Regulations8(6)and46;1.Self-AccreditingProviders;areexemptfromproviderandprogrammeaccreditation.

** Post-secondaryeducationinstitutionsprovidingtuitionbutarenotawardingbodies.


2.1 The Malta Qualifications FrameworkFigure 2.1 illustrates the Malta Qualifications Framework

(MQF) aimed at making the Maltese qualifications system

easier to understand and review, and more transparent

at a national and international level. The Malta

Qualifications Framework is also a referencing tool that

helps to describe and compare both national and foreign

qualifications to promote quality, transparency and

mobility of qualifications in all types of education.

To this end, the NCFHE undertook a mapping exercise

of the MQF to the International Standard Classification

of Education (ISCED) 2011 as indicated in Figure 2.1.

ISCED was designed by the UNESCO in the early 1970s

as a tool for presenting internationally comparable

statistics on education. Although ISCED classifies

education sectors, the MQF, on the other hand, is a

framework of qualifications, thus the NCFHE felt that

there is a structural relationship between the provision

of education and the attainment of qualifications. It also

felt that a mapping of ISCED to the MQF would prove

useful in reporting data on education in Malta as well as

facilitate the recognition of foreign qualifications.

2.2 further education in maltaCompulsory education in Malta encompasses all children

from the age 5 to 16. Following the completion of

compulsory education, students may chose to continue

their studies either in academic or vocational Further

Education, level rated at MQF levels 1 to 4.

Academic Further Education is mostly provided

by three state post-secondary institutions, namely

G.F Abela Junior College, Giovanni Curmi Higher

Secondary School, and Sir M.A. Refalo Sixth Form

in Gozo; five private institutions namely De La Salle

College, St. Aloysius Sixth Form, Verdala International

further and higher education in malta

C h a p t e r 2

School, St. Martin’s College Sixth Form and St. Edward’s

International Baccalaureate Sixth Form; together with

other public and private tuition and training centres

also offering academic based full-time, part-time, or

Short courses in Further Education.

Vocational Further Education is predominantly

provided by two state-run institutions namely the

Malta College of Arts, Science and Technology (MCAST),

and the Institute of Tourism Studies (ITS). Nevertheless,

there are numerous other public and private tuition and

training centres that provide vocational education and

training. For a full list of education providers offering

Further Education and delivering data to this statistics

report refer to Table 1.2.

2.3 higher educationFollowing completion of Further Education, students

may continue their studies in Higher Education. Malta’s

Higher Education system is fully compatible with the

three-cycle system of Bachelor, Master and Doctorate

adopted as a common degree structure within the

European Higher Education Area. In this regard the first-

cycle includes both short cycle qualifications at MQF

levels 5 as well as Bachelor qualifications at MQF level

6; the latter typically equivalent to 180 to 240 ECTS and

60 ECTS per year in full-time programmes. The second-

cycle is represented by Master qualifications at MQF

level 7 with a typical workload of 60 to 120 ECTS and 60

ECTS per year in full-time programmes. The third-cycle

is equivalent to a Doctorate qualification at MQF level 8

to which no ECTS have been assigned.4

Higher Education in Malta is predominantly offered by

the University of Malta. However, MCAST and ITS also

provide programmes in Higher Education. Moreover,

a number of private providers offer programmes of

4 MQC2012:134


Higher Education in Malta. For a full list of education

providers offering Higher Education and delivering data

to the present statistics report see Table 1.2.

Access to Higher Education in Malta generally requires the

attainment of qualifications at MQF level 4. For admission

to the University of Malta, the Matriculation Certificate is

required for which students may sit for after completion

of academic Further Education, in addition to passes in

the Secondary Education Certificate (SEC) at Grade 5 or

better in Maltese, English Language and Mathematics.

Provided that if a pass in Maltese, and/or English, and/

or Mathematics is obtained within the Matriculation

Certificate, either at Advanced or at Intermediate Level, a

pass in the Secondary Education Certificate Examination

is not required.5 The admission regulations of the

University of Malta state that mature students, who are

not satisfying all of the above-mentioned criteria, may also

apply for admission through the Maturity Clause. Access

to University is sometimes also granted to prospective

students through permeability mechanisms upon the

University’s discretion. Access to courses is generally

unrestricted. However, special course requirements may

apply in some cases.

5 EducationAct,Chapter327,LawsofMalta;B.RegulationsandBye-Laws:ROI–AdmissionRegulations,1997;6(6.1.);p.92

Maltese or EU-Nationals who attend public higher

education institutions to undertake full-time first

degree programmes (MQF level 6), or full-time

undergraduate courses that lead to undergraduate

certificates or diplomas (MQF level 5), or for part-

time undergraduate (day) programmes that lead to

diplomas or certificates (MQF level 5) pay no tuition

fees, and full-time students are eligible for a student

maintenance grant subject to eligibility criteria.

All other first-cycle programmes of Higher Education

including part-time (evening) undergraduate courses

leading to undergraduate diplomas or certificates

(MQF level 5) or degree programmes (MQF level

6), full-time and part-time second-cycle Higher

Education programmes such as post-graduate

diplomas or certificates and Master’s degrees (MQF

level 7), and full-time or part-time third cycle Higher

Education programmes, such as Doctorates (MQF

level 8) are generally subject to tuition fees for both

Maltese and EU-nationals. Tuition fees are also

applicable for all programmes of study being full-

time or part-time for the three Higher Education

cycles for non-EU nationals.


Figure 2.1 Referencing of the Malta Qualifications Framework (MQF) to ISCED 2011

Malta Qualifications Framework

8 Doctoral Degree 8

7

Master’s Degree

Postgraduate Diploma

Postgraduate Certificate

7

6 Bachelor’s Degree 6

5

Undergraduate Diploma

Undergraduate Certificate

Higher Education Certificate

Foundation Degree

VET Higher Diploma5

4

Matriculation Certificate

Advanced Level

Intermediate Level

VET Diploma (e) 4

3General Education Level 3

SEC Grade 1-5VET Level 3 (d) 3

2

General Education Level 2

SEC Grade 6-7

Secondary Education School

Certificate and Profile (B)

VET Level 2 (c) 2

1

General Education Level 1

Secondary Education School

Certificate and Profile (A)

VET Level 1 (a) (b) 1

ISCED 2011

ISCED 8

Doctoral Degree/PhD or

equivalent

ISCED 7

Master’s Degree or

equivalent

ISCED 6

Bachelor’s Degree or

equivalent

ISCED 5

Short-cycle tertiary

education

ISCED 4

Post-secondary

education

ISCED 3

Upper-secondary

education

ISCED 2

Lower secondary

education

ISCED 1

Primary education

ISCED 02

Pre-primary education

(3 years)

ISCED 01

Pre-primary education

(0-2 years)

a. AttainmentoftheBasicEmploymentPassporttogetherwitheithertheAdultSkillsCertificateorMQC8KeyCompetencesatLevel1arealsoconsideredasaFullVETLevelqualification

b. TheNCFHErecommendsthatafullVETLevel1qualificationshouldenjoythesameparityofesteemasaSecondarySchoolCertificateandProfile(A)

c. TheNCFHErecommendsthatafullVETLevel2qualificationshouldenjoythesameparityofesteemasaSecondarySchoolCertificateandProfile(B)/SECGrades6-7

d. TheNCFHErecommendsthatafullVETLevel3qualificationshouldenjoythesameparityofesteemasGeneralEducationLevel3/SECGrades1-5

e. TheNCFHErecommendsthatafullVETDiplomashouldenjoythesameparityofesteemastheMatriculationCertificate


2.4 policies and strategies impacting further and higher education in maltaPolicies and strategies by the Government of

Malta, public entities and various stakeholders are

important factors which influence and determine

the development of Further and Higher Education

in Malta. While these policies and strategies

generally draw on data to substantiate policy

concerns and identify possible solutions to them, the

implementation of the initiatives they put forward

also affect the further development of the sector. To

this end, this section seeks to provide an overview of

recent policies and strategies related to Further and

Higher Education as a context for the data provided

further on in this report.

The overall strategic direction for the future

development of the education sector in Malta is guided

by the Framework for the Education Strategy for 2014

to 2024. This document outlines the overarching thrust

the Government of Malta wishes to pursue within the

field of education in the next decade namely to:

• Reduce the gender gap in educational outcomes

and the gap between students attending different

schools, and increase overall attainment ;

• Support educational achievement of children

at risk of poverty and from low socio-economic

status, and reduce Early School Leaving;

• Increase participation in lifelong learning and

adult learning;

• Raise attainment levels in Further and Higher

Education.

To this end it also serves as an umbrella for a number of

sectoral strategies which aim to deliver on these goals

by addressing them within their respective sector.

These include, amongst others:

• A National Literacy Strategy for all in Malta

and Gozo 2014-2019 aimed at promoting literacy

among children, youth, adults, third country

nationals and persons with learning difficulties

acknowledging that literacy is a pre-requisite for

increasing attainment at all levels of education,

including Further and Higher Education as well as

for labour market integration.

• A National Curriculum Framework for All

2012 aimed at ensuring that children and young

adults attain the necessary knowledge, skills and

competences at the end of compulsory education

and are empowered to participate in Lifelong

Learning and as active citizens in Malta.

• A Strategic Plan for the Prevention of Early

School Leaving in Malta, which aims at

addressing the high incidence of Early School

Leaving in Malta and promoting retention and

attainment throughout early childhood education

as well as compulsory education.

• A National VET Policy aimed at charting a

way forward for the future of vocationally

oriented Further and Higher Education in

Malta that addresses both the needs of the

country’s economy and contributes to increasing

attainment in Further and Higher Education.

• A Higher Education Strategy for Malta aimed

at increasing participation and attainment rates

in Higher Education, reduce gender differences,

encourage innovative content and programme

design and increase employability and

entrepreneurship.

• A National Lifelong Learning Strategy 2020,

which aims at embedding Lifelong Learning

in Maltese society in order to address the

persistent low level of adults participating in

adult learning, the high incidence of Early School

Leaving and low skills achievement, the low

number of women active in the labour market or

engaged in Lifelong Learning, and the persistent

intergenerational transmission of educational

inequalities.

Besides these policies and strategies directly related to

education, a number of other documents have been

published in recent years, which may also influence

the circumstances and living conditions of individuals

and, thus, affect participation in education, including in

Further and Higher Education. These include, amongst

others:

• A Draft National Youth Policy Framework 2015-

2020 aimed at meeting the needs and aspirations

of young people and the reality of their lives while

working towards greater democratic participation

and equitable and inclusive economic and social

progress for all.

• A Green Paper entitled ‘A Framework for Poverty

Reduction and for Social Inclusion’ aimed at

addressing the impact of any involuntary situation

of deprivation to enable every human being to

have sufficient means for a decent life. In this

regard, the document suggests the setting up of

a research institute on poverty; the development

of an indicator on poverty as well as more robust

socio-spatial index of poverty.


• A National Employment Policy which aims

to uncover and address the factors that hinder

the labour market from functioning to its full

potential. One of the factors that will influence

the labour market in the future is the demographic

development of Maltese society, which will

require both the more effective integration

of females into the workforce and of young

people while extending the total years spent in

employment overall.

• Besides that, the Malta Chamber of

Commerce, Enterprise and Industry has issued

recommendations in its Economic Vision for

Malta 2014-2020 for policy development focused

on securing economic prosperity, fostering human

development, supporting the further development

of business and enterprise, building an innovative

infrastructure, investing in infrastructure and the

environment and foster a government partnership

with business and enterprise. In this regard, it also

identified a number of growth sectors on which

interventions should be focused, namely financial

services, ICT, filming, life sciences, maritime

transportation and advanced logistics, aviation

and advanced logistics, tourism, green and low

carbon, health services, education services and

manufacturing.

The following statistics on Further and Higher

Education should, therefore, be read bearing in mind

these various policies and strategies and the priorities

they outline, since these might influence the future

development of the sector.


3.1 overall enrolment in further and higher educationThis Chapter provides an in-depth analysis of student

participation in Further and Higher Education in Malta for

the academic year 2014-2015. It also extends to previous

academic years, exploring trends and significant shifts in

student participation by sector, student demographics,

programme orientation, time-basis and mode of delivery.

Figure 3.1 provides an overview of participation in Further

and Higher Education from 2000-2015. It illustrates the

total number of students pursuing full-time and part-time

programmes of study covering day, evening or distance

learning in state, state-dependent and independent Further

and Higher Education service providers that provided data

for the academic year 2014-2015.

It appears that participation in Further and Higher

Education has continuously increased. In fact,

participation in Further and Higher Education increased

from 14,168 in 2000 to 32,297 in 2015. If students

enrolled in other courses6 and short courses7 had to be

included, as illustrated in Figure 3.1, the total student

population in 2015 would amount to 51,896.

6 InlinewithSubsidiaryLegislation327.433‘FurtherandHigherEducation(LicensingAccreditationandQualityAssurance)Regulations’Article6.1b-dothercoursesrefertocoursesthataremeetingtheexceptionsandexclusionsfromlicensingandaccreditationbytheNCFHEandhavenotbeenspecificallyreportedasshortcourseinlinewithSubsidiaryLegislation327.433Article6.1a.

7 InlinewithSubsidiaryLegislation327.433‘FurtherandHigherEducation(LicensingAccreditationandQualityAssurance)Regulations’Article6.1,ashortcoursemeetstheconditionsforexceptionandexclusionfromlicensingandaccreditationbytheNCFHE.Ashortcoursedoesnotleadtoafullqualification.However,anawardisconferredif,basedonthenationalaccreditationsystem,ashortcourseunderaleveloftheMQFsatisfiesaminimumof4credits(ECTS/ECVET)andconsequently,withaminimumof100hoursoftotallearningandlessthan1000hoursoftotallearningifatMQFlevel1,andlessthan1500hoursoftotallearningifatMQFlevels2-7.

development of further and higher education in malta

C h a p t e r 3

As illustrated in Table 3.2, from a total of 51,896

students in 2015, 31% were enrolled in Further

Education programmes at MQF levels 1-4 whilst 31%

were following programmes leading at MQF levels 5-8.

A considerable share of students were also registered in

short courses (31%) or other programmes of study (6%).

Table 3.2 also indicates that the student population in

Further and Higher Education in 2015 increased by 6%

and 6.5% respectively when compared to 2014. This

growth in the total student population is mirrored also

in the number of providers listed on the register of

accredited providers held by the National Commission

for Further and Higher Education and the number

of providers delivering data on Further and Higher

Education for this report, namely 93 in 2015 compared

to 85 in 2014. This confirms a continued steady growth

in Further and Higher Education in Malta.

Participation in academic and vocationally oriented

Further Education programmes appears to be relatively

balanced with 51% of students being enrolled in

vocational programmes and 49% enrolled in academic

programmes of study in 2015.

3.2 enrolment in full-time studiesFigure 3.3 portrays the total full-time student

population in Malta following Further and Higher

Education, provided during the day, evening, or by

means of distance learning, while Figure 3.4 represents

students enrolled in part-time courses.

Figure 3.3 shows that the number of students in full-time

programmes has been increasing overall by 12% over

the last 7 years from 18,602 in 2008 to 20,896 in 2015,

despite a slight decrease of 2.4% in the total number of

full-time students in Further and Higher Education when

compared to the academic year 2013-2014.


0

10,000

20,000

30,000

40,000

50,000

60,000

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

Further (Academic) Further (Vocational) Higher

Other* Short courses Total (excl other &. short courses) Total

Figure 3.1 Total student population following Further and Higher Education in Malta 2000-2015

*Otherreferstoprogrammesbynon-licensededucationprovidersornotaccreditedlocallybytheNCFHE(Source:2000–2005NSOEducationStatistics;2006-2007NCHEprovisionaldata;2008-2015NCFHEFurtherandHigherEducationStatistics)

Table 3.2 Total student population following Further and Higher Education in Malta 2000-2015

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

Further (Academic) 5,191 5,122 4,970 5,169 5,339 5,732 6,117 6,119 5,711 6,457 6,531 6,734 6,609 6,756 8,189 8,054

Further (Vocational) 2,615 2,801 3,638 3,858 4,473 4,386 4,620 4,930 6,163 6,661 7,773 9,321 6,454 6,810 7,167 8,223

Higher 6,362 7,493 7,332 9,006 9,245 9,530 9,450 9,500 9,747 10,177 10,737 11,714 14,718 16,678 15,038 16,020

Other* 2,235 3,135

Short courses 16,739 16,464

Total (excl other

&. short courses) 14,168 15,416 15,940 18,033 19,057 19,648 20,187 20,549 21,621 23,295 25,041 27,769 27,781 30,244 30,394 32,297

Total 49,368 51,896



At Further Education level, students pursuing full-

time programmes in vocational education decreased

by 7.4% whilst students pursuing academic full-

time programmes remained relatively stable when

compared to the previous year. Nevertheless, similar

to previous years, the number of full-time students in

Further Education attending academic-oriented post-

secondary institutions that prepare students for the

Matriculation Certificate examinations exceeded those

attending vocational courses.8 At Higher Education

level, the number of students enrolled in full-time

programmes has decreased slightly compared to the

previous year from 10,251 in 2014 to 10,018 in 2015.

3.3 enrolment in part-time studiesFigure 3.5 depicts a significant increase in the number

of students pursuing part-time programmes. In the

8 TheMatriculationexaminationsareageneralentryrequirementtohighereducation.

Figure 3.3 Total full-time programme student population in Further and Higher Education 2000-2015


0

5,000

10,000

15,000

20,000

25,000

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

Further (Academic) Further (Vocational)

Higher Other Total full-time population

past 7 years alone the student population following

part-time programmes increased by 160% from 3,349 in

2008 to 8,718 in 2015. When compared to the previous

year, the total number of students enrolled in part-time

programmes of study in Further and Higher Education

altogether shows an increase of 17.5%.

As can be seen in Figure 3.5, a new classification of

‘Other’ courses was introduced in 2014 representing

programmes of study offered by non-licensed

providers or not accredited by the NCFHE.9 This

distinction was not established in previous years due

to the emergence and consolidation of the national

framework for licensing, accreditation and quality

assurance. This new classification has particularly

influenced the data on part-time students when

compared to the data on full-time students as shown

9 SeeChapter1fordetailsontheMethodologicalFramework


Table 3.4 Total full-time student population in Further and Higher Education 2000-2015

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

Further

(Academic) 5,191 5,122 4,970 5,169 5,339 5,732 6,117 6,119 5,711 5,875 6,026 6,062 5,959 6,081 5,669 5,803

Further

(Vocational) 2,615 2,801 3,638 3,858 4,473 4,142 4,314 4,622 4,926 5,350 6,227 6,075 4,933 4,743 5,188 4,802

Higher 5,554 6,281 5,852 6,692 7,248 7,310 7,456 7,602 7,635 7,377 8,308 7,840 9,664 10,098 10,251 10,018

Other 303 272

Total Full-time

Population 13,360 14,204 14,460 15,719 17,060 17,184 17,887 18,343 18,272 18,602 20,561 19,977 20,556 20,922 21,411 20,895


Figure 3.5 Total part-time programme student population in Further and Higher Education 2000-2015


0

1,000

2,000

3,000

4,000

5,000

6,000

7,000

8,000

9,000

10,000

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

Further (Academic) Further (Vocational) Higher

Other Total part-time population


in Figure 3.3, since the number of students enrolled

in accredited part-time Further and Higher Education

programmes appears to have decreased substantially.

However, as Figure 3.5 shows these students appear

to have been enrolled predominately in courses not

accredited and level rated locally by the NCFHE.

Having said that, an increase is still notable in the

number of students enrolled on a part-time basis in

accredited Further and Higher Education programmes

with an 18.6% and 4.3% increase respectively compared

to 2014. At Further Education level, it appears that

part-time studies are more common in vocationally

oriented programmes. However, part-time studies

in Higher Education are considerably more common

than in Further Education. This might be linked to

mature students or employees opting to continue their

education through less intensive modes of study, such

as through part-time courses at Higher Education level.

3.4 enrolment at age 17 and 19Figure 3.7 illustrates the participation rate of 17 year

olds in Further and Higher Education, either in full-

time or part-time courses.

This is important given that it represents the

population that continued their studies after

compulsory education, which by law in Malta is until

the age of 16 years, since Malta is committed to reduce

the rate of Early School Leaving to 10% by 2020.10 Early

School Leaving has been defined on a national level as

referring to students between the age of 18 to 24 who

10 MinistryforFinance2014:14,25.

Table 3.6 Total part-time programme student population in Further and Higher Education 2000-2015

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

Further

(Academic) 0 0 0 0 0 0 0 0 0 582 505 672 650 276 536 84

Further

(Vocational) 0 0 0 0 0 244 306 308 1,237 1,311 1,546 3,246 1,521 500 374 996

Higher 808 1,212 1,480 2,314 1,997 2,220 1,994 1,898 2,112 2,800 2,429 3,874 5,054 6,434 4,577 4,775

Other 1,932 2,863

Total Part-Time

Population 808 1,212 1,480 2,314 1,997 2,464 2,300 2,206 3,349 4,693 4,480 7,792 7,225 7,210 7,419 8,718


have not attained a grade between 1 to 7 in at least five

Secondary Education Certificate exams or equivalent

and are also not in either education nor training.11

Thus, the participation rate of 17 year olds in Further

and Higher Education can serve as an interesting

indicator of the share of young people continuing their

studies after compulsory education.

Figure 3.7 indicates that from the total population aged

17 in Malta in 2015 79% are enrolled in Further and

Higher Education while 21% were not registered in any

of the institutions that reported data for the academic

year 2014-2015. Moreover, it shows that participation

of 17 year olds in Further and Higher Education has

been continuously increasing, despite fluctuations.

In line with the continuous increase in participation

of 17 year olds in Further and Higher Education, Early

School Leaving has been continuously decreasing in

Malta. Figure 3.9 illustrates the share of 18-24 years

old with at most lower secondary education and not in

Further Education both in EU-28 and Malta for 2005

to 2015. This indicates that considerable progress has

been achieved in reducing Early School Leaving in

Malta, namely by 13.2% between 2005 and 2015. Over

the same period, the rate of Early School Leaving in the

European Union decreased by only 4.7%.

This reduction of Early School Leaving in Malta might

be driven by a number of compensation measures such

as re-integration pathways into both academic and

vocational education and training, programmes for

11 MinistryforEducationandEmployment2014c:7.


*Othersreferstothosepersonswhoarenotregisteredinanyoftheinstitutionsthatparticipatedinthesurvey.(Source:2002–2005NSOEducationStatistics;2006-2007NCHEprovisionaldata;2008-2015NCFHEFurtherandHigherEducationStatistics)

Figure 3.7 17 year old participation rate in Further and Higher Education 2002-2015

0%

20%

40%

60%

80%

100%

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

Total participation Others*

students with learning difficulties, vulnerable youth

or individuals with disabilities, flexible part-time

programme provision or the EU-wide Youth Guarantee

scheme, which also supports SEC revision classes.

Other measures have been taken to prevent Early

School Leaving, for example, by reforming compulsory

education, investing in digital infrastructure, the

inclusion of vocational subjects in secondary education

or supporting students and parents in the transition

from compulsory to post-compulsory education.

Besides that, intervention measures seek to identify

Table 3.8 17 year old participation rate in Further and Higher Education 2002-2015

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

Total

participation45% 56% 66% 67% 59% 65% 59% 60% 73% 82% 83% 73% 79% 79%

Others* 55% 44% 34% 33% 41% 35% 41% 40% 27% 18% 17% 27% 21% 21%

*Othersreferstothosepersonswhoarenotregisteredinanyoftheinstitutionsthatparticipatedinthesurvey.(Source:2002–2005NSOEducationStatistics;2006-2007NCHEprovisionaldata;2008-2015NCFHEFurtherandHigherEducationStatistics)

and support those students at risk of leaving school

early through early warning systems and targeted

support programmes.12

Nevertheless, reducing the current rate of Early School

Leaving in Malta of 19.8% in 2015 to 10% by 2020 will

remain a very ambitious target. As Figure 3.9 shows,

statistical forecasting based on the development in the

12 MinistryforEducationandEmployment2014c


past decade in Malta suggests that the rate of Early School

Leaving in 2020 could be closer to 14%. Given the focus of

the indicator on Early School Leaving on the attainment

among 18-24 year olds, the impact of the above-

mentioned measures may not be reflected immediately

in the statistics, but are rather evident in the long-term.

Thus, continued initiatives to address Early School

Leaving based on the recommendations of the Early

School Leaving strategy13 could prove useful to further

spur on the positive development achieved to date.

In addition to monitoring the participation rate of 17

year olds, the participation rate of 19 year olds proves

to be a useful indicator in monitoring participation in

Further and Higher Education as shown in Figure 3.10

and Table 3.11. At this age, a student- who completed

13 MinistryforEducationandEmployment2014c

Figure 3.9 Share of 18-24 year olds with at most lower secondary education and not in Further Education or

training (Early School Leavers) in the EU-28 and Malta for 2005-2015

(Source:EU-28dataEurostatOnlineDatabase–Statistics:Europe2020Indicators;http://ec.europa.eu/eurostat/tgm/download.do?tab=table&plugin=1&language=en&pcode=t2020_40)

35

30

25

20

15

2005

EU (28 countries) Malta EU 2020 benchmark

Expon. (EU (28 countries)) Expon. (Malta)

33

15.7

15.3

14.7

14.9

14.2 13.9 13.412.7

11.9

R2=0.96618

R2=0.96161

11

32.2

30.2

27.2

25.7

23.822.7

21.1 20.5

20.3 19.8

2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020

10

5

0

compulsory education and proceeded without delay into

post-secondary education- would have concluded his or

her studies. Thus, participation at age 19 might indicate

continuation of studies after post-secondary education.

This is also significant in view of the EU 2020 target

of increasing the share of 30-34 year olds within the

European Union having attained higher education to

40% by 2020. In this regard, Malta, as well as other

countries, have established their own national target

realistic to their specific national circumstances. In fact,

Malta has committed itself to achieve a national target

of 33% by 2020.

Figure 3.10 suggests that out of the total population

in Malta aged 19 in 2015, 60% were participating in

Further and Higher Education, of which 34% were

enrolled in Further Education programmes and 26%


in Higher Education. Besides that, 4% of 19 year olds in

2015 were enrolled either in short courses or in courses

not accredited by the NCFHE. Thus, based on Figures

3.7 and 3.10, it appears that while the share of 17 year

olds enrolled in Further and Higher Education has

been increasing over the years, the share of 19 year olds

continuing their studies has remained relatively stable.

This is mirrored by a relatively mild increase in the rate

of higher education attainment among 30-34 year olds

in Malta as shown in Figure 3.12. In 2015, 27.8% of the

30-34 age cohorts had achieved a level of education

equivalent to MQF Level 5 to 8 representing an

increase of 7.1% when compared to 2006. Despite this

milder increase in higher education attainment when

compared to the reduction in Early School Leaving,

statistical forecasting based on the development in the

past decade in Malta suggests that the national target of

33% for higher education attainment of 30-34 year olds

may be achieved by 2020 as is shown in Figure 3.12.

Table 3.13 provides a more detailed analysis of the 17 and

19 year-old cohort student population in Further and

Higher Education for the past 14 years between 2002

Figure 3.10 19 year old participation rate in Further and Higher Education 2002-2015

*Othersreferstothosepersonswhoarenotregisteredinanyoftheinstitutionsthatparticipatedinthesurvey.*Otherprogrammesreferstoprogrammesbynon-licensededucationprovidersornotaccreditedlocallybytheNCFHE(Source:2002–2005NSOEducationStatistics;2006-2007NCHEprovisionaldata;2008-2015NCFHEFurtherandHigherEducationStatistics)

0%

20%

40%

60%

80%

100%

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

Further Education Higher Education Other programmes* Short courses Others*

and 2015. It depicts a detailed breakdown of statistics for

both age cohorts by level of education and orientation,

namely Further Education Academic, Further Education

Vocational and Higher Education. Participation rates

are based on the total population (at birth) for each

age cohort for each year respectively. In 2015, from

the total 17 year-old cohort of the population at birth

(4,670), those enrolled in Further and Higher Education

reached 79%, while others represent 21%.14 From this

79% student participation rate in Further and Higher

Education, 53% were enrolled in academic and 22%

vocational programmes in Further Education, while 3%

were enrolled in short courses.

Results also indicate that over the past 14 years, at

age 17 the majority of students in Further Education

opted for academically oriented programmes of study.

Conversely, at age 19, the student population in Further

Education are more likely to opt for vocationally

oriented programmes of study.

14 ‘Others’referstothosepersonsattheageof17whoarenotenrolledinanyoftheinstitutionsdeliveringdatafortheacademicyear2014-2015.


Table 3.11 19 year old participation rate in Further and Higher Education 2002-2015

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

Further

Education 11% 13% 21% 19% 23% 18% 31% 35% 30% 27% 24% 29% 29% 34%

Higher

Education 21% 24% 23% 25% 25% 25% 24% 26% 27% 25% 32% 32% 30% 26%

Other

programmes* 3% 2%

Short courses 3% 2%

Others* 67% 63% 56% 56% 52% 57% 45% 39% 44% 48% 44% 39% 35% 37%

*Othersreferstothosepersonswhoarenotregisteredinanyoftheinstitutionsthatparticipatedinthesurvey.*Otherprogrammesreferstoprogrammesbynon-licensededucationprovidersornotaccreditedlocallybytheNCFHE(Source:2002–2005NSOEducationStatistics;2006-2007NCHEprovisionaldata;2008-2015NCFHEFurtherandHigherEducationStatistics)

Figure 3.12 Share of 30-34 year olds having attained Higher Education (ISCED 1997 level 5-6) in the EU-28 and

Malta for 2002-2014

(Source:EU-28dataEurostatOnlineDatabase–Statistics:Europe2020Indicators;http://ec.europa.eu/eurostat/tgm/table.do?tab=table&init=1&plugin=0&language=en&pcode=t2020_41)


Linear (EU (28 countries)) Expon. (Malta)

2005

2930.1

31.132.3

33.834.8

3637.1

37.938.7

R2=0.9957

R2=0.9599

20.7 20.8

21 21.9 22.123.4

24.926 26.5

27.8

2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020

35

40

45

50

30

25

20

15

10

5

0


This scenario was also evident throughout the period

under consideration. In fact, in 2015 from all those

enrolled in Further Education at age 19, 58% followed

vocational programmes compared to 30% of the 17

years of age cohort. This means that in Malta, the

majority of students who choose to continue studying

after compulsory education opt for academically

oriented programmes. On the other hand, at age 19,

amongst those in Further Education, the majority tend

to opt for vocational programmes of study. This trend

may have several different explanations. Students may

have chosen to enrol in vocational oriented Further

Education programmes after completing compulsory

education and continue to attain the successive

vocational qualifications in their chosen career path,

which may take 3 to 4 years depending on the entry

qualification of students. Students may have also

returned to vocational Further Education after having

left the education system first at the end of compulsory

education. At the same time, students may have also

turned to vocational oriented Further Education

after having enrolled in academic Further Education

programmes first.

Table 3.13 also illustrates that in 2015, from the total 19

year-old cohort (5,038), 63% were enrolled in Further

and Higher Education; of which 34% were enrolled

in Further Education, 26% in Higher Education

programmes and 4% in Other programmes or short

courses.

On the whole it is evident that while the share of

17 year olds continuing their studies in Further

and Higher Education appears to be increasing, the

share of 19 year olds continuing their studies has

remained relatively stable. Moreover, while 79% of

the 17 year olds are participating in education, only

63% of the 19 year-old cohort does so. This decrease

in participation between 17 and 19 year olds is

evident throughout the previous years, indicating

that further work is needed to increase retention in

education beyond Further Education.


Table 3.13 17 and 19 year old student population in Further and Higher Education 2002-2015

Age Level 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

17

Population:

Further (Academic) 1,547 2,398 2,633 2,603 2,190 2,358 2,138 2,300 2,438 2,480 2,391 2,418 2,360 2,477

Further (Vocational) 823 606 879 1,110 1,113 1,144 994 994 1,332 1,473 1,305 1,137 1,196 1,043

Higher 54 24 5 6 9 7 13 8 10 13 130 78 58 17

Other programmes* 13 28

Short Course 209 120

Total Further &

Higher2,424 3,028 3,517 3,719 3,312 3,509 3,145 3,302 3,780 3,966 3,826 3,633 3,836 3,685

Total Population

Cohort5,430 5,425 5,314 5,533 5,584 5,368 5,302 5,474 5,147 4,826 4,613 5,038 4,848 4,670

Participation rate:

Further (Academic) 28% 44% 50% 47% 39% 44% 40% 42% 47% 51% 52% 48% 49% 53%

Further (Vocational) 15% 11% 17% 20% 20% 21% 19% 18% 26% 31% 28% 23% 25% 22%

Higher 1% 0% 0% 0% 0% 0% 0% 0% 0% 0% 3% 2% 1% 0%

Other Programmes* 0% 1%

Short Course 4% 3%

Total Further &

Higher45% 56% 66% 67% 59% 65% 59% 60% 73% 82% 83% 72% 79% 79%

Others** 55% 44% 34% 33% 41% 35% 41% 40% 27% 18% 17% 28% 21% 21%

Total Population

Cohort100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%

19

Population:

Further (Academic) 34 141 211 176 346 122 613 742 638 319 355 607 548 702

Further (Vocational) 612 582 930 808 884 880 1,129 1,103 943 1,148 873 793 794 1,003

Higher 1,240 1,324 1,242 1,315 1,318 1,372 1,336 1,369 1,411 1,362 1,628 1,561 1,396 1,297

Other Programmes* 125 105

Short Course 151 79

Total Further &

Higher1,886 2,047 2,383 2,299 2,548 2,374 3,078 3,214 2,992 2,829 2,856 2,961 3,014 3,186

Total Population

Cohort5,794 5,571 5,430 5,245 5,314 5,533 5,584 5,368 5,302 5,474 5,147 4,826 4,613 5,038

Participation Rate:

Further (All) 11% 13% 21% 19% 23% 18% 31% 35% 30% 27% 24% 29% 29% 34%

Higher 21% 24% 23% 25% 25% 25% 24% 26% 27% 25% 32% 32% 30% 26%

Other Programmes* 3% 2%

Short Course 3% 2%

Total Further &

Higher33% 37% 44% 44% 48% 43% 55% 61% 56% 52% 56% 61% 65% 63%

Others** 67% 63% 56% 56% 52% 57% 45% 39% 44% 48% 44% 39% 35% 37%

Total Population

Cohort100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%

*Otherprogrammesreferstoprogrammesbynon-licensededucationprovidersornotaccreditedlocallybytheNCFHE**Othersreferstothosepersonswhoarenotregisteredinanyoftheinstitutionsthatparticipatedinthesurvey.(Source:2002–2005NSOEducationStatistics;2006-2007NCHEprovisionaldata;2008-2015NCFHEFurtherandHigherEducationStatistics)


Figure 3.14 Student population by age in Further and Higher Education for the year 2015 (incl. short courses)

*Otherreferstoprogrammesbynon-licensededucationprovidersornotaccreditedlocallybytheNCFHE(Source:NCFHEFurtherandHigherEducationStatisticsSurvey2015)

0

2,000

4,000

6,000

8,000

10,000

12,000

14,000

16,000

18,000

20,000

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

Further Higher Other Short course Total

3.5 participation in lifelong learningAnother benchmark focusing on education and

training in the Europe 2020 strategy, concerns the

adult participation in lifelong learning. Eurostat

considers lifelong learning as all learning activities

taken throughout one’s life after completion of

compulsory education. Lifelong learning permits

individuals to develop their knowledge, skills and

competences, not only in terms of employment but

also from a personal, social and civic perspective.15

This benchmark was created to counteract the low

level of adult participation in adult learning. It was

stipulated that by 2020, an average of at least 15%

of adults, more of those aged 25 to 64, should be

participating in lifelong learning.

15 SeeinformationontheMetadata:http://ec.europa.eu/eurostat/cache/metadata/en/trng_lfs_4w0_esms.htm

Figure 3.14 and Table 3.15 depict the distribution of

the total student population in Further and Higher

Education by level (Further or Higher) including also

Other courses and Short courses by single years of age

until age 29, and the 30+ student population in one

single cohort.

Similar to previous years, results show that at ages 17

and 18, students would typically be pursuing studies at

Further Education level. In comparison, most Higher

Education students in Malta fall within the 19 to 23

years age bracket with the 21-year old student cohort

representing the largest age cohort in Higher Education.

The figure also indicates that the 30+ group are evenly

enrolled in both Further and Higher education.


Short courses are mostly popular within the 24 to

29 year old cohorts. Moreover, the 30+ group have a

considerably high share of people enrolled in short

courses, which is however due to the fact that this

category includes all the remaining age cohorts aged 30

and over and, thus, exceeding by far single age cohorts.

Nevertheless, from at total of 19,671 forming part of

the 30+ category, 54% were following a short course

in 2015, which exceeds by far the share of individuals

in Short courses of all other age cohorts. In fact, Figure

3.14 indicates that with increasing age, individuals are

more likely to opt for short courses.

Based on Eurostat data, Figure 3.16 shows the

participation rate in education and training of

individuals aged between 25 to 64 both in the EU-28

and Malta between 2006 and 2015. Eurostat defines

participations as both participation in formal and non-

formal education and training, using as a reference

period the past four weeks before the conduction of

the interview. The data is further calculated as annual

averages of quarterly EU Labour Force Survey data.16

Figure 3.16 shows that the participation rate of 25-

64 year olds has increased in Malta in the past 10

years from 5.2% in 2005 to 7.2% in 2015 with a slight

decrease to be observed in the past couple of years. It

appears that a similar trend may be observed across

Europe, with the rate of participation of 25-64 year

olds in education and training having stagnated in the

16 SeeinformationontheMetadata:http://ec.europa.eu/eurostat/cache/metadata/en/trng_lfs_4w0_esms.htm

Table 3.15 Student population by age in Further and Higher Education for the year 2015 (incl. short courses)

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

Further 3,520 3,548 1,705 956 593 389 278 235 222 165 198 170 170 3,647

Higher 17 50 1,297 1,754 1,956 1,819 1,420 971 740 620 518 447 334 3,673

Other* 28 76 105 98 104 93 93 109 131 123 127 132 125 1,728

Short course 120 92 79 69 78 124 135 232 284 298 278 265 324 10,623

Total 3,685 3,766 3,186 2,877 2,731 2,425 1,926 1,547 1,377 1,206 1,121 1,014 953 19,671


past years in the EU-28. It is also evident that both in

Malta and in the EU-28 further efforts are needed to

encourage participation in lifelong learning. Indeed,

statistical forecasting based on the participation rate

in Malta and the EU-28 in the past decade suggest a

participation rate of 25-64 year olds in lifelong learning

in 2020 of about 11% for the EU-28 and about 8% for

Malta, which is well below the 15% target set for 2020.

Table 3.17 illustrates the student population and

participation rate of individuals aged 17-30+ in Further

and Higher Education by MQF level. The highest

participation rate is noted among the age cohorts of 17

and 18 years old. In fact, among the total population

of 17 years old, 78.91% were participating in education

while from the 18 year old age cohort 77.68% were

enrolled in education during 2015. Moreover, it was

noted that with increasing age the participation

rate in education decreases, since on attainment of

the aspired level of qualification individuals would

leave the education system and focus on work

or other responsibilities. Such a transition from

education is evidenced by a considerable drop in

the participation rate between two consecutive age

cohorts. For example, while 77.7% of 18 year olds were

in education in 2015 only 63.2% of 19 year olds were

enrolled in Further and Higher Education, suggesting

a considerable in participation after age 18. A similar

decrease is evident between the age cohorts of 21

(56.6% participation rate), 22 (47.1% participation


Figure 3.16 Participation rate in education and training (last 4 weeks) of 25-64 year olds in EU-28 and Malta

between 2006-2014

(Source:EurostatOnlineDatabase;http://ec.europa.eu/eurostat/tgm/table.do?tab=table&init=1&plugin=1&language=en&pcode=tsdsc440)

2005

0

2

4

6

8

10

12

14

16

2006 2007 2008

7.1

8.4

9.19.69.6

4.4

4.2 4.3

5.25.5

5.96.3

6.2 6.26.6

7.1

7.6

7.4 7.2

R2=0.6269

R2=0.9446

9.4 9.5 9.5

9.3 9.1 9.2

10.7 10.8 10.7

2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020


Poly. (EU (28 countries)) Poly. (Malta)

rate), 23 (35.2% participation rate) and 24 (29.2%

participation rate). On the whole, it is evident that a

first considerable drop in participation may be noted at

the age students generally complete Further Education

and move on to Higher Education while a second drop

appears evident at the age students complete their

undergraduate studies and move on to postgraduate

programmes.

Table 3.17 also provides an overview of the average

age by MQF level. One has to bear in mind that this

data includes all types of programmes in Further

and Higher Education, including full-time, part-

time and short courses. The high average age of

students following programmes at MQF levels 1 and 2,

therefore, appear to be influenced by a considerable

share of mature students aged 30 years or over

following short courses.

In comparison, when considering the ‘regular’ route

of post-secondary schooling into Higher Education,

thus the average age at MQF level 4 and MQF level 6-8,

it is evident that the higher the level of qualification

pursued, the older the age of the students. In contrast,

programmes at MQF level 5 appear to attract a more

diverse student body with the average age of students

in these programmes being 29-40. This suggests that

MQF level 5 programmes could be an important entry

route into Higher Education for mature students

returning to education.


Table 3.17 Student population and participation rate of individuals aged 17-30+ in Further and Higher

Education by MQF level

MQF 1 MQF 2 MQF 3 MQF 4 MQF 5 MQF 6 MQF 7 MQF 8 n/a**

Total

Students

Total Age

Cohort

Participation

Rate by Age

17 38 379 458 2,645 14 3 148 3,685 4,670 78.91%

18 25 235 461 2,827 43 5 2 168 3,766 4,848 77.68%

19 17 66 312 1,310 206 997 94 184 3,186 5,038 63.24%

20 19 27 154 756 300 1,327 127 167 2,877 4,613 62.37%

21 24 26 87 456 336 1,459 161 182 2,731 4,826 56.59%

22 19 16 70 284 337 1,154 328 217 2,425 5,147 47.11%

23 32 14 56 176 206 626 588 228 1,926 5,474 35.18%

24 32 13 38 152 172 317 480 2 341 1,547 5,302 29.18%

25 57 10 40 115 156 257 326 1 415 1,377 5,368 25.65%

26 59 7 21 78 148 169 298 5 421 1,206 5,584 21.60%

27 68 11 41 78 137 156 221 4 405 1,121 5,533 20.26%

28 77 6 21 66 113 113 218 3 397 1,014 5,314 19.08%

29 67 5 32 66 98 82 151 3 449 953 5,245 18.17%

30+ 2,238 241 328 840 1,238 856 1,472 107 12,351 19,671 269,752 7.29%

Total 2,772 1,056 2,119 9,849 3,504 7,521 4,466 125 16,073 47,485 336,714 14.10%

% students aged

17 and above by

MQF level 5.84% 2.22% 4.46% 20.74% 7.38% 15.84% 9.41% 0.26% 33.85% 100.00%

Age by MQF level

(arithm. mean) 47.90 26.02 22.63 20.67 29.40 23.76 29.03 39.62 43.08 32.02

(*Fortheagecohorts17-29thetotalpopulationisbaseduponthetotallivebirths(NSO);whereasforthe30+agecohort,totalpopulationisbaseduponthetotalpopulationaged30andoverbasedonNSO(2014):CensusofPopulationandHousing2011,FinalReport,p.13.)(**Programmeisnotaccreditedandlevelratedlocally,whichmaybeduetobeingashortcoursenotsubjecttoaccreditation)


Following an overview of the development of Further

and Higher Education in Malta over time, the present

chapter focuses on student enrolment in Further

Education for the academic year 2014/2015 to provide

more in-depth insights and analysis.

4.1 enrolment in further education by genderAs indicated in Table 4.1 a total of 7,975 students

were registered within academic-oriented Further

Education programmes on a full-time and part-time

basis during the academic year 2014/2015. This is

a slight decrease from last year, which registered a

total of 8,189 students in academic Further Education.

Females constitute more than 61% of the total and this

has increased from last year. The student population

in vocational further education has reached a total of

8,223 with 53% females.

As indicated in Figure 4.2, the same gender imbalance

in the academic strand has been witnessed in previous

years although females have never before constituted

more than 57% of the total. Apart from a strong

presence of females among students attending Sixth

Forms, this prevalence of females in Further Academic

programmes appears to be linked to the accreditation

and provision of programmes in Childcare as well as of

academic programmes offered by the Directorate for

Lifelong Learning, particularly language programmes.

enrolment in further education

C h a p t e r 4

Table 4.1 Total student population in Further Education by gender (2015)

Female Male Total Student population

Count % Count % Count %

Further (Academic) 4,874 61.12% 3,101 38.88% 7,975 100.00%

Further (Vocational) 4,361 53.03% 3,862 46.97% 8,223 100.00%

Total 9,235 57.01% 6,963 42.99% 16,198 100.00%

(Source:NCFHEFurtherandHigherEducationStatisticsSurvey2015)

Regarding the gender distribution in vocationally

oriented Further Education, males have been

overrepresented throughout the years although the gap

between genders has been decreasing from 63% males

in 2008 to 53% males in 2014. During the academic year

2014/2015, females outnumber their male counterparts

for the first time in the vocational strand as well

by forming 53% of the total. This presence appears

to be linked again to programmes delivered by the

Directorate for Lifelong Learning, specifically in the arts

and crafts, which appear to be particularly attractive

among females. In an effort to consistently increase

the number of accredited programmes in the courses

on offer by the Directorate for Lifelong Learning, these

programmes are now classified as vocationally oriented

Further Education, which results in more females being

reported as enrolled in such programmes.

4.2 enrolment in further education by mQf levelTable 4.4 shows the distribution of the Further

Education student population by gender and MQF

level. At MQF level 1, females outnumber their male

counterparts and form more than 72% of the student

population at that level. This difference does not

appear at MQF levels 2 and 3 where males form a slight

majority of 50% at MQF level 2 and 53.3% at MQF level

3. At MQF level 4, females again rise to 57% of the total

population.


Figure 4.2 Share of males and females in further (academic) education for the years 2008-2015


% Males

% Females

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2008 2009 2010 2011 2012 2013 2014 2015

57% 57% 55% 55% 55% 53% 57% 61%

43% 43% 45% 45% 45% 47% 43% 39%

While the slight majority of males at MQF levels 2

and 3 appears to be linked to vocationally oriented

Further Education programmes offered particularly

by the Malta College of Arts, Science and Technology,

the female prevalence at MQF level 4 is clearly linked

to a large proportion of females attending Sixth Form.

With regard to the gender imbalance witnessed at

MQF level 1, Table 4.7 indicates that the vast majority

(more than 97%) of courses offered at this level are

short courses. These are predominantly linked to the

provision by the Directorate for Lifelong Learning and

include both academically oriented programmes, in

particular language courses, and arts and crafts courses.

This might explain the reason why females constitute

such a high share of students at that particular level.

These short courses can offer an attractive choice for

females who have family or work responsibilities

and are interested in enhancing and broadening their

knowledge and skills.

4.3 enrolment in further education by time basisTable 4.5 shows the percentage distribution of the

student population in Further Education by student

status and MQF level for the year 2015. It is evident

that the vast majority of Further Education provision

in Malta is offered on a full time basis or as short

courses. This suggests that short courses, such as

continuous professional development courses and

courses for personal self-fulfilment, are an attractive

offer and absorb more than 28% of total students in

further education. In contrast, with the exception of

students at MQF level 3, recording 17.1% of students as

part timers, all other levels have students in part time

studies not exceeding 7% of the total population.


0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2008 2009 2010 2011 2012 2013 2014 2015

% Females 37% 40% 39% 43% 43% 42% 47% 53%

% Males 63% 60% 61% 57% 57% 58% 53% 47%

Figure 4.3 Share of males and females in further (vocational) education for the years 2008-2015


Table 4.4 Student population in Further Education by gender and MQF level for the year 2015 (in %)

Females Males Total


MQF level 1 2,008 72.42% 766 27.58% 2,774 100.00%

MQF level 2 636 49.84% 640 50.16% 1,276 100.00%

MQF level 3 1,086 46.69% 1,239 53.31% 2,325 100.00%

MQF level 4 5,505 56.04% 4,318 43.96% 9,823 100.00%

Total Further Education 9,235 57.02% 6,963 42.98% 16,198 100.00%



Table 4.5 Student population in Further Education by student status and MQF level for the year 2015 (in %)

Full-time Part-time Short courses Total

Count % Count % Count % Count %

MQF level 1 77 2.78% 0.00% 2,697 97.22% 2,774 100.00%

MQF level 2 740 57.99% 70 5.49% 466 36.52% 1,276 100.00%

MQF level 3 1,512 64.86% 399 17.12% 420 18.02% 2,331 100.00%

MQF level 4 8,276 83.63% 611 6.17% 1,009 10.20% 9,896 100.00%

Total 10,605 65.15% 1,080 6.64% 4,592 28.21% 16,277 100.00%


Students at MQF level 3 following their programme

on a part-time basis are generally enrolled in

vocationally oriented programmes offered by the

Malta College of Arts, Science and Technology.

However, a considerable number of students are

also following part-time programmes in Health and

Welfare offered by private providers.

4.4 enrolment in further education by subject areaFigure 4.6 and Table 4.7 show the distribution of

students in Further Education by gender and field of

study, including full-time and part-time programmes

as well as short courses. The generic programmes

and qualifications form the highest share of 36%,

which reflects the share of students in Sixth Forms.

This is followed by programmes in the Arts and

Humanities (17.1%), Engineering, Manufacturing

and Construction (7.9%) and Information and

Communication Technologies (9.1%).

Programmes in the Arts and Humanities generally

include courses in dance and music as well as arts

and crafts and are predominantly offered by the

Directorate for Lifelong Learning as well as by private

providers focusing on dance and music. Programmes

in Engineering, Manufacturing and Construction are

predominantly offered by the Malta College of Arts,

Science and Technology. Only few other providers

deliver courses in this area, while the number of

providers delivering courses in Information and

Communication Technology are more diverse,

including the Malta College of Arts, Science and

Technology, the Directorate for Lifelong Learning as

well as a number of private providers.

Figure 4.6 and Table 4.7 also provide an overview

of the gender differences in terms of the subject

areas pursued in Further Education. General

programmes, such as Sixth Form, are by far more

popular for both females and males. However,

besides these, females are more often enrolled

in programmes in Arts and Humanities (21.3%)

and Health and Welfare (9.9%), while males are

more often following programmes in Engineering,

Manufacturing and Construction (18.2%) or

Information and Communication Technologies

(15.2%). In fact, these four subject areas register the

largest gender imbalance.

4.5 enrolment in further education by district of residenceThe data on the enrolment by locality of residence,

as shown in this section, has been collected during

the academic year 2014/2015 for the first time. It

is, therefore, not possible to analyse and compare

findings with previous years. Moreover, it should

be kept in mind that not all providers could deliver

data on the locality of residence of their students.

This is particularly the case for many providers

of academically oriented Further Education.

Nevertheless, the data collected provides interesting

insights on disparities, if any, between different

districts in Malta.


Table 4.7 Student population in Further Education by field of study and gender in 2015

Female Male Total


Generic programmes and qualifications 3,388 36.7% 2,454 35.2% 5,842 36.1%

Education 554 6.0% 49 0.7% 603 3.7%

Arts and Humanities 1,967 21.3% 797 11.4% 2,764 17.1%

Business, Administration and Law 803 8.7% 499 7.2% 1,302 8.0%

Natural Sciences, Mathematics and Statistics 77 0.8% 69 1.0% 146 0.9%

Information and Communication Technologies (ICTs) 424 4.6% 1,051 15.1% 1,475 9.1%

Engineering, Manufacturing and Construction 305 3.3% 1,269 18.2% 1,574 9.7%

Agriculture, Forestry, Fisheries and Veterinary 57 0.6% 67 1.0% 124 0.8%

Health and Welfare 912 9.9% 110 1.6% 1,022 6.3%

Services 748 8.1% 598 8.6% 1,346 8.3%

Grand Total 9,235 100.0% 6,963 100.0% 16,198 100.0%


Figure 4.6 Student population in Further Education by field of study and gender in 2015


Gen

eric

pro

gram

mes

an

dqu

alifi

cati

ons

Ed

uca

tion

Total student population Females Males

Art

s an

d

hu

man

itie

s

Bu

sin

ess,

adm

inis

trat

ion

and

law

Nat

ura

l sci

ence

s,m

ath

emat

ics

and

sta

tist

ics

Info

rmat

ion

and

Com

mu

nic

atio

nTe

chn

olog

ies

En

gin

eeri

ng,

man

ufa

ctu

rin

g an

dco

nst

ruct

ion

Agr

icu

ltu

re,

fore

stry

, fish

erie

san

d v

eter

inar

y

Hea

lth

an

dw

elfa

re

Serv

ices

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

36.1%

3.7%

17.1% 8.0%0.9%

9.1% 9.7%0.8%

6.3%

8.3%


Figure 4.8 Student enrolment in Further Education in 2015 by district of residence compared to attainment rate

and distribution of population by district of residence

(Source:NSO2014:161;NCFHEFurtherandHigherEducationStatisticsSurvey2015)

0.0%

5.0%

19.15%

SouthernHarbour

NorthernHarbour

South Eastern

Western Gozo & CominoNorthern

29.23% 15.13% 13.86% 15.09% 7.54%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

% of total population Enrolment in Further Education % attainment of Further Education

Figure 4.8 and Table 4.9 show the current enrolment in

Further Education as reported by education providers

for the academic year 2014/2015 and compares this to

the total population and the attainment level in each

of the six districts in Malta as recorded by the National

Statistics Office during the Census of Population and

Housing carried out in 2011 (NSO 2014).

According to this Census, the Northern Harbour region

has the highest percentage of the total population

in Malta with 29.23%, followed by the Southern

Harbour (19.15%). The lowest percentage (7.54%) of the

population lives in Gozo and Comino. The shares of the

total population by district whose level of attainment

is MQF levels 1 till 4 seem to be in line with the total

population distribution by district and with the shares

of enrolment in Further Education. Slight exceptions

appear to be the Southern Harbour and Northern

region. The level of attainment (18.32%) and enrolment

(16.77%) of residents in the Southern Harbour region

is slightly below its share among the total population

(19.15%), while with the Northern region the opposite

is true, namely the share of residents having attained

(16.20%) or being enrolled in Further Education (16.94%)

slightly exceeds their share in the total population

(15.09%).


Table 4.10 indicates the shares of students enrolled in

Further Education by district of residence and MQF

level. The data indicates that students are equally

distributed across all MQF levels reflecting generally

the distribution of the total population by district

with the exception of MQF level 1. Students at MQF

level 1 seem to be overrepresented in the Northern

Harbour and the Northern region. An explanation

might be related to the provision of short courses

which have more than 97% of the MQF level 1 student

Table 4.9 Student enrolment in Further Education in 2015 by district of residence compared to attainment rate and

distribution of population by district of residence

Enrolment in Further

Education

Attainment of Further

EducationTotal population


Southern Harbour 1,744 16.77% 31,584 18.32% 68,129 19.15%

Northern Harbour 3,117 29.98% 50,499 29.29% 103,957 29.23%

South Eastern 1,530 14.72% 27,600 16.01% 53,804 15.13%

Western 1,428 13.73% 23,258 13.49% 49,313 13.86%

Northern 1,761 16.94% 27,933 16.20% 53,674 15.09%

Gozo & Comino 817 7.86% 11,511 6.68% 26,827 7.54%

Total 10,397 100.00% 172,385 100.00% 355,704 100.00%


Table 4.10 Student enrolment in Further Education in 2015 by district of residence and MQF level

Southern

Harbour

Northern

HarbourSouth Eastern Western Northern

Gozo &

CominoTotal

Count % Count % Count % Count % Count % Count % Count %

MQF level 1 313 11.28% 991 35.72% 280 10.09% 354 12.76% 512 18.46% 324 11.68% 2,774 100.00%

MQF level 2 244 19.12% 361 28.29% 195 15.28% 185 14.50% 210 16.46% 81 6.35% 1,276 100.00%

MQF level 3 420 19.93% 574 27.24% 332 15.76% 294 13.95% 366 17.37% 121 5.74% 2,107 100.00%

MQF level 4 767 18.09% 1,191 28.09% 723 17.05% 595 14.03% 673 15.87% 291 6.86% 4,240 100.00%

Total 1,744 16.77% 3,117 29.98% 1,530 14.72% 1,428 13.73% 1,761 16.94% 817 7.86% 10,397 100.00%


population. These courses are predominantly linked to

the provision by the Directorate for Lifelong Learning

and include both academically oriented programmes,

in particular language courses, and arts and crafts

courses. These programmes might be more popular to

residents of these districts in view of the above average

share of foreigners living in the Northern Harbour

region (6.4%) and the Northern region (8.2%) compared

to their share in the total population (4.9%) (NSO 2014:

111-112).


Following the presentation of the data for students

enrolled in Further Education during the academic

year 2014/2015, the present chapter focuses on

students enrolled in Higher Education.

5.1 enrolment in higher education by genderFigure 5.1 illustrates the share of males and females in

full-time and part-time Higher Education programmes

of study from 2008 to 2015. The Figure indicates that

out of the total student population in Higher Education

in 2015, females represent the majority of students

C h a p t e r 5

enrolment in higher education

with a share of 55%, whereas males represent a share of

45% respectively. A similar male-to-female proportion

may be observed in the previous years, suggesting

that this gender difference in Higher Education

participation in Malta has remained stable over the

past eight years.

5.2 enrolment in higher education by mQf levelTable 5.2 provides an overview of the participation in

Higher Education by gender by MQF level. The data

indicates that overall the share of females enrolled in

Figure 5.1 Share of males and females in Higher Education for the years 2008-2015


% Females

% Males

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2008 2009 2010 2011 2012 2013 2014 2015

54% 56% 57% 57% 55% 55% 54% 55%

46% 44% 43% 43% 45% 45% 46% 45%


Higher Education exceeds the share of males. Moreover,

the distribution of students at MQF levels 5, 6 and 7

programmes of study are skewed towards females at

52.45%, 55.75% and 54.71%, respectively. However, this

trend is reversed at MQF level 8 with 58.40% of students

enrolled at that level being males compared to 41.60% of

females.

This low participation rate of females at MQF level 8

might be the result of work or family responsibilities.

In order to encourage more female participation in

doctoral programmes, students’ caring responsibilities

should be addressed through provision of childcare

facilities, flexible study programmes and/or working

environment. This provision can enable individuals to

obtain the balance between work, study and family life.

Table 5.2 indicates that the majority of the students

population at Higher education are enrolled at MQF

Level 6 programmes in 2015 (47.2%) whilst a mere 0.78%

of total students were enrolled at MQF level 8.

Table 5.2 Student population in Higher Education by gender and MQF level for the year 2015 (in %)

Females Males Total


MQF level 5 2,022 52.46% 1,832 47.54% 3,854 100.00%

MQF level 6 4,218 55.75% 3,348 44.25% 7,566 100.00%

MQF level 7 2,447 54.71% 2,026 45.29% 4,473 100.00%

MQF level 8 52 41.60% 73 58.40% 125 100.00%

Total Higher Education 8,739 54.56% 7,279 45.44% 16,018 100.00%


5.3 enrolment in higher education by time basisTable 5.3 indicates the number of students by MQF

level and student status including students in short

courses. This shows that short courses in Higher

Education are most common at MQF level 5 and

considerably less so at MQF level 6 and 7. Table 5.3

also shows that the majority of students in Higher

Education are enrolled on a full-time basis, namely

62.5% compared to 29.8%, who are enrolled on a part-

time basis. Full-time programmes are the main mode

of study for students enrolled at MQF level 5 (38.7%)

and even more so in MQF level 6 programmes (83.3%).

This trend is reversed for MQF level 7, where 51.1% of

students are studying part-time and even more so for

MQF level 8 programmes of study, which are mainly

undertaken on a part-time basis. In fact, 70.4% of

students enrolled in programmes leading to MQF level

8 are following their programme on part-time basis.

Table 5.3 Student population in Higher Education by student status and MQF level for the year 2015 (in %)

Full-time Part-time Short courses Total


MQF level 5 1,492 38.71% 1,437 37.29% 925 24.00% 3,854 100.00%

MQF level 6 6,304 83.31% 964 12.74% 299 3.95% 7,567 100.00%

MQF level 7 2,185 48.84% 2,286 51.10% 3 0.07% 4,474 100.00%

MQF level 8 37 29.60% 88 70.40% 0.00% 125 100.00%

Total 10,018 62.53% 4,775 29.81% 1227 7.66% 16,020 100.00%



5.4 enrolment in higher education by subject areaFigure 5.4 and Table 5.5 indicate the student population

in Higher Education by field of study and gender. The

data indicates that Business, Administration and Law

is the field with the highest representation of students

(32.7%), followed by Health and Welfare (16.2%) and

Arts and Humanities (10.7%).

The data also indicates gender differences in

the enrolment by field of study. While Business,

Administration and :aw is the most popular field

of study for both females (32.2%) and males (33.3%),

females are more often enrolled in Health and Welfare

(20.1%) and Education (13.7%), while males are more

often following programmes in Information and

Figure 5.4 Student population in Higher Education by field of study and gender in 2015


Gen

eric

pro

gram

mes

and

qu

alifi

cati

ons

0.1%

5.0%

0.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

Art

s an

dh

um

anit

ies

Soci

al s

cien

ces,

jou

rnal

ism

an

din

form

atio

n

Bu

sin

ess,

adm

inis

trat

ion

an

din

form

atio

n

Nat

ura

l sci

ence

s,m

ath

emat

ics

and

stat

isti

cs

Info

rmat

ion

an

d C

omm

un

icat

ion

Tech

nol

ogie

s (IC

Ts)

En

gin

eeri

ng,

man

ufa

crtu

rin

gan

d c

onst

ruct

ion

Agr

icu

ltu

re,

fore

stry

, fish

erie

s an

d v

eter

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y

Hea

lth

an

dw

elfa

re

Serv

ices

Fie

ld u

nk

now

n

Ed

uca

tion

Total student population Males Females

9.9% 10.7% 7.5% 32.7% 4.5% 7.9% 6.7% 0.3% 16.2%

2.0%1.5%

Communication Technologies (14.0%), Health and

Welfare (11.5%) and Engineering, Manufacturing and

Construction (11.4%). Indeed, these subject areas are

also those that register the highest gender imbalance in

absolute numbers as well as in the share of females and

males enrolled in them.

These gender differences may not only be observed

in Maltese higher education. In fact, a publication by

the OECD suggests that the choice of subject area is

still highly gender biased with women leaning more

towards programmes in Education and Health and

Welfare, while men favour Sciences and Engineering.

It also suggests that these differences in subject choices

may explain in part persistent gender wage differences

(Vincent-Lancrin 2008).


Table 5.5 Student population in Higher Education by field of study and gender in 2015

Female Male Total


Generic programmes and qualifications 8 0.1% 7 0.1% 15 0.1%

Education 1,197 13.7% 383 5.3% 1,580 9.9%


Social Sciences, Journalism and Information 767 8.8% 436 6.0% 1,203 7.5%

Business, Administration and Law 2,818 32.2% 2,424 33.3% 5,242 32.7%


Information and Communication Technologies (ICTs) 237 2.7% 1,022 14.0% 1,259 7.9%

Engineering, Manufacturing and Construction 246 2.8% 828 11.4% 1,074 6.7%


Health and Welfare 1,758 20.1% 838 11.5% 2,596 16.2%

Services 162 1.9% 165 2.3% 327 2.0%

Field unknown 135 1.5% 111 1.5% 246 1.5%

Grand Total 8,739 100.0% 7,279 100.0% 16,018 100.0%


Further information on the student population in

Higher Education by field of study is provided in

Table 5.6 detailing the development from academic

year 2007/2008 to 2014/2015. Over the last eight

years enrolment in certain fields of study increased

in relative terms, while it decreased in others. This

is true in particular for the Social Sciences, Business

and Law increasing from 36.3% of the total student

population in 2007/2008 to 40.9% in the academic year

2014/2015. Other fields recording a relative increase

in student enrolments are Health and Welfare (13.2%

in 2007/2008 to 16.5% in 2014/2015) and Engineering,

Manufacturing and Construction (9.3% in 2007/2008

to 12.5% in 2014/2015). In contrast, fields registering

a relative decrease in enrolments are Education

(15.2% in 2007/2008 to 10.0% in 2014/2015) and Arts

and Humanities (15.7% in 2007/2008 to 10.9% in

2014/2015).

Table 5.6 Student population in Higher Education by field of study 2008-2015

Academic

year

2007/2008

Academic

year

2008/2009

Academic

year

2009/2010

Academic

year

2010/2011

Academic

year

2011/2012

Academic

year

2012/2013

Academic

year

2013/2014

Academic

year

2014/2015

Education 1,482 1,507 1,460 1,556 1,766 1,457 1,264 1,580

Humanities and Arts 1,530 1,611 1,664 1,637 2,083 1,876 2,037 1,716

Social Sciences, Business

and Law 3,543 3,591 3,953 4,408 5,359 7,648 5,774 6,445

Science 903 1,072 1,151 1,130 1,585 1,980 1,807 1,977

Engineering,

Manufacturing

Construction 786 777 813 805 858 1,110 1,078 1,074

Agriculture 61 34 40 33 46 45 53 42

Health and Welfare 1,290 1,405 1,454 1,888 2,113 2,112 2,519 2,596

Services 152 180 202 257 908 450 506 327

Total 9,747 10,177 10,737 11,714 14,718 16,678 15,038 15,757

(Source:NCFHEFurtherandHigherEducationStatistics2015)


5.5 enrolment in higher education by district of residenceThe data on the enrolment by locality of residence

as shown in this section has been collected during

the academic year 2014/2015 for the first time. It is,

therefore, not possible to analyse and compare findings

with previous years. While not all providers were in

a position to deliver data on the locality of residence

of their students, the vast majority could do so. As

a result, these findings should provide interesting

insights on the participation in Higher Education by

district of residence.

Figure 5.7 and Table 5.8 show the current enrolment

in Higher Education by district of residence of the

students as reported by education providers for the

academic year 2014/2015 and compares this to the total

population and the attainment level in each of the six

districts in Malta as recorded by the National Statistics

Office during the Census of Population and Housing

carried out in 2011 (NSO 2014). In this regard, the grey

bar indicates the share of individuals out of the total

population of Malta residing in the respective district,

suggesting that the district with the largest population

is the Northern Harbour region (29.33%), followed by

the Southern Harbour region (19.15%) while Gozo and

Comino (7.54%) records the lowest number of residents.

Figure 5.7 Student enrolment in Higher Education in 2015 by district of residence compared to attainment rate



5.0%

0.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

SouthernHarbour

NorthernHarbour

South Eastern


% of total population Enrolment in Further Education % attainment of Further Education

19.15% 29.23% 15.13% 13.86% 15.09% 7.54%


If there were no obstacles to participation in Higher

Education, then the participation and attainment rate

by district should closely mirror this distribution of

the population by district based on the assumption

that without obstacles individuals across districts

would equally seek to attain Higher Education. As a

result, the small square representing the enrolment

rate and the small triangle representing the attainment

rate in Figure 5.9 should be on a par with the share of

individuals out of the total population living in each

district. However, if disparities exist, these would be

reflected by the square or triangle exceeding the bar,

thus, representing an overrepresentation of individuals

from that district in Higher Education. Alternatively

the square or triangle may be below the bar, thus,

representing an underrepresentation of individuals in

Higher Education.

As is evident from Figure 5.7 disparities in Higher

Education enrolment and attainment do exist between

districts. This is most notably the case for the Western

district, with both an overrepresentation in enrolment

and attainment, and for the Southern Harbour district,

with both an underrepresentation in enrolment and

attainment. When analysing attainment rates only the

Northern Harbour region and, to a lesser extent, the

Northern region, also indicate an overrepresentation,

while the South Eastern region indicates an

underrepresentation.

Bearing in mind this underrepresentation of individuals

from the Southern Harbour and South Eastern district

with higher education attainment, the fact that current

enrolment rates exceed current attainment rates

Table 5.8 Student enrolment in Higher Education in 2015 by district of residence compared to attainment rate


Enrolment in Higher

Education

Attainment of Higher

EducationTotal population


Southern Harbour 2,104 13.31% 5,844 11.69% 68,129 19.15%

Northern Harbour 4,745 30.01% 16,724 33.45% 103,957 29.23%

South Eastern 2,318 14.66% 6,200 12.40% 53,804 15.13%

Western 2,717 17.18% 8,702 17.41% 49,313 13.86%

Northern 2,652 16.77% 8,918 17.84% 53,674 15.09%

Gozo & Comino 1,276 8.07% 3,607 7.21% 26,827 7.54%

Total 15,812 100.00% 49,995 100.00% 355,704 100.00%


in these districts may be an indication of increasing

participation that might point towards minimising

disparities in attainment levels between districts in the

long run. Indeed the fact that current enrolment rates

in Higher Education in the Northern Harbour region

is below current attainment rates in this district may

support this trend towards minimising disparities.

Table 5.9 indicates students’ enrolment in Higher

Education during 2015 by district of residence and by

MQF level. This data helps identifying any disparities

in the level of higher education pursued by residents of

different districts.

As was pointed out above with regard to Figure 5.7 and

Table 5.8, the Northern Harbour does not only have the

largest share of the population in Malta, it also has the

highest proportion of students in Higher Education.

This is true at all levels of Higher Education. However,

the proportion of individuals from the Northern

Harbour region appears to be increasing the higher the

level of education. While residents from the Northern

Harbour region make up 28.39% of students enrolled

in programmes at MQF level 5, they make up 36.59%

of students in Doctoral programmes at MQF level 8. A

similar trend may be observed for residents from the

Western and Northern region, which also indicated

an over-proportional attainment in Higher Education

compared to their share in the total population in

Figure 5.7 and Table 5.8. This sharp increase in the share

of students from the Northern Harbour region from

MQF level 6 to MQF level 8 suggests that students from

this district are more likely to further their studies to

advanced levels.


Table 5.9 Student enrolment in Higher Education in 2015 by district of residence and MQF level

Southern

Harbour

Northern

Harbour

South

Eastern Western Northern

Gozo &

Comino Total

Count % Count % Count % Count % Count % Count % Count %

MQF level 5 624 16.34% 1,084 28.39% 628 16.45% 562 14.72% 606 15.87% 314 8.22% 3,818 100.00%

MQF level 6 996 13.20% 2,114 28.01% 1,120 14.84% 1,337 17.72% 1,319 17.48% 660 8.75% 7,546 100.00%

MQF level 7 475 10.98% 1,502 34.73% 556 12.86% 792 18.31% 704 16.28% 296 6.84% 4,325 100.00%

MQF level 8 9 7.32% 45 36.59% 14 11.38% 26 21.14% 23 18.70% 6 4.88% 123 100.00%

Total 2,104 13.31% 4,745 30.01% 2,318 14.66% 2,717 17.18% 2,652 16.77% 1,276 8.07% 15,812 100.00%


In contrast, the opposite trend appears to be the case

for residents from the Southern Harbour and South

Eastern region. The share of students enrolled in

Higher Education appears to be decreasing the higher

the level of qualification from 16.34% and 16.45% at

MQF level 5 for the Southern Harbour and South

Eastern respectively to 7.32% and 11.38% at MQF

level 8 for the Southern Harbour and South Eastern

region respectively. The sharp decrease in the share

of students, particularly from the Southern Harbour

region, between MQF level 5 and MQF level 8 suggests

that students from this district are less likely to

continue to advanced higher education qualifications.


The following chapter provides information on

students having successfully completed their

programme of study during the academic year

2014/2015.

6.1 graduates in further and higher education by genderTable 6.1 indicates the number of graduates in Further


2014/2015 by gender. With regard to graduates,

the term refers to those students, who successfully

completed their programme of study during the

academic year 2014/2015, irrespective of the level or

type of programme they were following.

Table 6.1 indicates that the majority of graduates

(56%) completed programme of studies that are

defined as Short Courses because of their duration.

During the academic year 2014/2015, more students

graduated from Further Education compared to Higher

Education. Moreover, when considering graduates in

Further Education only, those who graduated from

academically oriented programmes surpassed those

who followed vocationally oriented programmes in

graduates in further and higher education

C h a p t e r 6

Further Education. In fact, 63% of those graduating

from Further Education programmes completed

academically oriented programmes compared to 37%

having completed vocationally oriented programmes.

Table 6.1 also indicates that a larger proportion of

graduates are women. In fact, 60.4% of all graduates

are women while 39.6% are males. Women make up

a particularly high share of graduates in academically

oriented Further Education (67.6%). In comparison,

among graduates of vocationally oriented Further

Education or Higher Education, gender differences

appear to be less severe, while still being skewed in

favour of females.

6.2 graduates in further and higher education by mQf levelFigure 6.2 and Table 6.3 depict the distribution of

graduates according to gender and MQF level. In this

regard, the grey bar represents the distribution of the

total graduate population by MQF level, while the dot

represents the distribution of female graduates and

the square the distribution of male graduates. This

provides insights on gender differences in the level of

qualification pursued by females and males.

Table 6.1 Graduates in Further and Higher Education by level and gender for the year 2015

Females Males Total


Further Academic 4,279 67.63% 2,048 32.37% 6,327 100.00%

Further Vocational 2,077 55.22% 1,684 44.78% 3,761 100.00%

Higher 2,869 55.84% 2,269 44.16% 5,138 100.00%

Other* 23 46.00% 27 54.00% 50 100.00%

Short courses 11,639 60.28% 7,668 39.72% 19,307 100.00%

Total 20,887 60.40% 13,696 39.60% 34,583 100.00%



It could be noted that the majority of graduates,

completed qualifications at MQF Level 4 (29.9%) while

the least number of graduates were registered at MQF

level 8 (0.2%).

A considerably larger share of females graduated from

programmes at MQF level 1 (22.0%) when compared

to the corresponding share of males (13.0%). This

corresponds to the considerable gender difference

witnessed for enrolments in programmes at MQF level

1 as shown in Chapter 4. As was argued previously,

the vast majority (more than 97%) of courses offered at

this level are short courses. These are predominantly

linked to the provision by the Directorate for Lifelong

Learning and include both academically oriented

programmes, in particular language courses, and arts

and crafts courses. This might explain the reason

why females constitute such a high share of students

and graduates at that particular level, since these

programmes might offer an attractive choice for

females who have family or work responsibilities and

are interested in continuing their studies.

Figure 6.2 Graduates in Further and Higher Education by MQF level (in %)

5.0%

0.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

MQFLevel 1

MQFLevel 2

MQFLevel 3

MQFLevel 4

MQFLevel 5

MQFLevel 6

MQFLevel 7

MQFLevel 8

Total student population Male Female

18.4% 7.9% 10.1% 29.9% 11.3% 13.2% 9.1% 0.2%

In comparison, a considerably higher share of males

are graduating from programmes at MQF level 2 (9.6%),

MQF level 5 (13.2%) and MQF level 6 (14.6%) when

compared to the corresponding share of females. This

may explain the lower gender difference at Higher

Education level witnessed in Figure 7.1.

6.3 graduates in further and higher education by ageFigure 6.4 and Table 6.5 indicate the average age of

graduates in relation to MQF level and education

sector. In this regard, the grey bar indicates the average

age of all graduates at the respective level, while the dot

represents the average age of individuals graduating

from programmes offered by private providers at the

given level and the square the average age of graduates

at the given level from public providers.

The data indicates that the average age of graduates

during the academic year 2014/2015 is 29.7. Graduates

from private providers appear to be considerably

younger than graduates from public providers.


Table 6.3 Graduates in Further and Higher Education by MQF level for the year 2015

Females Males Total


MQF Level 1 2,028 22.0% 780 13.0% 2,808 18.4%

MQF Level 2 623 6.8% 575 9.6% 1,198 7.9%

MQF Level 3 883 9.6% 651 10.8% 1,534 10.1%

MQF Level 4 2,822 30.6% 1,726 28.8% 4,548 29.9%

MQF Level 5 923 10.0% 790 13.2% 1,713 11.3%

MQF Level 6 1,133 12.3% 877 14.6% 2,010 13.2%

MQF Level 7 797 8.6% 588 9.8% 1,385 9.1%

MQF Level 8 16 0.2% 14 0.2% 30 0.2%

Total 9,225 100.0% 6,001 100.0% 15,226 100.0%


This appears to be influenced particularly by the high

average age of graduates from programmes at MQF

level 1. Graduates at this level are on average 47.8

years old with graduates from public providers being

considerably older (48.2) than graduates from private

providers (28.1). As was suggested in Chapter 4, the vast

majority (more than 97%) of courses offered at this level

are short courses.


Figure 6.4 Average age of graduates in Further and Higher Education by MQF Level and sector

MQFLevel 1

50.0

45.0

40.0

35.0

30.0

25.0

20.0

15.0

10.0

5.0

0.0MQF

Level 2MQF

Level 3MQF

Level 4MQF

Level 5MQF

Level 6MQF

Level 7MQF

Level 8Total

Age (Artithm. mean) Public Private

47.8% 30.4% 24.0% 22.3% 30.9% 24.3% 29.5% 38.5% 29.7%


These are predominantly linked to the provision by

the Directorate for Lifelong Learning and include

both academically oriented programmes, in particular

language courses, and arts and crafts courses. It

appears that these programmes attract many adult

learners, which clearly influences the average age of

graduates at this level.

In contrast, graduates completing programmes at MQF

level 3 to MQF level 7 offered by private providers

have a higher average age than graduates from public

institutions. For instance, at MQF level 6, the average

age of the graduates attending private institutions

is 30.3 while the average age of graduates attending

public institutions is 24.1. This might indicat that more

mature students opt to study in the private sector. As

was previously shown in Chapter 6, students enrolled in

Table 6.5 Average age of graduates in Further and Higher Education by MQF level and sector

Public Private Total

Average age Count of cases Average age Count of cases Average age Count of cases

MQF Level 1 48.2 2,748 28.1 60 47.8 2,808

MQF Level 2 32.9 956 20.3 242 30.4 1,198

MQF Level 3 22.0 954 27.2 580 24.0 1,534

MQF Level 4 21.9 3,539 23.6 1,009 22.3 4,548

MQF Level 5 30.2 1,237 32.6 476 30.9 1,713

MQF Level 6 24.1 1,936 30.3 74 24.3 2,010

MQF Level 7 29.2 1,268 33.4 117 29.5 1,385

MQF Level 8 38.5 30 38.5 30

Total 30.4 12,668 26.5 2,558 29.7 15,226

a programme delivered by a private provider are more

often studying on a part-time basis. It appears that this

flexible provision might make programmes offered by

private providers an attractive option for students, who

need to reconcile family or work responsibilities with

their studies. As a result, these study programmes may

be more attractive for mature students.

6.4 graduates in further and higher education by time basisTable 6.6 provides an overview of the graduate

population by MQF level and formal student status

of enrolment. The data indicates that programmes

at MQF level 1 to MQF level 4 are generally being

offered on a full-time basis with no or few graduates

having completed their studies at these levels on a

part-time basis.

Table 6.6 Graduates in Further and Higher Education by MQF level and student status

Full-time Part-time Total


MQF Level 1 52 100.0% 0.0% 52 100.0%

MQF Level 2 415 100.0% 0.0% 415 100.0%

MQF Level 3 767 100.0% 0.0% 767 100.0%

MQF Level 4 3,249 99.6% 12 0.4% 3,261 100.0%

MQF Level 5 689 55.6% 550 44.4% 1,239 100.0%

MQF Level 6 1,828 92.1% 156 7.9% 1,984 100.0%

MQF Level 7 835 60.5% 546 39.5% 1,381 100.0%

MQF Level 8 14 46.7% 16 53.3% 30 100.0%

Total 7,849 86.0% 1,280 14.0% 9,129 100.0%


Likewise, the vast majority of those graduating

from programmes at MQF level 6 completed their

programme on a full-time basis (92.1%). In contrast,

programmes offered at MQF level 5, MQF level 7 and

MQF level 8 appear to be more often undertaken on a

part-time basis, given the higher incidence of graduates

at these levels having studied part-time, namely 44.4%,

39.5% and 53.3% respectively.

6.5 graduates in further and higher education by subject areaFigure 6.7 and Table 6.8 illustrate the subject area

of graduates in Further Education by gender. As

indicated in Chapter 4, generic programmes and

qualifications form (25.4%) and programmes in the

Arts and Humanities (24.5%) register the highest share

of graduates in Further Education. This is true for

both females and males. While generic programmes

and qualifications reflect graduates from Sixth Form,

Figure 6.7 Graduates in Further Education by subject area and gender


Gen

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0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

Total student population Female Male

28.3% 28.4%

23.7%

18.0%

8.5%

9.9%

3.9%

7.8%

14.4%

5.3%

14.4%

11.2%

8.4%

7.3%

1.2%

4.4%

2.9%0.5%

0.9%

programmes in the Arts and Humanities generally

include courses in dance and music as well as arts

and crafts and are predominantly offered by the

Directorate for Lifelong Learning as well as by private

providers focusing on dance and music.

Besides these two fields of study, there are considerable

differences in the subject area pursued by female

and male graduates. While females graduate more

often from programmes in Health and Welfare (11.2%)

or Business, Administration and Law (9.9%), males

graduate more often from programmes in Engineering,

Manufacturing and Construction (14.4%) and

Information and Communication Technologies (14.4%).

Following the distribution of graduates from Further

Education by subject area and gender, Figure 6.9 and

Table 6.10 provide an overview for the corresponding

distribution of graduates from Higher Education.


Table 6.8 Graduates in Further Education by subject area and gender

Females Males Total


Generic programmes and qualifications 1,507 23.7% 1,056 28.3% 2,563 25.4%

Education 538 8.5% 145 3.9% 683 6.8%


Business, Administration and Law 631 9.9% 290 7.8% 921 9.1%


Information and Communication Technologies 334 5.3% 539 14.4% 873 8.7%

Engineering, Manufacturing and Construction 279 4.4% 537 14.4% 816 8.1%


Health and Welfare 714 11.2% 107 2.9% 821 8.1%

Services 464 7.3% 313 8.4% 777 7.7%

Total 6,356 100.0% 3,732 100.0% 10,088 100.0%


Figure 6.9 Graduates in Higher Education by subject area and gender


Gen

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pro

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0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

Total Female Male

1.6%

19.2%

14.8%

1.5%0.4%

0.2%

2%

1.5%

9%

11.4%

3%

16.9%

8.9%

16.3%

3.2%

12.3%

7.6%

5.7%5%

3.7%

27.9%

27.8%


As was the case in Further Education, the most popular

field of study registering the highest share of graduates

is Business, Administration and Law with a share of

27.9% of all graduates. Indeed, there appears to be no

gender difference in the popularity of this field with

27.8% of all female graduates and 27.9% of all male

graduates having undertaken programmes in this field

of study.

However, there appear to be other considerable

differences in the subject area chosen by females and

males. This is in line with what was already observed

in Chapter 5 with regard to student enrolments in

Higher Education by subject area and gender, namely

that females graduate more often from programmes

in Health and Welfare (16.9%) and Education (19.2%),

while males graduate more often from programmes

in Information and Communication Technologies

(16.3%), Arts and Humanities (12.3%) and Engineering,

Manufacturing and Construction (11.4%). Indeed,

Health and Welfare, Education, Information and

Communication Technologies and Engineering,

Manufacturing and Construction also register the

highest gender imbalance in absolute numbers as well

as in the share of females and males enrolled in them.

Figure 6.11 and Table 6.12 illustrate graduates in

short courses by subject areas and gender. The

largest proportion of graduates in short courses have

Table 6.10 Graduates in Higher Education by subject area and gender

Females Males Total



Education 551 19.2% 204 9.0% 755 14.7%

Arts and Humanities 426 14.8% 280 12.3% 706 13.7%

Social Sciences, Journalism and Information 219 7.6% 129 5.7% 348 6.8%

Business, Administration and Law 797 27.8% 634 27.9% 1,431 27.9%


Information and Communication Technologies 93 3.2% 369 16.3% 462 9.0%

Engineering, Manufacturing and Construction 87 3.0% 258 11.4% 345 6.7%


Health and Welfare 484 16.9% 203 8.9% 687 13.4%

Services 57 2.0% 33 1.5% 90 1.8%

Total 2,869 100.0% 2,269 100.0% 5,138 100.0%


completed programmes in Business, Administration

and Law (29.7%) and Art and Humanities (29.2%)

and this is the case for both females and males. The

least number of graduates followed short courses in

Agriculture, Forestry, Fisheries and Veterinary (0.2%).

It is interesting to note that 19.1% of females, who

completed short courses during the academic year

2014/2015, followed programmes in Engineering,

Manufacturing and Construction. This high incidence

is related to craft and trade related programmes in the

manufacturing sector offered by the Employment and

Training Corporation.

6.6 graduates in further and higher education by district of residenceFigure 6.13 and Table 6.14 provide information about

the number of graduates in Further and Higher

Education by district of residence when compared to

the distribution of the population in Malta as recorded

by the National Statistics Office during the Census of

Population and Housing carried out in 2011 (NSO 2014).

In this regard, the grey bar reflects the distribution of

the total population, the diamond shape the share of

graduates from Further Education, the square the share

of graduates from Higher Education and the triangle

the share of graduates from Short courses in each of

the six districts.


Table 6.12 Graduates of short courses by subject area and gender

Females Males Total



Arts and Humanities 3,424 29.4% 2,207 28.8% 5,631 29.2%

Social Sciences, Journalism and Information 62 0.5% 19 0.2% 81 0.4%

Business, Administration and Law 2,689 23.1% 3,043 39.7% 5,732 29.7%


Information and Communication Technologies 714 6.1% 652 8.5% 1,366 7.1%

Engineering, Manufacturing and Construction 2,222 19.1% 821 10.7% 3,043 15.8%


Health and Welfare 1,094 9.4% 251 3.3% 1,345 7.0%

Services 795 6.8% 215 2.8% 1,010 5.2%

Total 11,639 100.0% 7,668 100.0% 19,307 100.0%


Figure 6.11 Graduates of short courses by subject area and gender


Gen

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pro

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0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

45.0%

Total Female Male

4.8%

4.5%0.5%

0.2%0.3%

9.4%

19.1%23.1%

39.7%

29.4%

28.8%

10.7%

6.1%

8.5%6.8%

3.3% 2.8%0.1%

0.9%


Figure 6.13 Graduates in Further and Higher Education by level of education and district of residence


0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

SouthernHarbour

16.6% 29.4% 15.1% 13.8% 15.1% 10.0%

NorthernHarbour

South Eastern


Total student population Further Higher Short course

Table 6.14 Graduates in Further and Higher Education by level of education and district of residence

Further Higher Short courses Total


Southern Harbour 1,214 15.9% 702 13.8% 2,589 18.0% 4,505 16.6%

Northern Harbour 2,356 30.8% 1,448 28.4% 4,172 29.0% 7,976 29.4%

South Eastern 1,059 13.9% 732 14.4% 2,303 16.0% 4,094 15.1%

Western 1,050 13.7% 892 17.5% 1,791 12.5% 3,733 13.8%

Northern 1,315 17.2% 844 16.5% 1,922 13.4% 4,081 15.1%

Gozo and Comino 643 8.4% 482 9.5% 1,596 11.1% 2,721 10.0%

Total 7,637 100.0% 5,100 100.0% 14,373 100.0% 27,110 100.0%



The data suggests that individuals from the Northern

Harbour and Northern region make up a slightly larger

share of the graduates in Further Education compared

to their share in the total population. That means

individuals from these districts are overrepresented

among graduates in Further Education.

It is interesting to note that the share of graduates from

Short courses from the Southern Harbour and South

Eastern region slightly exceeds their share among the

total population in Malta, suggesting that individuals

from these regions are enrolled more often in such

courses. In contrast, the share of graduates of Short

courses from the Western and Northern region is

slightly below their share among the total population

of Malta, suggesting that Short courses are less popular

among individuals from these districts.


Having an international study experience is deemed

to contribute to the holistic development of a person

in terms of intellectual, emotional, social, physical,

artistic, and creative potentials and intercultural

sensitivity, apart from enhancing the mobility and

employability of the workforce in Europe. With this

in mind, the European Union’s Erasmus programme

was established in 198717 in order to facilitate student

and staff exchanges and contribute to a European

dimension in Higher Education. With the same

reasoning, in 2009 the Ministers responsible for

Higher Education agreed at the Leuven/Louvain-

la-Neuve Bologna Ministerial Summit to increase

student mobility to 20% of those graduating in the

European Higher Education Area in 2020.18

International student mobility is a term which is

associated with students moving to another institution

outside their own country to study abroad. They may

do so either for a limited period of time as part of

the study programme in their home country, which

is also referred to as ‘credit mobility’, or undertake a

full degree abroad. Moreover, it is generally divided

into two groups, namely free-movers and programme

students. The former refers to students that travel

entirely on their own initiative, while the latter use

exchange programmes such as Erasmus, which forms

part of the Erasmus+ programme.19 Since its inception

in 1987, the Erasmus programme has supported more

than 3 million students in Europe to study abroad,

making it the most successful mobility programme

world-wide.20

17 EuropeanCommission2014:5.18 Leuven/Louvain-la-NeuveCommuniqué2009:4.19 seehttp://ec.europa.eu/programmes/erasmus-plus/index_

en.htmandhttps://eacea.ec.europa.eu/erasmus-plus_en20 EuropeanCommission2014:7.

international student mobility in further and higher education

C h a p t e r 7

This Chapter provides an overview of data on student

mobility from Malta supported through the Erasmus+

programme during the academic year 2014/2015. Thus,

the data is restricted to credit mobility and programme

students only. This student mobility programme can

comprise one or more of the following activities: a

study period abroad at a partner Higher Education

Institute (HEI), or a traineeship (work placement)

abroad in an enterprise or any other relevant

workplace.

7.1 student mobility by gender and mQf levelTable 7.1 shows that during the academic year

2014/2015 a total of 393 students have undertaken

a credit mobility period abroad during their studies

in Malta. Most of these students were enrolled in

programmes at MQF level 6 (64.6%) at their home

institution in Malta and were females (58%).

7.2 student mobility by type of mobilityAccording to Erasmus+, the study period abroad

must be part of the student’s study programme to

complete a qualification equivalent to MQF level

5, 6, 7 or 8. Traineeships abroad at a workplace are

also supported during studies at MQF level 5 to 7

and within one year after the student’s graduation.

For student in Vocational Education and Training, a

traineeship abroad of up to 12 months is open to both

apprentices and students in Vocational Education

and Training. These learners undertake a vocational

training placement in another country. Learners are

hosted either at a workplace (in an enterprise or other

relevant organisation) or at a Vocational Education or

Training provider (with periods of work-based learning

in an enterprise or other relevant organisation).21

21 Erasmus+ProgrammeGuide,Version2(2016)retrievedonlinefromhttp://eupa.org.mt/wp-content/uploads/2013/12/Erasmus+-Programme-Guide-07.01.16.pdf


Table 7.1 Student mobility abroad by MQF level and gender

MQF level

Females Males Total


MQF level 4 23 48% 25 52% 48 100%

MQF level 5 33 60% 22 40% 55 100%

MQF level 6 150 59% 104 41% 254 100%

MQF level 7 21 60% 14 40% 35 100%

MQF level 8 1 100% 0% 1 100%

Total 228 58% 165 42% 393 100%


Figure 7.2 and Table 7.3 show student credit mobility

in Malta by MQF level and type of mobility. During

2014/2015, 54% of mobile students undertook a study

period abroad and 46% a work placement. It is evident,

therefore, that work placements play an important role

in fostering student mobility. This can be explained by

Erasmus+ Key Action 1 for individual mobility which

promoted mobility for work placements as it aims to

enhance employability and improve career prospects.

When divided by MQF levels, almost all mobile students

at MQF level 4 and 5 are mobile for work placements

while those enrolled in programmes at MQF level 6 and

7 are more frequently mobile for study periods abroad.

Figure 7.2 Student mobility abroad by MQF level and type of mobility


0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

MQFLevel 4

0.0%

26.4% 26.9%

85.3%

2.8%

MQFLevel 5

MQFLevel 6

MQFLevel 7

MQFLevel 8

Total Study period Work placement

11.8%

0.5%5.5%

40.7%


This might be explained by the fact that those

students at MQF levels 4 and 5 are mostly students in

vocationally oriented programmes and, as stated at the

beginning of this section, Erasmus + primarily supports

work placements and apprenticeships for learners in

Vocational Education and Training.

Table 7.3 Student mobility abroad by MQF level and type of mobility

MQF level

Study period Work Placement Total


MQF level 4 0.0% 48 26.4% 48 12.2%

MQF level 5 6 2.8% 49 26.9% 55 14.0%

MQF level 6 180 85.3% 74 40.7% 254 64.6%

MQF level 7 25 11.8% 10 5.5% 35 8.9%

MQF level 8 0.0% 1 0.5% 1 0.3%

Total 211 100.0% 182 100.0% 393 100.0%


7.3 student mobility by duration of mobility periodFigure 7.4 and Table 7.5 indicate the average duration

in months of students’ mobility period abroad by MQF

level and type of student mobility. In this regard, the

grey bar indicates the average duration overall by MQF

Figure 7.4 Duration of student mobility abroad in months by MQF level and type of mobility (arithm. mean)


MQFLevel 4

MQFLevel 5

MQFLevel 6

MQFLevel 7

MQFLevel 8

Grandtotal

0.0%

0.5%

1.0%

1.5%

2.0%

2.5%

3.0%

3.5%

4.0%

4.5%

5.0%

Total average Study period average Work placement average

3.1%

3.1%

4.2%

4.5%

2.9%

4.4%

2.0%

4.4%

3.1%3.2%

3.4%

3.5% 4.0% 4.1% 2.0% 3.8%


Table 7.5 Duration of student mobility abroad in months by MQF level and type of mobility

(arithm. mean, min. and max)

MQF level


Average Min Max Average Min Max Average Min Max

MQF level 4 3.1 0.5 6.2 3.1 0.5 6.2

MQF level 5 4.2 3.2 9.2 3.4 2.0 6.0 3.5 2.0 9.2

MQF level 6 4.5 2.0 10.1 2.9 2.0 6.0 4.0 2.0 10.1

MQF level 7 4.4 3.3 6.0 3.2 2.0 8.8 4.1 2.0 8.8

MQF level 8 2.0 2.0 2.0 2.0 2.0 2.0

Total 4.4 2.0 10.1 3.1 0.5 8.8 3.8 0.5 10.1


Figure 7.6 Student mobility abroad by subject area and type of mobility


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0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%


3.3%

13.3%

20.4%

17.5%

12.6%

24.6%

7.1%

31.9%

14.2%

33%

4.3%

12.1%

0% 0.5% 0.5% 0.9%

1.4%

0%

2.2%

0%


level, while the diamond shape indicates the average

duration of students undertaking a study period

abroad and the square indicates the average duration of

students undertaking work placements abroad.

Students at all MQF levels tend to spend longer time

abroad for study periods (average 4.4 months) than for

work placements (average 3.1 months). This doesn’t

apply for MQF level 4 students who have only been

abroad for work placements. Moreover, mobility

periods appear to be longer, the higher the level of

qualification pursued, namely 3.1 months at MQF

level 4 and 4.1 months at MQF level 7. The maximum

duration a student spent abroad for a work placement

was 8.8 months and for a study period abroad 10.1

months.

7.4 student mobility by subject areaFigure 7.6 and Table 7.7 indicate the subject area

followed by those students, who undertook a mobility

period during the academic year 2014/2015. One can

notice that students from the different fields of study

are not equally mobile and rates differ by the type of

mobility undertaken. As can be seen above, the highest

shares of mobile students are studying Health and

Table 7.7 Student mobility abroad by subject area and type of mobility

MQF level



Education 7 3.3% 0.0% 7 1.8%

Arts and humanities 28 13.3% 22 12.1% 50 12.7%

Social sciences, journalism and information 43 20.4% 1 0.5% 44 11.2%

Business, administration and law 37 17.5% 1 0.5% 38 9.7%

Natural sciences, mathematics and statistics 2 0.9% 23 12.6% 25 6.4%

Information and Communication Technologies (ICTs) 3 1.4% 0.0% 3 0.8%

Engineering, manufacturing and construction 52 24.6% 13 7.1% 65 16.5%

Agriculture, forestry, fisheries and veterinary 0.0% 4 2.2% 4 1.0%

Health and welfare 30 14.2% 58 31.9% 88 22.4%

Services 9 4.3% 60 33.0% 69 17.6%

Total 211 100.0% 182 100.0% 393 100.0%


Welfare (22.4% of mobile students), Services (17.6%

of mobile students), and Engineering, Manufacturing

and Construction (16.5%). The share of mobile

students is negligible in Education, Information and

Communication Technologies and Agriculture.

As indicated in Chapter 4, the most popular

subject areas in Further Education are Generic

programmes, Arts and Humanities, Information

and Communication Technologies and Engineering,

Manufacturing and Construction while, as shown

in Chapter 5, in Higher Education the most popular

subject areas are Business, Administration and

Law, Health and Welfare, Arts and Humanities

and Education. Student mobility should, therefore,

mirror this distribution based on the assumption that

students are equally interested in studying abroad.

Therefore, any deviations from this distribution might

indicate obstacles to undertaking a mobility period

abroad. Thus, the low participation in student mobility

of students from Business, Administration and Law,

as well as from Information and Communication

Technologies, might suggest particular obstacles

for students from these subject areas to undertake

mobility periods abroad.


However, it is also interesting to look into the type of

mobility undertaken by students as this might give

insights into the incidence of work-based learning in

particular fields of study. Moreover, work placements

are generally undertaken during semester breaks,

while student mobility is carried out during the

semester, it might also indicate that for certain fields

of study student mobility is more suitable at particular

times of the academic year. Indeed, when comparing

the types of mobility across subject areas, study

periods abroad are most common among students in

Social Sciences, Journalism and Information (20.4%),

Engineering, Manufacturing and Construction (24.6%),

and Business, Administration and Law (17.5%). Students

in Services (33.0%), Health and Welfare (31.9%) and

Natural sciences, mathematics and statistics (12.6%) are

most often mobile for work placements abroad.

7.5 student mobility by host countryThe most popular host countries for credit mobility

students from Malta during the academic year

2014/2015 are by far the United Kingdom (33%)

and Italy (16.3%). This corresponds to data collected

in 2013/2104 and may be linked both to the

language competences in English and Italian of

Maltese students and to the historical, cultural, and

geographical proximity of Malta with these two

countries.

However, while these two countries are

particularly popular for students studying abroad,

for work placements, Ireland (11% of students

mobile for work placements) and Poland (9.3%

of them) seem to be even more popular as host

countries than Italy (8.8% of them).

Figure 7.8 Student mobility abroad by host country and type of mobility


United Kingdom

Italy Ireland Spain Belgium Poland France Czech Republic

Germany Denmark Other countries

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

45.0%


39%

28%

8.8%

22.7%

11.4%

11%

3.3%

7.7%6%

4.7%

1.4%

9.3%

4.7%

2.7% 1.1%

3.8%

2.8% 0%

3.8%

10.4%

11.4%

5.7%


Table 7.9 Student mobility abroad by host country and type of mobility

MQF level



United Kingdom 59 28.0% 71 39.0% 130 33.1%

Italy 48 22.7% 16 8.8% 64 16.3%

Ireland 24 11.4% 20 11.0% 44 11.2%

Spain 7 3.3% 14 7.7% 21 5.3%

Belgium 10 4.7% 11 6.0% 21 5.3%

Poland 3 1.4% 17 9.3% 20 5.1%

France 10 4.7% 5 2.7% 15 3.8%

Czech Republic 12 5.7% 2 1.1% 14 3.6%

Germany 6 2.8% 7 3.8% 13 3.3%

Denmark 8 3.8% 0.0% 8 2.0%

Other countries 24 11.4% 19 10.4% 43 10.9%

Total 211 100.0% 182 100.0% 393 100.0%



Ball, Stephen (2008): The Education Debate. Bristol.

2008.

Bell, David N. F./ Blanchflower, David G. (2011b): Young

people and the Great Recession. In: Discussion paper

series Forschungsinstitut zur Zukunft der Arbeit,

No. 5674, April 2011, Available online at: http://nbn-

resolving.de/urn:nbn:de:101:1-201105173104, last

accessed 31st October 2014.

Bell, David N.F. / Blanchflower, David G. (2011a): Youth

unemployment in Europe and the United States. In:

Calmfors, Lars / Holmlund, Bertil (Ed.) (2011): Labour

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ECTS European Credit Transfer and

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ECVET European Credit System for Vocational

Education and Training

EQF European Qualifications Framework

ESL Early School Leaver

ET 2020 Education and Training 2020

EU European Union

EUC Erasmus University Charter

EUPA European Union Programmes Agency

ICT Information and Communications

Technology

ISCED International Standard Classification of

Education

ITS Institute of Tourism Studies

MEDE Ministry of Education and Employment

MQF Malta Qualifications Framework

NCFHE National Commission for Further and

Higher Education

NSO National Statistics Office

OECD Organisation for Economic Co-operation

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PhD Doctor of Philosophy

SL Subsidiary Legislation

SEC Secondary Education Certificate

UNESCO United Nations Educational, Scientific and

Cultural Organisation

VET Vocational Education and Training

list of acronyms


Institution classification and definitionsField Name Description

Ownership Public: if state run

Private: if non-state run

Funding State: if public and state funded

Dependent: if private and state funded

Independent: if private and non-state funded

Programme/Course classification and definitionsField name Description

Course Name Name of the programme of study as it will appear on the qualification certificate.

Duration (Months) The duration of the programme of study measured in months, excluding vacation

periods.

Field of Study Programmes are classified into 8 Fields of Study as classified by ISCED 2013, namely:

00. Generic programmes and qualifications

01. Education

02. Arts and Humanities

03. Social sciences, Journalism and Information

04. Business, Administration and Law

05. Natural Sciences, Mathematics and Statistics

06. Information and Communication Technologies (ICTs)

07. Engineering, Manufacturing and Construction

08. Agriculture, Forestry, Fisheries and Veterinary

09. Health and Welfare

10. Services

99. Field unknown

Course Type Vocational: If education is work oriented and includes a large element of training.

Vocational education and training (VET) refers to that type of education and

training which is related to a trade and which is closely related to the world of

work. Vocational education is defined as: Education that is designed for learners to

acquire the knowledge, skills and competencies specific to a particular occupation or

trade or class of occupations or trades. Vocational education may have work-based

components (e.g. apprenticeships). Successful completion of such programmes leads

to labour-market relevant vocational qualifications acknowledged as occupationally-

oriented by the relevant national authorities and/or the labour market.22 Under the

Copenhagen Process, vocational education and training programmes are allocated

ECVET credit points.

Academic: If education is more research-based and theory-based referring to

the conventional type of education such as that provided by Universities, and is

equivalent to levels 1-8 of the Malta Qualifications Framework. Higher Education

programmes fall under the ECTS European Credit System under the Bologna Process.


Time Basis A Full-time programme refers to a programme of study that leads to a full

qualification under one of the levels of the MQF. Based on the national accreditation

system, a full-time programme at MQF level 1 must satisfy a minimum of 40 credits

per year (ECTS/ECVET) with a minimum of 1000 hours of total learning per year.

Full-time programmes at MQF levels 2-7 must satisfy a minimum of 60 credits per

year (ECTS/ECVET) with a minimum of 1500 hours of total learning per year. Based

on the Bologna Process, no ECTS have been assigned to level 8 of the EQF/MQF.23

A Part-time programme also refers to a programme of study that leads to a full

qualification under one of the levels of the MQF. However, this generally refers

to programmes of study that are 0.5 equivalent to full-time programmes in terms

of the amount of content covered per year. Consequently, based on the national

accreditation system, a part-time programme at MQF level 1 must satisfy a minimum

of 20 credits per year (ECTS/ECVET) with a minimum of 500 hours of total learning

per year. Part-time programmes at MQF levels 2-7 must satisfy a minimum of 30

credits per year (ECTS/ECVET) with a minimum of 750 hours of total learning per

year.24

A Short Course/programme of study does not lead to a full qualification. However,

an award is conferred if, based on the national accreditation system a short course

under a level of the MQF satisfies a minimum of 4 credits (ECTS/ECVET) and

consequently, with a minimum of 100 hours of total learning and less than 1000

hours of total learning if at MQF level 1, and less than 1500 hours of total learning if

at MQF levels 2-7.25

Programme

Accreditation

Level

Further: ‘Further Education’ means all non-compulsory formal, non-formal and

informal learning which serves to obtain a national qualification classified up to and

including level 4 of the Malta Qualifications Framework, or a foreign qualification

at a comparable level.26 Thus, referring to the provision of ‘Further Education

programmes’ and not ‘Higher Education programmes’ (i.e. at MQF levels 1 - 4).

Higher: ‘Higher Education’ means all non-compulsory formal, non-formal and

informal learning or research which serves to obtain a national qualification classified

at level 5 of the Malta Qualifications Framework or higher, or a foreign qualification

at a comparable level.27 Thus, referring to the provision of ‘Higher Education

programmes’ and not ‘Further Education programmes’ (i.e. at MQF levels 5 - 8).

22 UNESCO2012:81.23 MQC2012:72,73,13424 Ibid.25 Ibid.26 LawsofMalta.,EducationAct,Chapter327,Article6327 Ibid.