Ministry of Education, Employment and the Family · important circulars might be issued whilst others become obsolete or superseded. Used wisely this booklet will accompany school

Standard Operating Procedures-Education Directorates 1

Ministry of Education, Employment

and the Family

Human Resources Development Department Directorate for Educational Services

Standard Operating Procedure: DES-HRDD001-09

March 2010

Human Resources Department Directorate for Educational Services,

Great Siege Road, Floriana VLT2000, Malta

Freephone: (356) 1571

(356) 8007 2330 (356) 2598 2463

Fax: (356) 2590 3331 e-mail: [email protected]

[email protected]


Foreword

This updated manual is being sent to all schools with the intention of providing a handy

reference to School Administrators.

It has been compiled carefully and all new or updated information has been included. The

idea behind such a publication is not original and has been inspired by efforts that have

already been carried out at school level. It must be pointed out immediately therefore that

it is not the intention of this manual to compete with but to support such initiatives.

It is important that this manual becomes a working document and is consulted whenever the

school administration feels the need to clarify or to check standing orders and procedures.

For this purpose it is being proposed that each school is to keep both hard and soft copies of

this document available in the office for use by the school administration and in the library

for the school staff. This is a working manual for consultation and not to be locked for safe

keeping.

It will be the responsibility of each school to have the latest version available as new

important circulars might be issued whilst others become obsolete or superseded.

Used wisely this booklet will accompany school administrators in following procedures for

the better administration of our schools and spur on the desired leap in quality in the

administrators themselves.

Alfred Mallia Director Human Resources Development Department March 2010


Contents

Foreword ........................................................................................ 2

Contents ......................................................................................... 3

Abbreviations ................................................................................... 8

1. Document Control Information .......................................................... 9

1.1 Document Reference......................................................................... 9 1.2 Document Type ............................................................................... 9 1.3 Security Classification ....................................................................... 9 1.4 Synopsis ........................................................................................ 9 1.5 Document control............................................................................. 9 1.6 Authorisation .................................................................................. 9 1.7 Modification history .......................................................................... 9 1.8 Next Update ................................................................................... 9

2. Education Philosophy .....................................................................10

2.1 Education Philosophy........................................................................10 2.2 Who are our Customers? ....................................................................10

2.2.1 External Customers ............................................................................... 10 2.2.2 Internal Customers................................................................................ 10

2.3 Customer Needs..............................................................................10 2.3.1 Customer Rights ................................................................................... 11 2.3.2 Parents’ Responsibilities......................................................................... 11

2.4 Service Objective Outcomes ...............................................................11 2.4.1 Objectives of DES.................................................................................. 11 2.4.2 Objectives of DQSE................................................................................ 13 2.4.3 Common Objectives of both Directorates ................................................... 14 2.4.4 Objectives of Colleges............................................................................ 14

2.5 Values of Colleges ...........................................................................15 2.6 Quality Management ........................................................................16 2.7 Ministry Organisation Structure............................................................16 2.8. Stakeholders..................................................................................16

3. Generic Procedures .......................................................................18

3.1 Procedures for Teaching and non-Teaching staff .......................................18 3.1.1 Working Hours ..................................................................................... 18 3.1.1.1 Full-time employees ...............................................................................18 3.1.1.2 Part-time Clerks ....................................................................................19 3.1.2 Vacation Leave..................................................................................... 20 3.1.2.1 Vacation Leave for non-teaching staff ..........................................................20 3.1.2.2 Vacation Leave for teaching staff................................................................20 3.1.2.3 Donation of Vacation Leave for Humanitarian Reasons .......................................21 3.1.3 Sick Leave........................................................................................... 21 3.1.3.1 Notification of absence............................................................................21 3.1.3.2 Verification of Sick Leave .........................................................................22 3.1.3.3 Sick Leave abroad ..................................................................................23 3.1.4 Special Leave approved by MPO – Cultural Leave ........................................... 23 3.1.5 Special Paid Leave approved by the Head of Department................................. 23 3.1.5.1 Maternity Leave ....................................................................................23 3.1.5.2 Pre-Retirement Leave .............................................................................24 3.1.5.3 Adoption Leave .....................................................................................25 3.1.5.4 Injury Leave.........................................................................................25 3.1.5.5 Bereavement Leave ................................................................................25 3.1.5.6 Marriage Leave .....................................................................................26 3.1.5.7 Paternity Leave.....................................................................................26


3.1.5.8 Quarantine Leave ..................................................................................26 3.1.5.9 Jury Leave...........................................................................................26 3.1.5.10 Sports Activities Abroad ...................................................................................26 3.1.6 School Year and Holidays for Teaching Grades, Kindergarten Assistant (KGA) and Learning Support Assistant (LSA) Grades ............................................................... 26 3.1.7 Special Unpaid leave approved by MPO ....................................................... 28 3.1.7.1 General Provisions..................................................................................28 3.1.7.2 Statutory posts in the central Executive of political Parties .................................28 3.1.7.3 Leave to try an alternative employment........................................................28 3.1.8 Special Unpaid leave approved by the respective Director ............................... 28 3.1.8.1 General Provisions..................................................................................28 3.1.8.2 Special unpaid leave to new recruits ............................................................28 3.1.8.3 Leave for thirty days...............................................................................29 3.1.8.4 Parental Leave......................................................................................29 3.1.8.5 Responsibility Leave ...............................................................................30 3.1.8.6 Leave to settle in a foreign country .............................................................30 3.1.8.7 Leave for fishing and agricultural purposes ....................................................30 3.1.8.8 Vocational Leave ...................................................................................30 3.1.8.9 Leave to foster children...........................................................................31 3.1.8.10 Leave to accompany spouse on Government-sponsored courses or assignments..........31 3.1.8.11 Missionary / Voluntary Service ...................................................................31 3.1.8.12 Study Leave .........................................................................................31 3.1.9 Officers on reduced hours ....................................................................... 31 3.1.10 Teleworking ........................................................................................ 34 3.1.11 Regulations on Smoking in Public Places, 2003 .............................................. 34 3.1.12 Sexual Harassment at the Place of Work ..................................................... 34 3.1.13 Private Work by Public Officers ................................................................ 35 3.1.14 Written references made by Public Officers ................................................. 36 3.1.15 Recruitment Opportunities with Institutions of the European Union ................... 36 3.1.16 Procedure for New Recruits ..................................................................... 37 3.1.16.1 Generic Procedures for New Recruits ...................................................................37 3.1.16.2 Procedure for LSAs ........................................................................................37 3.1.16.3 Procedure for Engagement of Contract Employees...................................................38 3.1.17 Disciplinary Regulations for the Public Service.............................................. 39 3.1.18 Delegation of Authority to extend or terminate the probationary period ............. 40 3.1.19 Returns for extra days worked during the school holidays .............................. 41 3.1.20 Declaration re weekly number of working hours and days of work ..................... 41 3.1.21 Staff Data. .......................................................................................... 41

3.2 Procedures for the Management of Colleges and Schools .............................41 3.2.1 Use of Mobile Phones ............................................................................. 41 3.2.2 Overseas Visit ...................................................................................... 42 3.2.3 Money Collections in Schools.................................................................... 43 3.2.4 Dress Code.......................................................................................... 43 3.2.5 Deregistration of VAT No. 1333 - 6811 ........................................................ 44 3.2.6 Sale of Items in Schools .......................................................................... 44 3.2.6.1 Sale of Items in Schools ...........................................................................44 3.2.6.2 Photocopying Service ..............................................................................44 3.2.7 Psychological Support for Teachers............................................................ 45 3.2.8 Inclusive Education – Statementing Moderating - Panel’s Recommendations............ 45 3.2.9 Lesson Planning for Special Needs Students.................................................. 46 3.2.10 Foreign Students attending State Schools ................................................... 46 3.2.11 Medical Certificates .............................................................................. 47 3.2.12 Mid-day Break Supervision....................................................................... 48 3.2.13 School Transport.................................................................................. 48 3.2.13.1 Generic Procedure .........................................................................................48 3.2.13.2 End of the Month Report .................................................................................48 3.2.13.3 Transport Supervision.....................................................................................49 3.2.14 Emergency Works in State Schools ............................................................. 49 3.2.15 School Councils’ Annual Financial Statement................................................ 50 3.2.16 Handing Over Finances and Accounts of Schools: ........................................... 50 3.2.17 School Textbooks .................................................................................. 51 3.2.18 Purchase of Fiction Books by Schools .......................................................... 52 3.2.19 School Library Development .................................................................... 52 3.2.20 Regulations Governing the Opening of School Libraries ................................... 52 3.2.21 Teachers who are 57 years of age or over and eligible for a reduced load ............ 52


3.2.21.1 General Guidelines.........................................................................................53 3.2.21.2 Arrangements in the Secondary Sector .................................................................53 3.2.21.3 Arrangements in the Primary Sector....................................................................53 3.2.22 New Teachers ...................................................................................... 54 3.2.23 Guide to Annual Classification Exercise for Primary and Secondary Schools.......... 54 3.2.24 Procedure for Illness at Schools................................................................ 59 3.2.24.1 Influwenza A(H1N1) Virus .................................................................................59 3.2.25 Seniority of Teachers .............................................................................. 61 3.2.26 Transfers of Teachers.............................................................................. 61 3.2.27 Calls for Specialisation Posts................................................................... 61 3.2.28 Salary Slips ......................................................................................... 61 3.2.29 Registration of Students within a School .................................................... 61 3.2.30 Transfers of Students from one College to another ......................................... 62 3.2.31 Requests from Sports Organisations ............................................................ 62 3.2.32 Subject Teachers Associations ................................................................... 62 3.2.33 Library Week ........................................................................................ 62 3.2.34 World Book Day ..................................................................................... 63 3.2.35 School Librarian and School Library Award for Secondary Schools....................... 63 3.2.36 School Bags ......................................................................................... 64 3.2.37 Emergency Cases (to be developed in case of suicide) ..................................... 65 3.2.38 Participation in PE lessons....................................................................... 65 3.2.39 School Outings...................................................................................... 66 3.2.40 Requests from Sports Organisations ........................................................... 66 3.2.41 Kindergarten Entries .............................................................................. 66 3.2.42 Guidelines on the Work and Administration of School Councils .......................... 66 3.2.43 Distribution of Examination Papers and forwarding of Half-Yearly Examination Papers to the Educational Assessment Unit. .................................................................... 72 3.2.44 Signatures of officials ............................................................................. 73 3.2.45 Attendance Sheets ................................................................................. 73

4. Technology and Services.................................................................75

4.1 Technology at Schools...........................................................................75 4.1.1 The use of STS ........................................................................................ 75 4.1.2 The use of Other Software ......................................................................... 75 4.1.3 The use of Website................................................................................ 75 4.1.4 The use of e-mail.................................................................................. 75

4.2 Maintenance and Troubleshooting of Computer and Telephone systems................76 4.2.1 IT Equipment.......................................................................................... 76

5. Code of Practice ...........................................................................78

5.1 Administrative Procedure – Both for Teaching and Non-Teaching Staff .................78 5.2 Teachers’ Regulations and Code of Ethics ...................................................81 5.3 Confidentiality and Data Protection ..........................................................83

5.3.1 Data Protection Policy adopted for Education Directorates .............................................83 5.3.2 Access to Personal Data .......................................................................................85 5.3.3 Disclosure of personal data for audit and investigative purposes .......................................86 5.3.4 Data Protection regarding School Records ...................................................... 87

5.4 Health and Safety Policy........................................................................87

6 Job Descriptions ............................................................................89

6.1 Duties of Teaching Staff ........................................................................89 6.1.1 College Principal ..................................................................................... 89 6.1.2 College Administrators.............................................................................. 90 6.1.3 College Precincts Officers .......................................................................... 91 6.1.4 Principal Education Officer and Education Officer ........................................... 93 6.1.5 Head of School/Resource Centre.................................................................. 93 6.1.6 Assistant Head of School ........................................................................... 95 6.1.7 Head of Department (Subject / Group of Subjects) ........................................... 96 6.1.8 Head of Department (Primary) .................................................................... 96 6.1.9 Head of Department (Early years) ................................................................ 97 6.1.10 College Prefect of Discipline ..................................................................... 97 6.1.11 Task Officer ......................................................................................... 98


6.1.12 Career Advisor ...................................................................................... 98 6.1.13 College Career Advisor ............................................................................ 99 6.1.14. School Counsellor.................................................................................. 99 6.1.15 Counsellor.......................................................................................... 100 6.1.16 College Counsellor ............................................................................... 101 6.1.17 Inclusive Education Coordinator (INCO) ...................................................... 101 6.1.18 Resource Centre Teachers ...................................................................... 102 6.1.19 Learning Support Zone and Learning Support Centre Teachers.......................... 103 6.1.20 Teacher (including Temporary/Supply Teacher)............................................ 103 6.1.21 Form Teacher...................................................................................... 106 6.1.22 Health and Safety Teacher in the Secondary School....................................... 107 6.1.23 Health and Safety Teacherin the Primary School........................................... 107 6.1.24 Guidance Teacher ................................................................................ 108 6.1.25 Teacher-Librarian ................................................................................ 108 6.1.26 Peripatetic Service for Complementary Education in the Primary Sector ............. 109 6.1.27 Support Teacher .................................................................................. 109 6.1.28 Learning Support Assistant ..................................................................... 110 6.1.29 Early Childhood Education and Care Teacher ............................................... 111 6.1.30 Kindergarten Assistant .......................................................................... 111

6.2 Duties of non-teaching staff.................................................................. 113 6.2.1 Assistant Director .................................................................................. 113 6.2.2 Service Manager .................................................................................... 114 6.3.3 Senior Assistant Librarian ........................................................................ 114 6.2.4 Principal (Public Service Grade)................................................................. 114 6.2.5 Assistant Principal (Public Service Grade) .................................................... 115 6.2.6 Executive Officer .................................................................................. 115 6.2.7 Senior Clerk ......................................................................................... 115 6.2.8 Senior Messenger................................................................................... 116 6.2.9 Clerk.................................................................................................. 116 6.2.10 Supervisor.......................................................................................... 116 6.2.11 School Secretary .................................................................................. 116 6.2.12 Messenger .......................................................................................... 116 6.2.13 Operational Support Worker ................................................................... 117 6.2.14 General Hand...................................................................................... 117 6.2.15 Watchman.......................................................................................... 117 6.2.16 Tradesman/Senior Welder/Burner ............................................................ 118 6.2.17 Tradesman/Senior Tradesman Blacksmith ................................................ 118 6.2.18 Tradesman/Senior Tradesman Carpenter ................................................. 118 6.2.19 Tradesman/Senior Tradesman Fitter – Auto Mechanical .............................. 118 6.2.20 Tradesman Plumbers............................................................................. 118 6.2.21 Tradesman Junior Draughtsman- Civil Works ............................................... 119 6.2.22 Tradesman Gardener............................................................................. 119

7. Statistics................................................................................... 120

8. Training ................................................................................... 121

8.1 Induction Training Programme for New Recruits.......................................... 121 8.1.1 Induction Training Programme for Non-Teaching Staff ..................................... 121 8.1.2 Induction Training Programme for Teaching Staff........................................... 121

8.2 Induction Training Programme for Promoted Officers.................................... 121 8.2.1 Induction Training Programme for Promoted Non-Teaching Staff ........................ 121 8.2.2 Induction Training Programme for Promoted Teaching Staff.............................. 121

8.3 Continuous Professional Development ...................................................... 121 8.3.1 InService Training for Teachers ................................................................. 121 8.3.2 Other Training...................................................................................... 121

Appendices................................................................................... 123

Appendix 1 – Application Form for the Filling of Posts/Positions in the Public Service .. 123 Appendix 2 - Europass Information Malta ....................................................... 125 Appendix 3 – European CV......................................................................... 126 Appendix 4 – Mid-Day Break Supervision ........................................................ 128 Appendix 5 – School Transport Report........................................................... 129


Appendix 6 – Income and Expenditure Account School Council Fund ....................... 130 Appendix 7 – Referral for Staff and Psychological Support ................................... 132 Appendix 8 – Foreign Students attending State Schools ...................................... 133 Appendix 9 – Specimen Letter for Parents of Foreign Students.............................. 134 Appendix 10 - Data Protection Consent Forms ................................................. 135 Appendix 11 – Leave Forms ....................................................................... 139 Appendix 12 – Background Information about the Data Protection Act, Ombudsman Act, Internal Audit and Financial Act and Inquiries Act ............................................ 148 Appendix 13 – Form for Research in State Schools and in non-State Schools .............. 150 Appendix 14 - Teleworking........................................................................ 162 Appendix 15 – Data Protection Controllers ..................................................... 178 Appendix 16 – List of Social Security Area Offices............................................. 179 Appendix 17 – List of Subject Teachers Associations .......................................... 180 Appendix 18 – School Library Services........................................................... 181 Appendix 19 – School Attendance Certificate .................................................. 182 Appendix 20 – Awards Form....................................................................... 183 Appendix 21 – Parental Consent .................................................................. 184 Appendix 22 – Medical Form ...................................................................... 185 Appendix 23 – Template Letter – Accumulation of Vacation Leave ......................... 186 Appendix 24 – Template of Report for Tender Boards ........................................ 187 Appendix 25 – Returns for extra days worked during School Holidays ...................... 189 Appendix 26 – Declaration re weekly number of working hours and days of work........ 190 Appendix 27 - Acceptance Form.................................................................. 191 Appendix 28 - Commencement Form ............................................................ 192 Appendix 29 - Administrative Report for Council Meetings................................... 193 Appendix 30 – Duty Visits Abroad Report Form................................................. 196 Appendix 31 – Duty Visits Abroad ................................................................ 198 Appendix 32 – Discrepancy stock-taking report ................................................ 199 Appendix 32 – Discrepancy stock-taking report ................................................ 200 Appendix 33 – Predictions re: Intake of Kinder 1 Children for February ................... 201


Abbreviations

The meanings of the specific terms and abbreviations/acronyms used in this manual are as follows:

ACD Automatic Call Distribution

ACR Advanced Call Routing

Address The address whereby a person lives

CCO Customer Care Officer

CCC Child Care Centre

CTI Computer Telephony Integration

CPD Civil Protection Department

CTP Council for the Teaching Profession

DES Directorate General for Educational Services

DFA Department of Finance and Administration

DPA Data Protection Act

DQSE Directorate General for Quality Service of Education

DCMeL Department for Curriculum Management and eLearning

DCS Department of Corporate Services

DPD Department for Planning and Development

ECEC Early Childhood Education and Care Teacher

HA Housing Authority

IEN Individual Educational Needs

ITP Individual Transition Programme

HoD Head of Department

IVR Interactive Voice Response System

KGA Kindergarten Assistant

Log in Supervisor connection to the CCS.

Logout Supervisor disconnection from the CCS.

Log on Agent connected to a processing group.

Log off Agent disconnected from a processing group.

LSA Learning Support Assistant

LSC Learning Support Centre

LSZ Learning Support Zone

MEDC Ministry for Education, Culture, Youth and Sport.

MSOC Ministry for Social Policy

MITC Ministry for Information, Transport and Communication

MSP Monitoring Sampling Period (supervisor observation period).

OPS Operations Department

PG Processing Group.

PSMC Public Service Management Code

SDP Staff Development Programme

SIS School Information System Training Centre

SLS School Library Services

SMT Senior Management Team

SOPs Standard Operating Procedures

SSO Staff Support Officer

STS Schools Teachers Students database

TAP Traffic Sampling Period (TSP)

WR Waiting Room.

WQ Waiting Queue.


1. Document Control Information

1.1 Document Reference

Circular No: DES - DQSE – DCS - Standard Operating Procedure: DES-ESS001-09

1.2 Document Type

Word 2003

1.3 Security Classification

Not Confidential

1.4 Synopsis

This document describes the main Standard Operating Procedures for the better administration of Colleges and Schools. It will be updated on a regular basis in order that circulars that will be issued will be incorporated in the newer versions.

1.5 Document control

Author/s Section Change controller

Alfred Mallia George Borg Paul S Attard Andre` Vassallo Grant

HRDD DSS DSRM DCS

Jesmond Friggieri

1.6 Authorisation

Issuing authority Approval authority

Alfred Mallia Director HRD

Micheline Sciberras Director General - DES

Grace Grima Director General - DQSE

1.7 Modification history

Version Date Comments

DRAFT 14/07/09 ver 1.1_09 15/07/09 Ver 1.2_09 31/12/09 Ver 1.3_10 28/02/10

1.8 Next Update

Version Date Comments

Ver 1.4_10 15/07/10


2. Education Philosophy

2.1 Education Philosophy

The Maltese compulsory1 education system is led by two main Directorates established by the

Education Act (Cap 327) in the Laws of Malta. The Directorate for Educational Services (DES) and the

Directorate for Quality and Standards in Education (DQSE) together establish the parameters of the

Maltese Education System on two levels:

1. the services offered through the College System backed up a strong administrative structure; and

2. the benchmarks by which compulsory education should be given as stipulated from time to time

by the DQSE. Such benchmarks apply also for non-state schools.

Mission Statement of the DES

The DES is:

“to ensure the effective and efficient operation and delivery of services to the Colleges and State

schools within an established framework of decentralisation and autonomy.”2

Mission Statement of the DQSE

The DQSE is

“to regulate, establish, monitor and assure standards and quality in the programmes and

educational services provided by schools, whether State schools or not.”3

2.2 Who are our Customers?

2.2.1 External Customers

Students, their parents and the extended family

Church and Private Educational Institutions

Local Councils

Other ministries and government entities

Representatives of the unions representing the workers

Media

2.2.2 Internal Customers

All the staff within the sections of the Directorates of the Ministry for Education, Culture, Youth

and Sports

School Councils

Foundation for Educational Services

Foundation for Tomorrow Schools

2.3 Customer Needs

To feel ‘in charge’: Customers want to feel that they are in control of a situation when they are

dealing with you. They need to feel that they are not being manipulated and that they are

getting to where they want to get.

Respect: Everybody wants to feel good about himself. People like to feel good about themselves.

They like to feel they have done the right thing, and they should reinforce this view of

themselves.

Fairness: People do not necessarily expect special treatment, but they do expect to be treated

as well as everyone else. Nobody likes to feel that s/he has been taken advantage of in any way.

1 Laws of Malta, Education Act, Cap 327. 2 Ibid., art 10. 3 Ibid., art 9.


Friendliness: Customers want to feel good about those they have dealings with. They want to

have confidence in them, and to be made to feel welcome.

Knowledge: Customers want to know what is happening so that they can make sense of what is

going on. They will respect your expertise, but will not want to be treated as idiots!

Confidence: Customers need to feel that the people and organizations they deal with are

trustworthy and will keep their promises.

Recognition: Customers need to feel that their needs are recognized. They need to feel they are

listened to, asked non-invasive questions for clarifications and shown that they are being dealt

with them in a personalised manner.

2.3.1 Customer Rights

You have the right to:

access our services and request information in a manner that meets your needs;

access to personal information shall be given only subject to identification and third parties will

be given personal information only subject to power of attorney and ID Card of the person

concerned;

expect the standards outlined in our Quality Management Philosophy;

privacy and confidentiality;

make suggestions to better the services provided by the education authorities;

lodge complaints if you feel that the service offered to you was not up to the expected standard.

Customers are encouraged to do their share:

You can help us give you a better quality service by:

being courteous, respectful and cooperative with the staff;

explaining the nature of the query clearly;

providing us with accurate and up to date information;

providing us with the relevant information and documentation, including the Identity Card,

whenever requested;

identifying oneself and providing the staff with the correct contact information if customers wish

to receive feedback;

making suggestions on any improvements that we should consider to the services we offer.

2. It is the right of every parent of a minor4 to give his/her decision with regard to any matter

concerning the education which the minor is to receive.5

2.3.2 Parents’ Responsibilities

Parents’ duties

It is the duty of every parent of a child under 18 years of age:

(a) to register him/her in a school for the first scholastic year starting when s/he is of a compulsory

school age;

(b) to monitor that their children attend school up to the end of the scholastic year during which

s/he finishes her/his Secondary schooling; and

(c) to monitor that attendance is regular on each scholastic day, unless the child has a good and

sufficient cause to be absent from school. 6

2.4 Service Objective Outcomes

2.4.1 Objectives of DES

The function of the DES will be constant collaboration with the Colleges and schools, to plan, provide

and allocate the resources, human and otherwise, services, and learning tools, both of a pedagogical,

psychosocial, managerial and operative nature and other ancillary support tools, as required in the

4 Definition of minor: all those persons who are under 18 years of age. 5 Ibid., art 5 & 6. 6 Ibid., art 5 & 6.


State Colleges, schools and educational institutions, and to encourage and facilitate their networking

and cooperation.

This Directorate will:

(a) in conjunction with the Colleges and schools, plan, monitor and ensure the operation of Colleges

and schools and shall strongly support the fulfilment of the functions and the targets of the

Directorate for Quality and Standards in Education as provided for in this Act, giving priority to

both services and support that ensure the development of students’ potential and skills, the

implementation of the National Curriculum Framework, and the development of the identity and

the ethos of the Colleges;

(b) ensure the development of the building, the modernisation and the regular maintenance of

schools and educational facilities, and ensure effective systems of capital projects management

and maintenance in school buildings;

(c) allocate to the Colleges and to the schools such buildings, including sports facilities, educational

and cultural spaces, furniture, equipment, technology, science, communications and information

technology laboratories, and other tools, which would be needed with an aim of making the best

use of them as teaching and learning tools;

(d) within the limits of that which is possible to place students in schools according to their needs

and potential;

(e) anticipate the needs of professional staff, including teachers and other human resources, and

collaborate with the Directorate for Quality and Standards in Education, with the University of

Malta, with the Malta College of Arts, Science and Technology, and with other institutions, public

and private, in order to ensure the training and development of teaching and non-teaching

personnel according to their needs;

(f) in conjunction with the Colleges, to ensure the engagement of the professional, administrative

and support personnel in the light of the students’ needs and of the particular programmes of

each school;

(g) promote, encourage and monitor the democratic governance of schools through School Councils

with the active participation of parents, teachers and students;

(h) promote, support, coordinate and ensure lifelong learning services and initiatives, including

educational and cultural initiatives within the community, eLearning and distance learning, adult

education, evening classes and other initiatives relating to complementary education and

services for persons having specific learning difficulties;

(i) support and encourage schools and Colleges in the promotion of school library services, sports,

drama, music and creative and cultural activities within schools;

(j) promote and procure educational and cultural programmes within the context of lifelong learning

with all available means of mass communications, including distance learning;

(k) in collaboration with the Colleges, ensure the provision of effective services of counsellors, social

workers, psychologists and other professional persons according to the needs of students and

their families;

(l) in conjunction with Colleges and schools, provide the resources required for inclusive and special

educational programmes and for other schemes related to individual educational needs;

(m) ensure the supply and the coordination of vocational and career guidance services, including the

implementation of programmes aimed at achieving improved school-workplace correlation and

assist in the transition stages, including those from school to work;

(n) ensure the provision of services required to deal effectively with issues of good conduct and

discipline, of child abuse, of bullying and of drug abuse;

(o) promote the physical and mental health of students through health information and promotion,

medical screening services and healthy life-style programmes;

(p) ensure the provision of programmes, services and human resources required for a safe and secure

environment in schools, for students, teachers and any person who are in the school, the

provision of a school transport service which may be required for the students;


(q) support the Colleges in the organization of special initiatives and projects, including those after

school hours;

(r) in the course of the preparation of the business plan of the Directorate, consider and discuss the

Development Plans of Colleges and schools, facilitate formal budgeting of the Colleges, allocate

the necessary finances within the limits of government’s general estimates, and ensure that the

allocated funds are being used to finance pre-identified priorities;

(s) be ultimately responsible to ensure the necessary compliance by Colleges and schools with the

government financial and audit policies, procedures and regulations;

(t) communicate the framework and the guidelines as approved by the Minister concerning the

working conditions of the personnel employed by Colleges and schools and keep the necessary

information, records and documentation of such personnel and of financial transactions,

including those relating to the payment of salaries;

(u) administer State aid to Non-State schools;

(v) ensure the fullest possible application and use of systems of information technology in the

administration and operation of Colleges and schools;

(w) ensure a customer care service at national level for students, parents and staff of State and Non-

State schools and provide guidance and clear procedures on how complaints should be made and

be dealt with in an effective manner at the proper level;

(x) carry out any other function as may be necessary for the attainment of the objectives and the

fulfilment of the duties pertaining to the State as provided for by this Act.7

2.4.2 Objectives of DQSE

The DQSE’s objectives include:

(a) to propose to the Minister a National Curriculum Framework which promotes a lifelong learning

policy and strategy;

(b) to provide the required guidelines, among other things, for the better implementation of the

education policy and services, including each school’s development plan, the syllabi, the

establishment of standards, performance assessment, and examinations;

(c) to ensure that all schools identify the educational training needs for the implementation of the

curriculum and to ensure the provision of regular and continuous professional development at a

level where this may be achieved in the most effective manner;

(d) to ensure that all information, data and statistics required for the drafting and the planning of

policy, strategies, guidelines and directives in education are collated, compiled, analysed and

researched, and, subject to any other law, take all necessary steps so that these may be

accessible to whosoever is involved and who may have an interest;

(e) in support of the evaluation and the internal audit of every school, to implement every

inspection, evaluation and external audit of educational programmes and services, of the

operations undertaken, of the physical environment of every school, and of the results obtained

by them, with an aim of ensuring that the curriculum is being followed in every school, that good

practices are being promoted, that the quality in and the coordination of each part and at every

level of the educational system are ensured, and also so that children and students are helped so

that they may obtain in the best possible manner the set learning targets and necessary skills;

(f) to evaluate and assess the operation and the results of Colleges and schools and of any person

teaching and working therein;

(g) to be responsible for the compliance with and implementation of the provisions of laws and

regulations dealing with matters relating to education;

(h) to evaluate the financial and economic aspects of the educational system;

(i) to ensure the application and the maximum possible use of information technology systems by

whosoever is involved in teaching and in imparting education in schools;

(j) to receive and process applications for the issuing of a licence for the opening of a school, to

advise the Minister on this matter according to the provisions of the Education Act, and to keep a

7 Ibid., art 11.


register containing the required details of every school which has a licence issued by the Minister

under this Act;

(k) to ensure that the national minimum conditions for all schools are being constantly observed and

to investigate and take all necessary steps required on any matter about which the Minister may

consider the suspension or the withdrawal of a school licence;

(l) to implement any other matter required for the attainment of objectives and the execution of

duties pertaining to the State as provided for by this Act.8

2.4.3 Common Objectives of both Directorates

The two directorates will also:

(a) sustain an effective dialogue with whosoever is involved in the educational system and aim for

the widest consensus possible about any matter which may be relevant to education;

(b) cooperate with local and foreign institutions, and encourage and facilitate a better participation

in programmes, scholarships, and the international exchange of students and personnel,

particularly in the institutions and programmes of the European Union;

(c) keep informed and updated any person who is involved in the workings of the Directorates with

Government policy, strategy and priorities related to education within the country, and verify

that these are being followed and implemented;

(d) generally give advice to the Minister on any matter relating to education and perform any other

function, such as those provided under this law or under any other law that the Minister may

from time to time assign to the Directorate.

2.4.4 Objectives of Colleges

Colleges will:

(a) ensure that students entrusted to the schools within the College receive their educational

entitlement according to their potential in a full, continuous and smooth process of education

from an early age to the end of compulsory education in the perspective of lifelong learning and

inspired by the highest human values;

(b) ensure the responsibility and the accountability of whosoever is involved in the schools in the

educational process of the students;

(c) develop the character and identity thereof and ensure the improvement of the quality of the

educational provision in schools by promoting, achieving and maintaining high results and

standards by all College members and students;

(d) promote dialogue and a team culture among the Heads and school staff through cooperation,

especially with regard to initiatives and problems relating to the College as a whole;

(e) ensure that the National Curriculum Framework is translated into an appropriate curriculum for

College students and that this is implemented in all its schools with the best methodologies,

including an extensive use of the information and communication technology as a pedagogical

tool;

(f) ensure the promotion and dissemination of a culture of evaluation within the schools of the

College, including the implementation of a process of internal educational auditing and of a full

participation in the external quality assurance processes;

(g) ensure a professional development process for teachers and monitor the operation,

administration and general conduct of the schools within the College;

(h) ensure the supply of resources, services and facilities needed by those who are involved in

teaching and learning, including libraries and specialised centres of resources, while facilitating,

wherever it is deemed to be opportune, the common use of these resources, services and

facilities;

8 Ibid., art 9.


(i) ensure that whosoever works in the schools of the College functions effectively in such manner to

ensure a healthy culture of good conduct and of discipline and also a secure and safe

environment;

(j) in conjunction with the Directorate for Educational Services, ensure the timely recruiting of

human resources which schools require, the organisation of induction courses for new employees

and of continuous professional development programmes for all school staff, including teachers,

administrators, professional persons entrusted with psychosocial and support services;

(k) ensure a policy and strategy for the development of schools within it as centres of lifelong

learning and culture for the communities of the children and students attending the schools of

the College;

(l) promote the implementation of the national partnership policy of parents in school development

and in the educational experience of their children and create an effective home-school

partnership;

(m) ensure that the College policies are followed and implemented;

(n) organise an effective customer care service, implement an effective communication programme,

and treat the complaints of students, parents and teachers according to the guidelines and

policies issued by the Directorates;

(o) promote and facilitate the organisation of common activities in such sectors like sports and

physical education, culture, drama, music and arts and crafts, the environment, healthy life-

styles, creativity and entrepreneurship;

(p) ensure the coordination of research activity, including action research, both between the College

schools and between the Colleges;

(q) promote contact with child care centres to facilitate the smooth transition between early

childhood and the entry into kindergarten centres and schools;

(r) promote and encourage culture and a wholesome mentality in favour of creativity,

entrepreneurship, proactivity and a positive attitude towards change.9

2.5 Values of Colleges

1. Inclusion and Equal Opportunities for all: The Education Reform initiated by the establishment

of the College framework aims at enhancing the skills of all students making the system more

inclusive and offering equal opportunities to all students. This has been consolidated by the

integration of the Resources Centres within the College system and thus giving not only the

facilities to those who can fully perform academically but also to those who have learning or

physical difficulties to continue develop their skills in a proactive way preparing themselves to be

fully integrated in society.

2. Holistic approach to the Student: The Maltese Education system also aims at offering a holistic

approach towards the student not only including the academic aspect, but also other

competences such as the student’s personality, and skills such participation in extra curricular

activities with the vision of forming the best citizens for the Maltese future society.

3. Tailor-made Education: It also aims at providing a personalised approach to each student’s

needs in order that students are not excluded through the setting approach, but be integrated

within the system. The aim is that the learning system is adapted to the student rather than the

student has to fit within the system.

4. Education for Life: Our Education system enhances the skills and competences that will enable

the student to use as an adult, but will also instil in him/her a desire to continue his

development beyond compulsory education through post-secondary and tertiary education and

also on the workplace.

9 Ibid., art 51.


2.6 Quality Management

The aim of the Directorates and Colleges is to offer the best education to all students attending the

Colleges. This service is enhanced by established competence descriptors that from time to time are

reviewed by the Directorate for Quality and Standards within the Ministry for Education, Culture,

Youth and Sport.

The level descriptors10 enable teachers to assess the abilities of students and consequently monitor

the improvement of students.

2.7 Ministry Organisation Structure

2.8. Stakeholders

Position Section Contribution

Director General – DES DES Develops Strategy on State Education Service Development

Issues Circulars Approves Procedures

Director General – DQSE DQSE Develops Strategy on Curriculum and Quality Measures in Education

Issues Circulars Approves Procedures

Director Human Resources Development DES Issues Circulars Approves Procedures Implements Strategy on State Education Service Development in Human Resources Development

Director Student Services DES Issues Circulars Approves Procedures Implements Strategy on State Education Service Development in Student Services

Director School Resources DES Issues Circulars Approves Procedures Implements Strategy on State Education Service Development in School Resources

Director Curriculum DQSE Issues Circulars

10 Attainment of Core Competencies in Primary Education, 2009.


Approves Procedures Implements Strategy on State Education Service Development in Curriculum Standards

Director Quality Assurance DQSE Issues Circulars Approves Procedures Implements Strategy on State Education Service Development in Quality Audit for both State and Non-State education services

Director DCS DCS Issues Circulars Approves Procedures Implements Public Service Sector strategy in relation to corporate services and financial requirements

Chief Information Officer IMU Issues Circulars Approves Procedures Implements Strategy related to IT in schools and departments


3. Generic Procedures

The following procedures have been adopted from the Public Service Management Code in order to

facilitate the interpretation of such regulations and for easier adoption of such framework within all

settings.

3.1 Procedures for Teaching and non-Teaching staff

The coming procedures shall apply for all those who fall within the Teaching and the non-Teaching

staff categories within the Education Directorates.

3.1.1 Working Hours11

3.1.1.1 Full-time employees

1. All employees have the responsibility to:

arrive at work at the stipulated time; (15 minutes before time)

be at the workplace at all times, except when they have the necessary permission from their

immediate superior, to temporarily absent themselves and in that case the employee has to

fill in the Temporary Absenteeism record; and

be productive during their work.

2. Every employee has to apply for Vacation Leave before three working days. Before Vacation

Leave is taken, this has to be approved by the Head of School or her Assistants. In their absence

such as during Christmas and summer holidays, Vacation Leave should be authorized by the

Assistant Director Procurement. The attendance sheets are to be marked Vacation Leave.

3. In case of sickness, the employee has to report to her/his immediate superior immediately or

else not later than 30 minutes before the starting time of school (in case of teachers) or till 15

minutes later starting time (in case of non-teaching staff). A sickness certificate is to be sent

within 10 working days, the original to the Directorate General of Social Security and the copy to

the immediate superior. During the holidays, the certificate should be sent to the clerk in charge

of Supporting Staff. The attendance sheets are to be marked Sick Leave.

4. The immediate superior has to process the sickness certificate within three working days and

send the certificate with the Absentee Form (see Appendix 11) and keep a copy with the

Attendance Sheet.

5. All those who hold a position within the Directorates of Education have the responsibility to

monitor their employees and have the right to bring to the attention to the particular employee

that s/he is in breach of the regulations.

6. Disciplinary procedures might be taken against those employees who are in breach of these

regulations.12

7. Employees arriving late at work or absent themselves from the workplace without permission will

be penalized by a pro-rata deduction from their pay and other measures. In the event that the

immediate superior is not available, any employee should seek permission from a higher rank. In

case of Supporting Staff13 they should seek permission from an official at the DCS preferably the

employee appointed in charge14 of the Supporting Staff.

8. As a general rule, Public Service employees work a forty (40)-hour week on the duration of five

(5) day week. Employees should follow the normal working hours as stipulated in the PSMC. The

employees within the DES, DQSE and the DCS usually work as follows except when there is special

permission:

11 DFA 64/2005; Educ 277/2005; DCS 106/2006; DCS 49/2007. 12 Public Service Management Code (10th Edition) 3.1.1.1. to 3.1.6.2. 13 Supporting staff refers Minor Staff. 14 Mr Joseph Tanti, Assistant Director i/c of Support Staff or his delegate.


Non-Industrial Employees: Messengers, Clerical Workers15, etc

1st October to 15th June

16th June to 30th September

7.45am to 5.15pm (Break 45min at 12.30pm)

7.30am to 1.30pm (Break 15min)

Industrial Employees




6.00am to 1.00pm (Break 20min at 9am)

Gardeners

1st October to 31st May

1st June to 30th September


6.30am to 12.30pm.

Watchmen



Monday to Friday: 5.00pm to 7.00am

Saturdays, Sundays and Public Holidays: 7.00am to 5.00pm

5.00pm to 7.00am

Monday to Friday: 1.00pm to 7.00am

Saturdays, Sundays and Public Holidays: 7.00am to 5.00pm

5.00pm to 7.00am

Teachers, LSAs & KGAs: Follow the time-tables according to their Colleges and Schools.

9. According to the PSMC formal written arrangements can be done according to the needs that

arise.

10. Full-time clerical and ancillary staff Schools16 a. The working hours of full-time clerical and ancillary staff in schools during the summer

period may be arranged so that they work half-days and then they will make up for the

shorter hours by starting their winter time-table earlier to co-incide with the start of the

scholastic year.

b. In those schools housing also the offices of College Principals, this rule applies only to

personnel attached to the Heads of School.

c. Heads are advised to ensure that all employees under their charge confirm that they

have seen this circular by signing a copy thereof.

d. Employees who do not follow this procedure and absent themselves without

authorization:

i. will have a deduction from their pay for those days whereby the employee does

not attend for work;

ii. may be suspended without pay according to regulations of the Public Service

Commission (Discipline Procedure) 1999, and

iii. may be dismissed from work.

11. Absenteeism from the workplace without authorization for ten consecutive days with no

reasonable justification, will be considered as resignation from the Public Service on the

eleventh (11th) day.

12. If during an inspection, those who are included in the list sent to the Assistant Director will not

be found on the workplace, they will be considered as absent from the workplace and

disciplinary action will be taken.

3.1.1.2 Part-time Clerks17

1. All part-time clerks are to work over a five-day week basis and wish to change to contract the

working hours to lesser days, will only be accepted in exceptional cases. It is important that part-

time clerks maintain a regular weekly attendance. This will ensure a smooth administration of

their leave entitlements and salary payments.

15 DCS 59/2006; Educ 277/81. 16 DCS 28/2008. 17 DCS 79/2006; Educ 533/05 ; DCS 80/2007.


2. Heads of School should refrain from recommending changes in weekly attendance unless this is in

the interest of the smooth running of the school.

3.1.2 Vacation Leave18

3.1.2.1 Vacation Leave for non-teaching staff

1. Non-teaching staff are eligible for 192 hours of Vacation Leave on a yearly basis.

2. Vacation Leave can be taken as whole days or in parts of whole days. Only 32 hours per year are

allowed to be taken in parts of whole days of not less than 3 hours per part.

3. Vacation Leave (only original) duly filled forms should be sent immediately to the Leaves Section

within the Department of Corporate Services.

4. Application of Vacation Leave should be authorized on the form in Appendix 11 and this form

should be sent by the employee upon approval three days prior to taking of Vacation Leave

except for emergency cases.

5. In such cases the Head of School or Assistant Head should be notified immediately, the request

should be approved at least verbally and then the usual form is filled immediately on return to

work. Emergency leave should be notified and specified accordingly.

6. In the absence of Heads and Assistant Heads of School due to certain school vacations such as

Carnival, Christmas, Easter and summer holidays, they should give the list of those on Vacation

and Sick Leave to the administrative staff who will send the list to the Assistant Director

Procurement through e-mail till 9.30am. 7. Vacation Leave should be taken during the whole year so that there will be no accumulation of

any leave towards the end of the year. 8. Those who would like to accumulate leave should use the Form in Appendix 23. Accumulation of

Vacation Leave will be approved only for valid reasons. Accumulation of Vacation Leave should

be requested as soon as the employee knows about the need of such accumulation and will not

be considered if the request arrives at the Assistant Director for Procurement later than the 1st

December of the year.

3.1.2.2 Vacation Leave for teaching staff19

1. Teaching staff do not have Vacation Leave, however, they are entitled to 27½ hours of Special

Leave per scholastic year. This leave cannot be availed of just before or just after the holiday

periods listed below considered as School Holidays. These will be:

Summer: 15 July to 14 September.

Christmas: 23 December to 6 January.

Easter: Wednesday before Easter to Wednesday after Easter.

First Mid-Term: 1, 2 and 3 November (if the 2nd November falls on a Saturday or

Sunday, an additional day shall be granted in lieu).

Second Mid-Term: Monday and Tuesday preceding Ash Wednesday.

Provided that a day off will be given in lieu of each of those public holidays which fall on a

Saturday or Sunday within the scholastic year, the dates when such day/s off in lieu will be

availed of will be established before the start of the scholastic year.

2. Such leave can be taken in hours and should be authorized by the Head of School three days prior

the leave is taken.

3. Requests for Vacation Leave should be duly filled and the original copy should be sent to the

Leaves Section immediately.

18 DFA 64/2005; Educ 277/81/05; DCS 106/2006; DCS 49/2007. 19 Agreement between the Education Division and the Malta Union of Teachers on conditions of work in the Education Class.


3.1.2.3 Donation of Vacation Leave for Humanitarian Reasons20

1. Public officers are allowed to donate part of their Vacation Leave to their colleagues for

humanitarian reasons, subject to the parameters listed below:

a. the forfeiture of Vacation Leave is at the complete discretion of the employees concerned;

b. a maximum of 40 hours Vacation Leave may be donated by any officer;

c. employees who are caring for sick relatives, may only utilise donated Vacation Leave after

they have exhausted their own Vacation Leave; and

d. employees who are suffering from personal illness may only utilise donated Vacation Leave

after they have exhausted their own Vacation Leave and any accumulated full-pay and half-

pay Sick Leave.

2. Management of donated Vacation Leave.

a. Vacation Leave donated by public officers will be pooled in a Vacation Leave fund.

b. Additional vacation leave for humanitarian reasons will be distributed to eligible employees

from this fund.

c. The vacation leave fund will be created in and administered by each Ministry, through the

Department of Corporate Services, so as to be in a better position to control vacation leave

and monitor the beneficiaries. The Vacation Leave is donated during the first months of the

calendar year, following a departmental circular that is to be issued and circulated by each

Department of Corporate Services. If the Vacation Leave is not utilised during that calendar

year, it may be carried forward to the following year.

d. In this way, it may not be necessary to ask for donation of Vacation Leave every year.

e. The smaller ministries can ask the larger ministries for assistance, if their fund is exhausted

during any calendar year.

3. Eligibility.

a. This additional donated Vacation Leave will be used strictly in humanitarian cases. The

donated leave will be used by public officers themselves who require the leave either

personally or to assist members of their family, who may be up to the fourth degree, both by

consanguinity and by affinity.

b. Documentary evidence of the need for the leave must be produced, and the request must be

recommended by the officer’s Head of Department.

4. Applicable to public sector employees

a. Donation of Vacation Leave to family members. Apart from (b) of 1. above, public officers

may donate their full Vacation Leave entitlement or part thereof, to family members up to

the fourth degree, who are also public officers and who are required to assist sick relatives or

are themselves suffering from an illness, in line with the conditions set out at paragraph 2.4.

b. If the donor and the beneficiary worker work in different ministries, the Departments of

Corporate Services of the employees concerned are to liaise together for the transfer of

Vacation Leave from one employee to another.

3.1.3 Sick Leave21

3.1.3.1 Notification of absence

1. Officers/teachers who are unable to attend to their duties owing to sickness are to notify their

Head/Assistant Head of School, or when this is not possible, the personnel section of the HRDD,

not later than 8.30am. Heads of School/Section are to fax their lists as per above by 9.15am22.

These lists shall include employees who will have reported sick by that time, as well as any other

employees whose absence up to that time will still be unaccounted for. In very exceptional cases

of lack of adequate support staff in large schools the Director General may give written

20 Annex A to MPO 108/2008. (see Family-Friendly Measures manual section 2.4.). 21 Adapted from the 9th Edition (May 2009) of the PSMC, Sections 4.3.1.1-4.3.1.8 and Circulars DFA/84/ 2001; Educ 318/99 MPO 275/2005 MPO 84/2008; DCS 52/2008; Educ 139/77. 22 OPM 72/2001. Paragraph 4 of OPM Circular 26/86.


permission for such lists to be forwarded by 9.45am. Such permissions must be formally

requested beforehand and full reasons given for the request.

2. Shift workers, those on night duty or working irregular hours are to observe the procedure

established by their school. Heads/Assistant Heads must ensure that adequate arrangements

exist for substitution of sick employees where necessary.

3. Heads/Assistant Heads are to record in writing (where possible in the remarks column on the

attendance sheets) the notification of sick leave, giving particulars of the person who received

the message, the time and date of notification. Later on when they receive the certificate, they

should also note the sickness certificate number, and should ensure that adequate arrangements

exist for substitution of sick employees where this is required. Heads/Assistant Heads are

responsible to ensure that all employees under their charge submit the necessary certificates in

time when they absent themselves on sick leave and that a proper recording is kept of these

certificates. Disciplinary proceedings should be initiated against employees and the responsible

superior officers in charge of the sections who fail to abide by these procedures.

4. Certification of absence. A medical certificate (N146) is to be requested of the doctor on the

first day of sickness. On the same date of issue, the original should be sent by the employee to

the Division of Social Security23, Valletta or left at any of the Social Security Area Offices; the

copy is to be handed personally to the officer in charge of the employee on the date when the

employee resumes duty. The reverse side of the original certificate is to be filled in by the sick

employee and counter-signed by the doctor, only if the certified period is for more than 3 days.

5. Certification of prolonged sickness. The medical certificate (N146) is issued weekly when the

employee remains incapable of work for a long spell. The reverse side to the original certificate

is also to be filled in. The certificates are to be sent by post to the employing Department,

addressed personally to the officer in charge of the employees.

6. No medical certificate is accepted unless it is attached up on the form in Appendix 11. Copies of

sick leave certificates held at the HRDD are to be retained for one year from the date of issue of

the certificate, in line with the retention policy for HR documents as required by the Data

Protection Act.

7. Employees who wish to avail themselves of the free medical services provided by Government are

at liberty to do so.

8. The certification procedures outlined in paragraphs 4 to 7 above apply also in the case of injury

on duty24.

3.1.3.2 Verification of Sick Leave

1. Heads/Assistant Heads will request the officer in charge at the DCS so that a private doctor/s

who has a contract with Directorates of Education to visit the sick employee in cases whereby an

employee is suspected of abuse and/or when such leave is excessive or regular.

2. New sickness verification arrangements should be announced to all employees within the

Directorates/Colleges/Schools which should clearly outline the procedures that are to be

followed. The necessary controls should be in place before the new arrangements come into

force.

3. Employees on Sick Leave are still obliged to produce a medical certificate (Social Security

Certificate) to the Head of School/College Principal and to the Director General of Social Security

within 10 working days after the employee has returned to work, even if there is a sickness

verification scheme.

4. The officer in charge should review sick leave patterns on a regular basis. Identification of

inappropriate leave usage requires that the supervisor exercises judgement and discretion. Each

23 Social Security Division, 38, Ordinance Str., Valletta. 24 See also sub-section 9.3.1 of the PSMC.


case must be handled individually and the particular facts and circumstances carefully considered

and evaluated.25

3.1.3.3 Sick Leave abroad

1. Applications by officers who wish to proceed abroad on Sick Leave are to be forward their

request through the Head of School and College Principal to the Director General for Educational

Services, together with all relevant medical certificates. The Director is at liberty to request

certification by the Director General Health Services to authenticate the request before approval

is granted.

2. Teachers/Officers authorized to proceed abroad on Sick Leave for medical treatment, are to give

to the Head of School the address where they may be contacted should the need arises.

3. Officers who are on Sick Leave abroad and who, on the expiration of the locally certified period

of Sick Leave, require further Sick Leave, are to forward to the Head of School a medical

certificate duly authenticated by an accredited representative of the Government of Malta in the

area in which they are staying or, if there is no such representative, by a responsible public

authority. In default of such authentication, absences are to be reckoned as Leave Without Pay.

4. The provisions of the preceding paragraph apply also to officers who fall sick whilst abroad on

Vacation Leave and who may consequently be unable to return to Malta before the expiration of

their Vacation Leave.

3.1.4 Special Leave approved by MPO – Cultural Leave

1. Teachers/Government officers participating in cultural activities abroad are allowed 10 working

days Special Leave With Pay per calendar year.

2. Applications for such leave must be recommended by the Head of Department/Head of School

and College Principal and must be endorsed by the Permanent Secretary responsible for Culture,

before being sent to The Employee Relations Department at MPO for approval.

3. The leave applies to actual performers, directors, producers, conductors and choreographers

provided that:

a. the activities concerned are organised by foreign Governments, Government Agencies or

are ones included in bilateral cultural Agreements; or

b. the invitation to perform abroad will either have been made public through the

Department for Culture or are performances that are specifically assisted by the

Government of Malta.

4. Request for such grant should be made on the application in Appendix 11:

5. Applications should be submitted at least 30 days before the actual event or the earliest possible

but not later than 15 days in order that approval may be given prior to the event.

3.1.5 Special Paid Leave approved by the Head of Department26

3.1.5.1 Maternity Leave

1. Statutory entitlement. Female full-time employees, including female employees engaged on

contract, are entitled to Maternity Leave for absence from work because of pregnancy and

confinement for a period of not more than 14 weeks (13 weeks on full pay and 1 week unpaid) as

follows:

a. a period of up to 6 weeks immediately after the date of confinement;

b. the remaining 8 weeks may be availed of immediately before or after confinement; and

c. during pregnancy and during the 3 months starting from the date of confinement,

female officers may be given alternative duties where there is an occupational risk to

their health and safety.

25 HRD/4/2010. 26 Taken from PSMC Edit 9 nos. 4.5. In certain instances, the wording has been adapted according to exigencies of the Education Directorates.


2. For the purpose of the preceding sub-paragraph, a confinement will be taken to mean the birth

of a living child or the birth of a child whether living or stillborn after 7 months of pregnancy.

3. Applications for Maternity Leave. In order to be eligible for Maternity Leave, a female employee

should, at least 3 weeks before such leave is about to begin or, if that is not reasonably

practicable, as soon as practicable, give notice in writing through the Head of School to the

College Principal and Director of HRDD on the form in Appendix 11. After confinement she should

produce the birth certificate of the baby. As regards alternative duties, female officers should

also give reasonable notification in order that adequate arrangements may be made.

4. If the notice is not given as in the preceding sub-paragraph the employee will be entitled only to

that part of the Maternity Leave which includes the date in which the confinement occurs and

the period of 6 weeks which follow such date if the birth certificate of the baby is produced.

5. In cases where confinement does not occur within eight (8) weeks from the day on which the

Maternity Leave commences, the period after the 8 weeks till the date of confinement should be

covered by unpaid leave.

6. An employee who, having been granted Maternity Leave, is unable to resume duties at the

expiration of the Maternity Leave owing to a pathological condition arising out of confinement

will be entitled to a further period of absence of up to five (5) weeks. Such further absence shall

be deducted from the period of Paid Sick Leave to which the employee may be entitled at the

time of the absence, any period of absence in excess of the Sick Leave entitlement being

reckoned as Sick Leave Without Pay. The rules regarding Sick Leave27 , including the regulations

concerning notification of sick absence, will apply.

7. Refund of salary on termination of service. An employee who has been granted paid Maternity

Leave is required to work for an uninterrupted period of six (6) months. An employee who fails

to resume duty at the expiration of Maternity Leave or of the further period of absence referred

to in the preceding paragraph or who, having resumed work resigns or abandons her employment

without sufficient cause within six (6) months from the date of such resumption, shall be liable

to pay the Government a sum equivalent to the salary she received during the maternity leave.

These six (6) months must be actual service and may not be covered by Vacation, Sick or other

leave and may be worked either before or after the utilisation of the Parental Leave on no pay.

An employee on a fixed-term contract shall not be liable to refund the salary she received during

Maternity Leave if her contract of employment is not extended, at the employer’s discretion for

up to a period of time which is sufficient for her to fulfil the 6 month obligation.

8. Change in post. If an officer changes post after availing herself of Maternity Leave for another

post in the public service, she may render the six (6) months service required after maternity

leave in her new post, provided there is no break of service. This applies also if the new post is

in a different career stream.

3.1.5.2 Pre-Retirement Leave

1. Public Officers are entitled to avail themselves of unutilized sick leave on full pay as pre-

retirement leave on the basis of 1 day’s pre-retirement leave for every 4 days of unutilized full

pay sick leave, immediately preceding their retirement from the Service on reaching the age

limit. Employees who intend to avail themselves of this pre-retirement leave must give 3 months

advance notice to the employer on the application in Appendix 11.

2. Eligibility for Pre-Retirement Leave. In order to qualify for pre-retirement leave, public officers

need to accumulate an average of fifteen (15) days of unutilized sick leave on full pay per year,

throughout their career in the Public Service. In the case of industrial grades, who prior to 1st

January 1999, were only entitled to 15 days sick leave every calendar year, the qualification

requirement for the years before 1999 will be computed as 50% of their sick leave entitlement.

For periods after 1st January 1999, the requirement of an average of 15 days of unutilized sick

leave shall apply.

27 Refer to PSMC Section 4.3.


3. Entitlement of Pre-Retirement Leave. The maximum amount of unutilized Sick Leave which

employees are entitled to carry over for the purpose of Pre-Retirement Leave is limited to 7

working days per calendar year (ie ¼ of 28 days). The resulting number of days of Pre-

Retirement Leave is to be availed of in working days for a continuous period which however, in

any case, cannot exceed a total of three (3) calendar months. When on such leave, officers will

receive their full substantive salary.

4. The position occupied by an employee on Pre-Retirement Leave will be considered as vacant with

effect from the date when the employee commences the Pre-Retirement Leave.

5. Officers on a Performance Agreement are not precluded from availing themselves of Pre-

Retirement Leave. During Pre-Retirement Leave, all allowances should immediately be withheld.

Allowances include all supplementary payments and other benefits to which the officers may be

entitled in terms of the Performance Agreement over and above the basic emoluments of the

substantive grade.

3.1.5.3 Adoption Leave

1. Five weeks Adoption Leave with pay may be availed of by the mother or the father, or shared by

both parents if they are both public officers/teachers, provided that they do not exceed the

prescribed limit and do not take the Adoption Leave concurrently. Adoption Leave commences

on the day that a child passes into their custody. If both parents intend to avail themselves of

Adoption Leave, the leave of each parent should be taken in one period. Those employees who

fail to resume duty at the expiration of this leave or who, having resumed work, resign or

abandoned their employment without sufficient cause within three months from such

resumption, shall be liable to pay government a sum equivalent to the salary they received

during the Adoption Leave. If Adoption Leave is shared, the obligation of three months service is

worked out pro-rata, with each parent being bound by his/her respective period of service.

2. Special consideration will be given for additional separate periods not exceeding 3 months in

aggregate of unpaid leave in those cases of international adoptions which involve lengthy

processing abroad.

3. Adoptive parents may utilise one year Parental Leave for each adopted child and a once only

break of five years for the same purpose, subject to the provisions outlined in sub-section 5.3.4.

Employees who avail themselves of the five weeks paid Adoption Leave may work the three

months commitment to government either before or after this unpaid leave.

4. Authorisation for all the above types of leave is to be requested through the Head of School to

the College Principal and the Director of HRDD who will however invariably consult the

Department of Social and Family Welfare before any decision is taken.

3.1.5.4 Injury Leave

1. Special paid leave may be allowed through the Head of School authorised by the College Principal

and the DG of DES to officers who are injured:

a. in the actual discharge of their duties; and

b. not as a result of negligence on their part;

c. provided that the injury sustained is specifically attributed to the nature of the

officers’ duties.

2. Special leave allowed in terms of paragraph 4.5.2.1. is additional to the normal sick leave

entitlement.

3. For the procedure to be followed regarding accidents on duty see sub-section 9.3.1.

3.1.5.5 Bereavement Leave

1. All full-time teacher/officer is entitled to 2 working days paid Bereavement Leave on the

occasion of the death of near relatives namely wife or husband, mother or father (or the person

who at the time was acting as mother or father), son or daughter, brother or sister.


2. In the event of the near relative dying abroad, additional paid leave may be requested through

the Head of School to the College Principal and to the Director for HRDD.

3.1.5.6 Marriage Leave

1. Government employees, who opt to remain in employment after their marriage, are entitled to 3

working days paid leave.

2. The special paid leave referred to in sub-sections 5.2.2 and 5.2.3 can only be availed of at a

stretch and should not start later than the first working day following the occasion to which it

refers and should apply for it through the application in Appendix 11 through the Head of School

to the College Principal and Director for HRDD.

3.1.5.7 Paternity Leave

1. Male full-time employees are also entitled to 2 working days paid leave on the occasion of the

birth of a child to their wife. Such leave is to be availed of at a stretch within 15 days following

the occasion and will be requested through the application in Appendix 11 through the Head of

School to the College Principal and Director for HRDD.

3.1.5.8 Quarantine Leave

1. Officers who have members of their households suffering from a contagious disease, and who are

precluded by the health authorities from attending to their duties are to be allowed special leave

on full pay during the period of such absence and will be requested through the application in

Appendix 11 through the Head of School to the College Principal and Director for HRDD.

3.1.5.9 Jury Leave

1. Government employees who are called upon to serve as jurors do not suffer any loss in salary in

respect of the period they absent themselves from work for the purpose of discharging this civic

duty. Casual employees are also allowed jury leave.

3.1.5.10 Sports Activities Abroad

1. Government employees participating in sporting events abroad as players, coaches or

accompanying officials are allowed special leave with pay if they are:

a. members of a team representing Malta in both competitive and friendly encounters;

and

b. members of individual club teams in competitive events only.

2. Requests should be made through the application in Appendix 11 through the Head of School to

the College Principal and Director for HRDD, after being endorsed by the Permanent Secretary

responsible for Sports.

3. Applications should be submitted at least preferably 30 days before the actual event or the

earliest possible but not later than 15 days in order that approval may be given prior to the

event.

3.1.6 School Year and Holidays for Teaching Grades, Kindergarten Assistant (KGA) and Learning Support Assistant (LSA) Grades28

1. School Year: These grades shall report for duty at their assigned school two working days prior to

the fourth Monday in September and shall commence their summer holidays on the 7th of July.

Provided that these grades (except for Heads and Assistant Heads of School) shall be required to

attend in-service training for three working days immediately prior to their reporting for duty in

September or immediately following the closure of schools for the summer recess. During the in-

service training periods, staff development and/or curriculum development and/or school

28 Agreement between the Education Division and the Malta Union of Teachers on conditions of work in the Education Class Agreement between the Government of Malta and the Malta Union of Teachers July 2007 (Schedule II). HRD/110/2009.


development on a College or school basis or otherwise shall take place. Provided also that

College Principals may, on giving at least four week notice and in agreement with the Director

General DES, in lieu of the in-service training above mentioned, utilize the time equivalent to

the three working days for in-service training, outside school hours, during days falling within the

scholastic year (excluding holidays).

2. School Days and School Hours: School working hours from the fourth Monday in September to

the 31st May, shall be 5 ½ hours per day, i.e. a 27 ½ hour week (including mid-morning break).

From the 1st June to the 6th July, the working hours shall be 3 ¾ hours per day, i.e. an 18 ¾

hours week (including midmorning break).

3. Other School Holidays:

Christmas - 23 December to 6 January

Easter - Wednesday before to Wednesday after Easter

Mid-Term - 1st, 2nd and 3rd November, provided that should the 2nd November fall on a

Saturday or Sunday, an additional Day shall be granted in lieu.

Mid-Term - Monday and Tuesday preceding Ash Wednesday (Carnival).

4. Whilst it is understood that the smooth ongoing implementation of the National Curriculum

Framework within every respective school will not adversely affect Heads of School’s conditions

of work regarding normal school hours and holidays, it is agreed that the responsibilities of a

Head of School do not end when students cease attending school in July. The Head of School

needs to ensure that the new scholastic year starts off as smoothly as possible in September and

towards this end s/he shall carry out his/her responsibilities during the summer recess. It is

further understood that during this period Heads of School are not tied to any fixed time table.

5. Heads and Assistant Heads of school may be required to attend school during the in-service

training period in July or September as the need arises. Provided further that Heads and

Assistant Heads of School, teachers, Kindergarten Assistants, Learning Support Assistants and

other personnel assigned teaching duties in the school are expected to report at their school ten

(10) minutes before the official school opening time.

6. Special Leave: All teaching grades working in schools - Teachers, KGA’s, and LSA’s - shall be

entitled to an annual leave entitlement of up to 27½ hours special leave during the scholastic

year. This special leave shall cover leave for special circumstances, including any circumstance

envisaged by any policy or regulations related to urgent family leave or on grounds of force

majeure related thereto. This leave cannot be availed of just before or just after the holiday

periods listed above, except in circumstances of urgent family leave.

7. Curricular Development for Primary School Teachers: Heads of State Primary Schools, during

the scholastic terms on full school days, shall provide each primary school teacher responsible for

a class on a full-time basis with the opportunity of an hour and a half per week to work on

curricular development. Such provision shall be time-tabled by the Head for all the full scholastic

weeks and shall not be transferable if a session falls on a day which happens to be a holiday.

8. The teachers involved shall utilize this provision for curricular activities and meetings with the

Head and the Senior Management Team, the College Heads of Department (area/subject), and

for other meetings as the Head of School may deem necessary. Such meetings may take place

both inside and outside the school premises.

9. The Head of School shall, under the direction of the College Principal, who shall act in

collaboration with the Director General DES, plan the time-table of the Peripatetic Teachers,

Activity Teachers, Complementary Teachers, Resource Teachers, and other supply full-time or

part-time teachers assigned to the school to ensure the full coverage of the primary school

classes. Such teachers shall assume full responsibility for the class they are assigned to for the

duration of the lessons concerned, while the class teacher is carrying out the curricular activity

outside the class. The class teacher may opt to carry out such activity in his/her class.

10. For the better implementation of this provision the Director General DES, in collaboration with

the Director General DQSE, shall ensure that the service of, the peripatetic and complementary


teacher, the Activity Teacher and those of the other teacher, as adopted by the DQSE and DES,

from time to time, be organised to become College based.

11. All Supply Teachers, LSAs and KGAs enjoy the same rights and obligations of regular teachers,

LSAs and KGAs.29

3.1.7 Special Unpaid leave approved by MPO

3.1.7.1 General Provisions

1. Employees who apply for leave under sub-sections 4.7.2 to 4.7.4 must have completed at least 1

year service and should apply for this leave, through their Head of Department, 1 month in

advance attaching any relevant documentation. This leave is approved by the Employee Relations

Department at MPO.

3.1.7.2 Statutory posts in the central Executive of political Parties

1. Public officers below Scale 5 are allowed to avail themselves of unpaid leave in order to occupy a

statutory post in the central executive of political parties. Not more than 2 public officers may

be released concurrently to the same political party.

3.1.7.3 Leave to try an alternative employment

1. Officers in grades where the basic salary scale is not higher than scale 14, may avail themselves

of special unpaid leave to take up alternative employment. Leave for this purpose may be availed

of for a minimum of three months and a maximum of three years, renewable yearly. A maximum

of two renewals are allowed. Applications should include details such as commencement and

termination of leave. Officers may opt to resume duty before the expiration of the unpaid leave,

preferably giving one month notice to their respective Director.

2. These requests are to be approved by their respective Director. Temporary substitutes may be

engaged to replace employees who avail themselves of unpaid leave to try alternative

employment, provided that prior approval is obtained from the respective Permanent Secretary

on the basis of the parameters at paragraph 1.4.11. of the PSMC.

3.1.8 Special Unpaid leave approved by the respective Director

3.1.8.1 General Provisions

1. Employees who apply for unpaid leave under sub-sections 4.8.4. to 4.8.9 must have completed at

least 1 year service and should apply for this leave at least 1 month in advance attaching the

relevant documentation, with the exception of parental leave (sub-section 5.3.4.) for which

applications must be submitted 3 months in advance in order to allow Heads of Department

sufficient time to make adequate staff replacement arrangements.

2. The leave at sub-sections 4.8.4. to 4.8.9 are approved by the respective Directors. Copies of the

approvals should be sent to the DCS, for the keeping of necessary records.

3. If officers resume duty after unpaid leave on the summer time-table, they should be paid for the

hours worked, unless they opt to compensate for the shortfall in hours by working longer hours on

the winter time-table.

4. Heads of Department should note that when officers fail to resume duty at the expiration of

unpaid leave, they should take the necessary action as stipulated in Chapter 10.

3.1.8.2 Special unpaid leave to new recruits

1. Staff may, during their first 6 months of service, be allowed up to 3 days leave of absence

without pay in truly exceptional and justifiable circumstances. Such absences, which are to be

authorized by the Head of Department, do not constitute a break of service. After the first 6

months service, public officers may avail themselves of unpaid leave at sub-section 4.8.3.

29 HRD 110/09.


3.1.8.3 Leave for thirty days

1. A maximum of 30 days special leave without pay may, for a special reason, be granted in any

period of twelve (12) months. This leave may also be utilized for the purpose of finding

alternative employment whether with the public or the private sector, and whether on a full-

time or part-time basis.

3.1.8.4 Parental Leave30

1. Officers who have at least 1 year service are allowed to avail themselves of 1 year unpaid

Parental Leave to take care of their own children who are under 6 years of age. They may choose

to utilise 3, 6 or 9 months instead of 12 months; the Parental Leave chosen may only be taken in

one period and may be shared by both parents. They must declare their option up front when

they apply for Parental Leave.

2. Any outstanding Parental Leave that is not utilised (from the 1 year entitlement) is lost and may

not be availed of at a later date. This leave may be availed of in respect of each child.

3. In addition, parents are allowed a total of 5 years unpaid career break to be utilised for the care

of a child/children under 6 years of age. The 5 years must be utilised as a whole period, and may

be reduced by multiples of three months. If the 5 years are not availed of in one whole period,

the outstanding period of leave may only be taken for the care of another child/children. Unpaid

leave from the entitlement of 5 years may be shared once by both parents, for each child.

4. Three months from either the one year Parental Leave or from the five-year career break, may

be reserved and utilized by employees until the child reaches eight years of age, always subject

to paragraph 4.6.1.2. and 5.3.1.5., of the PSMC, i.e., an overall maximum of eight years unpaid

leave.

5. Three months unpaid leave of the total Parental Leave entitlement may be broken up in periods

of one month at a time.

6. Parental Leave may be availed of by the mother or the father, or shared by both if they are both

public service and public sector employees, provided that together they do not exceed the

prescribed limit and do not take the Parental Leave concurrently. If both parents intend to avail

themselves of Parental Leave, the leave of each parent should, except for exceptional

circumstances, be taken in one period. Female employees who avail themselves of the 14 weeks

paid Maternity Leave still have the obligation to put in 6 months service. The 6 months which

have to be worked by female officers who avail themselves of paid Maternity Leave must be

worked in one period by the officer concerned immediately either before or after the 1 year

Parental Leave or before or after the career break mentioned in the preceding paragraph.

7. Government employees in the teaching grades who avail themselves of Parental Leave are

allowed to resume duty by the end of February, or in September, at the end of the scholastic

year, including the summer holidays. The option has to be declared when the officers apply for

Parental Leave. Any outstanding period of the 12 months Parental Leave not availed of is lost.

This is intended to minimize as much as possible the disruption of classes.

8. For proper management, it is required that officers give at least 3 months notice when they

apply for the 1 year Parental Leave or for the additional period of 5 years career break. If the

period of Parental Leave does not exceed three months, employees can give three weeks’ notice,

instead of the three months’ notice that is otherwise required. The periods of unpaid leave to be

taken must be declared on application for the leave, and any change may only be made by giving

3 months’ notice, so that alternative working arrangements may be made. Officers who resume

duties earlier than the stipulated dates, forfeit the balance of the entitlement.

9. Public officers are considered to be abusing of this leave when they engage in full-time

employment or work part-time or exercise their profession during official hours whilst availing

themselves of Parental Leave which is specifically meant to assist parents to take care of their

30 see Family-Friendly Measures manual section 2.9.


children who are under 6 years of age. In cases where Parental Leave is abused of, Heads of

Department may use their discretion to refuse or withdraw approval of Parental Leave.

3.1.8.5 Responsibility Leave

1. Responsibility leave may be availed of by public officers to take care of dependent elderly

parents, sons and daughters, or spouses. The elderly parent or spouse must have no other

responsible person living with him during the day. The elderly parent, child or spouse must be

certified by a medical specialist to require care. If both elderly parents are alive they must be

certified as being dependent on care.

2. This leave may be availed of by public officers who have completed at least 1 year service. It is

without pay and is to be approved for a minimum of 12 months. However, if the reason for which

the Responsibility Leave is approved is no longer applicable, the employee is allowed to resume

duties provided an advance notice of 1 month is given. Officers who resume duties will not

normally be allowed to avail themselves of Responsibility Leave again for the same specific

reason, before a lapse of 12 months; exceptions will be made in special circumstances.

3. Responsibility Leave is approved by the Head of Department of the public officers, to whom the

application must be submitted normally 1 month in advance of the date of commencement of the

leave. Officers are required to submit together with their application, a certificate by a medical

specialist outlining the situation of the dependent elderly parent or dependent disabled child or

spouse. Officers who have had an application refused, may appeal, through the Head of

Department, for consideration by the next higher authority within the Ministry, who will carry

out an investigation of the case, and after consulting the parties concerned, come to a decision

as to whether the application is to be accepted or not. The decision of the next higher authority

will be final. While the appeal is being considered applicants are able to utilize their vacation

leave or special unpaid leave as at paragraph 4.8.3.1 or 5.3.6.1. for the purpose in question.

4. The period/s of unpaid leave allowed as Responsibility Leave must be for periods of not less and

not more than 1 year every time. Those officers who wish to renew the leave must apply 1 month

in advance of date of renewal. In cases requiring care of children, this unpaid leave may be

availed of by the father or the mother and may be shared in the same way as parental leave is

shared, and provided that together they do not exceed the prescribed limit and that they do not

take Responsibility Leave concurrently. If both parents intend to avail themselves of the

Responsibility Leave, the leave of each parent should be taken in one period.

5. Responsibility Leave should be availed of for the purpose for which it is authorized, and officers

who abuse of this concession will immediately have their approval withdrawn and will be liable

to disciplinary action.

3.1.8.6 Leave to settle in a foreign country

1. Government employees who intend to settle abroad in any country may be granted up to 6

months unpaid leave.

3.1.8.7 Leave for fishing and agricultural purposes

1. A maximum of 3 months Special Leave Without Pay may be allowed to employees to engage in

fishing during particular fishing seasons.

2. A maximum of 3 months Special Leave Without Pay, may be allowed to employees who are

required to assist in the exportation of onions and potatoes, or to work their fields.

3. Applications for leave are not approved unless the employees concerned are bona fide farmers or

fishermen as the case may be, and are certified as such by the Directors of Agriculture or

Fisheries, as applicable.

3.1.8.8 Vocational Leave

1. A maximum of 1 year leave without pay may be granted to officers wishing to test their vocation

of joining a religious order.


3.1.8.9 Leave to foster children

1. Public officers may avail themselves of special unpaid leave for a period not exceeding one (1)

year, in order to foster a child. To be eligible for this leave, public officers must provide

documentary evidence that they are fostering a child after having been certified able to act as

foster father or mother by the Adoption and Fostering Panel of the Department for Family

Welfare.

2. Should the occasion arise for a further foster placement, additional unpaid leave may be allowed

provided that not more than a total of 1 year special unpaid leave is availed of in every period of

4 years. The fostering of more than 1 child at the same time is regarded as one placement. If the

reason for allowing unpaid leave for fostering is no longer applicable, public officers will have

their unpaid leave terminated and the officers will revert to Government employment.

3.1.8.10 Leave to accompany spouse on Government-sponsored courses or assignments

1. A maximum of four (4) years unpaid leave, renewable on application yearly, may be granted to

public officers to accompany husband or wife abroad on government sponsored courses or

assignments. These four (4) years may be utilised at a stretch or broken up by periods of

resumption of duty.

3.1.8.11 Missionary / Voluntary Service

1. A maximum of four (4) years unpaid leave, renewable on application yearly, may be granted to

employees wishing to perform Missionary Work or Voluntary Service. These four (4) years may be

utilised at a stretch or broken up by periods of resumption of duty.

3.1.8.12 Study Leave

1. The rules and procedures regarding Study Leave are to be found in the Manual on Staff

Development in the Public Service published by SDO. Mainly the following guidelines should be

followed31:

a. unpaid Study Leave may only be granted to an officer who has completed at least one

year service;

b. paid Study Leave to new entrants may only be granted when the qualification obtainable

after successful completion of the course is tied to an appointment;

c. serving officers who are granted paid Study Leave may be considered for appointment

during the period of the approved paid Study Leave;

d. serving officers on unpaid Study Leave will only be eligible for an appointment if:

i. the officer resumes duties: in this case the officer will not be granted further unpaid

Study Leave before the lapse of one year from the date of resumption of duties;

ii. the appointment will not prejudice the chances for appointment of other contestants

for the post and the studies are of benefit to the service;

iii. the effective date of appointment and resultant seniority will be the date when the

officer resumes regular duties.

3.1.9 Officers on reduced hours32

1. Purpose: To allow employees to work on a reduced time-table, for better work-life balance.

2. Policy: Employees who are conditioned to a 40 hour working week, have the option to work on a

reduced timetable.

a. Timetable may vary between 20 to 35 hours, to the nearest hour, per week and officers may

work on a different time-table in Winter and in Summer.

31 Manual on Staff Development in the Public Service – SDO August 1999; OPM 20/99. 32 OPM 25/99; MPO 108/05; MPO Circular No. 101/2009.


b. The hours to be worked per week and the time-table must be decided upon beforehand

between the employees and their respective Director, on submission of the application for

reduced hours. Urgent family leave is 16 hours, to be taken in not more than 4 sessions, the

same as for all employees.

c. In exceptional circumstances, when public officers on reduced hours are required to work

beyond their usual number of weekly hours, they are paid at the hourly rate for the extra

hours worked. Extra hours worked that exceed the weekly hours worked by a full-time

counterpart, are paid at overtime rates.

d. Public officers on reduced hours may not perform private work, even after official hours.

However, work after official hours in government employment may be allowed subject to

the recommendation of the Permanent Secretary concerned.

e. In the case of employees who are conditioned to an alternative timetable, three optional

reduced timetables, are allowed equivalent to 50%, 62.5% and 75% of their normal working

hours.

3. Eligibility: Officers who have been serving for at least 1 year may be allowed to work on a

reduced timetable except for:

i. officers who are engaged in a top management position (e.g. Assistant Directors,

Directors, Directors General and Permanent Secretaries);

ii. uniformed members of the Armed Forces of Malta.

b. Approval is normally given to employees who:

i. are in the course of a period of unpaid Parental Leave or employees who would, had they

applied, have been entitled to Parental Leave. Reduced hours are allowed until the child

is 12 years old;

ii. are in the course of a period of responsibility leave or would, had they applied, have

been entitled to responsibility leave; and

iii. produce a medical specialist’s certificate stating that for medical or serious humanitarian

and family reasons, may not attend their duties on a full time basis.

c. Employees on Parental or Responsibility Leave are allowed to suspend the unpaid leave and

return to work on reduced hours, provided that they apply at least 1 month in advance of

suspending the unpaid leave.

4. Procedure: Requests from eligible employees to work on a reduced time-table are submitted to

the relevant Head of Department for approval. Applications for a permit to work on a reduced

time-table or for the renewal of such a permit, have to be made at least 1 month in advance. In

case of requests to work on reduced hours for reasons other than those specified above, Heads of

Department are to use their discretion whether to approve these requests, primarily bearing in

mind the potential impact of the proposed partial absence, on the operations of the Department.

To ensure consistency in the treatment of these requests for work on reduced hours, Heads of

Department are to draw up a written policy they intend to follow in evaluating requests received

from employees in their Department. When drawing up the Departmental policy, which should be

circulated to all the employees, Heads of Department are to stipulate:

i. staff ratios (e.g. if more than one fourth of staff in particular grades in any Department

are on Parental Leave, Responsibility Leave, or reduced hours, reduced hours for further

reasons will not be allowed as this will seriously hamper the running of the Department);

ii. the hours during which it is mandatory that staff must attend for duty especially if the

division has to provide a public service (e.g. front line customer desks);

iii. particular arrangements for employees working on a shift/roster basis; and

iv. any particular requirements needed by the operational demands on the Department.

b. All approvals for work on reduced hours should be notified to the respective DCS or DFA, as

applicable, to monitor and note in the records.

5. Duration: Employees who are granted permission to work on a reduced time-table will be

expected to continue to work on the basis of the approved arrangement for a period of 12

months and will, during such period, not be entitled to the grant of unpaid leave or to revert to


their normal work timetable, unless proof is given that the reason for which the reduced

time-table was requested, no longer applies. An advance notice of at least 1 month would have

to be given to the Head of Department. Those who resume full time duties after a period of

reduced hours, will not be allowed to take reduced hours again for the same specific reason,

before the lapse of 12 months from the date when they resume full time duties. Exceptions may

be made in special circumstances. Arrangements for employees to work on a reduced timetable

may be renewed, subject to the approval of the Head of Department, for successive periods of 12

months and the terms of the arrangements (e.g. number of hours to be worked) may be reviewed

at the commencement of such renewal periods. All employees working on reduced hours should

renew their request annually to confirm that they are still opting to work on a reduced hour

basis. Non-renewal should be interpreted as opting out of this condition and the employee

concerned informed accordingly.33

6. Clarifications: A Head of Department, for operational reasons, may revoke a permit granted to

an employee to work on a reduced timetable, provided that 2 months notice in writing is given to

the employee. If an application for reduced hours is refused or revoked by the Head of

Department, the officer may appeal, through the Head of Department, to the next higher

authority within the Ministry who will consider the case, and after carrying out the necessary

consultation with the parties involved, decide on the case. The decision of the next higher

authority in the Ministry will be final. Where it results to the Head of Department that employees

will be or are using reduced hours for a purpose for which it was not intended, the officers may

immediately be requested to resume duty on full hours.

7. Pay and Benefits: While employees are working on a reduced time-table, they:

i. are entitled to their current salary on a pro rata basis, 50%, 62.5% or 75% of the salary

depending on the chosen option;

ii. are entitled, on a pro rata basis, to any allowances linked to their duties and to which

they would have been entitled had they been working on a full-time table. If a

qualifications allowance is applicable, it is paid in full;

iii. retain all leave benefits but they are paid pro-rata.

b. Vacation Leave is to be calculated using the formula below:

i. Average hours worked per week x 192 hours. In the case of officers on reduced hours who

opt to work a 4-day week while their full-time counterparts work a 5-day week, the

following points should be adhered to:

(1) if Sick Leave is taken at a stretch for a whole week, it is computed as 5 days. If,

however, Sick Leave is taken on separate days, it is to be counted on a one day basis;

and

(2) if a public holiday falls on the off-day of the employee working on reduced hours no

extra compensation is called for.

ii. In the case of officers whose full-time counterparts work a 6-day week but who opt to

spread their hours over 5 days, the number 5 in (1) above, should be substituted by 6.

iii. service on a reduced time-table counts in full for the purpose of salary increments;

iv. in line with the provisions regarding unpaid leave, service on reduced hours counts in full

for the first 12 months, but counts pro-rata for subsequent periods of reduced hours for

the purposes of progression and promotion;

v. working on a reduced time-table does not prejudice the seniority of employees in the

particular grade, or the opportunities of these employees for training, or for applying for

calls for applications; and

vi. employees on reduced hours should have the same access as other government

employees to all government circulars and publications.

33 HRD/4/2010.


8. Pensionable service: As service on a reduced time-table will be not less than 50% of the normal

time-table, it will count in full for Treasury Pension purposes. The Social Security contributions

are based on the income earned by the employee at the rate of 1/10 by the employee and 1/10

by the employer. If the income is less than the minimum weekly wage, then the basic Social

Security contribution by the employee is applicable. The Social Security Pension is computed in

accordance with the Social Security Act (Cap. 318) which currently bases the pensions on the

income of the best 3 years in the last 10 years of service.

9. Approval: Head of Department concerned.

3.1.10 Teleworking34

1. Teleworking is considered to be another milestone in Government’s policies to promote:

a. a more family friendly working environment;

b. the Lisbon Agenda for more equality and employment;

c. more use of the ICT facilities across Government.

2. The formal policy with the general principles and the Teleworking guidelines to be used together

with the policy, are found in Appendix 14. The whole document applies to both the Public

Service and the Public Sector.

3. The approval of the Teleworking arrangement is intended to be of benefit to both the employee

and the department. Facilitating the possibility for the employer to retain employees who have

the experience and to keep benefiting from their input, telework also enables individuals to

combine their family responsibilities with their contribution to the work force.

4. The arrangement is meant to develop a win-win situation where the department’s output is

maintained, and possibly improved, while the employee is supported in combining work and

family responsibilities. For these objectives to be reached, careful consideration must be given

to the job and the teleworker. Particular employees and specific jobs may not be suitable for

telework. The respective Heads of Departments / Managers must carefully examine requests to

ensure that the needs of the applicant are given careful consideration, and also that the output

and timeliness of their entity are maintained. The Teleworking arrangement is entirely voluntary

and may not be imposed by the Head, nor demanded as a right by the employee.

5. The employee with the Head of Department shall sign a Teleworking agreement of which a

template can be found in Appendix 14.

3.1.11 Regulations on Smoking in Public Places, 200335

1. All internal workspaces36 spaces of the Education Directorates including Colleges and Schools are

non-smoking areas so as to promote the health, safety and welfare of their employees, and

members of the public.

2. Open spaces that fall under the perimeters of Colleges and Schools are non-smoking areas.

3. Public spaces within the premises are to have visible signs of the prohibition of smoking and, if any, of the designated smoking room or smoking area.

3.1.12 Sexual Harassment at the Place of Work37

1. The Public Service promotes a working environment where mutual respect, understanding and

appreciation are the cornerstone of working relationships. It strives to promote a dignified

34 DCS 9/2008; Educ 102/05/I/1; OPM 6/2008. 35 OPM 7/2003: Smoking in Public Places Regulations; Legal Notice 244 of 2003 entitled Tobacco (Smoking Control) Act [Cap 315] - Smoking in Public Places Regulations 2003. 36 "Work space" means any indoor or other enclosed space where employees perform the duties of their employment, and includes any adjacent corridor, lobby, stairwell, elevator, lift, cafeteria, washroom or other common area frequented by such employees during the course of their employment. (Ref: Footnote no 18). 37 OPM 12/2006; DCS 40/2006; Educ 330/04: The Public Service: Guidelines on what constitutes sexual harassment and the procedures to be followed in cases of sexual harassment'. OPM 9/06 (Disciplinary procedures).


working environment and a harmonious relationship amongst all public officers, irrespective of

their gender.

2. Any officer is responsible in preventing sexual harassment on the workplace.

3. Any officer knowing of any sexual harassment is responsible to report to her/his respective

superior or any officer that s/he might deem necessary so as such harassment is stopped

immediately. Refraining from reporting such harassment is prolonging the negative impact on the

general well being of public officers and/or clients as well as on the work environment as a

whole.

4. No one should tolerate any form of sexual harassment and these cases are regarded as serious

disciplinary cases leading to dismissal, over and above any criminal action which may be

applicable.

5. Any officer is to follow the following guidelines as per the policy38:

• Ensure that all employees and clients of the Public Service are treated with respect;

• Secure the dignity and personal development of all employees;

• Inform and educate employees on behaviour that is unacceptable since they must

recognize that what is acceptable to one person may not be acceptable to another;

• Provide information on means of redress to the victims of sexual harassment at the palce

of work. No employee or client of the Public Service must fear that she or he will be

victimised for bringing a complaint of sexual harassment whether the harassment comes

from another employee or from a client of the Public Service. All sexual harassment

claimes will be treated very seriously and confidentially and all the necessary action will

be taken to deal with the claim.

• Build a pro-active work environment that aims to prevent the occurrence of sexual

harassment at the place of work.

3.1.13 Private Work by Public Officers39

Public Officers/teachers should follow the guidelines regarding private work:

1. Public officers are invariably required to obtain the prior approval of their Permanent Secretary

before they may engage, or continue to engage, in any form of business or employment outside

their official duties;

2. Former public officers should ensure that they do not accept employment or carry out activities

where previous knowledge could result in an unfair commercial advantage or potential breaches

of confidentiality, or which may cast doubts on their own integrity, that of the Department in

which they were previously employed or of the Public Service generally.

3. It is of the utmost importance that prior to undertaking any form of private work, both the public

officers who will be undertaking this work and the respective Permanent Secretary must be fully

satisfied that in the engagement of the private work there is no conflict of interest with the

public officers' official activities.

4. Public officers who are interested in performing private work are required to give their Public

Service employment first consideration and should avoid situations which may appear to/give rise

to a conflict of interest. They should consider their appointment or position with Government

and must carefully consider whether:-

a. the company or organization they would be working for is in, or entering into, a

contractual relationship with the Government;

b. the company or organization concerned has as its primary purpose, the lobby of

Government Organizations, Departments or MP's;

c. the Government is in a regulatory relationship with the company or organization.

5. It must be emphasized that in the cases where there exists/appears to be a conflict of interest

between the public officers' private work and their official activities, the onus is on the public

38 Sexual Harassment Policy. 39 OPM 3/2006; PSMC Section 7.3.


officers to disclose to their Permanent Secretaries, through their Heads of Schools/College

Principals/Directors, if a potential or actual conflict of interest arises at any time. Public officers

are to disclose to their Permanent Secretaries, through their Heads of Department, any potential

or actual conflict of interest in writing within a week of assuming office or upon change in duties

or change in circumstances.

6. If during the period of approval to perform private work, an officer is transferred, promoted or

progresses to a higher scale, such permission is deemed as having been withdrawn automatically,

and a fresh approval should be sought.

7. When Directors Corporate Services inform the public officers of the approval to perform private

work, they should draw the officers' attention to the fact that the particulars relating to

approvals of permission to perform part-time work are being sent to the Commissioner of Inland

Revenue.

8. Director Generals will continue to take a very serious approach against those public officers who

are performing private work which is in breach of the above provisions, and disciplinary

proceedings can be taken against defaulters. 9. Private work by public employees who are on parental leave, reduced hours or telework:40: All

public employees (i.e. both employees in the public service and in the public sector as the

family-friendly measures in the public service apply also to the public sector) may not be

authorized to perform private work, even after official hours, if they are on Parental Leave,

reduced hours or telework since this goes against the very basis as to why Parental Leave,

reduced hours and/or teleworking are granted, i.e. to ensure that officers spend more time with

their families.

3.1.14 Written references made by Public Officers41

1. The Public Service Commission has brought to my attention that public officers are at times

making written references in favour of other public officers applying for posts in the Public

Service.

2. Such a practice may lead to situations in which officers appointed on Selection Boards find

themselves in a conflict of interest.

3. The practice of making a reference in favour of other public officers applying for posts in the

Public Service is to be discontinued and the Chairmen and Members of Selection Boards should

ignore such written references that may have already been made.

3.1.15 Recruitment Opportunities with Institutions of the European Union42

1. As the opportunities increase for Maltese nationals to work in the fast moving and challenging

environment of European Institutions, it is appropriate to once again alert public officers to the

existence of these opportunities, how to be better informed of vacancies as they arise, and how

the Public Service will facilitate taking up an assignment abroad.

2. Public officers are reminded that, if selected to serve with any EU Institution, they will:

a. be granted special unpaid leave on grounds of public policy;

b. enjoy the right to return to their substantive grade held immediately before their contract

with the EU;

c. retain all rights and privileges applicable to their public office and those arising from the

respective Classification Agreement;

d. have their service with the EU reckonable for pension purposes;

e. have their service with the EU deemed as service given to the Government of Malta for

pension purposes under the Pensions Ordinance, if they are pensionable officers;

f. have their social security rights acquired under the Social Security Act (Cap. 318) safe

guarded in line with the provisions of Council Regulation (EC) No. 1408/71;

40 MPO 28/96; OPM 15/98; OPM 29/98 and at Section 4.8.4 of the PSMC; DCS 54/2008; Educ 53/85; MPO 86/2008. 41 OPM 32/2004; OPS 66/2004; OPM 3/2006. 42 MPO 22/2004; OPS 13/2004.


g. grant unpaid leave, not on grounds of public policy, to officers selected for engagement with

EU Agencies.

3. Persons who are engaged on contract in Ministries and Government Departments and who are

selected and take up an engagement with the EU are expected to resign, but they will retain the

right to return and to complete their contract engagement with the Government provided they

do so within six months from the effective date of commencement of their assignment with the

EU Institutions or Agencies.

4. When and if successful candidates receive confirmation of their engagement, they are to obtain

the clearance of their Permanent Secretary before writing to the Management and Personnel

Office for the formalisation of the grant of unpaid leave as specified above.

5. All the details which a prospective candidate may require both on vacancies as they arise and

also on application procedures are available on the European Personnel Selection Office (EPSO)

website http://www.europa.eu.int/epso. This site will lead interested officers not only to

vacancies in European Union Institutions, but also to engagement opportunities in Agencies of the

European Union as listed in website http://europa.eu.int.

6. In addition, selected vacancies advertised by EPSO are also published in the Government

Gazette, issued as press releases, and may be down loaded from the Intranet or from the MPO

website http://www.mpo.gov.mt/eu_recruitment.html.

7. Heads of department are asked to ensure that this Circular is brought to the attention of all

personnel in their Department. Every facility is to be offered to persons to whom internet is not

easily accessible.

3.1.16 Procedure for New Recruits

3.1.16.1 Generic Procedures for New Recruits

1. All new recruits will contact the following departments:

a. The department within DES/DQSE where they will be employed for letter of appointment;

b. The Customer Care Service so that they will fill in the necessary forms of engagement. New

recruits are required to produce the following documents:

i. the I.D. Card;

ii. the National Insurance Number; (if they do not have it please they may contact their

nearest Area Office – See Appendix 16 for a whole of Area Offices with contact numbers);

iii. the Bank Account where the salary is to be credited;

iv. a copy of the last employment slip (if employee was employed before);

v. Details of spouse’s I.D. Card No. and date of marriage in case of married employees.

c. In case that the above documents are not produced on time, it might incur a delay in salary

payments.

2. New recruits will be required to fill in the following forms:

a. ETC Form of Commencement of Employment.

b. Treasury Payment Form (Direct Credit).

c. Salary Form.

d. N.I. 12 Form.

e. The Personal Record Sheet (PRS).

3. With the appointment in office the person shall be placed

3.1.16.2 Procedure for LSAs

1. Training and Professional Development:

a. All untrained personnel providing learning support and facilitator services shall be required to

follow a compulsory professional development course;

b. LSAs shall be required to take part in training and in-service training programmes as

appropriate to their role and functions;


c. New applicants to the post shall be expected to successfully complete an induction training

course prior to their being approved for employment by the Education Authorities;

d. LSAs shall adopt and work towards the implementation of the school development plan of the

particular school they are giving service in.

2. Placement in College, school or Centre:

a. LSAs shall be required to work according to the needs of children with a statement in the

schools within the College/Centres/Resource Centres as directed by the Principal and/or

Head of School. An LSA may be temporarily required to provide service in more than one

school/centre.

b. Qualified LSAs, including those already in post, may also be deployed according to their area

of specialisation as deemed necessary by the Education Authorities.

3.1.16.3 Procedure for Engagement of Contract Employees

1. Recruitment will forward “letter of notification” from MPO of appointees concerned to the

Director concerned.

2. Director calls applicants to notify them of prospective engagement and a draft copy of

contract is to be made available to applicants concerned.

3. Applicants are to send via e-mail acceptance or refusal of position within 3 days of applicants

being contacted by phone.

4. If appointee refuses the position the notification of refusal must be sent to the Recruitment

Section (HRDD) – [email protected] to start procedure for next in line.

5. In case of acceptance, the Director is to notify the Recruitment Section (HRDD) on

[email protected] and Customer Care on [email protected] after applicant

commences work, with the following details:

a. Name of applicant & position

b. Salary Scale

c. Grade

d. Effective Date of Commencement

e. Posting (Directorate _______________, Department ___________ )

6. After date of commencement, appointee is to go to Customer Care with the following

documents for salary purposes:

i. I.D. Card;

ii. National Insurance Number; (if you do not have it please contact your nearest

Area Office – See Appendix 16 for a whole of Area Offices with contact

numbers or call SPIC on 159);

iii. Bank Account where the salary is to be credited;

iv. Copy of last employment slip (if employee was employed before);

v. Details of spouse’s ID Card No and date of marriage in case of married

employees;

vi. Police Conduct (subject Access Request) issued by the Police not earlier than

three (3) months from the data of publication of the results by the Public

Service Commission since your appointment will be subject to the possession

of a clean criminal record as stipulated in your call for application, or a

receipt that you have applied for it.

7. In case appointee decides to terminate employment within one month, appointee has to

provide in writing, a letter of resignation, which is to be submitted by hand to the Record

Section, Directorate for Educational Services, Great Siege Road, Floriana and a copy to be

given to the Director concerned.


3.1.17 Disciplinary Regulations for the Public Service43

1) The new Regulations give Heads of Department expanded disciplinary powers that are in many

respects consonant with the best practice in the private sector. In particular, the Regulations

provide for the expeditious processing of disciplinary cases and for the application of scheduled

penalties related to minor and serious offences, including the dismissal of employees who

commit four offences within a period of 24 months. This is balanced by procedural safeguards,

including employees' right of appeal to the Public Service Commission in certain instances and

the retention by the latter of the powers to dismiss.

2) The cases in which the charge was issued before 1st February 2000, shall continue to be heard

under the 1977 Disciplinary Regulations44. The new Regulations shall apply to new cases in which

the charge is issued on or after this date. For the proper implementation of these Regulations, it

is important for each employee to understand the essence of the new Regulations. All

disciplinary cases, except those with criminal action, will be heard by Departmental Disciplinary

Boards, whose members are bound to take the oath as required by Sections 3 and 5 of the

Inquiries Act, 1977.

3) Appropriate records of all disciplinary cases should be kept and the present procedure of opening

a separate file with a yellow cover which should always accompany the officer's personal file

should be maintained. The Directors (Corporate Services) or the Directors (Finance and

Administration) or the Director (Human Resources) (Health), as the case may be, should be

notified of each stage of the disciplinary proceedings.

4) It is most important that all Government employees are made aware of the new Disciplinary

Regulations. The salient points outlining their rights and responsibilities which are reproduced on

the attached sheet should be brought to the attention of all employees.

5) The following are some salient points of the whole procedure:

6) Disciplinary power has been delegated to all Heads of Department who will issue all charges,

appoint an independent Disciplinary Board to hear the case, and deliver the penalty, excluding

dismissal.

7) All officers in charge of other officers have the power to admonish other officers of whom they

are in charge, and keep a record of the admonishment, which is cancelled after 6 months from

the date it is administered. A report is made to the Head of Department if an officer is

admonished on 3 occasions in 6 months.

8) A Head of Department may communicate a written warning to officers after allowing them the

opportunity to reply. This written warning is cancelled after 12 months.

9) An officer shall report to the Head of Department any offence committed by an officer under his

responsibility not later than 5 working days after he becomes aware of it.

10) The officers charged may petition the Public Service Commission if there are serious grounds

that any member of the Disciplinary Board may be prejudiced against them.

11) Both the officer and the Head of Department are entitled to be assisted/represented before the

Disciplinary Board by any person of their choice.

12) The officers charged must have access to all documentary evidence to be used against them

and have the right to make representations on the findings of the Board to the Head of

Department / Public Service Commission in case of dismissal.

13) Every officer may appeal to the PSC against the penalty given by the Head of Department in all

serious cases where there is a warning of dismissal and all cases where there is serious disregard

of the procedures which prejudiced the case.

14) The statement of charge should indicate whether the case is considered as minor, or serious or

may lead to dismissal. The penalties are given accordingly.

15) The penalties for Minor Cases are:

a) First case: Written warning (will lapse after 12 months if no other offence is committed);

43 OPM 6/2000; DFA 9/00; Educ 823/00. 44 OPM 41/99; The Public Service Commission (Disciplinary Procedure) Regulations, 1999 – Legal Notice 186/99.


b) Second case: Suspension without pay up to 3 days;

c) Third case: Suspension without pay up to 5 days and a warning of dismissal;

d) Fourth case: Dismissal.

16) No account is taken of cases which occurred prior to 24 months.

17) The penalties for Serious Cases are:

a) Suspension without pay up to 5 days;

b) Suspension without pay up to 5 days and warning of dismissal;

c) Dismissal.

18) Penalty at (a) may not be given for more than 2 serious cases.

19) Officers who absent themselves without leave for 10 consecutive working days are considered

as having resigned with effect from the 11th day after they have been notified and no justifiable

reasons are received for their absence.

3.1.18 Delegation of Authority to extend or terminate the probationary period45

By virtue of an Instrument of Delegation, approved on the 18th April 2009, in terms of Article 110 of

the Constitution of Malta, the Prime Minister, acting on the recommendation of the Public Service

Commission has delegated the authority to extend or terminate the probationary period as specified

hereunder:

1. Extension of the Probationary Period for Reasons of Unpaid Leave: When an officer on

probation is authorised by the Head of Department to avail him/herself of Special Unpaid Leave

during such Probationary Period, the Probationary Period is automatically extended by the

corresponding number of days utilised as unpaid leave. Henceforth, such instances need not be

referred to the Public Service Commission.

2. Extension of the Probationary Period for Reasons of Work on Reduced Hours: Likewise,

officers on probation will have their Probationary Period extended in the case they are allowed

to work on reduced hours during the Probationary Period, provided that the Probationary Period

is extended by the corresponding number days to compensate, in proportion, for the officer’s

reduced working schedule. Also in such cases there is no need to refer to the PSC.

3. Extension and Termination of the Probationary Period for Reasons of Unsatisfactory

Performance: Extensions of the Probationary Period up to a maximum extension of twenty-four

(24) months*, or termination of the Probationary Period, for reasons of unsatisfactory

performance, are to be approved by the Head of Department.

4. Probationary Periods are normally extended by twelve months at a time. The Probationary

Period should not be extended more than twice (i.e. by more than twenty-four months) in the

case of extension due to unsatisfactory performance. Instead of being extended for the third

time if performance is still unsatisfactory, steps should be taken for the Probationary Period to

be terminated. Without reference to the Public Service Commission, provided that before the

decision of the Head of Department is implemented, the officer concerned shall be entitled to

make representations to the respective Permanent Secretary, within a period to be determined

by the Head of Department, on the proposed action to be taken. In this respect, the Head of

Department is to inform the officer concerned of the intention to extend/terminate the

Probationary Period and the reasons therefore, and that he/she is entitled to make

representations as stated above. In cases where such representations are made by the officer

concerned within the stipulated time limit, the final decision regarding extension or termination

of the Probationary Period due to unsatisfactory performance shall be taken by the respective

Permanent Secretary, after taking into consideration the representations made by the officer and

a report on the officer concerned by the Head of Department.

5. The officer concerned shall be entitled to appeal to the PSC from the decision taken by the

respective Permanent Secretary to extend or terminate the Probationary Period for reasons of

unsatisfactory performance.

45 OPM8/09.


6. Heads of Departments are to bear in mind that, unless otherwise specified, a Probationary Period

is to last twelve (12) months and is to be considered as having commenced on the Prime

Minister’s approval of the new appointment or the date upon which new duties are actually

assumed by the appointee, whichever is the later.

7. Senior officers must, from the outset, drive home the significance of Probationary Periods by

pointing out that, if the ability and efficiency displayed in the performance of duties fall short of

the required standard, probationary appointments may be terminated. Consequently, extensions

of the Probationary Period may only be resorted to in exceptional / genuine cases, such as due to

periods of prolonged Sick Leave and use of family-friendly measures.

8. The Public Service Commission and the Resourcing Department of the Management and Personnel

Office within the Office of the Prime Minister are to be informed by the respective Head of

Department, on a case-by-case basis and with the applicable details, of such instances where the

probationary period is extended or terminated for the reasons mentioned above. The Auditor

General and the Director (Treasury) are also to be informed accordingly. The necessary

amendments to the Public Service Management Code will be made in due course.

3.1.19 Returns for extra days worked during the school holidays 46

1. Part-time Clerks are to submit returns, as in Appendix 25, for any extra days worked during the

school holidays to the Leaves Section. Returns, which are to be sent on the attached specimen

form, are to include a copy of the approval for each period issued by Mr Joe Tanti, Assistant

Director, Procurement and Administration. Returns are to be forwarded by hand by not later

than the 18th of September.

2. Late returns will not be accepted.

3.1.20 Declaration re weekly number of working hours and days of work47

1. Part-time clerks before the beginning of every scholastic year are requested to fill in the form in

Appendix 26 confirming the number of hours per week and the days of the week on which they

will be working. Changes during the scholastic year, including the summer time-table, will not

be allowed

2. The recommendation of the Head of School is also required.

3. This information is to reach Leaves Section, HR Branch, Education Division Floriana, by hand, by

not later than the 18th of September.

3.1.21 Staff Data.48

1. All members of Staff in the DCS, DES, DQSE, DLLL are to communicate immediately and in writing

all changes in personal data to the Head of School or Section and to the Records Section of the

Human Resources Development Department.

2. Members of Staff are informed that the DCS, DES, DQSE, DLLL collects and processes information

to carry its functions under the Education Act. Personal data is only collected for specific and

explicitly stated and legitimate purposes in accordance with the provisions of the Data protection

Act and other subsidiary legislation.

3.2 Procedures for the Management of Colleges and Schools

3.2.1 Use of Mobile Phones49

1. Heads of School are requested to ensure that students do not take mobile phones to school.

Students are to be warned that any such phones would be confiscated. Parents should be advised

beforehand for full cooperation.

46 DCS 43/2009; Educ 516/96. 47 DCS 44/2009; Educ 516/96. 48 DCS 89/2006; Educ 240/02. 49 OPS/11/2001.


2. All teaching grades are to ensure that their mobile phones are switched off during lessons and/or

while on duty during school activities.

3.2.2 Overseas Visit

1. The forms of Overseas visits vary as follows:

a. Visits abroad organised by the School;

b. Student exchanges;

c. Comenius;

d. Seminars/Conferences/Workshops;

e. EU Projects for Teachers by EUPA;

f. E-Twinning.

2. All members of teaching and administrative grades wishing to proceed abroad on educational

visits are to fill in the Duty Visits Abroad Form in Appendix 31. At least 15 days prior to

departure, the completed form should reach the respective Head of School/Head of Department

together with a copy of the official documents except for Student Exchanges whereby the

documents are reach YSO at least 8 weeks prior to departure due to travel booking issues.

Section A of the form is to be filled in by all applicants. Section B only by officers engaged in

projects/exchanges.

3. College Principals, Head of Schools and Assistant Heads will not give the permission to staff to

proceed abroad during school days before obtaining authorization from higher authorities.

Authorisation should be passed to the DG-DES/DQSE and to the Permanent Secretary before the

person can proceed with the visit. Disciplinary action may otherwise be taken.

4. They will monitor that duration of visits should be kept to a minimum.

5. Only one member of staff is to proceed abroad on any one project. Requests for additional

members of staff must be fully justified.

6. When members of staff are requesting to proceed abroad, the dates of the visit, the number of

travelling staff and the number of visits are subject to official approval.

7. The co-ordination of different projects should preferably be entrusted to different members of

staff.

8. Officers with class contact should not travel more than once during any given scholastic year.

The visit abroad should not take place in the week immediately preceding examinations.

9. When students are to form part of the travelling group:-

a. Written parental consent must be obtained prior to travel on Form in Appendix 21.

b. There should be one accompanying member of staff for every 10 – 12 students plus one

leader for the whole group.

c. One adult accompanying students abroad is to be of the same gender as the students.

d. Schools are advised to contact the passport office in good time and follow all required

procedures.

e. Schools are to make sure that students participating in the excursion abroad are covered by

travel insurance. Having no travel insurance, can have adverse repercussions in case of

accidents, loss of luggage, theft, etc. It is being advised that group travel insurance is issued

to cover all students travelling abroad.

f. Schools are also to make sure that all students have the E111 form to cover medical care if

travel is to take place in the EU member states. E111 form can be downloaded from

www.sahha.gov/entities/entitlementunit.html.

10. A report on the accompanying Overseas Visits Report Form in Appendix 30 should be sent to the

College Principal copied to Head of the Department/Agency/Section through whom the person

has done the visit abroad within a month of the officer’s/s return to Malta. Only one report per

visit, per project is to be sent in.


11. In all cases50, request for permission to go abroad will only be granted if such requests are

accompanied by a day-to-day programme.

12. The visit abroad may cover only a maximum of three school days for actual meetings/conferences

except for Student Exchanges. An additional two days for travelling are allowed but one of these

days must be programmed to fall during the weekend preceding or following the

meeting/conference.

13. Whenever, owing to flight restrictions or Conference set dates, this arrangement is not possible,

documented evidence justifying the departure from these instructions must be attached to the

application.

14. College Principals and Heads of School are to make sure that the above procedures are being

followed before contacting Head Office and such procedures apply to College Principals, Head of

Schools and Assistant Heads of School.

3.2.3 Money Collections in Schools51

1. While it is good to encourage students to be generous, it is not fair to put too heavy a financial

burden on families especially when there are several children of school age in one particular

family.

2. Schools are to ensure that there are not more than five collections every scholastic year, one of

which should be the annual contributions made towards the Community Chest Fund at Christmas

time.

3. In all cases no undue pressure should be put on students and there should not be any fixed

minimum which students should be expected to contribute.

4. The DES will be giving permission to various organisations once it is ascertained that they have a

worthy cause. It will be up to you as the Head of School and your staff to decide which five

causes to support in any particular scholastic year.

3.2.4 Dress Code52

1. All teaching staff should adhere to a dress code which conforms to the status and dignity of their

profession. It is to be remembered that members of the teaching staff are role models to their

students/pupils. Hence, their appearance, style and dress should reflect normal standards of

suitability and propriety.

2. Casual dress worn in schools should be tasteful and appropriate for a school setting. Casual dress

encompasses various styles. However, for a school environment, casual dress should be smart

and appropriate as the appearance and conduct of each member of staff projects the image of

the school with students/pupils, parents and others who visit the school from time to time.

Thus, extremely casual wear and revealing clothing of any nature are not considered appropriate

as school casual attire.

3. It is at the discretion of the Head of School to determine any other accessory or item of clothing

as unsuitable in the context of the school environment.

4. In view of the above, all state schools are being requested to formulate their own dress code for

teaching staff reached through as wide a consensus amongst the staff as possible. The dress

code, once agreed upon, should be applicable for all school and Education Division activities

including In-Service Courses and Conferences/Seminars.

5. The dress code, once adopted, should be brought to the notice of all new members of staff

including student teachers.

50 SILC 181/05; SIM 02/06; SILC 6/06; OPS 3/06; OPS 60/2003; SILC 71/2003; OPS/21/2007; OPS/45/2005; SILC 6/06 OPS 3/06 and SIM 02/06. 51 OPS/65/98. 52 OPS/70/04.


3.2.5 Deregistration of VAT No. 1333 - 681153

1. The VAT No. 1333 – 6811 has been deregistered and can no longer be used. The Education

Directorates are not deemed to lead economic activity.

2. Heads of School are informed that if any school carries out any economic activity on a regular

basis, the school through the Head must register with the VAT Department. Every school that

registers with the VAT Department must adhere to VAT regulations.

3.2.6 Sale of Items in Schools

3.2.6.1 Sale of Items in Schools54

1. Heads of School are not in a position to use Colleges and schools as retail outlets for the sale of

school bags, stationery, books or uniforms. These cannot be organised by the school. The sale of

such items requires a licence from the Ministry of Trade.

2. Schools have permission however to sell items particular to the school such as: College badges,

ties and diaries.

3. As regards uniforms, sales are to be directed to the successful bidder of the College tender

except for those uniforms that pre-existed the tenders issued in 2009.

4. Colleges will be taking on this additional chore with the specific purpose of retaining the College

exclusive identity.

5. Tenders for school uniforms are to be issued by the Directorate General for Educational Services.

6. The adjudication process is as follows:

a. Tenders shall be issued by the Director General for Educational Services three months

prior to closure of contract with the awarded bidder. Tenders shall be issued for each

College separately. The type of tender shall be decided according to the total cost the

tender and according to the Government financial regulations.

b. The College tenders shall be received at the office of the College Principal.

c. The DG-DES will appoint an adjudication board which will meet within 30 days from the

opening of the tender box and issue of the bidder’s list as in Appendix 24.

d. The bidder’s list with prices will be published on the College notice board and a copy of

which will be also published on the Customer Care notice board.

e. The Board will adjudicate the tender according to the criteria on the tender document.

f. The Adjudication Report will be drawn up and signed by the chairperson/members as in

template in Appendix 24.

g. It is then forwarded to DG – DES for her/his consideration (Approval or otherwise).

h. After it is approved the result is published on the College Principal’s and Customer Care’s

notice boards.

i. A ten-day objection period is allowed and this objection will be presented to DG-

Contracts.

j. If there are no objections within this 10-day period, the Letter of Acceptance is issued to

the successful bidder according to the template in Appendix 24.

k. The contract is issued after a specimen uniform is produced according to the tender

specifications.

3.2.6.2 Photocopying Service55

1. The photocopying service to students for work sheets and materials to facilitate learning is

usually offered against a charge. This practice is being extended to various subjects with the

result that students are asking parents for money on a regular basis to cover such charges.

2. Heads of School and teachers are:

a. Not to infringe the copyright of the material photocopied.

53 OPS/110/2006. 54 Memo OPS/16/2003. 55 OPS/87/2004.


b. To record in a register the charge made for photocopies alongside the signature of the person

effecting the payment. The daily total should then be added and transferred to the cash

book against the counter signature of the responsible officer. The money collected has to be

transferred to the School Fund Account and for no reason whatsoever should such revenue

be incorporated in the Materials and Supplies Imprest Account.

c. To Issue a school receipt for money paid. Parents are to be informed through the schools’

usual channel of communication with parents regarding the issuing of school receipts for

photocopies.

3.2.7 Psychological Support for Teachers56

1. The Directorate for Educational Services is offering Psychological Support for Teachers and non-

teaching staff through the Staff Support Service. After an assessment by the counsellors at the

Staff Support Service, a decision will be taken whether the case needs more specialised

intervention or whether Counselling is enough.

2. All cases referred to the Staff Support Service will be cases whereby the present circumstances

of the employee are affecting his/her performance on the workplace. The circumstances also

include trauma as a result of an unpredictable occurrence (e.g. sexual harassment, serious

injury, bereavement) while in the course of carrying out his/her duties.

3. If the case needs specialised intervention, then, the case will be referred to the scheme offered

by the DES in collaboration with the FES.

4. Referrals for the Staff Support Service can be done in two ways:

a. Self-Referral: Staff can contact the Staff Support Service

b. Referrals by College Principals: College Principals, might deem helpful the referral of staff

to the Staff Support Service, due to difficulties in performance in class caused either by

particular situations within the class or else emanating from personal difficulties.

c. Requests for this service are to be submitted through the Head of School and should be

addressed to the College Principal who will decide whether or not to refer the case. The

following procedure should be followed:

i. The Head of School is to contact the College Principal immediately after a need for

this service is established.

ii. The Head of School is to clearly indicate to the College Principal when psychological

support is being requested. The College Principal will contact the Staff Support

Service. If the case deems further psychological help this case might be referred to

the FES as follows:

� The FES will then contact the referred member of staff to facilitate choice

and contact between the teacher and a psychologist.

� The FES will be billed for the three (3) sessions.

� The FES is to forward a statement of account every six (6) months to the DG-

DES.

� In exceptional cases, following an informed recommendation by the FES, the

DG-DES might consider extending the service for additional three (3) sessions

depending on the availability of funds.

3.2.8 Inclusive Education – Statementing Moderating - Panel’s Recommendations57

1. Children with difficulties are provided with a Learning Support Assistant as follows:

a. Full-Time Support on a one-to-one basis: The Student requires full-time support on a

one-to one basis. The Facilitator/K.A. (Special Needs) should dedicate all her/his time

to support that particular student.

b. Full-Time Support: The student requires the full support of the facilitator but not on a

one-to-one basis. The Facilitator/K.A. (Special Needs) is present in the classroom

56 OPS/50/2005. 57 OPS/103/2006.


throughout the whole day and can support more than one student in the same class

provided that only one of the students is in need of full time support.

c. Shared in the Same Class: The student requires the shared support of the

Facilitator/K.A. (Special Needs) who is in the classroom throughout the whole day.

This type of support is determined by the students' I.E.P. The Facilitator/K.A. (Special

Needs) can support more than one student in the same class.

d. Shared Support: The student does not require support throughout the whole day. This

type of support is determined by the I.E.P. The Facilitator/K.A. (Special Needs) may

either be assigned responsibility for more than one student who is in the same class

and/or support students who require shared support but are not in the same class. In the

latter case equity is recommended.

2. All Heads of School are to ensure that an I.E.P. is held for all Statemented students to

determine their Educational and/or Physical and/or Emotional needs as recommended by the

statementing Moderating Panel. A member of the School Administration Team, the

Facilitator/K.A. (Special Needs), teachers, Guidance Teachers, Parents and the student should

participate in the I.E.P. meeting.

3. If in his/her professional opinion, a Head of School is certain that a particular student needs to

be reassessed, s/he must inform the Service Manager (Inclusive Education), substantiating this

claim. Furthermore, Heads of School are to inform the Assistant Director (Inclusive Education)

whenever the number of statemented students in any one class needs to be revised.

4. In the case of students who have been statemented as requiring Shared Support or Support in

the Same Class, these recommendations can only be changed by the Statementing Moderating

Panel.

3.2.9 Lesson Planning for Special Needs Students58

1. Heads of School are to ensure that facilitators59 are given access by class/subject teachers to

Schemes of Work of the current term and to forecast of work for the week. Other necessary

information and details such as page numbers from text book/s to be used, handouts, and other

relevant material being used in the lesson is to be forwarded to the facilitators. It is imperative

that facilitators have such information so as to prepare the necessary resources and adaptations

needed for the lesson/s which s/he will be supporting the student/s in.

2. The ultimate responsibility for ALL students in their class, including students with a statement,

remains that of the teacher. It is therefore recommended that whenever possible teachers and

facilitators discuss plan for the week.

3.2.10 Foreign Students attending State Schools60

1. Admission: Foreign Students are to apply at the College Principal’s Office of their catchment

area. They are required to produce the following documents:

a. Passports: Parents shall produce a copy of the parent’s/s’ and the child/ren’s passport.

b. Certificates required:

i. Birth Certificates:

(1) Adoption: In case of adoption, parents have to produce the father’s or the mother’s

birth certificate.

(2) A copy of the child/ren’s birth certificates shall be produced (translated in English).

ii. Marriage Certificates: A copy of the parents’ marriage certificate shall be produced.

iii. Freedom of movement certificate shall be produced (only for foreign parents).

c. Adoption papers shall be produced (a verified English translation shall be produced).

58 OPS/08/2007. 59 The grade of Facilitator, K.A. (Spec. Educ), Part time K.A. (Spec. Educ), Learning Support Assistants I & II and Supply K.A., Supply Learning Support Assistants mentioned above are being referred to as ‘facilitators’. 60 OPS/108/2006.


d. Work permit: Both parents or either of the parents shall produce a true copy of work permit

if they are not citizens of Malta.

e. Medical tests are a pre-requisite. The child shall undergo medical tests at the Qormi Health

Centre.

2. Heads of School are aware that foreign students from non-EU countries, except otherwise stated,

attending State Schools have to pay fees every term. Annual fees61 are as follows:

a. Kindergarten ................................... ..... €465.87

b. Primary ........................................... ..... €465.87

c. Secondary ........................................ .... €559.05

d. Post-Secondary (Arts) .................. ... ..... €652.22

e. Post-Secondary (Science) ............... ... ... €652.22

f. Trade Schools .................................. ... . €559.05

3. Fees shall not be refundable.

4. As the number of foreign students in schools is increasing, Heads of School are being asked to

send the specimen letter at Appendix 8, to parents before the start of every term to effect

payment at the Accounts Section, Department of Corporate Services, Ministry of Education,

Floriana. Heads of School are to take note of the receipt number when parents of fee paying

students present it to the Head of School.

5. Heads of School are to keep a record of receipt numbers on the respective form at Appendix 8

and send a copy every term, to the DES, Officer in Charge Foreign Students, Primary Section,

Room 339, Floriana.

6. The Officer in Charge Foreign Students is to be informed whenever a foreign students stops

attending school. See Appendix 8.

3.2.11 Medical Certificates62

1. Heads of School are requested to ask students to produce a medical certificate for absence from

school adequately filled up.

2. If the certificate is inadequately filled up, then such certificate should be regarded as

unacceptable, and the student’s/pupil’s absence should be regarded as uncertified. Heads of

School are to treat them as such and take the usual necessary action.

3. Certificates to be considered ‘unacceptable’ include those which:

a. do not reveal the identity of the certifying doctor or those which bear only the bare initials

of the doctor;

b. do not specify the expected duration of the illness;

c. certify that the student/pupil is ill according to the opinion of someone else, e.g. the opinion

of the parents or that of another doctor or specialist.

4. In cases of unacceptable certificates, Heads of School are to contact the School Medical Officer

and discuss the case before taking any action.

5. In those cases where the presented medical certificate relates to a parent or the parent’s illness

and the student is needed at home to take care of the sick parent, prior authorisation for

temporary absence from school has to be obtained. Such authorisation is needed when the

illness is of a long duration, that is when a number of weeks are involved. In the case of a

temporary exemption for a few days, Heads of School are to use their discretion when granting

such a permission.

6. When the student/pupil certificate is ‘unacceptable’ but the condition mentioned in the

certificate poses a risk to others, the student may still have to be excluded from school. All

cases known or suspected to be such should be immediately discussed with the Education Medical

Officer on telephone 21248819/21252866/21225285/21231567.

61 S.L.327.01. 62 SILC 13/07; OPM 15/2004; OPS 21/2004.


3.2.12 Mid-day Break Supervision63

1. During Mid-Day Break Supervision (MDBS) the ratio of teacher/students involved should be as

follows:

a. In Secondary Schools the teacher/students Mid-Day Break Supervision duties should be based

on a ratio of 1:40.

b. In Primary Schools the teacher ratio should be based on the number of students in the

particular class.

2. The 1:40 ratio is never to be exceeded.

3. In the case of Secondary Schools when specific activities are organised, prior permission for these

activities must be sought from the College Principal, before increasing the number of teachers

beyond the above teacher/student ratio.

4. In Primary and in Secondary Schools, pupils/students with Special Needs are to be supervised by

their Learning Support Assistants.

5. Form A is to be sent to the College Principal and Form B to be sent to the Service Manager for

Inclusive Education. The forms are found in Appendix 4. Forms are to be sent by not later than

the last Monday of September of each year. The returns are to include the Mid-Day Break

supervisions only.

6. A circular is issued on a year basis for changes in supervision claims64.

7. Supervision claims are to be sent to [email protected] only. A revised version of the

Supervision template will be sent by the Accounts Section for your perusal. In case any difficulty

you may contact Accounts Section by telephone.

3.2.13 School Transport65

3.2.13.1 Generic Procedure

1. School Transport is regulated by contracts that have been signed between the DES and Transport

Service Providers.

2. These contracts stipulate that it is incumbent on the Directorate to inform the Providers of any

changes in the school time-table such as exam time, School Development Plan Days, Parents’

Days, Prize Days etc.

3. It is the responsibility of the Heads of School to ensure that this information (in writing) reaches

the office of the Officer in charge School Transport by not later than eight (8) working days prior

to the event. Failure to do so gives the Provider the right to claim payment for a service, which

might not have been carried out.

4. It is pertinent to know that communications regarding Transport are to be carried out solely with

the Directorate (attention Officer i/c School Transport). On no account should bus drivers be

contacted because of envisaged changes or problems encountered.

5. Heads of School are not to sign any returns but are to send the form Trips not Performed not

later than 3 working days following the event, to the Officer i/c of school transport.

6. A circular is issued on a yearly basis for changes in supervision claims66.

7. Supervision claims are to be sent to [email protected] only. A revised version of the

Supervision template will be sent by the Accounts Section for your perusal. In case any difficulty;

you may contact Accounts Section by telephone.

3.2.13.2 End of the Month Report67

1. The reporting system for trips is carried out by contracted Service Providers of official school

transport. The procedure to be followed for this service is as follows:

63 HRD 26/08. 64 DCS 55/08. 65 OPS 24/03. 66 DCS 55/08. 67 DSRM 11/08; DSRM 8/08.


a. The information gathered by the School Administration regarding trips carried out is entered

into the digital file sent to schools by the School Transport Unit at the beginning of the

scholastic year.

b. The School Administration is to ensure that no relevant data is missing as per form in

Appendix 5.

c. Amalgamated trips, trips not carried out, trips carried out early or trips carried out late all

have to be clearly indicated. Other important data, e.g. days when no transport is required,

such as for Professional Development sessions/days, or for changes in the normal schedule, as

on the occasion of Prize day, need to be entered into the report. Please refer to Letter

Circular DSRM 8/2008.

d. A copy of the file in digital format is to be sent by e-mail to the Transport Unit at

[email protected] on the first day of the month that immediately follows.

e. Feedback, within two working days, will only be given to those schools whose digital report is

found to be either lacking details or otherwise invalid.

f. Those schools not receiving feedback from the Transport Unit within two days are to print

the report and forward it to the College Principal for endorsement. The endorsed report is

then forwarded to Transport Officer68, School Transport Section, Directorate for

Educational Services, Floriana VLT 2000, for further processing.

g. It is important to note that any changes in the daily school transport schedule need to be

reported to the Transport Officer, in writing, not less that eight (8) working days before the

event occurs. Failure to inform the Transport Officer within the stipulated time will transfer

the onus of payment for the trips involved onto the school.

3.2.13.3 Transport Supervision69

1. For transport supervision, Heads of School can utilise the services of up to a maximum of three

supervisors daily either one in the morning and two in the afternoon or vice versa.

2. Morning supervision is 30 minutes before school starts while requests for after school supervision

are acceded to only if transport is provided later than 15 minutes after school ends.

3. Heads of School are reminded that they have to justify their requests for transport supervision

and that prior permission has to be obtained from the College Principal.

4. Returns are to be addressed to the Accounts Section responsible for Transport70 via e-mail on a

separate template than that used for Mid-day Break Supervision. The Transport Supervision

Template will be conveyed to all schools by the Accounts Section.

5. Furthermore Heads of Schools are to submit the attached form giving details of routes, dates and

time when transport was late to Transport Officer71, School Transport Section, Directorate for

Educational Services, Floriana VLT 2000, for further processing.

3.2.14 Emergency Works in State Schools72

1. The Director for School Resources Management is also responsible for the Technical Services

Branch (Maintenance Section).

2. Heads of Schools and Sections are hereby requested that when emergency circumstances arise,

they are to contact immediately the Director for School Resources Management on the generic

phone 25982410. E-mails concerning emergency circumstances should be sent to the

Department’s e-mail, [email protected]. The Department Operations’ Manager and Service

Manager for the Section will be notified immediately. These will in turn immediately visit the

premises and report back. The Service Manager will inform the Head of School/Section whether

68 The Transport Officer is Mr Mario Abela. 69 OPS 83/2006; DSRM 8/2008. 70 The Accounts Section in charge is Mr Bjorn Borg. 71 The Transport Officer is Mr Mario Abela. 72 DPD 7/2003.


the emergency works are to be carried out by members of the Technical Services Branch or by

the Foundation for Tomorrow’s Schools (FTS).

3. Other works which normally require the attention/intervention by the Maintenance Section are

to be addressed formally in writing to: The Director, School Resources Management Department,

Directorate for Educational Services, Great Siege Rd, Floriana, using the Standard Intervention

Request Form.

4. Any queries or clarifications about any outstanding requisitions for works are to be taken up with

or addressed to the Service Manager who may also be reached on telephone numbers 25980000.

5. It is being made clear that the Maintenance Section is currently a small unit of tradesmen that is

intended to carry out maintenance works at Head Office and schools in an emergency, using local

school tradesmen and maintenance workers where available. The Maintenance Section does not

replace in any way the existing arrangements enjoyed by schools whereby they can carry out

their own maintenance works. Major maintenance works are generally referred to the

Foundation for Tomorrow’s Schools.

3.2.15 School Councils’ Annual Financial Statement73

1. In view of legal obligations imposed on secretary/treasurers of school councils by Legal Notice

135/93, para. 5.2 “administration of funds and assets” and para 4, “the secretary/treasurer” and

Financial Act part vii, para 65, 1, (a) (b), all Heads of Schools in their official capacity of

secretary/treasurer of school councils, are reminded that:

a. The financial year of School Councils should be 1st January to 31st December. Hence, the

financial statement should reflect all transactions within those twelve months. The

Secretary/Treasurer shall present to the School Council a financial statement covering these

12 months for approval by the School Council at a meeting to be called soon after the end of

the School Council’s financial year. Once the School Council approves the financial

statement as presented by the Secretary/Treasurer, a copy signed or as amended by the

President and Secretary/Treasurer should be sent to the Education Division by the end of

January of the following year.

b. All expenditure transactions entered into by the School Councils should conform to VAT

regulations and should be accompanied by a VAT fiscal receipt.

c. A detailed Income and Expenditure Statement, recording each and every expenditure and

income should be kept at school premises available for inspection by Education Division

auditors, if required, and for school records.

d. Schools are to forward: The School Fund Council Annual SIS Report for the current year. A

photocopy of the School Council Fund Account Bank Statement/s as on 31st December of the

current year.

e. In case of discrepancies between the Balances on Financial Statement and the Bank

Account/s Statements as on 31st December of the current year, these are to be justified by a

“reconciliation statement”. See Appendix 6.

f. Two copies of the documents listed in paragraphs d and e above, should be sent to the

School Councils’ Section, Room 259.

g. All schools were expected to start using the SIS Cash Accounts Programme for their School

Council Funds. In case of any queries /difficulties Heads of School are requested to contact

SIS Trainers/Support Officers.

3.2.16 Handing Over Finances and Accounts of Schools:

a. Finances:

i. Updating signatures with the bank

ii. The school has the following separate accounts:

73 OPS/114/2006; OPS/3/2003; SSD 05/10.


(1) the School Council Fund Account,

(2) the Materials and Supplies Account,

(3) the Repairs and Maintenance Account, and

iii. the Capital Expenditure Account.

iv. Handing over should be made in the presence of the officer helping the Head of School.

All bank statements, cash books and original invoices/VAT receipts should be handed

over to the incoming Head of School/Officer. A proper reconciliation exercise should be

made as at the day of the handing over. In case of any discrepancy, between the bank

statement and the school’s cash book, a reconciliation statement should be made and

signed by both Heads of Schools.

b. Vision sharing and the School Development Plan: It is very important that the two Heads of

School discuss the present school development plan and the underlying criteria for the

school’s development. The progress of the SDP is to be thoroughly understood by the

incoming Head of School. Sharing the school’s vision is very important for continuity and

progress.

c. The Secretariat: The secretariat is a vital set-up especially in the bigger schools. The

outgoing Head of School should talk about this set-up with the new head. E.g. Computer

passwords, work practices, filing systems.

d. Student and Staff Welfare: i. The outgoing Head of School should give factual information about students and staff

which is required to be known for the well being of all.

ii. Courtesy requires the outgoing Head of School to introduce all staff to the incoming Head

of School.

e. School Council:

i. The outgoing Head of School should introduce the incoming Head to the School Council

President.

ii. The outgoing Head of School should be present at a School-Council meeting convened for

the occasion.

f. Physical Resources:

i. The outgoing Head of School should take the incoming Head of School round every part of

the school, explaining use of the various rooms and discussing plans for improvement /

refurbishment if any.

ii. The incoming Head of School should be given all the keys to the school building and the

safe if there is one.

iii. Alarm system codes should also be explained to the incoming Head of School. The code of

the outgoing Head of School should be deleted and a new code inserted for the incoming

Head of School.

g. Stores: The incoming Head of School should be physically shown round the various stores:

that for stationery, that for maintenance items, that for art material and that for teaching

resources if these exist. The internal procurement procedures should be explained.

3.2.17 School Textbooks74

1. Heads of State Primary and Secondary Schools are once again reminded that students cannot be

obliged to purchase school text books. The policy of the Directorate for Educational Services is

that all text books will be provided free of charge to all students in State Schools. This is

consonant with current Government policy.

2. The only exception concerns English Literature textbooks for Form 4 and Form 5.

3. In the case of religion textbooks, as a result of the church-state agreement, it is imperative that

only books suggested by the Episcopal Conference and approved by the Education Officer,

Religion, should find a place in the school curriculum.

74 DCM 61/2005.


4. Furthermore, Heads of School who wish to purchase books through school funds are kindly

requested to consult the respective Subject Education Officer/s before doing so. This ensures

that set standards are maintained.

5. Consultation with Education Officers re choice of books is also expected to be carried out in the

case of Post-Secondary educational institutions.

3.2.18 Purchase of Fiction Books by Schools75

1. Heads of School are kindly reminded to consult the Manual for School Librarians regarding the

purchase of fiction for schools. Unfortunately some schools have completely disregarded the

Education Division’s stock selection policy to the extent that books by authors who had been

objected to in the past have been purchased. To make matters worse some of these were

purchased by students who donated the books to the school library. Heads of School ought to

consult their librarians and the Schools Library Service on book purchases for their respective

school libraries.

2. Furthermore Heads of School need to be aware of what books are offered for sale during book

fairs held in schools. It has been noted that some of the fiction titles in English and Maltese

being sold leave much to be desired regarding moral values.

3. Heads of School are to make sure that books sold in school book fairs are appropriate to the age

of the school population.

3.2.19 School Library Development76

1. Heads of Schools are to contact Head of the Schools Library Service77 on telephone, fax or by

email, to get help and advice before engaging in any of the above when

planning new libraries;

upgrading existing libraries;

arranging library resources;

moving library resources within the school;

moving library resources and furniture from one school to another;

a school is being phased out.

2. Written permission in the form of transfer vouchers prepared by the Schools Library Service is

required for (5) and (6) above.

3. *Heads of Schools are encouraged to include the school library in their budget and inform

teacher-librarians of the funds available as early in the year as possible.

3.2.20 Regulations Governing the Opening of School Libraries

1. School libraries should be opened during every mid-day break.

2. Teacher-Librarians should open the library twice a week as part of their normal duty. Their mid-

day break should be transferred to another slot on the timetable by arrangements with the Head

of School.

3. On the remaining three school days, libraries are to be opened against payment.

4. Schools having more than one Teacher-Librarian, should have two Teacher-Librarians on duty

every day.

3.2.21 Teachers who are 57 years of age or over and eligible for a reduced load78

Closing of Schools79: In case that Supporting Staff have the permission to absent themselves from the

workplace and these work within a school setting or any other setting that they have the

75 OPS/118/2006. 76 SSD 14/09; SSD88/09. 77 Ms. M. Calleja and her email is [email protected]; telephone/fax 21420333. 78 OPS/39/2007. 79 DFA 64/2005; Educ 277/81;DCS 106/2006;DCS 49/2007.


responsibility of closing and opening the premises, they are to be sure that the places are still

accessible and that if the doors are closed they are to handover the responsibility to somebody else

in order that the workplace is accessible to other workers.

3.2.21.1 General Guidelines

1. Teachers, 57 years of age, applying for a reduced load in accordance with the MUT/Government

agreement on conditions of work of February 2001, will be referred to as Resource Teachers.

2. Resource Teachers will be assigned to the different schools on the following lines:

Schools with up to 7 classes 1 teacher on a reduced load.

Schools with between 8 and 14 classes 2 teachers on a reduced load.



Schools of over 30 classes Maximum of 6 teachers.

3. Teachers will be eligible to become Resource Teachers in September of the current scholastic

year of their 57th birthday, subject to their having 30 years teaching experience.

4. The ‘other’ duties of the Resource Teacher will be related to the implementation of the National

Minimum Curriculum and will be reflected in their PMP when this is eventually introduced in their

school.

3.2.21.2 Arrangements in the Secondary Sector

1. In the Secondary Sector, the Resource Teacher’s teaching load will be:

a. 18 lessons and a maximum of 2 replacements at par with teachers with a 24 lesson load on

the school replacements roster.

b. 19 lessons and a maximum of 1 replacement on same lines as 1a.

c. 20 lessons and no replacements.

d. 15/16/17 lessons, being first to take 3/2/1 extra lessons, and going on to a maximum of 20

lessons in line with 1a.

2. The Resource Teacher will perform other duties that could include any one of the following at

any one time:

a. Be a focal person for a specific NCC Project within the school.

b. In the absence of a subject co-ordinator in the particular school, liaise between the subject

team and the School Administration in matters related to his/her particular subject. The

Resource Teacher will also liaise with the subject co-ordinator of his/her particular subject,

who has been assigned to link with the school. However, Department meetings in the school

will be chaired by subject teachers on a roster basis as is current practice. S/He can liaise

with the school administration for the smooth running of a particular floor or section.

c. Co-ordinate any one of the activities listed hereunder at any one time:

i. Arrangements for activities outside school.

ii. Work on the School Newsletter/Magazine.

iii. Liaising with the Department of Operations and with the Department of Planning and

Development through his/her Head of School regarding tertiary students research

projects.

iv. Be the contact person for the PROTECT Project.

v. Be the focal person for the Public Relations.

vi. Help in action research activities.

vii. Be responsible for the Comenius project.

3.2.21.3 Arrangements in the Primary Sector

1. In the Primary Sector, the Resource Teacher will be responsible for any three (3) of the

following:

a. All lessons for English.


b. All lessons for Maltese and Religion.

c. All lessons for Mathematics.

d. All lessons for Social Studies, Science and Technology and the Expressive Arts.80

2. The school time-table must allow time every day for each of the four groups of subjects listed at

1 above.

3. The Resource Teacher is responsible for the class four times a week during mid-morning break.

4. The Resource Teacher keeps the class for the full time when the other teacher teaching the class

is away on ordinary sick leave or special leave (16½ hours entitlement).

5. The other duties of the Resource Teacher could include any one of the following at any one time:

a. School-based co-ordination of the different year groups;

b. School-based co-ordination of initiatives such as:

Thinking Skills Project.

Let Me Learn Project.

Literacy Project.

Theme Teaching.

Creation and Management of Curricular Resources.

Action Research initiatives.

Smooth transition of children into the school, within the school and from the school to

others.

The Internet and the promotion of ICT use.

Comenius project.

3.2.22 New Teachers81

1. The Council for the Teaching Profession would like to bring to the attention of Heads of School

that graduate teachers (B.Ed/BA + PGCE), are only eligible to apply for a warrant after a period

of two years full time teaching following the completion of such degree. It is therefore being

recommended that newly appointed teachers who are not in possession of a warrant are to apply

for a temporary warrant which is to be renewed yearly. Applications may be downloaded from

the following site: Application for Teacher's Warrant.

2. Reference is made to the Education Act Chapter 327 Article 24 para 2 (e) which has come into

force on the 29th of July 2008 (L.N. 179 of 2008) and reads as follows: “satisfies the Council that

s/he has received adequate experience in the practice of the teaching profession under

supervision in a licensed school, or in any other manner as the Council may decide, for an

aggregate period of at least two scholastic years full-time or its equivalent in part-time

following the completion of such degree or such other professional qualification as here above

mentioned, and for the purposes of this paragraph the practice by such teacher of the

profession to acquire the above mentioned experience shall be deemed to be practice in

accordance with this Act.”

3.2.23 Guide to Annual Classification Exercise for Primary and Secondary Schools82

1. Introduction: The aim of the annual classification exercise is to quantify the human resources

that will be required by a school to be able to implement the official curriculum and any other

college/school-based initiatives of curricular intervention approved by the Directorate for Quality

and Standards in Education (DQSE) in consultation with Directorate for Educational Services

(DES).

80 Note: 1.The Resource Teacher is responsible for syllabus coverage and assessment of subjects that s/he is teaching. 2. Another teacher will be specially assigned to teach the class for the duration when the Resource Teacher is on his/her other duties. 3. ICT is a transdisciplinary element in the Primary curriculum. 81 CTP 1/2009. 82 HRD 15/2010; HRD 63/2009.


2. Procedures and Time Frames: It is strongly recommended that Heads of School start the

classification exercise as early as:

a. February (Primary Schools) following receipt of a circular “Estimated Population and

Estimated Number of Classes” and April/May following receipt of acircular

“Kinder/Primary Classification” from the Director Human Resources Development

Department (HRDD) instructing Heads of School to draw up and present their

classification using purposely prepared templates ClassifPrimary.xls;

b. April/May (Secondary Schools) when the option subjects exercise with the Form II

cohort would have been concluded and School Development Plans reviewed and in

the process of being updated.

It is therefore recommended that any new initiatives are proposed by the Head of School to the

College Principal as early as possible at the beginning of the second term to ensure that these

are viable and have the timely approval of DQSE and DES.

The classification exercise needs to be concluded, approved by the College Principal and

presented to the DES by not later than:

• end of May– Primary;

• end of May – Kindergarten;

• 3rd week of July – Secondary Girls;

• 1st week of August – Secondary Boys;

Proposed Secondary Schools classifications, as previously discussed and agreed between the Head

of School and the College Principal are normally approved by DES during a purposely set meeting

attended by the College Principal and if needs be by the respective Head of School. The

classification document needs to be dated and signed by both the Head of School and the College

Principal.

Any changes required thereafter (See No. 4 Changes) will need to feature in a final updated

version to be presented in both soft and hard copy to DES by not later than mid-October. The

hard copy, duly signed by the Head of School and endorsed by the College Principal shall be

sent to the Assistant Director HRDD/Service Manager (Planning) HRDD for filing in the official

school file. The soft copy, which is also to include the corresponding time-table data file in

.ttw format shall be emailed to the Service Manager (Planning) HRDD.

3. Tool (Secondary Sector): The official tool to be used by Heads of School when drawing up the

annual classification exercise for their school is the Classification Programme as distributed by

the Schools Information System Training Centre (SIS). Heads of School are to ensure that they

use the latest version. This is normally distributed early in April together with an updated copy

of the User’s Manual. Moreover, SIS staff remain available for any support that one may require.

Training will be offered in the use of this tool according to need.

4. Changes: While it is expected that every effort is made to input real time data as available from

the Schools Teachers Students (STS) Data Base, it is understandable that one would eventually

need to effect a number of changes both as far as size of cohorts/classes/ groups are concerned

as well as in the staff attached to the school and how they are deployed at school/college level.

Changes in the size of cohorts/classes/groups will have to be referred to Assistant Director

HRDD/Service Manager (Planning) HRDD through the College Principal by sending a soft copy of

the school’s classification document attached to an email explaining what changes have been

effected.

It is strongly recommended that the Classification document, including the list of students with a

Statement of Needs sheet, is kept up to date at all times.

5. General Notes

(a) Teachers83

All teachers in regular employment including those on any form of leave are to be entered in

the Classification document;

83 For the purpose of this Section “Teacher” is understood to mean HoDs/Teachers/Instructors.


Teachers on a Temporary Transfer, however, are to feature only with the school they were

attached to prior to the issue of the temporary transfer;

Only Supply teachers (S. Tr) who are on an indefinite contract are to be included in the

classification document. In case of difficulty Heads are to confirm or otherwise wiyh the

Primary/Secondary Section at Head Office;

Teachers who for some reason will not be assigned a load need to have this reason specified

under Remarks;

Teachers who have the official approval from the Leaves Section to avail themselves of any

kind of leave approved by the 6th January of the following annual year, are to be included in

the Classification document but are not to be assigned a class/teaching load. The effective

approved date in full: dd/mm/yy, should be entered under Remarks. In case of difficulty

Heads are to consult the school’s Teacher report from STS;

Names are to be entered using this format: Surname + Name (e.g. Borg Joe) ensuring that it

corresponds to how the member of staff is officially registered with the Education

Directorates;

Grades are to be entered using the following abbreviations: Tr/Inst/HoD/S.Tr. The use of a

seniority list obtainable from the Records Section ensures that grades and seniority are

correct;

In case of of staff who are over and above requirements, without prejudice to Para 21 (1)

and (2) of the Agreement between the Government and the Malta Union of Teachers of

July 2007, it is the most junior teacher in the grade, (provided that all other members of

staff have been at the school for a minimum of one scholastic year) that has to be

provisionally left without a load and declared Extra under Remarks. However, in cases

where members of staff were deployed to a school to replace staff on Parental Leave, it is

the former who is to be declared as Extra and not the most junior at the school. This applies

only if the member of staff resumes duty from Parental Leave after not more than one year

for each born child;

Teachers approved by DES as Resource Teachers shall qualify for a maximum load of 75% of

the official teaching load only if their application has been approved by DES. The Remarks

column must show what type of curricular task they will be assigned to make up for the

reduced load;

No teacher shall qualify for a Light Load unless a written request, supported by a medical

certificate drawn by a Specialist is approved by DG-DES. Approval will be of a temporary

nature and will cover a maximum of one scholastic year. A note is to be entered under

Remarks after an official approval is received ;

Posts of Special Responsibility are to be entered in the Remarks Section. It is to be noted

that not all posts of Special Responsibility automatically qualify for half load. New applicants

and holders of the post who need to sit for an interview are not to be automatically given a

reduced load prior to the publication of the interview results and the DES approval;

In case where the load needs to be less than stipulated in the working conditions because the

teacher will be extending his/her services to other schools in the College/s, then a note must

be entered under Remarks. The load must also feature under the column “College Project”;

Teachers who are on a shared basis are to be marked as Shared followed by the name of the

other school under Remarks, irrespective of whether in the new scholastic year they will be

having a load that does not allow them to be shared. The teaching load in the other school/s

is to be entered in the appropriate column “Shared”. In the latter case one should write

Shared with (name of other school) but needed full time. A final decision will be taken

during the deployment exercise;

A teacher can only be assigned a teaching load in the subject for which s/he is appointed to

teach2;


Teachers of Maltese, Italian and French can be assigned to teach the Literature component of

the subject Art, Literature, Music (ALM). Teachers of English, German and Spanish are to be

assigned ALM only if their teaching load allows;

Teachers of Computer Studies can be assigned to teach ICT but not vice-versa unless they

have successfully sat for the interview to teach Computer Studies84;

Teachers of Biology, Chemistry and Physics can be assigned to teach Integrated Science but

not vice-versa unless they have successfully sat for the interview to teach either Biology or

Chemistry or Physics3;

Teachers who teach more than one subject are to be assigned the bulk of their teaching load

in the subject where there are most shortages85.

(b) Students

Primary Sector

Repeaters are only allowed if a request in writing by the parents and endorsed by the Head

of School (clearly stating that the student would benefit academically if s/he repeats) is

approved by the College Principal. In the case of students with a Statement of Needs,

approval has to be sought from DES (Inclusive Education Section) through the College

Principal.

Secondary Sector

All secondary level students who successfully sit for the entry into JL Exam are to be

accounted for in the classification exercise. Such students should be deducted from the

Area Secondary Classification and entered in the Junior Lyceum Classification;

All students who opt to move to a Church/Independent Schools are not to be included in the

Classification document and are to be struck off the STS Database as soon as a written

confirmation to this effect is received from the receiving school;

Repeaters (Forms 1 – 4) are to be kept to a minimum. A student is allowed to repeat only if

s/he has not already repeated at the Secondary level. Students are allowed to repeat only if

no extra classes are requested due to such a measure.

(c) Classes/Groups (Secondary Sector)

When the cohort of a particular Form returns an odd number of classes, every effort is to be

made to ensure that the population in one of the classes does not exceed 16 students. In the

case of Physics, when the odd class cannot have a population of 16 or less, one would need to

request 4 additional lessons in the Adjustments Column. In the case of PSD, one would have

to deduct 2 lessons;

In Forms III, IV and V care must be taken to ensure that the total number of students in any

pair of classes that will be time-tabled as one static block for Physics does not exceed 48.

Each pair of classes shall be divided in three groups of not more of 16 students each;

Option groups with less than 5 students are not allowed. In the case of HE, Design &

Technology D&T, Graphical Communication and Art, groups of less than 5 students from Form

III onwards can be retained if they are amalgamated with an another group of students

who took the same option in Form 1. The whole group must not exceed 10 in number

(e.g. 3 students HE taken in Form 1 + 7 students HE taken in Form 3).

(d) Subjects (Secondary Sector)

Extra groups in Biology and Chemistry will only be approved if, due to time-tabling

constraints 2 groups are needed. When there are 2 groups or more, extra groups will not be

approved. When one has no other option but to split a group in two due to time-table

84 In case of doubt, request confirmation in writing from Mr R Camilleri, Principal HRDD (Secondary Section). 3 In case of doubt, request confirmation in writing from Mr R Camilleri, Principal HRDD (Secondary Section). 85 Currently, the Subjects where we are experiencing shortages are: English, Maths, Biology, Chemistry, Integrated Science, Physics, Computer Studies, ICT, HE, D&T (Food & Textiles), PE, German, Spanish.


constraints, then every care should be taken to split groups in subjects where there is no

teacher shortage at school and/or national level;

In the case of D&T schools are to adhere to the following schedule:

Form I: Resistant Materials and Electronics (one component per semester);

Form II: Food and Textiles (one component per semester);

Form III & IV: Resistant Materials and Electronics x 2 lessons all year round (one component

per semester and time-tabled separately from Food and Textiles);

Food and Textiles x 2 lessons all year round (one component per semester and time-tabled

separately from Resistant Materials and Electronics);

Form V: September – February, 4 lessons weekly in the area of the Extended Project chosen

by the student;

End of February till the date of the SEC Exam, 4 lessons weekly are to be given for revision of

the remaining components;

The Teaching Load claimed under Activity Lessons is to be assigned after all shortages have

been covered. The maximum number of Activity Lessons that a teacher can be assigned is 2.

However, if a school opts to hold Activity Lessons on two different days per week (E.g.

Thursday: Forms I & II; Friday: Forms III – V) and where teaching loads allow, a teacher can

be assigned up to 4 lessons per week. All Activity Lessons need to be specified under

Remarks and reflected in the time-table. Usually a school qualifies up to 1 teacher per 16

students for the cohorts that have Activity Lessons on their time-table. If the school does not

have any Activity lessons, the College Principal is to be delete these lessons from the

Classification, (refer to Manual User’s Notes);

Literacy and Numeracy lessons claimed under Special Projects/Literacy and Numeracy

Programmes can be utilised for the teaching of Basic Literacy and Numeracy and/or to allow

an extra set (e.g. 3 classes = 4 sets) in English, Maltese and Maths for setting purpose.

Usually a school can claim up to 1 extra teacher for each of these three core subjects.

However, this may not be the case either, if an extra class has been granted and the average

number of students per class is already rather low, or if the number of students in a

particular Form is very close to the maximum and the opening of an extra class is not

possible due to physical constraints.

(e) Inclusion

All students with a statement of special needs are to be entered in the Children with

Statement of Needs sheet. All data is to be entered in the stipulated format and must be

accurate;

Supply Learning Support Assistants (SLSAs) are to be included alongside with the other LSAs in

regular employment. Only LSAs / SLSAs on a Temporary Transfer at the school are not to

feature in the Classification document. The same seniority rules applicable to teachers apply

to LSAs and SLSAs with the former having seniority over the latter;

Students with a statement of needs are not to be classified in a way so as to increase the

number of LSAs unnecessarily. Heads of School are to be guided by Circular HRD/46/2009

dated 26th May 2009;

As has been the practice over the years there cannot be more than 2 LSAs in any one

class/group. If special circumstances arise in isolated cases approval is to be sought from

DHRDD;

Option subjects (Secondary Sector) do not necessarily determine in which class a student

with a statement of needs is placed (except for students with One-to-One Statement of

Needs).

The list of Students with a Statement of Needs is to be exported to an xls.file and then sent

to Inclusive Education Section at Head Office (refer to Manual User’s Notes).

(f) Updates


All shortages (including LSAs and KGAs) that arise during a scholastic year should, at the first

instance be dealt with at School/College level. Should it be possible to cover a temporary

shortage ( for a few weeks) through an intra College arrangement, the College Principal can

proceed without requesting approval from DES. However when the services of a member of

staff are needed till the very end of the scholastic year, the College Principal should inform

HRDD to issue the required Temporary Transfer.

If on the contrary an intra College arrangement is not possible, then the College Principal is

to make a request in writing addressed to the Director HRDD who will address the shortage

as adequately and as early as possible. For this reason it is advisable that envisaged

shortages are brought to the attention of HRDD at least 3 weeks in advance.

Review

This Guide will remain in force unless otherwise reviewed by mid-April of each year.

3.2.24 Procedure for Illness at Schools

3.2.24.1 Influwenza A(H1N1) Virus86

The following prevention measures should be taken:

1. School children and staff with influenza-like illness (fever and chills with cough or sore throat,

and any of the following: headaches, runny nose, aches and pains, diarrhea, vomiting and

nausea) should stay at home and not attend school pending their doctor’s certification. Those

who are still sick a week after the onset of symptoms, should remain at home until at least 24

hours after symptoms have resolved.

Children are to be readmitted to school upon presentation of a clear medical certificate issued by

their family doctor. This certificate87 should be requested if a child is absent for TWO days or more

and only ONE certificate is needed that states the reason why the child is away from school and the

date when the child is expected to be fit for school. Schools are reminded that medical certificates

are needed only in cases of illness.

2. School children or staff who appear to be have an influenza-like illness on arrival to school or

become ill during the day should be reassured and are to be isolated promptly in a room separate

from other school children and sent home. Senior Management Teams (SMTs) are to identify a

room which may be utilised for this purpose.

3. SMTs are to advise parents not to send their children to school if they are unwell; sick children

(with the above mentioned symptoms) will be sent home.

4. Schools are to promote an educational campaign on ways to reduce the spread of influenza by

encouraging children to cover their nose and mouth with a tissue when coughing or sneezing (or

coughing or sneezing into their upper arm or sleeve if a tissue isn’t available), frequently washing

hands with soap and water, or using alcohol wipes when soap and water are not available.

Droplets travel only a short distance and therefore those most at risk are those within close

proximity to infected persons who sneeze without bothering to cover their nose and mouth.

Waste bins are to be easily accessible and are to be emptied regularly. Hand washing, when done

correctly, is the single most effective way to prevent the spread of communicable diseases.

Washing hands protects against both direct and indirect contact with the flu virus. Direct contact

involves, for example, shaking hands with an infected person who has touched his nose or mouth

or who has used his hand to cover a cough or sneeze. Indirect contact involves touching, for

example, a doorknob, tap, or discarded tissues handled by infected persons.

5. Tissues are to be disposed of properly. Since the influenza virus can survive temporarily outside

the body, transmission can also occur from freshly contaminated objects, e.g., handkerchiefs,

86 DES 4/2009, DES 07/09; DES 09/09; DES 10/09; DES 11/09; DES 12/09; DES 15/09; DES 16/09; DES 17/09; DES 20/09; DES 21/09; DES 23/09; DES 24/09; DES 01/10. 87 DES 17/2009.


tissues or by hand to hand contact. People who have direct or indirect contact with respiratory

secretions are at risk of getting the influenza virus.

6. Access to adequate hand washing facilities is to be ensured; hand washing with soap is to be

promoted and facilitated regularly; all cloth towels are to be discarded with immediate effect

and disposable paper towels are to be provided instead.

7. Frequently-touched surfaces are to be cleaned routinely with detergents, as well as when they

become visibly soiled. Children are to be encouraged to take care of their immediate areas.

8. Schools hosting summer school and foreign students are to ensure that separate entrances and

facilities are available to both groups.

9. All activities (e.g., assemblies) involving congregation of large numbers are to be avoided.

10. SMTs are to forward all communications to their staff through the school notice board/s.

11. Students in special schools should have their fever checked each morning.

12. Attention is to be given to all directives and advice that may be given by the Ministry of Health.

Additional instructions for Schools to control the spread of the Influenza A (H1N1) Virus88

1. All cushions, soft toys and rugs are to be removed from classrooms. These will be mainly found in

the kindergarten years.

2. With regard to kindergarten, all toys that can be washed are to be washed on a daily basis.

3. Heads of School are to ensure that each kindergarten group is provided with a large basin and

liquid soap so that such toys can be washed.

4. Staff responsible for cleaning is to be instructed to wipe desk tops on a daily basis with water and

soap.

5. Parents are to be advised that they may provide their children with tissues, a small bottle of

alcohol gel and a packet of alcohol wipes. Regular handwashing will still be carried out at school.

6. An emphasis is being made on the removal of all towels from bathrooms and kitchenettes and the

introduction of paper towels.

7. Heads of School are to ensure that all toilets are provided with liquid soap and an ample

provision of waste bins.

Surveillance of Impact of Influenza Pandemic in Schools89

1. In order for both the Health Division and Education Directorates to keep a clear picture regarding

absentee trends amongst school populations, the necessary data needs to be compiled and

analysed. It is therefore important that all schools (state and non-state) fill in and return the

absentee data sheets which have been sent to them.

2. School SMTs are required to pass on names with home and mobile contact details to the

Infectious Disease Prevention and Control Unit whenever such a request, by the same Unit, is

made.

3. Reference is made to the following legislation:

The Public Health Act, Chapter 465, Article 34.2

(2) The Superintendent may give any directions he considers necessary or appropriate for

the control of an outbreak and any person who does not comply with the directions given

shall be guilty of an offence under this article.

The Data Protection Act, Chapter 440, Article 15a

15. Sensitive personal data may be processed for health and hospital care purposes,

provided that it is necessary for: (a) preventive medicine and the protection of public

health.

88 DES 9/2009. 89 DES 20/2009.


3.2.25 Seniority of Teachers90

Heads of Schools are kindly requested to review and resubmit the Classification Exercise regarding

ONLY the staff (not students) in the school in the following order:

Teachers shall be listed according to the date of their appointment as Teachers;

Instructors, who are designated Teachers in accordance with the Reform Agreement of

July 2007, are to be listed according to the date when the Permanent Warrant was awarded;

Instructors, who have not been designated Teachers in accordance with the 2007 Reform

Agreement, are to be placed after personnel referred to in Bullet 1 and 2 according to the

date of their appointment as Instructors.

3.2.26 Transfers of Teachers91

1. Every year, a call for applications is issued for teachers who for the next scholastic year wish to

be considered for transfer from their present school.

2. Transfers are always guided by the interests and exigencies of the school or sector concerned.

3. The requested transfer could be either: (a) within the same sector or (b) from one sector to

another.

4. Applicants are reminded that before applying for a transfer they are to ensure that the request is

in line with their appointment.

5. A Circular will be issued yearly giving details to whoever is interested in applying and also when

such transfers can be applied for.

6. Requests for transfers are to identify clearly to which school the applicant is requesting a

transfer.

7. Heads of School are requested to draw the attention to this circular to all members of staff

posted at their school, including those on paid/unpaid leave.

8. Requests for transfers should always be done through the call for applications otherwise requests

out of such call will not be considered.

3.2.27 Calls for Specialisation Posts

The DES will issue various calls on a regular basis. Call for Specialised Posts will be issued on a yearly

basis by the HRDD.

3.2.28 Salary Slips92

Salary slips of personnel who are no longer on the school’s staff list are not to be sent directly to the

employees at their private address. Salary slips of personnel who are no longer on the schools’ staff

lists are to be sent to Salaries Section, Ministry for Gozo, Education Salaries, St. Francis Square,

Victoria, Gozo, who will in turn take the necessary action required.

3.2.29 Registration of Students within a School

1. Students are to attend schools within the college of their catchment area. These students will be

offered transport from within the College.

2. In view that there might be parents who would like to send their children not within the College

of their catchment area, they have to provide reasons with evidence why they are requesting

such provision. In view that their request is accepted by the College Principal and by the Head of

School on valid reasons, parents are to provide their own transport.

3. Valid reasons might include the following:

90 HRD 58/2009; HRD 94/2009. 91 HRD/3/2009. 92 HRD 26/09; HRD/102/2009.


Easier for parents to pick up their children from school since they are closer to their

workplace.

Grandparents/Custodians that will take care of the children after school hours live in the

same locality.

4. The College Principal together the Head of School might refuse on valid reasons to admit children

that are not within the catchment of that respective College. Preference especially with regards

to Primary Schools will be given to children coming from the same locality.

5. Parents are to provide a copy of the birth certificate and of their I.D. Card on Registration of

their children.

3.2.30 Transfers of Students from one College to another

1. Parents who would like to transfer their children from one school to another should apply as

normal procedure with the respective Head of School. Transfers of children whose family has

moved from one locality to another locality are accepted. Parents might be given the choice not

to move their children from College to another for psychological/social reasons in such cases.

Parents have to present with them a valid I.D. Card with their new address.

2. When a Head of School deems that a case is dubious or should be refused for reasons other than

transfer of locality, the case should be brought up to the College Principal. A final decision will

be taken by the College Principal and where s/he deems necessary after consultation with the

DG-DES.

3.2.31 Requests from Sports Organisations

1. Requests from Sports Organistions to use the facilities of schools are to be made to Kunsill Malti

għall-iSport (KMS), who will assess the requests accordingly. KMS will then co-ordinate with the

Directorate for Educational Services (DES) so that a written agreement is reached.

2. Prior to the formulation of this agreement, the DES will consult with the College and School

concerned. This applies to any new requests that may be made from July 2009 as well as the

renewal of existing agreements.

3. The contact details of Kunsill Malti għall-iSport are as follows:

Address: Cottonera Sports Complex, Cottoner Avenue, Cospicua BML 9020

Telephone Number: 2166 0647/8

Fax Number: 2166 0652

E-Mail address: [email protected]

3.2.32 Subject Teachers Associations

1. Teachers of certain subjects felt the need to unite together in order that they can support each

other in the development of materials in that particular subject.

2. A List of existent Associations can be found in Appendix 17.

3.2.33 Library Week93

1. The Malta School Library Association calls annually upon all schools to celebrate World Book Day

to participate in a week of activities organised every year. This has the backing and support of

the SLS within the DES.

2. Library Week is intended as an occasion to make people aware that there are libraries of all

kinds. We live in a world of information and the library nearest to you can open the door to this

information. Libraries feature a lot in lifelong learning.

93 SSD 08/09.


3. Schools are invited to encourage children to visit at least one library during this week and make

use of its services. Each school could engage in one of the following library-oriented projects:

Authors project: Children can select their favourite local living author, write a short note to

him / her and ask for an autograph. During Library Week display the signatures in the school

library.

Literary Museum: Set up an exhibition of articles that children can bring to represent events

or activities from books they have read. Display the book with the item.

Guess the number: Have a competition for children to guess the number of books in the

library.

Favourite book: Vote on the school's favourite book and make the result known to the school

in the school newsletter, etc. Involve parents.

Book covers: Create book covers for books that have a drab outer appearance (I.T. can come

in handy here).

Exhibitions: Schools can put up an exhibition about old textbooks/books loved by teachers

when they were young. Give publicity to all you do, as this will help spread a love of books.

Reading time: On the 23rd of April everything stops in the schools for 15 minutes. Everyone

takes out a book or other printed matter and reads or is read to. Everyone should join in and

be seen to be reading: from Heads of Schools to caretakers.

4. Students can come up with other ideas themselves.

3.2.34 World Book Day94

The Schools Library Service within the Directorate for Educational Services will be celebrating WORLD

BOOK DAY on 23rd April 2009. As in previous years schools are encouraged to commemorate this day

by organising activities that encourage a love of reading in primary school children. This year the

S.L.S. with the collaboration of MSLA will be organising the following competition for Primary

Schools: Students are to prepare a short story in English, of not more than 350 words, in the form

of an A5 size booklet. Original illustrative material in colour or black and white may be added.

The competition is open to State and Non-State Primary School students who will be 8-11 years old

(in thecase of State Primary Schools - Year 4 upwards) on 23rd April 2009. All entries should reach

the Schools Library Service at 98, Lapsi Street, St. Julians STJ 1264, by noon on Friday 27th February

2009. (Any queries should be addressed to Mark Zammit on telephone 21420334).

Each competition entry should bear:

The student’s name, date of birth, age, class, school and the school stamp on the back page.

The name of the story on the front cover and on the first page.

Prizes are as follows:

For each year group:

First prize: €70 worth of books

Second prize: €50 worth of books

Third prize: €25 worth of books

A prize will also be given to the school whose student wins the competition.

In the event of ties the winner/s will be drawn by lot in the presence of representatives from the

schools concerned.

3.2.35 School Librarian and School Library Award for Secondary Schools95

1. The SLS within the SSD awards on annual basis two awards for Secondary Schools and Junior

Lyceums.

94 SSD 61/08. 95 SSD 02/09.


a. The Secondary School Library of the Year Award for the school with the best library.

Nominated schools must demonstrate outstanding or notable performance in the following

areas:-

i. The environment is welcoming and safe.

ii. The library materials available are up-to-date.

iii. Teachers regularly use the library as a teaching resource.

iv. Students use the library frequently.

v. Staff and students make good use of available technology.

b. The School Librarian of the Year Award. This will be given to a school librarian who serves as

a positive role model. Nominees for this award must have outstanding or notable

performance in the following areas:-

i. Widespread co-operation with the other teachers in using the library.

ii. Activities that engage the attention of students and facilitate the use of the library.

iii. Knowledge and use of available technology.

iv. Improvements made to the library as a whole.

2. Although it is not necessary for a nominated school library / librarian to be outstanding in all

areas, the winner must be outstanding in at least one area and progressing in the others.

3. The winner of the School Librarian of the Year Award will receive a certificate and a plaque. The

winner of The School Library of the Year Award will receive a certificate, a plaque and a sum of

money worth of books.

4. Heads who believe that their school merits a nomination and librarians who would like to be

considered for the award are asked to fill in the appropriate attached form and forward it to

Head of the SLS96. Nominations for both awards must reach Head of the SLS when the call for

award is issued. Applications can be found in Appendix 20.

3.2.36 School Bags97

1. Heads of school are requested to give priority to the problem of heavy school bags and endorse

the need to educate and inform parents, students and members of staff on the subject,

especially at this time of the year when a sizable percentage of students and their parents tend

to invest in the school bags to use during the coming scholastic year.

2. Following the report of the year 2000 on handling of heavy school bags and confirmed by a study

conducted last year by the Health and Safety Unit, Year 4 and Form 1 students were earmarked

as the categories most at risk and thus must be given particular attention.

3. It is recommended both by the above mentioned report and even by the Pediatric Orthopedic

Society of America that backpacks, which are practical for school children and teenagers to carry

their school books and supplies, have to be used correctly to distribute the weight of the load

among some of the body’s strongest muscles and avoid injury to muscles and joints. They should

have the following features: two wide padded shoulder straps, a firm padded back, waist straps

and it should be lightweight. The bag should be compartmentalized and the straps buckled

tightly. Heavy books should be closest to the centre of the bag. When carrying a backpack,

bending should be done by using both knees, not over the waist. Students must also be

encouraged to carry out back strengthening exercises, even during PE lessons that help to build

up the back muscles involved in carrying the backpack.

4. Wheeled carriers should not be allowed as these constitute a hazard to students during

transportation especially up and down stairs and buses and tend to be excessively heavy even

when empty. One strap bags and 1 strap carrying style have to be avoided.

5. Ideally, the weight of the schoolbag and contents should not exceed 10% of the student’s body

weight. The weight of the bag should definitely never exceed 20% of the student’s total body

weight.

96 98, Lapsi Street, St. Julians STJ 1264. 97 DES/DQSE 05/09.


6. The school should follow a text-book based timetable and the timetable should take into account

the relative combined weight of books and related equipment and stationery. A list with the

weight of text books currently being utilised is attached to this circular in order to facilitate the

implementation of this measure.

7. In order to decrease the load carried by students, recommendations include:

On a longer term, adopting the use of soft format work will drastically reduce the need to

carry heavy weight to and from school; this has got the added advantage of being

environmentally friendly;

Where lockers are available, the system should be well managed, encouraging students to

check the contents of their bags and remove them into lockers;

Educating students to leave at home unnecessary items;

Considering making available a second set of textbooks at school, if and where available;

The selection of textbooks should take into consideration the associated weight involved and

perhaps only targeting text contents relevant to that particular scholastic year and have

accompanying e-versions;

The adoption of a file system by each student at home so that students will only be required

to carry the relevant few pages to and from school, hence avoiding the daily carriage of

heavy files. Schools can help in developing this idea by facilitating a one-time provision of a

file with dividers. Educating parents and students in its use helps in the successful adoption

by students.

Teachers are to be asked to refrain from asking students to get thick packs of notes for class

use - packs of notes are to be avoided. Module style notes can be used/adopted and students

will have less weight to carry.

8. It is important to take into consideration students with particular needs such as those who suffer

from scoliosis or other medical conditions, which imply restricted capabilities to carry loads.

Advice can be sought from Education Health Services about these cases.

9. Schools are strongly encouraged to educate the students and their parents about the importance

for them to control school bag weight and about methods of decreasing it.

3.2.37 Emergency Cases (to be developed in case of suicide)

1. In Emergency Cases due to suicidal thoughts or behaviour, the Head of School should be informed

and decides whether the person (being a student, parent or an employee) is to be referred to the

appropriate decision.

3.2.38 Participation in PE lessons98

1. All children have a right to quality education. Physical Education forms part of every child’s

entitlement. Physical Education helps physical development, and also contributes to cognitive

and affective development. Through Physical Education, children acquire physical literacy which

is fundamental for their participation in physical activity. Physical activities also contribute to

essential skills such as problem solving, critical thinking, creativity and group work. Physical

Education also instils in children the element of fun and this is an important aspect of their

educational experiences.

2. For all the above reasons, all children should engage in Physical Education on a regular basis.

3. Teachers should not use exclusion from a PE lesson, sports or other forms of physical activities as

a form of sanction. In fact, Physical activity has been found to benefit particularly children who

show signs of restlessness in the class. Let us reiterate our message - Physical Education is not a

reward for some but a right to all the children and forms part of their entitlement in a holistic

education perspective.

98 DES DQSE/11/2009.


3.2.39 School Outings99

1. Schools are obliged to include school outings which are entirely educational. Other outings which

include circuis and dolphinariums should be visitied after school hours and are at the descression

of the students’ parents or guardians for approval.

2. Head of Schools should seek directions from College Principal and Directorate in case of

difficulty.

3.2.40 Requests from Sports Organisations100

1. From time to time requests are made by various sports organisations to avail themselves of

schools and/or their sports facilities. Such requests are sometimes made directly by the

organisations to the schools.

2. Please note that these requests are to be made by the sports organisations to Kunsill Malti għall-

iSport (KMS), who will assess the requests accordingly. KMS will then co-ordinate with the

Directorate for Educational Services (DES) so that a written agreement is reached. Prior to the

formulation of this agreement, the DES will consult with the College and School concerned. This

applies to any new requests that may be made from this point forward as well as the renewal of

existing agreements.

The contact details of Kunsill Malti ghall-iSport are as follows:

Address: Cottonera Sports Complex, Cottoner Avenue, Cospicua BML 9020

Telephone Number: 2166 0647/8

Fax Number: 2166 0652

E-Mail address: [email protected]

3.2.41 Kindergarten Entries101

Information in respect of children born between 1st January and 30th April and who are to be

admitted to KINDER 1 in February should be duly filled and returned to the Kindergarten Section,

Room 326, Directorate for Educational Services, Floriana on the prescribed Form at Appendix 33, by

not later than the end of November.

3.2.42 Guidelines on the Work and Administration of School Councils102

1. Guidelines on the work of schools Councils

1.1. The Council shall meet in the school once a month on a date and at a time convenient to the

members. The first meeting of the Council is to be called by the Council President.

1.2. If the members agree, and the need is felt, the Council may meet more than once a mouth

but such meetings shall be considered as extraordinary meetings, or meetings intended to

continue a discussion which had been started during the monthly meeting.

1.3. There shall be an agenda for each Council meeting. Such agenda, together with the date and

time of the next Council meeting, is to be communicated to the members by the

Secretary/Treasurer.

1.4. Two Council members, besides the President and the Secretary/Treasurer, will form a

quorum.

1.5. The Secretary/Treasurer shall keep the minutes of each Council meeting.

1.6. The decisions of the Council shall be reached, as far as possible, by consensus of all attending

members.

2. Council members

99 DES 13/2009; DES 19/2009. 100 DES 5/2009. 101 HRD 13/2009. 102 Subsidiary Legislation 327.43.


2.1. If, for any reason, the President is absent from a Council meeting, a President can be

provisionally elected for that meeting from among the members present, if these are not less

than four in number, and not including the Secretary/Treasurer.

2.2. If a Council member resigns from the Council, this should be communicated in writing to the

Council President. The Secretary/Treasurer shall, as soon as possible, also inform the

Minister of Education in writing, who shall order the election of the next runner-up from the

side where the resignation originated in the preceding election. If there are no runners-up,

the Council may continue with its work provided there is a quorum regularly constituted.

When a Council President resigns, the resignation should be sent to the Minister.

2.3. Where there is a Council for more than one school -

(i) he Council and its members shall look after the interest of all schools and not only those

of part of or of one school;

(ii) he functions of the Secretary/Treasurer will be performed by the Head of school who is

the most senior in the Department of Education;

(iii) The Head of the other school shall attend all Council meetings, taking full part in all

discussions as an observer and working hand in hand with the Council

Secretary/Treasurer;

(iv) Both schools are to benefit equally or according to the size of the school and the number

of students, from any funds and assets administered by the Council;

(v) In the absence of the Senior Head of School, the duties of Secretary/Treasurer are to

devolve on the Junior Head.

2.4. The Council members are to be given all help and recognition in the exercise of their duties

in the school.

3. The President

3.1. The President shall regulate Council procedures and lead the Council to reach the right

decision which should reflect the consensus of the Council members present for the meeting.

3.2. In the case of a serious disagreement among the Council members on a point under discussion,

a vote can by taken; however the decision should not be taken in away to increase, rather

than eliminate, the existing differences among the Council members.

3.3. The President should see that all decisions taken by the Council shall conform with that part

of the Education Act that regulates the workings and functions of the Council.

3.4. The President and Secretary/Treasurer shall see that all decisions taken by the Council be

performed and implemented.

3.5. The President and the Head/Heads of school shall work hand in hand:

(i) so that the best use is made of the assets and funds of the school which are administered

by the Council;

(ii) in establishing the agenda to be discussed by the Council.

3.6. The President shall have access to the school at all times in agreement with the Head of

school in order to discuss points on the implementation of Council work.

3.7. The President is to be given all the relevant information he requests regarding the school so

that he might be in a better position to guide the Council.

3.8. The President shall collaborate with the Head/Heads of school and other Heads if it be the

case, in order to implement Council decisions, decide on the needs of the school or schools

administered by them, examine, control and verify the accounts books, bills and expenditure

of the Council, study new projects that the Council might embark upon as well as new

methods that would help the Council function better (always according to the terms of the

relevant articles of the Education Act.

3.9. All Council correspondence must have prior approval of the Council. Such correspondence

shall always carry the same signature in order to eliminate confusion.

3.10. The Council President is to have access to the Minister of Education, the Director of

Education, or any officials in the Ministry or the Department of Education nominated by the


Minister for this end, in order to discuss any problem or issue concerning the school at the

Council.

3.11. Voting in Council shall always be secret, and the President shall have a casting vote.

3.12. The School Council President should be shown due respect in the school and should be invited

to all functions and official meetings of the school.

4. The Secretary/Treasurer

4.1. The Secretary/Treasurer shall keep the minutes, correspondence and accounts books of the

School Council.

4.2. He shall also take care of the Council funds and use them as decided and directed by the

Council.

4.3. He is accountable to the President for the implementation of the decisions reached by the

Council and entrusted upon him.

4.4. He is responsible for incomes and expenditures.

4.5. Together with the President he can open a Council bank account and can deposit or withdraw

money as directed by the President and decided by the Council.

4.6. He should keep the Council informed of all funds and assets being administered by the

Council.

4.7. He shall advise the President on matters regarding the school administration, Department

regulations and other related matters. In case of difficulty, as Head of school, he can ask to

be advised by the Department.

4.3. He should help and keep the Council Members informed on the way the school is

administered and on its needs.

4.9. By not later than the 31st July of each scholastic year, the Secretary/Treasurer together with

the Council President, is to submit an annual report to the Minister of Education, according

to article 24(c) of the Education Act. This report shall first be read to and approved by the

Council, and a copy kept in the Council minutes.

4.10. This report shall cover:

(a) the number of meetings held during the year;

(b) the principal matters discussed during Council Meetings;

(c) activities and works promoted by the Council;

(d) recommendations.

4.11. A financial report should also be attached and this should cover the income, expenditure and

balance of moneys up to the last meeting of the Council.

4.12.This report103 shall first be read to and approved by the Council and a copy kept in the

Council minutes. Once the School Council approves the administrative report, a copy signed

by the President and Secretary/Treasurer is to be sent to: Projects & Initiatives Section,

Student Services Department, Directorate for Educational Services, Room 259, Great Siege

Road, Floriana VLT 2000, MALTA.

5. Council Activity: A. Administration of Funds and Assets

5.1. One of the aims of the School Council is to administer the funds and assets of the school.

5.2. The school funds could be -

(i) those passed on to the school and the Council for this end by the Department of

Education;

(ii) other funds that the Council might acquire from other sources or through activities it

organizes.

5.3. The Council shall first and foremost be aware of the available funds and assets of the school

and plan:

(i) on the needs of the school;

103 SSD 04/10 (This clause in not part of the Subsidiary Legislation 327.43)


(ii) on ways and means by which the Council itself, without any outside help, may improve

those funds and assets.

5.4. By making use of the available funds, the Council may:

(i) embark upon minor repairs to the school assets;

(ii) supply the school with adequate equipment;

(iii) ameliorate the physical and natural environment of the school;

(iv) enlarge the school library by the donation of books and library equipment.

5.5. The Council may not embark upon projects which change the physical layout of the school

except with the permission of the Department of Education.

5.6. The Council may not rent out the school for any political party activities.

5.7. The School Council may request the Minister of Education to certify to the Minister of Finance

the educational use of imported articles for such particular school, so that these may be

exempted from the payment of duty.

5.8. The Council is permitted to organize an annual sale of articles made of materials paid for

from Council funds, and made by the students at school. This should serve both as an

extension of the education provided by the school as well as to increase school funds.

5.9. The Council may organize activities, such as concerts or dramatic, musical or literary soirees

or any other form of entertainment with the participation of the students, and for which the

audience may be asked an entrance fee or donation. In such cases the prior permission of the

Minister of Education has to be sought.

5.10. All correspondence, receipts and accounts of income, expenditure and Council funds are to

be kept for the Council by the Secretary/Treasurer. Whilst these might be inspected by

Education Department officials nominated by the Minister of Education, it would he

appropriate for the Council to nominate two auditors each year from among the school

teachers and the parents or students in order to examine the accounts and certify their

correctness.

6. Council Activity: B. Contact with Parents

6.1. The Council, together with the Head of school, shall study ways and means of increasing

parent participation and contribution.

6.2. The Council may organize educational, cultural or social activities for parents.

6.3. The Council may discuss and implement ways of how parents may practically help the school

in its physical and material aspects.

6.4. The Council shall keep parents regularly informed of its work and activities.

6.5. Every parent (or student over 16 years of age entitled to vote for the Council) is entitled to

write to the School Council submitting suggestions or complaints on any matter which he or

she may deem fit. The President and the Secretary/Treasurer (as Head of school) shall

examine all correspondence received from the parents (or students) and decide which of

these fall within the competence of the Council and which others within that of the school

administration. All correspondence addressed to the Council shall be read during a Council

meeting and the President should explain which correspondence would be dealt with by the

Council and which by the Head of school.

7. Council Activity: C. The Council and Local Organizations

7.1. Although the School Council is bound to send in a report of its activity to the Minister of

Education and is accountable to him, it should foster good relations with the Local Council

where the school is situated.

7.2. It would be appropriate if the School Council were to identify which local, or national,

organizations, excluding political ones, would be disposed to help in the further advancement

of the Council in its activities and those of the school.

7.3. The Council may, on the advice of or through the Head of school, invite these organizations

to organize an educational activity among the students such as the delivery of an educational

talk to students, or the invitation of the school to a cultural evening, or the organization of a

cultural and/or educational competition.


7.4. The Council can help local cultural organizations by lending or renting them the school for

any of their activities which the Council considers to be culturally enriching to the people of

that locality.

7.5. The Council may, on the advice or suggestion of the Head of school, enter into contact and

relations with local factories and enterprises so that these may give their contribution

towards the education, vocational training and co-operation between the school and the

enterprise.

8. Council Activity: D. The Council and the School Staff, including the Teachers and the Head/Heads

of School

8.1. The Council may discuss the school environment and the amenities enjoyed by all the staff

employed in the school and try to ameliorate both to the best of its abilities.

8.2. The Council may discuss how further to improve relations between teachers and parents, and

between teachers and the Council itself.

8.3. Any teacher in a particular school may write to the School Council. The same rule applicable

to parents as explained in paragraph 6.5 applies here.

8.4. The Council may not interfere in matters of teaching, discipline or school administration,

these being areas which are explicitly reserved in the Education Act.

9. Council Activity: E. The Council and the Running of the School

9.1. It is the duty of the Council to be aware of the services offered by the school and what

amenities are available to perform these services.

9.2. The Council may discuss the curriculum and the educational services offered by the school,

without interfering in individual student or teacher cases, as well as in matters of

classification of students or other matters that fall under the discipline or teaching of the

school academic staff. It can, however, make suggestions to the Department of Education

regarding changes or additions to the curriculum.

9.3. The Council is in duty bound to alert the Minister of Education, or any official nominated by

him, to any shortcomings existing in the school, or any other matters related to the school.

The Minister of Education, or the official nominated by him, should acknowledge the Council

recommendations and communicate to the Council any action deemed fit.

10. Council Activity: F. The Council and the School Environment

10.1. The Council shall also consider improving the physical, cultural, aesthetic and moral aspects

of the school and of the surrounding environment.

10.2. The Council shall also discuss and monitor any environmental problems encountered by the

students and report them immediately, through the Secretary/Treasurer/Head of school, to

the officer responsible therefore at the Department of Education, for any necessary action.

10.3. The Council may also discuss any transport or departmental problems related to students and

make its suggestions thereon.

Administration of Funds and Assets

1. Property

1.1. All items of a permanent nature are to appear on the school inventory, which is to he kept in

accordance with the Revised Inventory Control Regulations dated 19th May, 1977.

1.2. According to paragraph 8.3. of these regulations, the inventory, should already exist in each

school and be kept up to date under the responsibility of the Head of School. The Councils

should see that the inventory actually exists and is kept up to date.

1.3. Such control shall be done in the following manner:

(i) A sub-committee consisting of at least three members of the Council (one of whom to be

the Secretary/Treasurer) is to perform a complete stock-taking of all items existing in

the school against the school inventory. In cases where the actual items found tally

exactly with the inventory ledger, the balance shown thereon is to he initialled by all

three members of the sub-committee as proof of checking. Where a discrepancy (either


over or under) results, such discrepancy shall be reported on a list as described

hereunder.

(ii) At the end of such exercise a report on the result, accompanied by a list of all

discrepancies, is to be forwarded to the Director General of Education. Such lists shall be

as per Appendix 32.

(iii) Items found over the ledger balance shall be immediately taken on charge, unless it is

clearly to the contrary.

1.4. Following the stock-taking exercise described in paragraph 1.3(i) and (ii) above, the School

Council shall continue to be responsible for the school’s immovable property and shall ensure

that the inventory shall continue to be kept in accordance with Regulations.

1.5. Should it result, from the stock-taking exercise, that the inventory is out of date, the

Director General of Education shall be informed accordingly. Subject to his agreement, the

procedure for "out of date inventories" (paragraph 12.2 of the Regulations) shall be followed.

Inventories shall only be considered out of date after an inspection by the Director General

of Education or his authorised representative.

1.6. All items acquired by the school, irrespective of the method of acquisition (such like a

purchase, donation, transfer, etc.) are to be taken on charge on the school inventory.

Adequate substantiating documents for all such entries are to be kept easily available for

inspection as and when may be required.

1.7. All inventory records, including necessary supporting documents about each item, are to be

available for scrutiny at all times by the Auditor General or his representative.

1.8. In the case of items which had not been acquired through the Education Department, such

acquisitions should be reported to the Director General of Education in order to ensure that a

corresponding entry is made in the main inventory kept at Head Office (vide Inventory

Regulations 5.1). The method of acquisitions, too, has to be clearly indicated. In the case of

donations to the school this should be regulated according to paragraph 11 of the regulations.

1.9. When a particular item in the inventory is considered by the Head of School to have become

unserviceable or obsolete, he shall notify this fact to the Director General of Education and

thereafter he shall ask the Council during the following monthly meeting for authorisation to

destroy or otherwise dispose of the item. The Council decision authorising such destruction or

disposal shall be minuted and notified to the Director General of Education. Should no

counter-order be received from the Director General within ten days, such item shall he

destroyed or otherwise disposed of. An appropriate transfer note shall thereupon be entered

in the inventory.

2. Finance

2.1. The School Council shall receive annually from the Director General of Education a sum

equivalent to the amount paid by the relative contractor for that year in respect of the tuck

shop concession, less a proportion which will be retained for the purpose of providing a

subvention to schools with non-lucrative tuck shops or no tuck shop.

2.2. It shall be within the discretion of the School Council to organise fundraising activities for the

purpose of improving its resources, provided that such activities are compatible with the

dignity of an educational institution.

2.3. The Secretary/Treasurer of the School Council shall ensure that appropriate records are kept

of all financial transactions. Such records should basically consist of -

(i) a cash book in which all payments and receipts are immediately entered;

(ii) a ledger, in which counter entries are made in the different accounts for the purpose of

expenditure classification. (Examples of classification: Prize books, maintenance, special

equipment, school functions, etc.).

2.4. While the above records are mentioned as they are felt to be the minimum required to

enable the School Council to render proper accounts to the Minister of Education each year

as contemplated in article 24(c) of the Education Act, the Council may, at its discretion, vary

such arrangements provided that:


(i) the records kept are adequate to satisfy the requirements of the Education Act, and

(ii) they are suitable to show, at any time, the financial position of the School Council. It

should also he noted that official receipt hooks which are supplied by the Department of

Education and which are used in the collection of public funds (such as refunds for lost

books) should in no way be used for School Council transactions. Public funds, as a rule,

shall not be deposited in the School Council’s bank account. The only prevailing

exception refers to imprest funds received from the Department of Education for

ordinary maintenance of the school. These funds are deposited in the Council’s bank

account for security purposes only and accounted for as public funds.

2.5. The Secretary/Treasurer shall ensure that cash on the premises shall be kept to the barest

minimum in the interests of security. As soon as funds are made available, arrangements for

the opening of an account in the name of the School Council shall be made with the nearest

Bank branch and all payments (except for SCHOOL COUNCIL [S.L.327.43 9 very small

amounts) shall be made by cheque under the joint signatures of:

(i) the President and

(ii) the Secretary/Treasurer.

2.6. The financial records of the School Council shall, at all times, be available for inspection by

the Minister of Education or his representatives.

2.7. The report to be submitted to the Minister of Education in terms of article 24(c) of the

Education Act shall include:

(i) the income and expenditure account and balance sheet;

(ii) the Bank statements covering the whole period under review and supporting the Bank

balances on the accounts;

(iii) a list of all donations received by the school from outside sources during the year under

review.

3. Procurement

3.1. All procurement of goods and/or services by the School Council from the funds at its disposal

shall be made subject to conformity with the following rules:

(i) The School Council can spend up to €232.94 without a call for quotations.

(ii) Expenses over €232.94 up to €1,164.69 may be incurred by the School Council following

formal calls for quotations, which shall be opened and adjudicated by the Council or at

least by three members of the Council delegated for the purpose, one of whom is to be

the Secretary/Treasurer.

(iii) Expenses over €1,164.69 up to €2,329.37 shall be made following the same procedure as

in (ii) above; however, the decision must be submitted for endorsement by the Director

General of Education before any commitment is incurred.

(iv) For expenses over €2,329.37 full specifications of the goods/services required are to be

submitted to the Director General of Education who will arrange for the issue of a

departmental or Treasury call for tenders.

3.2. All documentation relevant to the award of quotations is to be carefully preserved and be

available for inspection at any time as stipulated in paragraph 2.6 for accounts records.

3.2.43 Distribution of Examination Papers and forwarding of Half-Yearly Examination Papers to the Educational Assessment Unit.104

1. Heads of School should ensure that the confidentiality of these papers is strongly safeguarded.

Members of staff on teaching duties and other ancillary personnel should not be allowed access

to the examination papers prior to the day of the examination proper. Heads of School are

requested to see that one of their minor staff members assists the driver with the unloading and

104 CMeLD 9/2010; CMeLD 10/2010.


carrying of the packages into their school when the Annual Examination papers will be distributed

to Primary Schools.

2. Heads of School are asked to forward to the Educational Assessment Unit, immediately after the

examinations, two separate packs both containing their school-based Half-Yearly Examination

papers together with marking schemes. In both packs the examination papers and the marking

schemes are to be grouped by subject (not by Year/Form). In the case of College-based Half-

Yearly Examination papers, College Principals are requested to follow the same procedure. It is

recommended that College Principals start keeping copies of the examination papers for archive

purposes.

3.2.44 Signatures of officials105

All signatures of officials are to be accompanied by a rubber stamp or name and surname in capital

format and grade. If minutes in files or any other official correspondence are not clearly signed, they

will not be processed.

3.2.45 Attendance Sheets 106

Attendance registers are to be kept in loose-leaf form and all staff are required to sign their name

daily in the space assigned to them on the attendance sheet and to register times of arrival and

departure in respect of both the morning and the afternoon session (PSMC 3.1.2.2).

1. Absences on account of sick, vacation or special leave are to be recorded in red ink in the

space provided for the officer’s signature by the senior official in charge (PSMC 3.1.2.3).

2. Immediately after normal opening hours attendance registers are to be withdrawn to the

office of the senior officers so detailed by the Head of Department/School. Late arrivals are

to register their attendance in their office, furnishing an explanation whenever required

(PSMC 3.1.2.5).

3. Attendance sheets are to be checked by the officer in charge for correctively and analysed

for any exceptions.

4. Attendance sheets are regularly and attentively reviewed for exceptions such as excessive

sick leave and regular late comers. Such issues are to be tackled immediately and reasons

sought for such occurrences.

5. All attendance sheets are to be certified correct by the officer in charge on a daily basis.

6. Any form of corrections on the Attendance Sheet are to be prohibited.

7. Attendance sheets are to be adequately filed and stored.

8. In the case of shared/peripatetic teachers’ attendance a logbook is to be kept to include

which schools such teachers are attending to deliver lessons or service. Due to the fact that

such teachers move from one school to another, having an attendance sheet at Head or Base

Office is not a good form of attendance monitoring for them. The best way to keep track of

teacher attendance is for them to sign at the school they are visiting on the respective date

while the Head of School/Section endorses the logbook of shared/peripatetic teachers.

3.2.43 Temporary Absence Register107

105 DCS 5/2010; Educ 125/07. 106 HRD/4/2010. 107 HRD/4/2010.


1. Except for messengers, temporary absences on official business are to be recorded in a

Temporary Absences Record Sheet (PSMC 3.1.2.7).

2. Leaving the place of work on personal business is allowed only in exceptional circumstances

(except for teachers who have 27.5 hours special leave entitlement during the scholastic

year).

3. Such absences, which should be recorded in the Temporary Absences Record Sheet, are to be

authorised by the senior officer in charge who should initial the entry and whose name should

be quoted in the “Authority” column (PSMC 3.1.2.8).

4. All schools/sections are to start operating a Temporary Absences Register and a separate log

book for out-of-office duties.

5. Approval for temporary absence should not be granted automatically. The reason for the

absence must be urgent and exceptional.

6. Employees renowned for abusing are not to be granted authorization for temporary absence.

7. Apart from the Officer in charge approval on a case-by-case basis marked by his/her

signature, Directors and College Principals should review the Temporary Absences Register

regularly and corrective action is to be taken when abuse is detected.


4. Technology and Services

4.1 Technology at Schools

4.1.1 The use of STS

1. The access to the STS in schools will be restricted to the Head of School and those employees

that are to be approved through an ERFS that is to be signed by the HRDD Director.

2. The use of the STS is to be solely used in accordance to the Data Protection Law (Cap. 440) and

relevant procedures since it contains sensitive data about students and teaching staff.

3. Such database is be continuously updated by Heads of School or those delegated by the Head of

School.

4.1.2 The use of Other Software

1. Those who are using the Corp account are to use always licensed and standardised software

according to MITA regulations and by approval of the IMU and the Director concerned.

2. Teachers have the possibility to use the school.dom network in order that they can install

liberally non-standard licensed software solely to be used for learning/teaching purposes.

4.1.3 The use of Website

1. Any member of staff who would like to upload anything on the Directorates’ websites should

contact the Ministry Webmaster within the DSRM-DES.

2. Such material should be in accordance with the policy guidelines issued by MITA.

4.1.4 The use of e-mail

1. Generic:

a) The use of e-mail has nowadays become a major means of Communication within the Public

Service. However, it is noted that official e-mail is being used also for private purpose.

b) Members of staff are reminded that, according to the User Guide for E-Mail Services for the

Government of Malta, published by the Central Information Management Unit of the Office of

the Prime Minister in July 2002,the government e- mail service is provided for business use

only.

c) The use of electronic communication is subject to the same rules and norms used in any

conventional paper based work environment.

d) Personal use of the e-mail service is only permissible in exceptional circumstances and on no

account must it disrupt the system and/or harm Government’s reputation. The use of e-mail

to conduct any personal business or for commercial or promotional purposes and the sending

of e- mail in bulk, unless formally solicited, are prohibited.

e) Appropriate action will be taken against members of staff disregarding these instructions.

2. Autoforwarding of e-mails to third party e-mail service providers:

a) As indicated in the e-mail Services for the Government of Malta-Use Guide” (page 37),

Autoforwarding can cause unexpected problems that may considerably affect e- mail service.

You are to note that practice, which is being, monitored and which may lead to disciplinary

action, should be stopped immediately.

b) Notwithstanding, it is to be noted that this does not affect the forwarding of e-mails from a

generic e- mail account to a personal one if both are gov.mt and vice-versa.

c) The attention of users is also drawn to the fact that they should regularly clear their

mailboxes.


4.1.5 Use of software according to the related year group

1. All the software which was previously used in the different primary classes was installed on all

leased desktops/laptops, with the condition that it works without a CD. The only exception was

given to Tronik (Year 2).

2. Due to licensing issues, all teachers are kindly reminded that the software should be used

according to the related year group.

3. Kindly follow the table below as a guideline:

Year 1 � Just Grandma and Me

� Kid pix Studio

� Math Rabbit

� Reader Rabbit

� Millie

� The Printshop

Year 2 � Tronik (needs CD)

� Kid pix Studio

� The Printshop

Year 3 � Kid pix Studio

� Bil-Malti ma’ Ninu

� Madelaine 1

� Madelaine 2

� The Printshop

� Reading Development 1


Year 4 � Kid pix Studio

� Il-Bahar



� The Printshop

� Matty Mole’s Summer Holiday

Year 5 � Il-Bahar ta’ Madwarna

� Maths Keystage

� Primary writer

� The Printshop

Year 6/7 � Maths Explorer

� Maths Explorer Number

� Primary Writer

� The Printshop

4.2 Maintenance and Troubleshooting of Computer and Telephone systems

4.2.1 IT Equipment

1. Movement of IT Equipment108 a. Simple change of ownership: Hardware will not be moved from its and only the hardware user

changes: The Head of Section/School will ensure that users inform the Information

Management Unit (IMU) of the change of ownership so that a Transfer Voucher is raised

accordingly. The IMU will in turn copy the Ministry’s Inventory’s Section accordingly.

b. When a PC (and monitor) has to be moved (in same room or to other rooms/sections): Heads

of Section are to ensure that users adhere to the following procedure.

c. User logs a call, at least a day beforehand, with MITA informing them of the need to move

the PC. The IMU technician will visit the site in question in order to properly disconnect the

hardware from the network:

i. Users are required to inform the Information Management Unit (IMU) of the change of

location (and maybe also of the change of ownership where necessary) so that a Transfer

Voucher is raised accordingly. The IMU will in turn copy the Ministry’s Inventory’s

Section accordingly.

ii. It is up to the user to arrange for the physical movement of the hardware.

iii. User will be then be required to inform the IMU when the hardware has been moved to

the new site in order for the technician to come and re-connect the equipment to the

network. They should do so by calling the IMU on (2598)2724 and supply MITA’s call

reference number.

108 Guidelines on the movement of Hardware – Email by CIO 29th April 2009.


iv. MITA will close the call once the technician reconnects the PC to the network. It won’t

be always possible for the technician to attend to such a call within the same day that it

is logged.

2. When Laptop Users need to change office: Laptop users would still need to have the new network

point configured for their use. The previous network point would also need to be disconnected.

Therefore, users are required to log a call at the IMU in this regard.

3. Shared/Networked/ Printer has to be moved: Such a move may effect all the users that are

configured to print through the same unit. Therefore, the same procedure detailed for PCs

above is to be used.

4. When other hardware like UPSs, scanners, non-networked/non-shared printers, Barcode Readers,

monitors not including the pc or laptop etc... have to be moved:

a. Users are required to inform the Information Management Unit (IMU) of the change of

location (and maybe also of the change of ownership) so that a Transfer Voucher is raised

accordingly. The IMU will in turn copy the Ministry’s Inventory’s Section accordingly.

b. It is up to the user to arrange for the physical movement of the hardware.

c. Users might then be required to log a call with MITA in order to install the respective drivers

of the printer, scanner, etc unless the respective PC has also been moved through the proper

procedure.

5. Theft and Damages to IT Equipment: Heads of School/Section are kindly requested to note that

the following procedure is to be followed on the occurrence of damages or theft incidents of I.T.

leased equipment. This procedure is to be brought to the attention of all concerned.

a. Damages:

i. When a fault develops in leased equipment (excluding keyboards and mice), the

teacher/school administrator logs a call with MITA (Tel. No. 25992777).

ii. The supplier calls at school and evaluates the fault. If the supplier concludes that the

equipment has been damaged, he will ask the teacher/school administrator to contact

the Education Office.

iii. The teacher/school administrator is to contact Mr. Joseph Borg on Tel. No. 25982724 for

further information.

iv. The teacher/school administrator will then submit a report, endorsed by the Head of

School, either by fax on 25982238 or via email (as a scanned attachment) on

[email protected]. This report is to reach Mr. Joseph Borg within 3 days

of the evaluation by the supplier.

v. Eventually, the Information Management Unit (IMU) will inform the teacher/school

administrator, through the Head of School, when the equipment will be repaired or

replaced.

b. Theft: When a theft incident occurs, the teacher/school administrator has to report the theft

to the local Police Station. A copy of the police report, together with a letter endorsed by

the Head of School giving details about the way the theft occurred, should reach Mr. Joseph

Borg within 3 days. These copies can be scanned and submitted to IMU as an attachment or

faxed as in above procedure. Original documents are to be kept by the school.


5. Code of Practice

5.1 Administrative Procedure – Both for Teaching and Non-Teaching Staff

Non-teaching staff will follow the code of ethics according the PSMC. This stipulates the following

regulations:

Introduction to the Code109

1. The Maltese public have a right to expect the business of the public sector to be conducted with

efficiency, excellence, fairness, impartiality and integrity.

2. Public employment carries with it a unique obligation to the public interest and the demands

that people working in the public sector attain standards of professional behaviour which will

maintain public confidence and trust.

3. At the same time, public officers should not be subject to unnecessary restriction in their private

activities simply because they are employees of the State.

4. A Code of Ethics establishes standards of correct behaviour expected of public officers and is a

guide to solving ethical issues for those who work in the public sector. While there is no set of

rules capable of providing answers to all ethical questions which arise, a code provides the

framework for appropriate standards in a variety of contexts.

5. A number of obligations and standards set out in this Code are also to be found in legislation.

Officers need to be aware that, in some cases, breach of standards may involve criminal

offences, in others they may amount to serious breaches of discipline and the possibility of

dismissal.

6. The Code complements existing legislation and regulations, and its observation by public officers

should not be interpreted to exonerate them from obligations as stated in relevant existing

legislation and regulations.

7. Public officers, should be familiar with responsibilities which are a part of their employment, and

be aware that sanctions will be applied if the Code is breached.

8. Organisations may develop further specific standards of conduct which address their own special

circumstances. Such standards must be consistent with those listed here and will extend beyond

the coverage of issues in this document.

9. Organisations may find it necessary to address matters such as:

Security – particular requirements;

Conduct and dress regulations – if particular requirements exist;

Dealing with clients – specifying any behaviour which prohibited or encouraged;

Disciplinary sanctions.

Values underlying the Code

10. The Code of Ethics rests upon the assumption of a number of values which require that public

officers behave with:

Integrity;

Honesty;

Loyalty to the public interest;

Fairness;

Conscientiousness;

Compassion.

11. The Code of Ethics is prepared within a framework of principles which are fundamental to the

ethos governing behaviour. These have been identified for the public sector as:

109 This Code of Ethics has been extracted from the Government Code of Ethics for Public Officers: http://www.mpo.gov.mt/downloads/ethics.pdf.


Public Confidence: The public has a right to expect that public sector organisations are of the

highest integrity and competence which treat all citizens fairly, reasonably, equitably and

promptly.

Responsibility to the Government of the Day: The Government of the day is entitled to

expect public officers to provide impartial and accurate advice and to implement its policies

promptly, efficiently and effectively.

Public Officers’ Rights: Public Officers’ Rights are the normal rights of employees, within the

provisions of legislation and regulations.

Conflict of Interest

12. A conflict of interest may be defined as a situation in which a public officer has a private or

personal interest sufficient to influence or appear to influence the objective exercise of his or

her official duties.

13. Public officers should avoid any financial or other interest or undertaking that could directly or

indirectly compromise the performance of their duties.

14. In many cases only the individual officer will be aware of the potential for conflict. Therefore,

the onus is on the officer to disclose to his or her senior officers if a potential or actual conflict

of interest arises.

15. This includes the notifications of all relevant personal, financial, business or other interests in

particular:

any directorship, partnership, agency or any shareholding;

any interest in any activity or business in which or with which the organisation is engaged;

any interest in goods or services recommended or supplied to the organisation.

16. Public officers shall notify the head of the organisation in writing within a week whenever any of

the above interests arise namely, upon assuming office, change in duties or due to a change in

circumstances.

Acceptance of gifts or benefits:

17. No public officer should accept a gift or benefit if considering the circumstances it could be

interpreted as intended or likely to cause the official to do his or her job in a particular way, or

deviate from the proper course of duty.

18. As a general rule a line may be drawn in situations where a gift could be seen by others as either

an inducement or a reward which might place an official under an obligation

19. A gift could be interpreted as an inducement or a reward simply because of its intrinsic value and

therefore only token gifts may be accepted.

20. This principle applies not only to public officers but also to their families or partners.

Personal and Professional Behaviour

21. Public officers should perform any duties associated with their positions diligently, impartially

and conscientiously, to the best of their ability.

22. In the performance of their duties public officers should:

keep up-to-date with advances and changes in their area of expertise;

comply with any relevant legislative, industrial or administrative requirements;

treat members of the public and other staff members with courtesy and sensitivity to their

rights;

provide all necessary and appropriate assistance to members of the public;

maintain adequate documentation to support any decisions made;

strive to obtain value for public money spent and avoid waste and extravagance in the use of

public resources;

not take or seek to take improper advantage of any official information gained in the course

of employment;

not indulge in favouritism or nepotism;


not attempt to carry favour with his or her Minister/Superior by not giving objective and

impartial advice.

23. At all times the behaviour of a public officer shall be in such a way as not to discredit his or her

position and not to reflect adversely on the public service.

24. Public officers are expected to give full support to the Government of the day regardless of

which political part or parties are in office. When implementing, government policy, public

officers’ own values and beliefs should not take precedence over those explicit or implicit in

government policy.

25. When faced with having to implement a policy which is at variance with his or her own view,

public officers should discuss the matter with an appropriate superior, depending on the nature

of the matter, to resolve the issue.

26. Public officers should not harass or discriminate in work practices on the ground of sex, marital

status, pregnancy, age, race, colour, nationality, physical or intellectual impairment, sexual

preference or religious, political or other convictions/allegiances when dealing with their

colleagues and members of the public.

27. Public officers have a duty to report to a senior officer any unethical behaviour, wrong doing by

any other public officer during the course of his or her duties.

Outside Employment and Termination

28. The prior approval of the Permanent Secretary of the Ministry concerned or the Chairman/Chief

Executive Officer is required before public officers may engage in any form of business or

employment outside their official duties.

29. In all cases when outside employment is considered, public officers should give their public

sector employment first consideration and avoid situations which could give rise to, or the

appearance of, a conflict of interest. In particular, they must consider whether the company or

organisation concerned is in, or entering into, contractual relationship with the Government,

whether its primary purpose is to lobby Government organisation or members of Parliament, or

whether it is in a regulatory relationship with the organisation.

30. Former public officers should ensure that they do not accept employment or engage in activities

which may cast doubts on their integrity or that of the organisation in which they were previously

employed or of the Public Service generally.

Fairness and Equity

31. Issues or cases being considered by public officers should be dealt with consistently, promptly

and fairly. This involves dealing with matters in accordance with approved procedures, without

discrimination on any grounds. There is an obligation to treat each issue reasonably and with a

view to meeting the principles of natural justice.

32. When using any discretionary powers public officers should ensure that they take all relevant

facts into consideration and have regard to the particular merits of each case. Public Comment and the Use of Official Information

33. Public comment includes public speaking engagements, comments on radio and television and

expressing views in letters to the newspapers or in books, journals or notices or where it might

be expected that the publication or circulation of the comment will spread to the community at

large.

34. While public officers, as members of the community, have the right to make public comment and

to enter into public debate on political, administrative and social issues, there are some

circumstances in which public comment is inappropriate. These include:

The implication that the public comment, although made in a private capacity, is in some

way an official comment of the Government of the public officer’s organisation.

Where public comment, regardless of the connection or lack of connection with a public

officer’s normal duties, amounts to criticism sufficiently strong or persistent to give rise to


the public perception that the officer is not prepared to implement or administer thee

policies of the Government of the day as they relate to his or her duties.

35. A public officer should only disclose official information or documents acquired in the course of

his or her employment when required to do so by law, in the course of duty, or when proper

authority has been given.

36. In such cases, comments made by public officers should be confined to factual information and

should not express opinion on official policy or practice.

37. It is expected that public officers will be:

Efficient and economical in the use and management of public resources;

Scrupulous in their use of public property and services and not permit their abuse by other.

38. Official facilities and equipment should only be used for private purposes when official

permission has been given.

Political Participation

39. Public officers need to ensure that their participation in political activities does not bring them

into conflict with their primary duty to serve the government of the day. This is important in

order to maintain Ministerial and public confidence in the impartiality of the advice given, and

actions taken by public officers.

40. Determining what is appropriate in any particular case will depend on the extent of the

participation of the individual, the nature of the issue, the position held by the individual and

existing regulations within the organisations concerned.

41. If a public officer becomes aware that a potential conflict, whether real or apparent, has arisen

or is likely to arise, the public officer should immediately inform the head of his or her

organisation.

42. If a conflict of interest does arise, the public officer may have to stop participating in political

activity or withdraw from areas of his or her duties giving rise to the conflict of interest.

Sanctions

43. Sanctions may be applied if public officers are involved in beaches of this Code of Ethics.

44. The sanctions applied will depend on the seriousness and nature of the breaches and may entail

formal disciplinary and/or criminal action as applicable.

45. Whenever appropriate, counselling by supervisor or member of senior staff may also be given.

5.2 Teachers’ Regulations and Code of Ethics 110

Teaching was legally recognised as a profession in the Maltese islands by the Education Act (1988).

This Act amplifies the Constitutional provisions and is the main legal instrument governing

educational provision in the Maltese islands. It introduces a number of innovations over previous

acts.

The 1988 Education Act has a section on ethics that should form the basis of the behaviour of every

teacher under all circumstances. It is reproduced in full below.

The College Principals, Heads, Assistant Heads, Subject Co-ordinators and Teachers are role models

reflecting the school ethics and implementing the aims of the school. This involves constant

interaction, underpinned by a spirit of full co-operation and mutual respect, which enhances their

professionalism.

Code of Ethics

The Teacher’s Responsibilities to the students in his/her care:

1. The teacher shall give foremost consideration to the student’s well being.

110 As per Legal Notice 81 of 1988; L.N. 81 of 1988 Education Act, 1988 (Act No. XXIV OF 1988).


2. The teacher shall direct his/her whole professional effort to assist the student to develop his/her

whole personality including the ability to work.

3. The teacher shall foster in his/her students honesty, integrity and consideration for others, and

shall do nothing, by precept or example, to discredit these qualities.

4. The teacher shall act, and shall be seen to act, with justice.

5. The teacher shall exercise authority in accordance with the law of the land and with evolving

concepts of the students’ needs and rights.

6. The teacher shall recognise that each child is an individual and that children can differ in what is

required for the promotion of their education.

7. The teacher shall recognise an obligation to assist all pupils under his/her charge to develop their

talents suitably and to the fullest extent feasible.

8. The teacher shall recognise that s/he should work with parents to promote the welfare of

students, particularly by consulting parents whenever this is desirable.

9. The teacher shall make reasonable effort to protect the student from conditions harmful to

learning or to health and safety.

10. The teacher shall not intentionally expose the student to embarrassment or disparagement.

11. The teacher shall not use professional relationships with students for private advantage.

12. The teacher shall not disclose information about students obtained in the course of professional

service unless such disclosure serves a compelling professional purpose or is required by law.

The Teacher’s Responsibilities to his/her Colleagues and the Teaching Profession

1. The teacher shall respect the professional standing and opinions of his/her colleagues and shall

maintain in his/her relations with them the highest standards of professional courtesy.

2. The teacher shall be prepared to help in all possible ways junior colleagues and those in training.

3. The teacher shall accept the authority of senior professional colleagues while retaining the right

to express professional opinion.

4. The teacher shall recognise his/her obligation to advance the causes of education and hence the

causes of the teaching profession.

5. The teacher shall recognise his/her obligation to improve his/her effectiveness as a teacher in

every possible way.

6. The teacher shall recognise his/her responsibility for his/her own actions and judgements and

s/he shall be prepared to stand by their consequences.

7. The teacher shall recognise his/her duty to manifest responsibility, individual initiative and

integrity in his/her teaching and other professional actions within guidelines laid down for the

profession.

8. The teacher shall not knowingly make a false statement concerning the qualifications and

competence applying for a position.

9. The teacher shall not accept gratuity, gift or favour that might impair or appear to influence

professional decisions or actions.

10. The teacher shall not attempt to influence the Minister, the Education Directorates or an

education board on matters affecting teachers, unless so expressly requested by the Minister,

Division or educational board in his/her official capacity.

11. It shall not be correct for any senior professional colleague or any teacher to censure other

teachers or to criticise their work in the hearing of students and/or the general public.

12. It shall not be correct for any teacher by public statement to bring the profession, his/her school

or the Directorates in which s/he works into disrepute.

13. The teacher shall appreciate that, while as a professional person s/he must accept responsibility

for his/her actions, his/her duty shall be to carry out reasonable instructions from senior

professional colleagues. The teacher shall have the right to protest against instructions.

14. Senior professional colleagues shall give a teacher all support and help that is in his/her power to

make the teacher’s work effective. They shall consult and inform him/her on matters affecting

his/her work and treat him/her with justice and dignity, not least when it becomes necessary in


the interest of students and other colleagues to attain greater efficiency and more ethical

professional behaviour.

The Teacher’s Responsibilities to the Parents of his/her Students and to the Community

1. The teacher shall recognise the right of a parent to consult him/her, through proper channels, on

welfare or progress of a student. The teacher shall recognise the right of a parent to be

consulted about any matter that concerns the future development of his/her child.

2. The teacher shall do nothing to undermine lawful parental authority, but shall be prepared to

give advice which, in his/her professional view, is in the best interest of the student.

3. The teacher shall make every effort to encourage parents to interest themselves in the education

and welfare of their children.

4. The teacher shall act within the community in a manner that enhances the prestige of the

profession.

5.3 Confidentiality and Data Protection111

5.3.1 Data Protection Policy adopted for Education Directorates112

1. The aim of this policy is to give guidelines to the management of Data Protection within the

Colleges.

2. This policy should be accessible to teachers, parents and students so that everybody would know

their obligations in terms of data protection.

Data Protection Manual113

3. The Data Protection Manual compiled by the OPM Data Protection team should serve as a guide to

Heads of Department, Data Protection Officers (DPOs), College Principals and Heads of School on

matters related to data protection.

4. The Manual is regularly updated.

Data Protection regarding School Records114

5. Data protection in Colleges and schools should be applied to data related to admission,

attendance and other school records concerning ex-students concerning exhibition of works.

6. Consent is to be obtained from data subject concerned on the form in Appendix 10. Details

about ex-students can only be divulged to the data subject concerned. We are entrusted with

information which may be confidential and in the wrong hands may cause hardships.

7. Giving of class lists for purposes of reunions and other activities to individuals is not allowed. The

main purpose of maintaining these registers in schools is to enable College Principals and Heads

of School to issue school attendance certificates to ex-students as and when required. Such

certificates may only be given to the person concerned. Anyone else requesting this information

will need to provide written consent from the data subject concerned. In cases of closed schools

such certificates are to be obtained from Schools Library Service (SLS).

8. The SLS is in a position to advise you on the use and maintenance of such registers as well as

exhibition if the need arises.

Requests to carry out research work in schools115

9. College Principals, Heads of School and Education Officers are requested to note that Research

work may be carried out in State Schools only if the following conditions are accepted and

satisfied:

111 OPM 22/2004. 112 OPS 79/2006; Memo OPS 03/2007; OPS 89/2006. 113 OPS 89/2006. 114 OPS 79/2006; OPS 48/2007. 115 PDM 1/2003.


a. Requests for permission to carry out research work in State schools must be presented on the

application form (see Appendix 13) obtainable from the Customer Care Service, DES,

Floriana, the Precincts Officer-University of Malta, Msida or Ministry website under School

Resources Management Department. These forms must be handed in three weeks before the

commencement of the research work to the: The Director (Planning & Research)

Directorate for Quality and Standard in Education, Floriana. b. The request form is to be accompanied by a copy of the questionnaire and / or any relevant

material intended for use in schools during research work.

c. The original request form, showing the relevant signatures and approval, must be presented

to the Head of School.

d. All research work is carried out at the discretion of the relative Head of School.

e. Researchers are to observe strict confidentiality during their work in schools, especially if the

results are to be published.

f. The DQSE and DES reserve the right to withdraw permission to carry out research in State

Schools at any time and without prior notice.

g. Students are expected to restrict their research to a minimum of students / teachers /

administrators / schools, and to avoid any waste of time during their visits to schools.

h. The DQSE and DES assumes the right to a copy of the results / findings of the research work

carried out in State Schools, as soon as the research in question is completed. Compliance with Data Protection Act 2001116

10. The Department of Planning and Development within the DQSE may need to collect information

in the form of photographs/video recordings concerning members of the staff and students. This

information will be printed in the publications of the Department of Planning and Research (e.g.

Eduforum) and/or included in the website of the Education Ministry.

11. In compliance with the Data Protection Act 2001, the Department of Planning and Research is

requesting the Heads of School to declare that the members of the staff and parents/guardians

of students have given their written consent so that data concerning members of the staff and/or

students be printed and/or included on Ministry website. It is suggested that Heads of School

obtain a written consent which covers the whole scholastic year.

12. The following is the procedure to be followed by the Head of School:

a. Obtain written consent from members of the staff (See Appendix 10)

b. Obtain written consent from the parents/guardians of students (See Appendix 10)

c. Before sending data for publication to the Department of Planning and Research, check

whether all members of the staff and students appearing in photographs/video recordings are

covered by a written consent.

d. Fill and return Declaration Form (Document 3) to the Department of Planning and Research

together with the data for publication.

e. IMPORTANT: No data will be considered for publication unless accompanied by the

relevant Declaration Form.

Processing of Personal Data (Protection of Minors) Regulations (2004) 117

In exercise of the powers conferred by article 54 of the Data Protection Act, hereinafter referred to

as the “Act”, the Minister for Information Technology and Investment, after consultation with the

Data Protection Commissioner, has made the following regulations:–

1. The title of these regulations is the Processing of Personal Data (Protection of Minors)

Regulations, 2004.

2. (1) Where any information is derived by any teacher, member of a school administration, or any

other person acting in loco parentis or in a professional capacity in relation to a minor, such

116 PDM 2/2003; SILC 71/03. 117 Supplement Malta Government Gazette, No. 17,551, 12th March Section B LG 125 of 2004; Data Protection Act (Regulations for Minors) (CAP. 440).


information may be processed by any of the aforesaid persons if such processing is in the best

interest of the minor.

(2) Where personal data is being processed as aforesaid, the consent by the parents or other legal

guardian of the minor shall not be required if this may be prejudicial to the best interest of

the minor.

(3) In such a case, no parent or other legal guardian of the minor shall have access to any personal

data held in relation to such minor.

(4) The foregoing provisions of this regulation shall be without prejudice to the provisions of

article 7 of the Act.

5.3.2 Access to Personal Data118

Personal Data

1. All Staff should be aware that Personal Data is not to be processed for any purpose that is

incompatible with that for which the information is collected. This Department’s policy is not

to divulge any information to third parties before obtaining approval from the Director.

2. When personal data is found to be incomplete or incorrect, all reasonable measures are to be

taken to complete, correct, block or erase data, taking into consideration the purpose for

which such data is processed.

3. Such cases of rectification, blocking, erasure and/or destruction are to be referred to the

Data Protection Officer (See Appendix 15).

Data Protection Policy

The Data Protection Act, 2001 regulates the processing of personal data whether held electronically

or in manual form. The Human Resources Development Department (HRD Dept.) in the Directorate

for Educational Services (DES) is set to fully comply with the Data Protection Principles as set out in

the Act.

Purpose/s for collecting data:

The HRD Department collects and processes information to carry out its functions under the

Education (Amendment) Act, 2006. All data is collected and processed in accordance with the Data

Protection Act 2001, the Education (Amendment) Act, 2006 and any other law/regulation to which

this Department may be subject.

Recipients of data:

Employees of this Department, who are assigned to carry out the functions of this Department,

access the information you give us. Personal Data may also be disclosed to departments/third

parties, who may also have access to your data as authorized by law. All data is collected and

processed in accordance with the Data Protection Act, 2001.

Your rights:

You are entitled to know, free of charge, what information the Department holds and processes

about you and why; who has access to it; how it is kept up to date; what the Department is doing to

comply with its obligations under the Data Protection Act, 2001.

The Data Protection Act, 2001 sets down a formal procedure for dealing with data subject access

requests, which the Department follows. All data subjects have the right to access any personal

information kept about them by the Department, either on computer or in manual files. Requests for

access to personal information by data subjects are to be made in writing and addressed to the Data

Controller of the Department. Your identification details such as ID number, name and surname and

address have to be submitted with the request. In case we encounter identification difficulties, you

118 Memo HRD 3/09.


may be required to submit a photocopy of an identification document such as the Identity Card,

driving license or passport, which document will be returned after identification is established.

The Department aims to comply as quickly as possible with requests for access to personal

information and will ensure that it is provided within a reasonable time, unless there is good reason

for delay. When a request for access cannot be met within a reasonable time, the reason will be

explained in writing to the data subject making the request. All data subjects have the right to

request that their information be amended, erased or not used in the event the data is incorrect.

Data Controller:

The Department Data Controller may be contacted either at:

The Director Human Resources Development

Human Resources Development Department

Directorate for Educational Services

Floriana VLT 2000 or at the following e-mail address: [email protected]

5.3.3 Disclosure of personal data for audit and investigative purposes119

1. Scope: These guidelines set out the procedure to be adopted by government ministries and

departments in processing access requests for personal data required for investigative and/or

auditing purposes by the Ombudsman, the Auditor General or Internal Audit & Investigations

Directorate, as well as Boards of Inquiry.

2. Sensitive personal data:

a. The DPA defines sensitive personal data as “personal data that reveals race or ethnic origin,

political opinions, religious or philosophical beliefs, membership of a trade union, health, or

sex life”.

b. Sensitive personal data may be disclosed to the above-mentioned entities in the following

cases:

i. Where the data subject has given his explicit consent;

ii. If the data subject has made the data public;

iii. If the above-mentioned entities want to establish, exercise or defend legal claims using

the sensitive data required;

iv. In the cases of (i) and (ii) mentioned above, the Education Director Generals or those

acting on their behalf with written permission, may disclose information in question,

applying also the access conditions shown below. Most probably, the majority of the

sensitive data to be disclosed will not fall under the cases (i) and (ii) above. In the

circumstances, Heads of Department are to demand each entity requesting the disclosure

of the sensitive data to certify that such data is required to establish, exercise or defend

a legal claim, as the case may be. When this requirement has been satisfied, together

with the administration of the oaths of secrecy or confidentiality undertakings as the

case may be, and after the conditions of access mentioned below have been followed,

personal sensitive data may be released to the entities mentioned above.

3. Conditions of Disclosure: For the purpose of disclosure of personal data required for

investigative and/or auditing purposes by the Ombudsman, the Auditor General or Internal Audit

and Investigations Directorate, as well as Boards of Inquiry, it is deemed that adequate

safeguards are adopted if the following conditions of access are satisfied:

a. Only information relevant to the investigation, as established by the investigative entity,

should be divulged. Other information that is not necessary for the purpose of a particular

investigation should not be disclosed to the investigative entity.

119 Contact Information re: DPA: OPM Data Protection Unit, through the respective Departmental Data Controllers, e-mail: [email protected].


b. Personal details should only be disclosed to the investigative entities when the identification

of individuals is required for the purposes of the investigation. Instead, personal data should

be anonymised where this suffices for the particular investigation in question.

c. It should be made clear to the investigative entity that the information provided is only to be

used for the purpose indicated.

d. Once the investigation is concluded, it is the responsibility of the investigative entity to

ensure destruction/deletion of the personal data that has been disclosed. This is without

prejudice to any criminal proceedings that may be required to be initiated, and which

require retention of such data.

e. An audit trail keeping track of the officers of the investigative entities mentioned above, to

whom personal data was disclosed, should be kept for accountability purposes.

f. The necessary safeguards mentioned above apply to both records kept in manual or

electronic format, and irrespective of whether the data concern one identifiable individual or

more. Heads of Department should also note that requests for disclosure by investigative

entities should not prejudice the data subject access right. Consequently, an access request

by the data subject in terms of article 21 of the DPA should be entertained according to the

provisions of the law.

4. Conclusion: Education Director Generals or those acting on their behalf should note that requests

for access from entities outside their department should normally specify the purpose for the

request and the legal provisions empowering the particular external entity to conduct the

investigation/audit. The guidelines mentioned above are to be followed, bearing in mind that the

reason to put in adequate safeguards are to conform to the DPA, without hindering any

investigation which may be required under any law. All the investigative entities mentioned

above accessing personal data in the course of exercising their functions, will then become

responsible to process the personal data in accordance with their respective law, as well as with

the DPA.

5.3.4 Data Protection regarding School Records120

In view of recent developments at the Schools Library Service, Heads of School and Sections are

requested to note the following:

1. In the case of schools that have closed down, school attendance certificates are issued from the

Schools Library Service at the address below, provided that the relevant school registers were

made available to the Schools Library Service.

2. As previous circulars indicated, persons desiring certificates should make an appointment before

calling at the St Julians office. The office will be open from 8:00a.m. to 12:00 (noon).

3. Certificates will only be issued to the person concerned or his / her approved representative as

indicated on the form provided either by the Customer Care Unit at the Education Division or by

the Schools Library Service.

4. With effect from October 2007 all queries regarding the matter should be addressed to: Mr.

Jonathan Sammut, Schools Library Service, 98, Lapsi Street, St. Julians STJ1264, Tel: 21420334,

E-mail: [email protected].

5. Our attention has been drawn to the fact that details from School Admission Registers are not to

be passed on to third parties as this constitutes a breach of the Data Protection Act.

6. Forms can be found in Appendix 19.

5.4 Health and Safety Policy

1. Every school is to have an Emergency evacuation policy.

2. Such a policy is to be brought to the knowledge of each and every member of staff of the

school/building.

120 SILC 116/07.


3. Twice yearly an evacuation drill is to be affected so as Health and Safety officials within the

DSRM might detect the need of changes in that policy.

4. All members of staff should be aware of the following guidelines in case of fire in the building:

Be familiar with your closest exit route; this might mean that you will have to go a longer

way to your assembly point, but the main aim is to get out of the building in the shortest

time. You should be also aware of your second best option in case your primary exit route is

blocked;

Make sure you know who are the nominated personnel from your department; at the

Assembly Point, you will have to report to these people regarding any missing personnel from

your section;

Upon hearing the emergency alarm (continuous fog horn), prepare to exit building; ALL staff

and visitors must evacuate the building calmly, but quickly. Do not stop to collect bags,

coats, etc. However, if your mobile phone is handy, do take this along; it might be useful if

you want to contact a colleague who is missing at the assembly point;

If you have visitors at your office, kindly ask them to follow your same procedures;

Close windows and doors and switch off any gas appliance where this can be done quickly and

safely; if not, proceed to your closest exit;

Keep quiet whilst exiting building; fire marshals or members of the civil protection

department (CPD) might want to give you instructions (such as instructions to walk towards a

secondary exit);

Make sure you know at which Assembly Point your department is assembling;

Once outside, it is very important to stay in close proximity to your department’s nominated

personnel; if staff are unaccounted for, immediately notify the department representatives;

Do not re-enter the building until instructed to do so by the fire marshals or the CPD at the

assembly point;

Do not congregate on the pavement (especially in Assembly Point 1) outside of the main

building as this prevents other people from getting out and the CPD from getting inside;

In a real fire, the use of fire fighting equipment must not put you or others at risk, and

priority must be given to sounding the alarm and ensuring that the CPD is called. Fire

extinguishers are only used on very small fires and only use these if you have received some

basic fire fighting training.

5. Every school should develop its appropriate procedure according to the exigencies of the building

and the staff concerned in conjunction with the Health and Safety Officials of the DSRM.


6 Job Descriptions

6.1 Duties of Teaching Staff

6.1.1 College Principal121

The College Principal, as the Chief Executive Officer of the College, shall ensure an effective and

efficient dialogue with all Heads of School within the College and with the relevant stakeholders.

With respect to the discharge of his/her functions, s/he is accountable to the Directors General of

the Directorate and to the College Board with regard to their respective roles [unclear]. S/he shall be

expected to work in collaboration with the Heads of School to execute and implement efficiently the

policies of the College as well as the policies set at the national level by the DQSE and the DES. In

particular s/he shall fulfil the following functions and responsibilities:

Preparing the agenda for and chairing the Council of Heads of School meetings;

Supporting the schools within the College to grow individually and together as effective providers

of quality education;

Networking the schools forming the College by fostering a team culture among the Heads of

School and their personnel, by facilitating the effective co-ordination of the activities of the said

schools, including cross school handling of common concerns and initiatives;

Promoting a holistic approach to the education of students from early childhood to the

completion of secondary education;

Ensuring the ownership of, and the accountability for, the education process and the smooth

transitions of all the students entrusted to the College from an early childhood to secondary

education;

Empowering schools towards school improvement, effectiveness and growth;

Ensuring continuity, balance, depth, and coherence in the curricular provision for each student;

Improving the quality of the educational provision by promoting and maintaining high standards

of performance and attainment by all members of the school community;

Developing, promoting and sustaining a College ethos, character and identity;

Promoting the emergence, sharing and adoption of best practices;

Promoting the concept of lifelong learning at all levels;

Ensuring the timely provision of support, expertise and resources within the set budget;

Monitoring and ensuring the effective implementation of the National Curriculum Framework by

means of innovative methodologies and approaches, including the extensive adoption of

information and communication technologies as pedagogical tools, so that all students receive

their educational entitlement according to their potential;

Facilitating the delivery of the National Curriculum Framework between the various stages of the

educational process and between the schools participating in each College;

Promoting and disseminating a culture of evaluation and assessment within the Colleges,

including the implementation of approved internal educational audit mechanisms and the

participation in external quality assurance processes;

In collaboration with the schools’ Senior Management Teams, stimulating staff and school

development processes;

Monitoring the overall management, administration and conduct of schools;

Facilitating discussion and analysis of common school administration and management issues and

problems in order to provide solutions and alternatives and to manage change effectively;

121 Job Descriptions Handbook – July 2007.


Offering opportunities to Heads of School, administrators and teachers in the various schools to

pool and share ideas, experiences and good practice and to work together on common

educational programmes, projects, activities and initiatives;

Facilitating the organisation of common activities in such fields as physical education and sports,

culture (drama, music, art and craft), environment, healthy lifestyle, creativity and

entrepreneurship;

In collaboration with the schools’ Senior Management Teams, promoting the development of

specialisation in schools in various fields of knowledge and/or activities;

Preparing a three-year business plan and an annual estimated budget for the College and

apportion the delegated budget amongst the schools of the College;

Ensuring, within established parameters, the appropriate selection and use of teaching and

learning resources, services and facilities;

Encouraging and facilitating the pooling and sharing of services, resources, spaces and facilities

as appropriate;

Leading the schools within the College in ensuring a safe and secure school environment and a

culture of discipline;

Co-ordinating research, including action research, across schools in the College and collaborating

in cross-College research initiatives;

Providing mentoring (see Appendix 1) to Heads of School when requested and required;

In conjunction with the DES, ensuring the timely recruitment, induction and continuing

professional development of the teaching, managerial, administrative and other support staff

according to nationally established criteria and procedures;

Collaborating with the personnel of the DQSE and the DES, the relevant higher education

institutions, both local and foreign, in the training and continuing professional development of

school personnel;

Co-ordinating the provision of effective student and education personnel support services across

the College network;

Creating links with Child Care Centres to ensure a smooth transition between child care and

kindergarten or compulsory schooling;

Developing a common policy and approach to the development of the schools into lifelong

learning community centres;

Submitting regular progress reports and provide all the required information to the College Board

and implementing the proposals recommended by the Board;

Ensuring the constant update and adequate provision of school libraries and/or resource centres;

Providing appropriate customer care and complaint handling mechanisms for teachers,

parents/guardians and students according to guidelines provided by the DES;

Promoting the implementation of the established national policy of parental involvement in

school development and in the educational experience of children and thus create effective

home-school-community partnerships;

Promoting the development of schools into community learning and cultural centres;

Promoting and fostering an all-round culture of creativity, entrepreneurship, and positive

attitude to change;

Leading the College of Heads in developing a strategy that effectively taps into EU funds so as to

further the mission and educational objectives of schools within the College.

6.1.2 College Administrators

The duties and responsibilities of a College Administrator shall include the following:

Overseeing the day to day administrative management of the College;

Managing and developing administrative, non-teaching staff within the college, including

performance appraisal, discipline, role clarification and training;

Supporting the College and the Council of Heads in the fulfilment of the functions of the College;


Assisting in the preparation and the formulation of the College’s strategic and business plans, and

the implementation of such plans. Providing input to the Business Plan and Annual Financial

Estimates Exercise and managing the section’s budget to ensure efficiency and effectiveness;

Ensuring that records and statistics of all Schools in the College are accurate and up-to-date,

including financial records and monthly management accounts as required by the DES and the

College Principal;

Creating and ensuring the effective maintenance of a data-management and ICT system, as

required by the DES;

Formulating accurate specifications in connection with calls for quotations/tenders for the

procurement of services and goods, in full observance of the relevant government legislation,

procedures and policies;

Maintaining regular liaison with other College Administrators;

Providing on-going practice guidelines, training and support to school secretaries and clerks,

including those in the College Administration Team;

Assuming responsibility for the administration, related to College activities and events, involving

collaboration with other organisations at local and national levels;

Facilitating the sharing of best practices across schools within the College, with respect to the

conduct of examinations, admissions and registration of students and the maintenance of student

records and other school needs;

Assuming line management responsibility for non-professional personnel, including the provision

of staff development initiatives according to the needs of the College;

Implementing in a timely and effective manner, the DES’s Human Resources management

strategy and policies;

Ensuring compliance with all regulations and policies, including those related to Equal

Opportunities and Inclusion;

Liaising effectively with the College Precincts Officer so as to ensure the efficient upkeep and

maintenance of the College Schools and buildings;

Facilitating and ensuring access to College facilities for after school programmes and community

based lifelong learning opportunities, organised by the Colleges and external agencies;

Ensuring timely processing of financial records linked to projects partly financed through EU

structural and other programme funds;

Assisting in the production, printing and dissemination of information and publicity material for

different stakeholders;

Organising meetings, seminars and training courses according to guidelines, and maintaining

records of documents generated by such activities;

Ensuring that schools within the College are fully equipped and regularly resourced;

Liaising with partner organisations and sponsors by maintaining open communication channels;

Liaising with Directorate for Educational Services (DES) and the Directorate for Quality and

Standards in Education (DQSE);

Maintaining high standards of customer care relations;

Formulating minutes of meetings as requested by the College Principals;

Developing and ensuring on-going maintenance of the College website;

Preparing and disseminating reports as requested by the College Principal;

Performing other tasks as directed by the College Principal.

6.1.3 College Precincts Officers

The duties and responsibilities of the College Precincts Officers shall include the following:

General Duties

General repair and maintenance;

General cleaning;

Gardening and landscaping;


Safety and security.

Particular Duties

Performing duties under the overall direction of the College Principal and in ongoing

collaboration with the College Administrator and the Heads of School within the College;

Acting on his/her own initiative as well as on reports received to ensure the regular repair and

maintenance, especially through preventive maintenance, general cleaning, gardening and

landscaping, safety and security, of the buildings, equipment and furniture, apertures,

mechanical and electrical installations, and grounds of the schools forming part of the College;

Exercising independent judgment and initiative in coordinating all the related works, making

recommendations for remedial works to be undertaken, planning, assessing and assigning work

orders, following up works in progress, and generally seeing that efficient and effective works

are carried out by all staff falling under his/her responsibility;

Ensuring that all orders and payments are recorded and full compliance to all of the public

procurement and government financial regulations are adhered to;

Managing and responsible for all non-teaching and non-clerical staff forming part of the College

including general hands, labourers, cleaners, gardeners, watchmen, and all such personnel from

both the public service and the public sector that may be assigned or detailed to his charge

within the College;

Planning, coordinating and ensuring the implementation of the general repair and maintenance,

general cleaning, gardening and landscaping, safety and security, within the facilities and

grounds of the schools forming part of the College;

With regard to general repairs and maintenance, managing all repair and maintenance

intervention requests raised by the Heads of the schools forming part of the College, processing

such requests as necessary and ensuring the timely implementation of related remedial works;

Ensuring that the school buildings, services, furniture, apertures, equipment, installations and

systems are properly maintained and functional;

With regard to general cleaning, ensuring that all facilities and grounds of the schools forming

part of the College are kept clean, safe and secure at all times;

With regard to gardens and landscape areas, ensuring that such areas are kept clear and clean,

and appropriately embellished and flowering at all times;

With regard to security, ensuring that the facilities and grounds of the schools forming part of

the College benefit from proper systems of security;

Ensuring that signage, as approved by the Principal and / or the Head of School, is adequately

installed and maintained both within the school buildings and external to the school buildings but

related to the school;

Assigning and coordinating work orders to employees entrusted under his administration and

control;

Training and supervising the work of such employees;

Promoting and maintaining safe working practices, conditions and environment, for such

employees, for all other school staff, students and other third parties;

Assuming responsibility for all stores;

Ensuring and monitoring the attendance and punctuality to work of all employees, including

clocking in and out, vacation and sick leave, overtime, and other;

Setting quality standards on all tasks carried out by each employee, ensuring that all such tasks

are carried out efficiently and economically within agreed timeframes;

Performing such other duties as may from time to time be assigned to him by the College

Coordinator.


6.1.4 Principal Education Officer and Education Officer 122

An Education Officer shall have the powers and responsibilities for the general implementation of the

Education Act and for the fulfilment of the functions of the Directorate for Quality and Standards in

Education (DQSE). In particular, the Education Officer shall be responsible for:

The effective workings of the Education Inspectorate to ensure and audit the quality of education

in Colleges and in State, Church and Independent schools under the direction of the Director

General as provided for in the said Act;

Mentoring Heads of Department;

Fulfilling the duties and obligations pertaining to officers in the grade of Education Officers;

The responsibility for approaching schools that are to be audited, as directed by the Director

General, DQSE;

The leadership of the team of school auditors that carry out the school audit during the audit

itself; ensure that a report of the audit is compiled;

Forwarding the school audit report to the Head of School concerned for reactions;

Compiling the school audit team’s counter reactions to the reactions submitted by the Head of

School;

Presenting to the DG-DQSE the report together with the whole documentation of the process.

6.1.5 Head of School/Resource Centre123

The functions, roles and responsibilities of the Head of School/Resource Centre shall be the

following:

Overall Purpose

to provide professional leadership and to ensure the implementation and the development of the

National Curriculum Framework;

to secure whole-school commitment to the curricular philosophy, values and objectives through

the effective school team building, communication and collaborative approach to decision-

making;

to promote and further the holistic education of each student in the school;

to organise, manage and control efficiently and effectively the human, physical and financial

resources of the school;

to participate in the meetings of the College Council of Heads and to collaborate with other

Heads of Schools in a manner that maximises networking under the leadership of the Principal

and according to the direction and guidelines established by the competent authorities;

to participate in the design, formulation and implementation of projects that tap EU funding and

establish partnerships with other schools in Europe.

Main Responsibilities

Formulating, in a collaborative manner with the school team, the school aims, objectives and

policies in conformity with the Education Act and related legal notices and the directives and

regulations of the Education Authorities and to lead the school team accordingly;

Facilitating a participatory team building and collegial process leading to the formulation and on-

going review of the School Development Plan;

Building and maintaining an effective and open channel of communications within the school

community, with other schools in the College, with the College Board and its administration, with

officials of the DQSE and DES, the local community and other external agencies;

Directing the planning, organisation and co-ordination of curriculum related and other initiatives

and activities throughout the year and performing duties connected with the School Council in

accordance with current legislation;

Keeping abreast with on-going professional development in educational and administrative

leadership and management and nurturing the role of mentors;

122 Job Descriptions Handbook – July 2007. 123 Job Descriptions Handbook – July 2007.


Ensuring order and discipline, helping to resolve conflicts, and promoting healthy relationships

between students, staff and parents/guardians;

Ensuring the timely implementation of the established disciplinary procedures;

Ensuring that network participants can communicate in an informal but well-structured manner;

Ensuring that all policies are being carried out effectively;

Ensuring the maintenance of an effective pastoral care system for students;

Ensuring that members of the Senior Management Team are regularly assigned focus areas for the

better implementation of the school policies and development plan;

Supervising the academic and pedagogical quality of teaching and learning.

Curriculum Development

Together with the Senior Management Team and the teaching team and in consultation with the

relevant personnel in the DQSE and DES, as appropriate, determining strategies for the effective

implementation of the National Minimum Curriculum, such as teaching and learning strategies,

the use of educational resources and services, the selection of textbooks, etc;

Implementing quality assurance mechanisms that maintain high standards of teaching and

learning in the school;

Promoting the enrichment of the curriculum through activities organised within and outside the

school;

Ensuring that the curriculum includes holistic learning activities that take into account the

diverse talents and learning modes, abilities and potential of all children in the school, and that

tap into the resources of the local community as well as those of national, European and

international organisations;

Motivating and supporting all categories of staff with the objective of pursuing lifelong learning

opportunities, including career development and progression.

Student Matters

Facilitating the provision of effective psycho-social services and the effective delivery of pastoral

care services for students;

Implementing an effective referral policy and procedures for students requiring specialised

services;

Developing and sustaining procedures to facilitate the transition of students coming to and

leaving school;

Promoting an inclusive school policy;

Facilitating and nurturing a safe school environment;

Promoting an effective student participation policy.

Teaching Personnel

Nurturing the development and maintenance of the professional school team leading to active

participation in decision-making, and taking timely follow-up action and facilitating school self-

evaluation exercises;

Exposing the Assistant Heads to the various roles and tasks of headship; directing the induction of

new staff and motivating, supporting, developing, monitoring, acting as mentor (see Appendix 1),

and appraising professional and non-professional staff;

Guiding management processes, including Performance Management Programmes, to ensure

academic and pedagogical quality assurance and standards of teaching and learning;

Managing and mentoring other personnel attached to the school on a permanent or temporary

basis in order to ensure a high level of motivation and of quality service.

Home-School-Community Links

Creating and promoting links with the local community and its organisations;

Encouraging and fostering early parental involvement in children’s educational development;

while providing staff with a clear direction, encouraging them to seek effective ways of

enhancing parental involvement in students’ educational development and curricular activities;

Encouraging parents/guardians to engage in lifelong learning opportunities leading to personal

development and enhanced involvement in the school community life;


Encouraging parents to increasingly become aware of their responsibilities towards their

children’s well being and welfare and ensure that they strictly observe the school’s rules and

regulations, including those related to punctuality both at the beginning and at the end of the

school day.

Administration

In collaboration with the Senior Management Team, carrying out the annual School Classification

Exercise and ensuring the preparation of timetables, and assigning classes, subjects and

responsibilities to teachers;

Ensuring that the duty of providing cover for absent teachers is shared equitably among all

teachers in the school;

Ensuring the compilation and upkeep of school statistics, as well as student and staff records;

Ensuring the provision of a functional record keeping and filing system and the timely and correct

submission of data and information requested by the regulatory bodies, the College Board and

other authorised entities;

In collaboration with the relevant agencies and officials, ensuring the proper maintenance and

servicing of the school building, facilities and equipment, as well as the cleanliness and the

embellishment of the school environment;

With the assistance of available human resources, ensuring the compilation of an inventory

according to prescribed regulations, as well as the efficient management of stores, apparatus,

furniture and other material resources;

Ensuring the timely requisition of utilities and textbooks;

Providing necessary information to ensure adequate school transport;

Taking part in EU projects and other projects in accordance with SDP targets.

Finance

With the assistance of appropriate office staff from the Directorates and College personnel preparing

the capital and recurrent school budget estimates within the parameters and priorities set by the

competent authority and the College Board, whilst contributing to the preparation of the three-year

business plans of the College;

Under the direction and guidance of the DES, ensuring the effective management and control of

funds according to the established Government financial regulations and ensuring the recording of all

transactions according to established practice.

6.1.6 Assistant Head of School 124

Overall Purpose of Position

To assist and deputise for the Head of School in the efficient and effective management and

control of the human, physical and financial resources of the school;

To offer professional leadership in the implementation and development of the National

Curriculum Framework.


Assisting in managing the school or such part of the school as may be determined by the Head of

School;

Undertaking any professional duties which may be delegated to him/her by the Head of School;

In the absence of the Head of School, undertaking the management and professional duties of the

Head of School;

Adopting and working towards the implementation of the school development plan of the

particular school they are giving service in;

Providing professional support to teachers in the proper execution of their pedagogical duties,

particularly by mentoring (see Appendix 1) new teaching staff;

Co-operating with the Head of School in the implementation and evaluation of curriculum

innovation and development within the school;



Acquiring experience in the management of different levels of school, including taking charge of

the kindergarten section of the school, if applicable;

In cases of emergency, taking charge of a class;

Encouraging participation in EU projects and other projects in accordance with the SDP targets

and as agreed with the Senior Management Team.

6.1.7 Head of Department (Subject / Group of Subjects)125

Heads of Department are expected to work together with the College and School educational

leadership to ensure high standards of teaching and learning practice and processes while being

guided by Education Officers.

The duties and responsibilities of a Head of Department (Subject/Group of Subjects) shall include the

following:

Performing the duties of Teacher (see Job Description of a Teacher) and Head a Department for a

particular subject or group of subjects;

Actively assisting the Head of School in ensuring the good professional practice, standards, and

quality of teaching and learning of subject/s through proper dialogue with the class teachers

and, under the direction of the relative Education Officer, promotes a healthy process of

reciprocal informal observation of class teaching practices;

Advising and contributing to curriculum development at school and system level under the

direction and guidance of the respective Education Officer;

Co-ordinating the teaching and learning of the subject/s for which one is responsible;

Setting examination papers, co-ordinating marking schemes and moderating examinations and

assessment processes at one’s school as well as in other schools;

Ensuring timely and adequate provision of textbooks, materials, and equipment required for the

effective teaching of the subject across schools in the College;

Ensuring that the maintenance and upkeep of equipment related to the subject at school is

regularly carried out;

Preparing specifications and budgets for the requirements of the subject-specific teaching tools

and equipment, including laboratory equipment;

Mentoring (Appendix 1) other teachers in the subject/level of their speciality;

Holding and leading regular departmental meetings and ensuring the keeping of minutes;



6.1.8 Head of Department (Primary)126

The duties and responsibilities of a Head of Department (Primary) shall include the following:

Performing the duties of Head of Department and performing limited Teacher duties (see Job

Description of a Teacher) to ensure one remains in touch with the practice;


quality of teaching and learning of the subject/s through proper dialogue with the class teachers



Advising and contributing to curriculum development at school and system level under the

direction and guidance of the respective Education Officers;

Co-ordinating the learning and teaching of the Primary Curriculum;

Co-ordinating the setting of examination papers and marking schemes and moderating

examinations and assessment processes at one’s school/s;

Ensuring the timely and adequate provision of textbooks and materials required for effective

teaching and learning;



Assisting the Head of School in the preparation of specifications and budget for curricular

requirements;



6.1.9 Head of Department (Early years)127

The main responsibilities of a Head of Department (Primary – Early Years) include:

Performing the duties of Head of Department and performing limited Teacher duties (see Job

Description of a Teacher) to ensure one remains in touch with the practice;


quality of teaching and learning of the subject/s through proper dialogue with the class teachers



Advising and contributing towards curriculum development at school and system level under the

direction and guidance of the respective Education Officers;

Co-ordinating the learning and teaching of the Early Years Programme;

Mentoring (see Appendix 1), supporting and monitoring the early years educational programme;

Co-ordinating the assessment of achievement and the setting of targets for students;

Ensuring the timely and adequate provision of resources and materials required for effective

teaching;

Assisting the Head of School in the preparation of specifications and budget for curricular

requirements;



6.1.10 College Prefect of Discipline128

The College Prefect of Discipline (CPD) shall be responsible for the co-ordination of policies,

procedures and activities that encourage good behaviour in the school communities within the

College. Each member of staff has student behaviour management responsibilities linked to the

specific role and function they fulfil. The CPD shall be a resource person who offers support in this

area to the whole school community. The duties and responsibilities of the CPD shall include the

following:

Ensuring the formulation of a College Code of Behaviour;

Promoting and regularly updating such a Code;

Identifying as early as possible students who manifest challenging behaviour and planning an

intervention to improve such behaviour;

Collaborating with the School, the College and other professionals with the aim of carrying out

effective interventions;

Preventing challenging behaviour through the establishment of healthy inter-personal

relationships with students and school personnel;

Establishing liaison with College Principals, school staff and students;

Informing students of their rights and their corresponding responsibilities;

Acting as liaison between students and social agencies which provide needed services in relation

to behavioural difficulties;

Acting as a liaison to the College Principal in investigating incidents of violations of disciplinary

rules occurring in the school or on school property;

Assisting the College administration in formulating programmes that promote good behaviour;

Participating in the School Council and Student Council meetings as requested;



Being aware at all times of the responsibility to improve the corporate image of the

School/College;

Assisting students in special situations, including when requested by the Principal or by the

parents of the student, and keeping the College/school authorities and the students’ services

team informed while acting under their direction;

Encouraging individual and small group discussions about challenging behaviour with

stakeholders;

Mentoring (see Appendix 1) teachers and other staff;

Constantly monitoring behaviour in the school building where he/she is assigned during a

scholastic day;

Adopting and working towards the implementation of the School Development Plan of the




6.1.11 Task Officer129

Both the DQSE and DES may employ a number of persons as Task Officers detailed to undertake a

particular task or project that has a definite timeframe for completion (e.g. reducing absenteeism).

Such roles may be open to teachers, who will retain the right to apply for other higher level posts

provided for in the career progression system of the teaching grades. A Task Officer shall have a

contract for a specific period of time, working a flexible 40 hour week. Role descriptions shall be

related to the specific tasks to be assigned. Task Officers shall be accountable to Service Managers

or Education Officers.

6.1.12 Career Advisor130

A duties and responsibilities of a College-based Career Advisor shall include the following:

Designing a careers programme for the school/s to which one is detailed to;

Helping students make appropriate career decisions by providing information and advice on

available education, training and employment opportunities;

Facilitating the opportunity for students to develop career plans based on their skills, interests,

values and abilities;

Helping students with résumés, job and course applications, interview skills, and other career

path finding strategies;

Developing transition programmes from one educational stage to another, especially from

compulsory schooling to further education or the world of work;

Establishing strong collaborative partnerships with institutions of further and higher education

and with a range of employers, trade unions, non-governmental organisations, and others;

Running specialised seminars for groups of students, parents and/or school staff or school

community;

Working with students to determine their needs and to offer information, advice, support and

guidance where necessary;

Helping students face challenges that may affect their capacity to take part in learning and work

opportunities;

Working with and supporting Schools, Colleges, training institutions and employers in designing a

range of courses that meet the needs of students;

Working with voluntary, statutory and community-based organisations and commercial bodies to

ensure a cohort approach to overcoming the barriers to learning and employment faced by

students;

Working with parents, carers and families to support young people;



Managing information effectively to facilitate the process of meeting the needs of students;

Reviewing and reflecting upon one’s own professional practice to achieve continuous

improvement in performance;

Keeping detailed records of interventions;

Running group sessions on career guidance;

Obtaining information about careers, occupations and opportunities for employment, training and

further study;

Using assessment tools and computer-aided guidance packages, and providing information about

psychometric tests and personal inventories;

Planning and organising careers fairs and conventions;

Keeping up to date with labour market information, legislation, professional and academic

developments by visiting employers, training providers and training events run by educational

and professional bodies;

Consulting employers and training services providers about their recruitment requirements and

procedures;

Designing careers education programmes, suggesting speakers and contributing to the delivery of

sessions;

Attending meetings with internal and external colleagues to remain in touch with national and

local guidance provision and negotiating mutual support between agencies;





6.1.13 College Career Advisor131

The College Career Advisor shall fulfil the same duties and responsibilities of a Career Advisor.

Additional responsibilities shall include the following:

Providing supervision to all Career Advisors and trainees in the College;

Administering and managing the College’s Career Guidance Service;

Ensuring the provision of regular professional training for all Career Advisors;

Contributing to such training programmes;

Being accountable to the College Principal;

Collaborating with the Heads of School and Senior Management Teams;

Participating in the Council of Heads, when invited;

Collaborating with agencies external to the College and to the Directorate Educational Services

(DES);

Carrying out an annual audit of the College’s Career Guidance Service;

Supporting individuals and organisations in the development of quality career guidance services

for children and young people in the College;

Forming part of and participating in the College’s multi-disciplinary psycho-social team;



6.1.14. School Counsellor132

The duties and responsibilities of a School Counsellor shall include the following:-

Running a guidance and counselling service in one large school or a number of small schools;

Collaborating on a regular basis with the Education Officer for Guidance and Counselling;



Integrating the gender perspective in programmes and initiatives of the Department one is

assigned to;

Liaising with the Guidance Teacher/s in the school one is posted to and with the Guidance

Teacher/s in the other schools one is assigned to;

Advising parents and helping students in making educational and vocational choices;

Co-ordinating the work of Form Teachers and Guidance Teachers in collaboration with the Heads

of School concerned;

Advising Heads of School and staff on the compilation, use and maintenance of Students’

Cumulative Record Cards while ensuring that this function is effectively fulfilled;

Advising on the profiling of students;

Advising on, and encouraging strategies that ensure the holistic development of students;

Conducting personal counselling sessions with individual and/or groups of students and/or

parents;

Facilitating referrals of students to other specialist practitioners and services both within and

outside the Directorates;

Organising activities and services at institutions and system levels in collaboration with the

Education Officer for Guidance and Counselling;

Supervising Trainee Counsellors in their training and work in schools and Colleges;





6.1.15 Counsellor133

The duties and responsibilities of a College-based Counsellor shall be as follows:

Carrying out counselling sessions on an individual, group or class level as part of an integrated

preventive and intervention service;

Contributing in an active manner to the development of a school counselling programme in

support of the holistic development of each student – intellectual, social, emotional,

behavioural, spiritual - so that students can become a whole person and a responsible and

productive citizen;

Assisting in the development and nurture of an enabling school culture and helping students

become empowered for positive action and change;

Intervening to give students the opportunity to manage more effectively their life circumstances

and to manage their lives more effectively;

Assisting students to develop their personal, social, and autonomous learning skills;

Planning and implementing interventions that enable students to overcome or prevent learning

and behavioural difficulties;

Counselling students and their parents with respect to intra- and inter-personal issues and

behavioural and truancy problems;

Consulting regularly with the appropriate professionals in order to gain further knowledge,

support and direction about particular situations children and young people are experiencing;

Preparing reports and maintaining records on students;

Undertaking research in areas relevant to one’s professional roles as directed by the College

Counsellor and the Directorate for Educational Services (DES);

Making the necessary referrals according to established policies and procedures;

Promoting personal and social development appropriate to developmental stages;

Counselling students, their families and community members to foster growth in the students'

self esteem, individual responsibility and decision taking and social skills;

Adopting preventive measures that empower students to avoid problems as much as possible;



Enhancing students' educational achievement through goal setting;

Assisting in the development of Individualised Education Programmes (IEPs) and activities such as

promotion of effective work and study habits;

Providing appropriate interventions to assist students with school related problems and issues;

Facilitating the fulfilment of educational and life goals by assisting students and their families to

explore and clarify the student's options and personal choices through activities that stress

decision making and personal planning;

Providing a continuum of preventative, developmental, remedial, and intervention services and

programmes and facilitating referral to resources and services at both community and national

levels;

Consulting and planning collaboratively with students, other educators, the school/College based

team, parents, agency personnel and other professionals in planning goals and effective

strategies to promote the holistic development of students;

Integrating the gender perspective in programmes and initiatives of the College one is assigned

to;

Co-ordinating the work of Form Teachers and Guidance Teachers in collaboration with the Heads

of School concerned;

Keeping records of all interventions carried out with each student while ensuring confidentiality

at all times in accordance with existing legal provisions;

Participating in professional supervision sessions;

Supervising trainees throughout their practicum in schools and colleges;





6.1.16 College Counsellor134

The College Counsellor shall fulfil the same duties and responsibilities of a Counsellor. Additional

responsibilities include the following:

Providing professional supervision to all counsellors and trainee counsellors within the College;

Administering and managing the College Counselling Service;

Ensuring the provision of regular professional training for all Counsellors;

Contributing to such training programmes;

Being accountable to the College Principal;

Collaborating with the Heads of School and Senior Management Teams;

Participating in the Council of Heads, when invited;

Collaborating with agencies external to the College and to the Directorate Educational Services

(DES);

Carrying out an annual audit of the College’s Counselling Service;

Supporting individuals and organisations in the development of quality counselling services for

children and young people in the College;

Forming part of and participating in the College’s multi-disciplinary psycho-social team;



6.1.17 Inclusive Education Coordinator (INCO)135

The roles and responsibilities of an Inclusive Education Coordinator (INCO) shall include the

following:



Participating in the development of a College-wide Special Educational Needs(SEN) policy and

provision in collaboration with the College Principal, the Senior Management Team (SMT) of the

school, school staff, students and parents;

Ensuring the effective implementation and monitoring of this policy and related actions so as to

ensure equitable access to a relevant curriculum for students with Individual Educational Needs

(IENs);

Overseeing the formulation, implementation and review of IEPs for students with IENs;

Ensuring the co-ordination of the provision of special examination arrangements for students with

IENs;



Accessing and regularly monitoring the records of students with IENs;

Advising the Senior Management Team (SMT) on the procurement and management of SEN

resources in schools and monitoring their utilisation;

Ensuring that Individual Transition Programmes (ITP) are implemented before transition from one

school to another or from one sector to another and participating in the development of such

programmes, including school-to-work ITPs where applicable;

Co-ordinating all staff assigned to students with IENs;

Liaising with feeder and receiver schools;

Facilitating links between Colleges and Resource Centres through networking activities;

Mentoring (see Appendix 1) other teachers/learning support assistants in the subject/level of

their speciality;

Ensuring that students with IENs are encouraged to develop advocacy skills and where possible to

begin to take responsibility of their own learning;

Liaising with and providing technical advice to colleagues in schools and other professionals,

including the College and school multi-disciplinary team, who are in contact with students with

IENs;

Under the direction of the relative College Principal and Head of School, liaising with external

agencies involved in supporting students with IENs;

Co-ordinating professional development opportunities for colleagues and participating in CPDs;

Liaising with, guiding and collaborating with parents/guardians of students with IENs;



An Inclusion Coordinator (INCO) may also be assigned the above duties and responsibilities in more

than one College/Resource Centre.

6.1.18 Resource Centre Teachers136

In addition to the Teacher’s mainstream school job description, Teachers in Resource Centres

(Special Schools) shall be expected to fulfil the following roles and responsibilities:

Supporting and / or advising teachers in mainstream schools in connection with the development,

delivery and assessment of a student’s individual educational programme (IEP);

Participating fully in the transition sessions and meetings held at the resource centre as well as

in conjunction with mainstream schools;

Contributing to professional development sessions;

Liaising with other professionals such as Speech and Language Pathologists, Physiotherapists,

Occupational Therapists; Educational Psychologists, Counsellors, Social Workers, and colleagues

from other schools and resource centres;

Together with their support staff, developing, implementing and reviewing the IEP/ITP of their

students in class; Organising, together with the school management, IEP/ITP meetings for

students in his/her care;



In collaboration with the school management, participating in IEP/ITP meetings together with

parents/guardians and other professionals working with the students;

Ensuring that an IEP meeting is held at least annually for all students under one’s care;

Ensuring that IEP/ITP documents are signed by them, the students’ parents/guardians, and school

administration and that a copy of the document is sent to parents/guardians;

Ensuring that students receive the services and support as indicated in the IEP document;

Participating in hydrotherapy, multi-sensory, sensory integration and other sessions so as to

ensure access to educational and personal entitlements of students;

Ensuring that Contact Books are updated with the necessary information on a daily basis and

that the parents’ signature is obtained;

Involving the class in extra-curricular activities that promote inclusion in mainstream life;

On a regular basis, working with students at secondary and post-secondary Resource Centres to

enable them to attain life skills and to apply these to real life situations at school, community,

and other educational establishments;



6.1.19 Learning Support Zone and Learning Support Centre Teachers137

Learning Support Zone (LSZ) and Learning Support Centre (LSC) teachers will work in teams with

students with challenging behaviour in the context of good behaviour and discipline national policy

and will include working in the area of basic skills.

LSZ/LSC Teachers will:

perform all the duties of a teacher (Ministry of Education, Youth and Employment, Job

Descriptions Handbook, July 2007);

support whole-school approaches to the fostering of good behaviour;

in the context of such approaches set up/strengthen, operate, and review the LSZ/LSC as

required;

assist in the assessment of students who are likely to benefit from participation in the LSZ/LSC;

draw up, or participate in the drawing up of, individual learning programmes as necessary;

liaise with subject teachers and SMT within the same secondary school to ensure effective

transition;

assist in the provision of training to teachers and other educators;

assist in the support and training, of the parents and families of students in LSZs/LSCs;

liaise with other relevant service providers, including feeder primary schools, so as to synergise

services;

work effectively as part of a team;

work effectively, creatively and flexibly on one’s own in school contexts;

perform any other duties compatible with the post.

6.1.20 Teacher (including Temporary/Supply Teacher)138

The duties and responsibilities of a Teacher shall include the following:

Overall Functions

To teach and educate students according to guidelines provided by the National Curriculum

Framework under the overall guidance of the competent education authority;

To teach and educate students according to the educational needs, abilities and attainment

potential of individual students entrusted to his/her care by the Head of School or Head of Unit.


Planning, preparing and delivering lessons to all students in the class;

137 SSD 42/08. 138 Job Descriptions Handbook – July 2007.


Teaching according to the educational needs, abilities and achievement of the individual

students and groups of students;



Assigning work, correcting and marking work carried out by his/her students;

Assessing, recording and reporting on the development, progress, attainment and behaviour of

one’s students;

Providing or contributing to oral and written assessments, reports and references relating to

individual students or groups of students;

Participating in arrangements within an agreed national framework for the appraisal of students’

performance;

Promoting the general progress and well-being of individual students, group of students or class

entrusted to him/her;

Providing guidance and advice to students on educational and social matters and on their further

education and future careers; providing information on sources of more expert advice;

Communicating, consulting and co-operating with other members of the school staff, including

those having posts of special responsibility and parents/guardians to ensure the best interest of

students;

Reviewing and evaluating one’s own teaching and learning strategies, methodologies and

programme/s in line with the National Curriculum Framework guidelines;

Advising and co-operating with the Head of School, Assistant Head, Heads of Department,

Education Officers, and other teachers in the preparation and development of courses of study,

teaching materials, teaching programmes, methods of teaching and assessment and pastoral care

arrangements;

Ensuring high standards of professional practice and quality of teaching and learning of the

subject/s. Through effective dialogue, participating in reciprocal peer review and observation of

class teaching practice by the Head of Department (subject/level) concerned;

Participating in In-Service education and training courses as well as in continuing professional

development (CPD) opportunities, and taking part in action research exercises;

Maintaining good order and discipline amongst students under one’s care and safeguarding their

health and safety at all times;

Participating in staff, group or other meetings related to the school curriculum or pastoral care

arrangements, for the better organization and administration of the school;

Contributing to the professional development of new teachers and student teachers according to

arrangements agreed with the Head of School;

Providing the necessary information and advice to the designated personnel in the school and/or

College and to provide all the necessary information regarding requisitions and arrangements in

connection with the teaching of the subject/s assigned to him/her;

Ensuring the safe custody and optimum use of equipment normally used by oneself during lessons

and sees to its regular servicing and maintenance;

Participating in school assemblies;

Registering and monitoring the attendance of students under one’s care;

Sharing in any possible and reasonable way in the effective management, organization, order and

discipline of the school;

Nurtures a culture where teachers view themselves essentially as facilitators of learning and

reflective practitioners;

Participating in and contributing to MAPS and IEP conferences and reviews of officially

statemented students and collaborating with parents, SMT, Inclusion Coordinators and other

professionals/stakeholders working with the student;

Together with the Learning Support Assistants, developing and implementing the Individual

Educational Programme (IEP) of students with Individual Educational Needs and participating in

IEP and Individual Transition Plan (ITP) meetings;


Ensuring that schemes and forecast of work carried out in class are handed to the LSA in good

time so that the necessary adaptations and resources are made for use with students with

individual educational needs in class;

Regularly discussing, monitoring the work being carried out by the LSA in class;

In the case of students with severe learning difficulties and with communication problems,

ensuring that a Contact Book is daily updated with the necessary information including parents’

signature;

Liaising and collaborating with specialist teachers/resource persons and other professionals

working with statemented students;

Making use of audiovisual technological devices/aides (such as radio aids; projectors) and other

adaptations during the delivery of the lessons;

At the Secondary Level, teachers shall be expected to teach students of different levels of

achievement. Such teachers will preferably teach not more than two levels unless special

circumstances warrant otherwise;



Overall Functions

To teach and educate students according to guidelines provided by the National Curriculum

Framework under the overall guidance of the competent education authority;

To teach and educate students according to the educational needs, abilities and attainment

potential of individual students entrusted to his/her care by the Head of School or Head of Unit.


Planning, preparing and delivering lessons to all students in the class;

Teaching according to the educational needs, abilities and achievement of the individual

students and groups of students;



Assigning work, correcting and marking work carried out by his/her students;

Assessing, recording and reporting on the development, progress, attainment and behaviour of

one’s students;

Providing or contributing to oral and written assessments, reports and references relating to

individual students or groups of students;

Participating in arrangements within an agreed national framework for the appraisal of students’

performance;

Promoting the general progress and well-being of individual students, groups of students or class

entrusted to him/her;

Providing guidance and advice to students on educational and social matters and on their further

education and future careers; providing information on sources of more expert advice;

Communicating, consulting and co-operating with other members of the school staff, including

those having posts of special responsibility and parents/guardians to ensure the best interest of

students;

Reviewing and evaluating one’s own teaching and learning strategies, methodologies and

programme/s in line with the National Curriculum Framework guidelines;

Advising and co-operating with the Head of School, Assistant Head, Heads of Department,

Education Officers, and other teachers in the preparation and development of courses of study,

teaching materials, teaching programmes, methods of teaching and assessment and pastoral care

arrangements;

Ensuring high standards of professional practice and quality of teaching and learning of the

subject/s. Through effective dialogue, participating in reciprocal peer review and observation of

class teaching practice by the Head of Department (subject/level) concerned;

Participating in In-Service education and training courses as well as in continuing professional

development (CPD) opportunities, and taking part in action research exercises;


Maintaining good order and discipline amongst students under one’s care and safeguarding their

health and safety at all times;

Participating in staff, group or other meetings related to the school curriculum or pastoral care

arrangements, for the better organization and administration of the school;

Contributing to the professional development of new teachers and student teachers according to

arrangements agreed with the Head of School;

Providing the necessary information and advice to the designated personnel in the school and/or

College and to provide all the necessary information regarding requisitions and arrangements in

connection with the teaching of the subject/s assigned to him/her;

Ensuring the safe custody and optimum use of equipment normally used by oneself during lessons

and sees to its regular servicing and maintenance;

Participating in school assemblies;

Registering and monitoring the attendance of students under one’s care;

Sharing in any possible and reasonable way in the effective management, organisation, order and

discipline of the school;

Nurtures a culture where teachers view themselves essentially as facilitators of learning and

reflective practitioners;

Participating in and contributing to MAPS and IEP conferences and reviews of officially

statemented students and collaborating with parents, SMT, Inclusion Coordinators and other

professionals/stakeholders working with the student;

Together with the Learning Support Assistants, developing and implementing the Individual

Educational Programme (IEP) of students with Individual Educational Needs and participating in

IEP and Individual Transition Plan (ITP) meetings;

Ensuring that schemes and forecast of work carried out in class are handed to the LSA in good

time so that the necessary adaptations and resources are made for use with students with

individual educational needs in class;

Regularly discussing, monitoring the work being carried out by the LSA in class;

In the case of students with severe learning difficulties and with communication problems,

ensuring that a Contact Book is daily updated with the necessary information including parents’

signature;

Liaising and collaborating with specialist teachers/resource persons and other professionals

working with statemented students;

Making use of audiovisual technological devices/aides (such as radio aids; projectors) and other

adaptations during the delivery of the lessons;

At the secondary level, teachers shall be expected to teach students of different levels of

achievement. Such teachers will preferably teach not more than two levels unless special

circumstances warrant otherwise;



6.1.21 Form Teacher139

The duties and responsibilities of a Form Teacher shall include the job description of Teacher as well

as the following:

Taking personal care of and pays special attention to students in the class under his/her

responsibility;

Advising students about personal development and problems and educational choices in

consultation with the Guidance Teacher and/or other administrator as required;

Advising school administrators, teachers and parents on the personal development, progress and

behaviour of students;

Ensuring adequate daily contact with students in his/her class;



Co-ordinating the assessment of students made by other teachers and compiling profiles of

students as and when required;

Together with the Teacher Librarian, distributing and collecting textbooks;

Motivating pupils under his/her care to participate in extra-curricular activities organized by

him/herself or other teachers.

6.1.22 Health and Safety Teacher in the Secondary School140

Main Responsibilities The duties of a Health and Safety Teacher in the Secondary School include:

Performs the duties of a Teacher (see Job Description for “Teachers”);

Brings about an awareness amongst all the school’s stakeholder according to a plan agreed to

with the Education Officer (Health and Safety);

Conducts a risk-assessment of school premises throughout the scholastic year, reports on the

findings; reviews risk-assessment periodically and updates the relevant documents if/when

necessary;

Suggests to the Head of School the necessary measures to eliminate or control existing and/or

potential hazards such that appropriate remedial action is taken;

Establishes and maintains an Accident Report Log within the school;

Notes complaints by member/s of staff and students concerning health, safety and hygiene at

school, and refers to the competent authorities, through the Head of School, those complaints

that require further investigation;

Ensures the adequate provision of materials and equipment for fire-fighting and first aid (as

recommended by relevant circular or Safety Audit), and sees that regular maintenance of such

equipment is carried out by qualified personnel;

Prepares and implements a plan for forced evacuation of the premises (with the assistance of the

E.O. Health and Safety) and holds drills at least once a term during the scholastic year keeping a

record of the audit of each drill;

Organises demonstrations and training on basic skills involved in fire fighting and first-aid during

staff development meetings; informs all personnel of the existing Health and Safety services

available at that particular school;

Disseminates literature, posters and other educational material in connection with health and

safety, organises activities, talks, seminars, courses and exhibitions for students, teachers and

parents during normal school hours to promote health and safety;

Promotes the Healthy Eating Lifestyle Plan (HELP) amongst all the members of the school

community;

Brings to the attention of the Head of School any complaint by staff and students concerning any

irregularities regarding healthy food and drinks, hygiene and safety in the school tuck-shop.

6.1.23 Health and Safety Teacher141in the Primary School

The duties of a Health and Safety Teacher in the Primary School include: Main Responsibilities

Performs the duties of a Teacher (see Job Description for “Teachers”);

Advises on and promotes health and safety in Schools;

Conducts a risk-analysis of school premises during the scholastic year, reports on the findings,

reviews the risk-analysis periodically and updates the relevant documents if/when necessary;

Suggests to the Head of School the necessary measures to eliminate or control existing and/or

potential hazards such that appropriate remedial action is taken;

140 DSRM 5/2008. 141 DSRM 4/2008.


Notes complaints by member/s of staff and students concerning health, safety and hygiene at

school, and refers to the competent authorities, through the Head of School, those complaints

that require further investigation;

Audits the adequate provision of materials and equipment for fire-fighting and first aid (as

recommended by relevant circular or Safety Audit), and oversees that regular maintenance of

such equipment is carried out by qualified personnel;

Prepares a plan for forced evacuation of each school in his remit (with the assistance of the E.O.

Health and Safety) and checks on the holding of drills at least once a term during the scholastic

year and keeps a record thereof;

Organises demonstrations and training on basic skills involved in fire fighting and first-aid;

Informs all personnel of the existing Health and Safety services available at that particular

school;

Disseminates literature, posters and other educational materials in connection with health and

safety, organises activities, talks, seminars, courses and exhibitions for students, teachers and

parents during normal school hours to promote health and safety;

Promotes the Healthy Eating Lifestyle Plan (HELP) amongst all the members of the school

community;

Brings to the attention of the Head of School any complaint by staff and students concerning any

irregularities regarding healthy food and drinks, hygiene and safety in the school tuck-shop.

6.1.24 Guidance Teacher142


Performs the duties of a Teacher (see Position for Teacher);

Assists and guides students in their personal, educational and emotional development;

Caters for particular needs of students referred to him/her by other teachers or school

administrators, and prepares any reports and makes the necessary contacts within the Education

Division for external referrals if, and when required;

Advises parents on the personal development and behaviour, subject options and career choices

of their children;

Organises, meetings (including talks, discussions, seminars, etc.), for parents as agreed with the

Head of School;

Prepares students and provides the necessary information for subject options and career

choices;

Organises visits by students to educational institutions and career related establishments;

Co-operates in the organisation of Guidance and Counselling activities and services at school and

system level;

Works under the direction of Counsellors and Guidance and Counselling Education Officer/s;

Facilitates the transition of students from primary to secondary school, and from secondary to

another school, or to school leaving;

Organises guidance and counselling spaces and facilities at school.

6.1.25 Teacher-Librarian143

Main responsibilities

Performs the duties of a teacher;

Organises the school library according to recognized library standards to enable identification

and retrieval of materials. Implements the use of a single classification scheme (Dewey Decimal

Classification), cataloguing according to AACR2 and using Library of Congress Subject headings;

142 Job Descriptions Handbook – July 2007. 143 Manual for School Librarians 2006.


Guides and advises teachers and students on the choice and use of the various information

formats including the use of the Internet in the library. Coordinates the selection and acquisition

of learning resources with input from school staff, using recognized selection criteria to guide

decisions for inclusion of materials in the school library;

Sees to the selection, distribution and collection of textbooks in collaboration with different

school stakeholders, especially Form Teachers. Also responsible for the sale of textbooks and the

keeping of relevant records;

Prepares requisitions and supporting budgets in connection with library and school requirements;

Promotes and implements progress on (a) information literacy to benefit all subjects taught in

the school (b) the proper use of the library including appropriate behaviour;

Contributes creatively to the School Development Plan and School activities;

Encourages students to volunteer to act as library assistants and give them adequate training.

Designs and implements ownership strategies for students and staff;

Liaises with the School Library Service and other organisations for the better running of the

school library.

Other responsibilities*

Teacher-librarians are reminded that they are responsible for every book purchased by the

school. They should enter all items in the library inventory before these are lent out to teachers

or students. In the case of those libraries that form part of the Computerisation Project, all

library materials should be forwarded to the Schools Library Service to be entered into the

Library Management System (Oliver).

According to standard procedure all books should be returned to the library at the end of each

scholastic year. This includes library materials lent out to teachers. Any teachers wishing to

keep their library materials over the summer holidays must request permission to do so from

the Head of the School.

Teacher-librarians should ensure that teachers who move to a different school or who retire,

return any library materials loaned to them by the school before they leave.

Teacher-librarians are asked to send Ms. Marisa Calleja a copy of their time-tables at the

beginning of each scholastic year clearly indicating the times when they are on library duty.

A copy of the Annual Statistical Form (SL 28) will be handed to all teacher-librarians during the

Monday meetings. The form is to be filled in and sent to the Schools Library Service before the

beginning of the Christmas Holidays.

6.1.26 Peripatetic Service for Complementary Education in the Primary Sector144

Main Responsibilities:

Teaches children with literacy and numeracy problems;

Disseminates the content and the teaching/learning strategies required by the curriculum;

Supports class teachers in these areas;

Assesses children and keeps records and profiles;

Draws individual educational programmes;

Performs any other duties compatible with the post;

Teachers/Instructors in Complementary Education are expected to work normal school hours.

Teachers/Instructors in Complementary Education do not have any right for extra remuneration.

Their services may be terminated at the discretion of the Director General of Education. In such

eventuality, the officers concerned will revert to class/subject teaching.

6.1.27 Support Teacher

Main Responsibilities:

144 Ref: OPS 50/2007. * Letter Circular SSD 88/09.


Organizes Courses for teachers and to be regularly involved in Teacher Training, In-Service

courses and school Staff Development meetings;

Prepares resources for the effective teaching of the particular subject across the curriculum;

Provides general support to the Officials in Education.

6.1.28 Learning Support Assistant145

(This new title incorporates the present grade and posts of Learning Support Assistants, Supply

Learning Support Assistants, KGA Special Education, Supply KGA Special Education, PT Special

Education).

The duties and responsibilities of a Learning Support Assistant shall include the following:

Learning Support Assistant:

Supporting and collaborating with the class teacher and other colleagues. Under the guidance of

the class teacher, assisting in the education of all pupils in class, in particular pupils with special

educational needs so that their individual curricular entitlement is ensured and their learning

needs are catered for;

Participating fully in Making Action Plans sessions (MAPs);

Together with the class teacher, developing and implementing an Individual Educational

Programme (IEP) by adapting the lesson plans and resources;

Attending IEP and Individual Transition Plan (ITP) meetings;

Reviewing IEPs, including recording and reporting progress of such IEP implementation on a

regular basis;

Supporting the class teacher to prepare and write the IEP document of every student with a

statement in class;

Assisting in the preparation of educational materials and playing an active part in all the

components of the instructional and educational process in class under the direction of the class

teacher;

In collaboration with the class teacher, participating in the observation, assessment and

documentation process of the performance and behaviour of included learners;

Participating in the respective individual transition programmes as students move from one

educational level to another, from school to school, and from school to work, handing over to the

other LSA’s and personnel all relevant information and documents so as to ensure a smooth

transition for the student;

Promoting an inclusive community of learners, in collaboration with Inclusion Coordinators,

specialists, resource workers, teachers, parents, students and other stakeholders, where all

pupils are valued and respected. This will include collaborative work in school and with other

agencies, such as the Child Development Assessment Unit (CDAU), Resource Centres, NGO’s and

other educational and therapeutic environments;

Participating in hydrotherapy, multi-sensory, sensory integration and other sessions, in schools,

Resource Centres or other centres where such services are available, so as to ensure access to

educational and personal entitlements of students;

Promoting at all times the aims, ethos and policies of the school, College or Resource Centre

deployed in, and actively working as a member of the staff team;

Assisting in the preparation, dissemination and use of teaching resources ensuring their upkeep in

class, school and Resource Centres;

Supporting student/s during activities held outside the school premises including experiences in

the community, work places and other further and higher educational establishments;



Personal Support:

Supporting pupils with special needs in their personal care and hygiene needs including:



Toileting - cleaning and washing, including accompanying the child to the toilet; undressing and

dressing; cleaning, washing and showering; and changing of sanitary towels and incontinence

pads;

Seeing to the mobility, posture and seating needs, including lifting pupils and pushing pupils in

wheelchairs according to Health and Safety Regulations issued under the Health and Safety

Authority Act taking into consideration international guidelines. The present guidelines shall be:

o Lifting up to 27 kilograms shall be undertaken by one Supply LSA, lifting up to 54

kilograms shall be undertaken by 2 persons; beyond 54 kilograms, a mechanical lift is to

be used;

o Pushing wheelchairs: up to 45 kilograms occasionally; up to 28 kilograms frequently; and

up to 9 kilograms as necessary146.

Ensuring the maximum educational benefit and safety for individual pupils at all times by

providing them with assistance during physical education, games, excursions and therapy

sessions, as well as normal feeding during mid-morning and mid-day breaks and at other times as

required.

Transport-related Duties:

Without prejudice to the obligations of the owner and driver of the vehicle concerned regarding

the safety of passengers and the full observance of the law and regulations related to transport

matters, a Learning Support Assistant may be required to carry out transport-related duties

should the requirement be indicated by the statement or by the Head of School or other

competent authorities. In such cases, the LSA shall:

Assist in the boarding and un-boarding of pupils on and off the transport vehicle and, in the case

of students who are wheelchair/buggy users, put on the restraints on the wheelchair/buggy and

also put on the passenger restraint on the students to ensure safety during transportation;

Carry out transport supervision duties to and from school when the transport of pupils during

normal school hours is necessary;

Shall be remunerated at the established rates when supervision duties are carried out outside

school hours.

6.1.29 Early Childhood Education and Care Teacher147

ECEC Teachers are regular Primary School Teachers. In addition to the duties outlined in the job

description of Primary School Teachers, ECEC Teachers shall additionally perform the duties currently

assigned to KGA’s. ECEC Teachers may be assigned duties both with Kindergarten children and with

primary school children preferably up till the age of eight years.

6.1.30 Kindergarten Assistant148

The duties and responsibilities and duties of a Kindergarten Assistant shall be:

Overall Purpose of Position

To educate children according to guidelines provided by the National Curriculum Framework

under the overall guidance of the competent education authority in the early years sector;

To keep up to date with changes in the early years curriculum, developments and best practice;

To facilitate the child’s holistic development by creating a stimulating and positive environment

conducive to learning using informal creative play strategies;

To assist a child’s language, physical, emotional and spiritual development by planning

challenging but achievable experiences and activities;

To broaden the child’s knowledge and understanding of the world around him/her and the ability

to respect cultural diversity.


146 The Education Authorities shall at two yearly regular intervals request the Occupational Health and Safety Authority to review the above-mentioned guidelines with the view of either confirming them or adjusting them to ensure the health and safety of the employees concerned. 147 Job Descriptions Handbook – July 2007. 148 Job Descriptions Handbook – July 2007.


Planning, preparing and carrying out educational activities which stimulate, foster and develop

the child’s abilities, personal and social attitudes and values, autonomy and intellectual curiosity

in consonance with foundation stage childhood development;

Developing and implementing work schemes and activity plans in line with the requirements of

this early childhood education foundation stage;



Organising and developing the kindergarten learning environment, visual aids and teaching and

learning resources so as to foster enthusiasm for learning and help children achieve early learning

curriculum goals;

Carrying out age-appropriate activities to promote literacy through creativity self-expressive arts

- music and rhythm, drama and art;

Providing opportunities for pupils to socialise with peers and adults with whom they come in

contact;

Enabling children to develop their gross motor control skills and physical capabilities so that they

become independent according to their age;

Observing, assessing and recording the children's development, progress and behaviour;

Providing supervision and help during meals, dressing and undressing and toileting. (It is

understood that children attending kindergarten should generally be toilet trained before they

start attending school);

Advising and collaborating with the Head of School, Assistant Head, other KGA’s, Learning

Support Assistants and education officials in the preparation and development of educational

playgroup sessions, educational materials and programmes of work;

Participating in further training and on-going Professional Development as KGA, including

participation in In-Service education and training courses as directed by the Directorate for

Educational Services (DES) in consultation with the Union;

Maintaining high standards of professional practice and behaviour as well as order and discipline

among children under one’s care thus safeguarding their health and safety at all times and

locations;

Facilitating an effective transition process between child care and kindergarten, and between

kindergarten and primary years. Establishing contact with parents prior to a child starting

kindergarten and, where appropriate, visiting providers of pre-school care, such as day nurseries,

so as to gain a better understanding of the child. Contact is also to be established with the Year 1

teacher. Individual assessment records shall constitute an important element of the transition

process from one year to another. In cases of children with a disability, the KGA is to make

contact with the early intervention teacher so as to ensure the continuity of the educational

programme already initiated;

Given the staggered intake of children in kindergarten centres, KGAs shall be deployed on other

school curricular, pedagogical and supervisory duties and/or professional development in relation

to early childhood education and care until such time as they are assigned their group of children

in the course of the scholastic year;

Participating in school-based staff development sessions and in School Development Planning

(SDP) sessions;

May be assigned groups of mixed ages;

Participating in mentoring (see Appendix 1) sessions led by the Head of Department for the Early

Years and/or the Assistant Head and/or the Head of School;




6.2 Duties of non-teaching staff

6.2.1 Assistant Director149

The duties shall generally be those assigned by the Director General, and shall include:

Providing advice, input, support and monitoring in connection with curriculum development,

management, eLearning and quality assurance development, management and implementation at

Directorate, College, school and other educational institution levels, in both the state and non-

State school sectors;

Contributing effectively to the development of the Education Inspectorate;

Participating in School Audits;

Participating in Business Planning formation, including providing input to the Directorate’s

Business Plan and Annual Financial Estimates exercise;

Monitoring achievements against plans and ensuring that targets are met;

Ensuring and monitoring the implementation and evaluation of the National Curriculum

Framework (NCF), and regularly contribute to its relevant review;

Contributing to the development of curriculum policy for Colleges and schools in line with the

NCF, including guidance regarding the provision of appropriate curricula, text books and other

resource material;

Facilitating and monitoring the development of syllabi through ongoing research and in line with

the policy of College/school based curriculum development as advocated by the NCF;

Administering and developing teaching resource centres;

Contributing to the development, implementation and monitoring of professional development,

including the identification and organisation of staff development and teacher training;

Leading educational teams including Education Officers with the aim to support, monitor and

evaluate the implementation of the Curriculum in all Colleges and schools;

Coordinating educational programmes, including literacy and numeracy programmes, both during

and after school hours;

Driving the implementation of NCF principles and objectives regarding student assessment,

including the development and monitoring of assessment policies and instruments, benchmarking

exercises and examinations;

Researching issues regarding assessment, assessment processes, as well as student performance

at national level;

Liaising with other agencies engaged in assessment such as Examination Boards;

Contributing to the development and implementation of an eLearning strategy;

Contributing to the development of Information and Communication Technology as a medium of

instruction in schools and Colleges;

Ensuring the full development of teachers in the use of ICT in their subject/level areas and

increase the pedagogical use of ICT;

Developing and maintaining the infrastructure of the ICT school network;

Evaluating and improving the use of ICT in Primary and Secondary schools;

Training and supporting school administrators and school clerical personnel in the use of ICT

programmes;

Initiating and carrying out research for qualitative planning and international benchmarking of

the Maltese Educational system;

Integrating the gender perspective in programmes and initiatives of the Directorate;

Formulating, presenting and seeking appropriate approval of detailed operational plans and

ensuring effective delivery;

Gathering, analysing, researching and evaluating data and using it to plan and manage services,

projects and systems;

Deputising for the Director as instructed;

Any other duty that the Director General may assign compatible with the functions and post of

149 Government Gazette 30 October 2007.


Assistant Director within DQSE.

6.2.2 Service Manager150

The role of the Service Manager is to ensure the provision and the coordination of services in

particular areas at national, College and school levels and to work towards maximum quality of

service for each student. Service Managers shall liaise with all levels of staff, whilst taking into

consideration the demands of policy and local circumstances. Managers in the DES are required to

manage the cost, delivery and quality of educational services. Experience and qualifications shall be

those relevant to the specific area of service so as to ensure the effective and efficient provision.

Depending on the department or the specific nature of the role, the duties and responsibilities of a

Service Manager shall include the following:

Liaising with internal educational and non-educational personnel as well as with those attached

to external organisations;

Managing professional, clerical and administrative staff;

Managing the recruitment, selection, appraisal and development of personnel;

Overseeing the day-to-day management of an organisation, a specific unit or a service area;

Implementing new policies and directives;

Gathering and analysing data and using it to plan and manage services, projects and systems;

Evaluating new strategies and systems;

Setting budgets and maintaining finances within approved estimates;

Planning and implementing strategic changes to improve service delivery;

Attending meetings, writing reports and delivering presentations to a variety of audiences;

Handling communications and corporate affairs;

Managing premises;

Purchasing equipment and supplies, and organising stores;

Using ICT to manage information and financial data, and to analyse and measure performance;

Supporting ICT systems and planning new provision and development, sometimes for major

projects;

Participating in EU projects and other projects in accordance with College-wide plans and targets

in this area and as agreed with the Senior Management Teams.

6.3.3 Senior Assistant Librarian151

The duties of a Senior Assistant Librarian are the following:

Responsibility for the management and development of the Schools Library Service;

Preparation and monitoring of the implementation of the business plan of the section;

Preparation of financial estimates for the section and monitoring expenditure;

Developing the services being provided and advising schools on setting up or upgrading libraries;

Providing training in library operations to the personnel in section and library staff in schools;

Assisting in the introduction of information and communication technology in School Libraries

Selecting and acquiring books for the exhibition collection at the Schools Library Service Centre;

Acting as custodian of School Admission Registers.

6.2.4 Principal (Public Service Grade)

The duties of a Principal include the following:

Carries out administrative and coordinative duties in connection with the activities of a small

unit of a department or ministry;

Works to policy and management directives of top management and is responsible for

implementation of legislation and directives relating to the unit’s jurisdiction;

Keeps the performance, organisation, procedures and work schedules of the unit under review

and submits or implements proposals for improvement;

150 Government Gazette 21st December 2007. 151 MPO 7/05.


Undertakes research and writes reports for senior officials in connection with the development of

policy, departmental programmes and administrative problems relating to a unit;

Initiates questions or inquiries resulting in the formulation and implementation of policy,

programmes and plans;

Ordinarily reports to an Assistant Director but may work as part of a multidisciplinary team under

the direction of a senior departmental officer.

6.2.5 Assistant Principal (Public Service Grade)

The duties of Assistant Principal include the following:

Implements government policy over a wide range of activities, services or sectors under the

instructions of middle managers in Category B;

Translates laws, regulations, directives and instructions into action and is responsible for

securing results;

May be responsible for scrutinising cases that do not fall within the scope of approved policy and

procedures and recommending appropriate action;

May act as secretary to boards, committees, commissions and be required to write reports, to

keep minutes and to deal with correspondence;

May function as the executive assistant of a Head of Department or permanent secretary;

May be the Head of a section within a ministry or department and is responsible for training

subordinates, or identifying training needs;

May be required to initiate disciplinary action or investigations;

Is responsible for setting performance goals in conjunction with middle managers and for

securing results;

May perform accounting and procurement work within an accounts section and personnel work

within a personnel section;

May man site offices of major projects under direction of professional staff;

May man field offices of departments.

6.2.6 Executive Officer

The duties of an Executive Officer include the following:

As with Assistant Principal, implements government policy over a wide range of activities, services or

sectors under the direction of middle managers in Category B.

Translates laws, regulations, directives and instructions into action;

Deals with correspondence, cases and enquiries relating to the function of the unit;

Is required to deal with members of the public, answering queries, hearing complaints and

communicating decisions;

May be responsible for scrutinising cases that do not fall within the scope of approved policy and

procedures and recommending appropriate action;

May function as the executive assistant of a Head of department or a senior officer;

May perform accounting and procurement work within an accounts section and personnel work

within the personnel section.

6.2.7 Senior Clerk

The duties of a Senior Clerk include the following:

Acts as a clerical supervisor, supervising and coordinating the daily activities of workers engaged

in clerical and related duties, such as data entry, data collection, typing, opening and

registration of mail, filing, book-keeping and recording;

Be responsible for ensuring that procedures do not cause delays, trains junior clerks and allocates

work;

Be responsible for ensuring safe custody of data and for ensuring safety and timeliness of data-

processing operations;

Be responsible for quality and timeliness of output;

May also be required to perform clerical duties and to man public counters.


6.2.8 Senior Messenger

The duties of a Senior Messenger include the following:

All duties listed in the general messenger duties as described in the definition of duties of

Messenger;

Lead and supervise the work of messenger and other minor staff for which he is assigned

responsibility.

6.2.9 Clerk

The duties of a Clerk include the following:

Deals with cases in accordance with well-defined regulations, instructions or general practice;

Scrutinizes, checks and cross-checks straightforward accounts, claims and returns; prepares

returns, accounts or statistics in a prescribed form;

Prepares drafts and précis;

Collects material for consideration;

Collects and pays cash and is responsible for such collection and payments and for the keeping of

relative records;

Keeps records of the receipt and issue of stores and is responsible for such receipts and issues;

Copies, types, files, operates office machines, operates computer terminals and workstation and

undertakes minor mechanical office work;

May be attached to professional or technical offices for clerical and other accounting duties;

May be required to man public counters or reception desks, to answer queries and handle

complaints.

6.2.10 Supervisor

The duties and responsibilities of a Supervisor include the following:

Supervising employees and assuring that works are carried out according to established standards

and within stipulated time frames;

Preparing of records concerning the employees (e.g. allowances, overtime) and other records

related to the work under his/her responsibility;

Keeping of muster rolls and attendance records;

Assuming responsibility for stores and equipment.

6.2.11 School Secretary

The duties of a School Secretary include the following:

Providing a broad range of secretarial and administrative support to the office namely word

processing, filing, photocopying, etc.;

Checking and transcribing correspondence, minutes and reports from Dictaphone or written

drafts to conform with office standards;

Assisting in the maintenance of the schools records management system, in particular the

tracking and filing of files, memos, reports, etc.;

Acquiring office supplies and arranging services and support to equipment as required;

Dealing with routine public enquiries and referring all complex and sensitive enquiries to the

appropriate personnel;

Doing basic accounting and book-keeping;

Undertaking routine clerical duties in all areas of the office as required;

Be responsible daily for the clerical support staff.

6.2.12 Messenger

The duties of a Messenger include the following:

Delivers documents among sections of a department and between departments;

Runs errands on behalf of office staff;

Assists and directs the public in reception areas and as required and assists in the search of

books, documents, etc.;

Operates office machines such as:


Telex

Fax

Photocopier

Scanner

Duplicator

Laminator

Cleans (desks) furniture, books, library shelves, etc., and performs light labouring duties;

Keeps simple records;

Operates a P.B.X., receives and transmits messages;

Drives a car and sees that it is kept clean and carries out minor maintenance;

Is responsible for the security of offices to which s/he is assigned.

6.2.13 Operational Support Worker

The duties of an Operational Support Worker include the following:

Keeping of records and filing of documents;

Facilitating the basic operation of office equipment;

Is acquainted with basic computer usage for data-entry purposes;

Does reception duties and client assistance;

Receiving relaying telephone messages/enquiries;

Collection and distribution of items;

Hospitality/escorting duties.

6.2.14 General Hand

Definition of the Grade

Performs straightforward manual tasks primarily in support of skilled staff or Tradesmen and carries

out general maintenance of government buildings and premises.

Typical Duties and Responsibilities

Attends to minor building repairs such as replacing light bulbs and washers, railing and light

painting;

Cleans and sweeps government premises and surrounding areas;

Performs basic maintenance of parks and gardens such as cutting grass and weeding;

Collects refuse from government premises;

Loads and transfers materials to and from vehicles;

Assists tradesmen by fetching equipment; holding ladders, pipes and wiring; clearing work area

on completion of task;

Moves furniture;

Cleans offices including windows, furniture, kitchens and lavatories;

Keeps watch on government properties, buildings, schools and/or stores;

Assists Tradesmen or other skilled staff in routine elements of tradeswork/skilled work such as:

� Nursing and cultivation of plants, trees, shrubs, etc

� Operation of irrigation systems

� Preparation for plastering

� Light repair and painting of furniture

� Tile laying

� Light painting

Operates and maintains light equipment under instruction from a Senior Operative or Tradesmen.

6.2.15 Watchman

Definition of the Grade

Keeps watch on government properties and stores.

Duties and Responsibilities


Keeps watch on government properties, buildings, schools, equipment and stores;

Ensures the gates, windows, doors etc are locked and maintains keys in a secure place;

Notifies Police and/or other senior Departmental staff of trespassers, breakages and/or damage

to government property;

Ensures proper handover to Watchman on following shift.

6.2.16 Tradesman/Senior Welder/Burner

The duties of a Tradesman/Senior Welder/Burner include the following:

Welds metal electrically or otherwise. Is required to do oxyacetylene cutting and burning.

6.2.17 Tradesman/Senior Tradesman Blacksmith

The duties of a Tradesman/Senior Tradesman Blacksmith include the following:

Forges with hammer and carries out all kinds of ornamental work in wrought iron and mild

steel;

Tempers steel by the method of annealing;

Makes builders’ hardware (e.g. locks, hinges, doors and window trimmings etc).

A Tradesman/Senior Tradesman should be skilled in the use of the sledgehammer

6.2.18 Tradesman/Senior Tradesman Carpenter

The duties of a Tradesman/Senior Tradesman Carpenter include the following:

Makes all kinds of furniture in all kinds of timber;

Should be able to perform inlay work and to understand and work from drawings;

Works at bench or machines if and as required;

Makes doors, cabins, racks, window frames, apertures, partitions etc;

Cuts and shapes wood as required by hand or machines;

Does shutting work.

6.2.19 Tradesman/Senior Tradesman Fitter – Auto Mechanical

The duties of Tradesman/Senior Tradesman Fitter – Auto Mechanical include the following:

I. Light Vehicles

Services and repairs light vehicles by adjusting, dismantling and reassembling

mechanical components such as steering, clutches, brakes, transmission engines

(including overhauling) and suspensions.

Knowledge of hydraulic systems, hydraulic rams, torque converters, as well as track

chain systems is required.

2. Heavy Vehicles

Services and repairs heavy vehicles by adjusting, dismantling and reassembling

mechanical components such as steering, clutches, brakes, transmission, engines


Knowledge of hydraulic and pneumatic systems is required.

3. Heavy Plant

Services and repairs heavy vehicles by adjusting, dismantling and reassembling

mechanical components such as steering, clutches, brakes, transmission, engines


Knowledge of hydraulic and pneumatic systems is required.

6.2.20 Tradesman Plumbers

The duties of Tradesman Plumbers include the following:


Makes all kinds of repairs, connections, bends, joints, etc, of different materials.

Lays complete installations for the conveyance of water (hot, cold, waste, gas, oils, steam,

compressed air, etc).

Should be able to lay installations from same.

6.2.21 Tradesman Junior Draughtsman- Civil Works

The duties of Tradesman Junior Draughtsman- Civil Works include the following:

preparing and finalising all types of architectural plans, drawings, free hand sketches and

presenting drawings, projections and perspectives;

originating and detailing designs on joinery, metal work and others trades;

keeping records of technical files and drawings;

taking site measurements and related surveys;

carrying out of survey work, measurements and recording of survey details;

assisting senior officers in their general duties;

plotting and drawing of land surveys and buildings;

other work which may be assigned from time to time by the Head of the School Building Unit;

6.2.22 Tradesman Gardener

The duties of Tradesman Gardener include the following:

Performs gardening activities, such as pruning, transplanting, budding, spraying, harvesting,

grading etc.

Detects common plant diseases/pests and applies specific treatment.

Maintains records of daily gardening work and prepared work programmes.

Supervises employees (e.g. Operatives and General Hands) detailed on gardening duties .

Assists in the preparation of Work Schedules for Local Councils and liaises with Local Council

staff.

Manages and maintains all equipment and tools required in the cultivation of crops and trees.

Sells plants, decorative and fruit trees cultivated at the government farm.

Advises framers on matters related to the cultivation of vines.


7. Statistics

1. Quarterly Reports from Schools are to be sent to the Research and Planning Department.

2. The forms to be used are those in found in the website under Staff Handbook .


8. Training

8.1 Induction Training Programme for New Recruits

8.1.1 Induction Training Programme for Non-Teaching Staff

1. Induction programme is held to all those staff who do not fall within the non-teaching category.

2. The programme consists of the following courses:

a) Secretarial skills

b) Communication Skills

c) Customer Care Skills

d) Teamwork skills.

8.1.2 Induction Training Programme for Teaching Staff

An induction programme based on two days will be organised by the DES/DQSE to welcome new

teaching staff to Directorates and the teaching profession.

8.2 Induction Training Programme for Promoted Officers

8.2.1 Induction Training Programme for Promoted Non-Teaching Staff

1. Staff who is promoted will receive the training according to their new positions. This would be

offered through the Staff Development Organisation.

2. Head of Section/School will approve such training.

3. The DES might from time to time organisation upskilling courses.

8.2.2 Induction Training Programme for Promoted Teaching Staff

1. Training will be offered to Assistant Heads, Heads of School and Acting Heads of School.

2. These will be organised by the HRDD department and will be contacted by the Assistant

Director/Service Manager in charge.

3. The programme consists of the following sessions:

a) Customer Care

b) Leadership

c) Services offered by the various Departments in the DES and DQSE.

8.3 Continuous Professional Development

8.3.1 InService Training for Teachers

1. A number of inservice courses are offered every year. A booklet with compulsory and voluntary

inservices courses is issued by the Department for Curriculum Management and eLearning and

teaching staff are to apply for at least one course.

2. During the scholastic year, a quarterly Personal Development session is organised during working

hours. Teaching staff are to attend these sessions unless they have a valid reason.

8.3.2 Other Training

1. Other training might be provided from time to time by the CMeLD according to the exigencies of

the reforms, changes in curriculum and other teaching needs.

2. Special Time-Table arrangements for every Scholastic year are being done so that Heads of

Departments in Schools can attend the necessary training152. All meetings/training are usually

scheduled:

a) All meetings/training sessions scheduled in the afternoon start at 13.00 hours and finish

at 14.30 hours.

152 HRD89/2009.


b) Where there is no Head of Department of a particular subject at the school, department

meetings are to be time-tabled in a way so as to coincide with the above schedule.

c) In schools where there is a Head of Department at the school, department meetings

should be time-tabled on days other than the one when the Head of Department is

released from school.

d) Department meetings are to be time-tabled in the morning to coincide with the time

Heads of Department normally allot to school visits.

e) Heads of School are to note that no other meetings other than the ones mentioned above

are to be blocked on the time-table.

8.3.3 International School Library Seminar for Teacher Librarians153

1. On the occasion of the International School Library Day celebrated in October, the Schools

Library Service within the Student Services Department organises a half-day seminar for Teacher-Librarians.

2. A Circular will be issued yearly to inform Teacher-Librarians to book for the seminar.

153 SSD 51/08.


Appendices

Appendix 1 – Application Form for the Filling of Posts/Positions in the Public Service



Appendix 2 - Europass Information Malta

Bil-Europass turi x’taf …

… biex tfendi fl-Ewropa

Malta Qualifications Council within the Ministry of Education, Culture, Youth and Sport has been entrusted with the introduction and dissemination of the Europass Curriculum Vitae which is also being adopted by several countries outside Europe. The Europass CV format has been developed to create an awareness of the essential information required in a curriculum vitae. This format is intended to assist individuals in communicating their qualification, competencies and experiences in the most efficient way. This will enable potential employers and learning and training institutions, both locally and overseas, to determine the level of knowledge and skills. The Europass CV illustrates one’s skills and qualifications in a straightforward and easily understandable document. The information is presented in a standard European format, which increases recognition and transparency of the document across Europe. Anyone who wants to use Europass can do so by entering the Europass portal and completing the Europass CV online, with the help of an online tutorial and examples. The Europass CV enables people to make their competences visible, and other Europass documents can be attached to the CV. Paper copies of the CV are available from the National Europass Centre. For further information please contact:

Malta Qualifications Council 17, Triq it-Torri, Sta Lucia SLC Tel: +356 2598 2440 Website: www.maltanec.gov.mt E-mail: [email protected]

Application forms for the filling of Posts/Positions in the Public Service may be downloaded from the following websites:- http://www.mpo.gov.mt/downloads/recruitenglish.pdf http://www.mpo.gov.mt/downloads/recruitmalti.pdf


Appendix 3 – European CV

Europass Curriculum Vitae

Waħħal ritratt. Neħħi t-titlu jekk mhux rilevanti (ara l-istruzzjonijiet)

Informazzjoni personali

Kunjom(ijiet) / Isem (ismijiet) Kunjom(ijiet) Isem / (ismijiet) (Ħalli barra jekk mhux rilevanti, ara l-istruzzjonijiet)

Indirizz(i) In-numru tad-dar, isem tat-triq, kodiëi postali, belt/raħal, pajjiŜ (Ħalli barra jekk mhux rilevanti, ara l-istruzzjonijiet)

Numru(i) tat-telefon (Ħalli barra jekk mhux rilevanti, ara l-istruzzjonijiet)

Mowbajl: (Ħalli barra jekk mhux rilevanti, ara l-istruzzjonijiet)

Numru(i) tal-faks (Ħalli barra jekk mhux rilevanti, ara l-istruzzjonijiet)

E-mail(s) (Ħalli barra jekk mhux rilevanti, ara l-istruzzjonijiet)

Nazzjonalita` / jiet (Ħalli barra jekk mhux rilevanti, ara l-istruzzjonijiet)

Data tat-twelid (Ħalli barra jekk mhux rilevanti, ara l-istruzzjonijiet)

Sess (Ħalli barra jekk mhux rilevanti, ara l-istruzzjonijiet)

Impjieg mixtieq / Qasam ta’ xogħol

(Ħalli barra jekk mhux rilevanti, ara l-istruzzjonijiet)

Esperjenza ta’ xogħol

Dati śid informazzjoni separata għal kull poŜiŜŜjoni rilevanti li kont tokkupa u ibda bl-aktar waħda riëenti, (ħalli barra jekk mhux rilevanti, ara l-istruzzjonijiet)

Impjieg jew poŜizzjoni li kellek/ għandek

Attivitajiet u responsabbiltajiet prinëipali

Isem u indirizz ta' min iħaddmek / ħaddmek

Tip ta’ negozju jew settur

Edukazzjoni u taħriā

Dati śid informazzjoni separata għal kull kors rilevanti li temmejt u ibda bl-aktar wieħed reëenti, (Ħalli barra jekk mhux relevanti, ara l-istruzzjonijiet)

Titlu tal-kwalifika miksuba

Suāāetti prinëipali / ħiliet ta’ l-impjieg miksuba

Isem u tip tal-organizzazzjoni liipprovdiet l-edukazzjoni/t-taħriā

Klassifikazzjoni tal-livell nazzjonali / internazzjonali

(Ħalli barra jekk mhux rilevanti, ara l-istruzzjonijiet)

Ħiliet u kompetenzi personali

Ilsien / Isla nattiv(i) Speëifika l-lsien nattiv tiegħek (jekk rilevanti Ŝid ilsna oħra meqjusa bħala ilsna nattivi tiegħek, (Ħalli barra jekk mhux rilevanti, ara l-istruzzjonijiet)


Lingwi oħra

Awto-assessjar Fehim Taħdit Kitba

Livell Ewropew (*) Smigħ Qari Taħdit Interattiv Taħdit Produttiv

Lingwa 1

Lingwa 2

(*) Qafas Ewropew ta’ Referenza Komuni għall-lingwi

Ħiliet soëjali u kompetenzi Ibdel dan it-test b’deskrizzjoni ta’ dawn il-kompetenzi u indika minn fejn āew miksuba. (Ħalli barra jekk mhux rilevanti, ara l-istruzzjonijiet)

Ħilliet u kompetenzi organizzativi Ibdel dan it-test b’deskrizzjoni ta’ dawn il-kompetenzi u indika minn fejn āew miksuba. (Ħalli barra jekk mhux rilevanti, ara l-istruzzjonijiet)

Ħiliet u kompetenzi tekniëi Ibdel dan it-test b’deskrizzjoni ta’ dawn il-kompetenzi u indika minn fejn āew miksuba. (Ħalli barra jekk mhux rilevanti, ara l-istruzzjonijiet)

Ħila u kompetenzi fl-uŜu tal-kompjuter

Ibdel dan it-test b’deskrizzjoni ta’ dawn il-kompetenzi u indika minn fejn āew miksuba. (Ħalli barra jekk mhux rilevanti, ara l-istruzzjonijiet)

Ħilliet u kompetenzi artistiëi Ibdel dan it-test b’deskrizzjoni ta’ dawn il-kompetenzi u indika minn fejn āew miksuba. (Ħalli barra jekk mhux rilevanti, ara l-istruzzjonijiet)

Ħiliet u kompetenzi oħra Ibdel dan it-test b’deskrizzjoni ta’ dawn il-kompetenzi u indika minn fejn āew miksuba. (Ħalli barra jekk mhux rilevanti, ara l-istruzzjonijiet)

Liëenzja tas-sewqan Indika hawn jekk għandekx liëenzja tas-sewqan u, jekk iva, indika għal liema kategorija ta’ vettura. (Ħalli barra jekk mhux rilevanti, ara l-istruzzjonijiet)

Informazzjoni oħra Indika hawn xi informazzjoni oħra li hi relevanti, per ezempju persuni li jistgħu jiāu kkuntattjati, eëë... (Ħalli barra jekk mhux relevanti, ara l-istruzzjonijiet)

Anessi Agħmel lista ta’ dokumenti mehmuza. (Ħalli barra jekk mhux relevanti, ara l-istruzzjonijiet)

For the English version go to:

http://europass.cedefop.europa.eu/europass/home/hornav/Downloads/EuropassCV/CVTe

mplate.csp;jsessionid=E5964406A85722B0BC02C73F48CB1281.worker_portal_cms


Appendix 4 – Mid-Day Break Supervision154

FORM B

Mid-Day Break Supervision Inclusive Education

Scholastic Year 20____/20____

Assistant Director (Inclusive Education) ___________ School Population ___________ Number of Kindergarten Assistants ___________ Kindergarten Assistants (Special Needs) ___________ Supply Kindergarten Assistants (Special Needs) ___________ Part-Time personnel ___________ Part-Time (Special Education) ___________ Facilitators ___________ _____________________ _________________ Signature School Stamp Head of School Total approved number of Inclusive Education supervisors for Mid-Day Break supervision is _______________. ________________________ Signature of Co-ordinator Inclusive Education c.c Officer in Charge, Accounts Section, Education Division

154 OPS/82/2006.


Appendix 5 – School Transport Report

SCHOOL TRANSPORT REPORT

SCHOOL : _________________________________________________________ ADDRESS:_________________________________________________________

Date Route No Route Details Transport Not Performed

(tick if applicable)

Time Early (in minutes)

Time Late (in minutes)

□

□

□

□

□

□

□

□

□

□

□

□

□

□

□

□

□

□

□

□

□

□

□

□

□

□

□

□

___________________________ ___________________ Head of School Date

This Report duly completed should be forwarded to the School Transport Section within three (3) days of the event occurring.


Appendix 6 – Income and Expenditure Account School Council Fund

Income and Expenditure Account School Council Fund -- Financial Year _____ Name of School _______________________________

Balance at Bank: Current Account as at _____________ (1) (as per bank statement)

€

Less Uncashed Cheques (up to ________) (2)

Cheque no.

Cheque no.

Cheque no.

Cheque no.

Cheque no.

Cheque no.

Add Cash/Cheques in Hand at _________ (2)

Opening Balance as at ___________ (3)

Revenue € Expenditure €

1. Opening Balance as at __________ (3) 1. Capital Expenditure

2. Government Contribution 2. Recurrent Expenditure

3. Income from Bank Deposits 3. Expenditure on Fund Raising

4. Income from Fund Raising Activities 4. Gifts


5. Contributions, Sponsorships etc. 5. Hospitality

6. Others (state major headings) 6. Other (state major headings)

Total Income Total Expenditure

Balance carried forward as at ____________

Balance at Bank: Current Account as at _________ (as per bank statement)

€

Less Uncashed Cheques (up to ____) (3)

Cheque no.

Cheque no.

Cheque no.

Cheque no.

Cheque no.

Cheque no.

Add Cash/Cheques in Hand

Closing Balance as at _______ (3)

____________________

____________________

Secretary/Treasurer President

School Council School Council

(1) As per last Balance at Bank: Current Account (2) As per actual Balance (3) Opening Balance at moment of handing over


Appendix 7 – Referral for Staff and Psychological Support

Family NameFamily NameFamily NameFamily Name:_______________________ NameNameNameName: _______________________________________ College: ______________________________ SchoolCollege: ______________________________ SchoolCollege: ______________________________ SchoolCollege: ______________________________ School: _______________________________________ Secondary:___________________________ Subject(taughSecondary:___________________________ Subject(taughSecondary:___________________________ Subject(taughSecondary:___________________________ Subject(taught by Teacher)_________________ t by Teacher)_________________ t by Teacher)_________________ t by Teacher)_________________ Primary: _____________________________ Year Primary: _____________________________ Year Primary: _____________________________ Year Primary: _____________________________ Year : ________________________________________ Telephone(School): Telephone(School): Telephone(School): Telephone(School): __________________ Telephone:(Home)Telephone:(Home)Telephone:(Home)Telephone:(Home)__________________________ MobileMobileMobileMobile: ________________________________ Can we phone?Can we phone?Can we phone?Can we phone? Yes � No � Referral DescriptionReferral DescriptionReferral DescriptionReferral Description

Referred byReferred byReferred byReferred by: __________________________ DateDateDateDate: ________________________________ First Time ReferralFirst Time ReferralFirst Time ReferralFirst Time Referral: � RecontactRecontactRecontactRecontact: �

Staff Related: � Performance Related: � Management Class-Related �

Confidentiality Declaration

I hereby declare that I agree with the following statement: Statement : Information that you give about yourself or others to Staff Support Services will remain confidential. Staff Support Services will not refer information about you to anyone outside the Service without your permission. The only exceptions to this would be when there is concern that: a) someone’s life is at risk; b) a person is at serious risk of violence; c) a person may be in danger of being abused; d) someone is being neglected. This applies especially where the welfare of a child is concerned. Information kept about you on file will only be discussed by the staff as necessary to provide you with a good service. Your Counsellor will explain briefly our rules of confidentiality and will answer any questions you may have. Full names/Ismijiet Signatures/Firem 1. ___________________ ___________________

2. ___________________ ___________________

Counsellor: ___________________ __________________

Datasheet/Referral FormDatasheet/Referral FormDatasheet/Referral FormDatasheet/Referral Form----Staff Referral FormStaff Referral FormStaff Referral FormStaff Referral Form Staff & Parent Support ServicesStaff & Parent Support ServicesStaff & Parent Support ServicesStaff & Parent Support Services

Directorate for Educational ServicesDirectorate for Educational ServicesDirectorate for Educational ServicesDirectorate for Educational Services Grand Siege RoadGrand Siege RoadGrand Siege RoadGrand Siege Road, , , , Floriana Floriana Floriana Floriana VLT2000VLT2000VLT2000VLT2000 ----

Freephone: 80072330Freephone: 80072330Freephone: 80072330Freephone: 80072330

File No: For Office Use Only Counsellor’s Name:


Appendix 8 – Foreign Students attending State Schools

F o r e ig n S t u d e n t s a t t e n d in g S ta te S c h o o l s

N a m e o f S c h o o l :

S u r n a m e N a m e o f S t u d e n t N a t io n a l i t y A m o u n t L M R e c e ip t N o

T h i s f o rm i s t o b e f i l le d a n d s e n t t o H e a d O f f ic e , E d u c a t io n D iv i s io n , P r im a ry S e c t io n R o o m 3 3 9 - F lo r ia n a b y n o t la t e r t h a n t h e b e g in n in g o f e a c h s c h o o l t e rm .

H e a d o f S c h o o l

E D U C 0 7 / 0 1 / 0 9

1 s t T e rm ( S e p t - D e c ) / 2 n d T e rm ( J a n - M a r ) / 3 r d T e rm ( A p r - J u n )

P a y m e n t o f F e e s

S c h o la s t ic Y e a r 2 0 0 _ / 2 0 0 _

In f o rm a t io n P ro t e c t e d – P e r s o n a l in f o rm a t io n p ro v id e d o n y o u r f o rm is p ro t e c t e d , a n d u s e d in a c c o rd a n c e w i t h t h e p ro v is io n s o f t h e D a t a P ro t e c t io n A c t


Appendix 9 – Specimen Letter for Parents of Foreign Students

Specimen Letter to be sent to parents before the start of every term to effect

payment at the Accounts Section, Department for Corporate Services155

Date: _____________________________________ (Parents’ Address) ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ 1st Term School Tuition Fees* 2nd Term School Tuition Fees* 3rd Term School Tuition Fees* Dear Sir/Madam, Kindly note that payment of tuition fees for the 1st /2nd /3rd * Term of this scholastic year is due. Payment is to be made in cash at the Accounts Section, Education Division, Floriana or by cheque payable to the Director General of Education, by not later than ____________________ (write date). Cash hours are between 8.30am and 11.30am. Receipt is to be shown to the Head of School for record purposes. Head of School * delete where not applicable

155 OPS/108/2006.


Appendix 10 - Data Protection Consent Forms

Data Protection consent forms156

Document 1

PRINTED PUBLICATIONS / WEB CONSENT FORM Consent form for the use of photographs / video images of Data Subjects (Staff) The Head of School would like to forward photographs/video recordings of members of the staff to the Directorate for Educational Services and Directorate for Quality and Standards in Education. The photographs / video recordings will appear in the printed publications of the Directorate for Educational Services and Directorate for Quality and Standards in Education and/or the website of the Ministry of Education, Employment and the Family. To the Members of the Staff Please complete and return to the Head of School. I give my consent so that images and data concerning me appear in the printed publications of the Directorate for Educational Services and Directorate for Quality and Standards in Education and/or the website of the Ministry of Education, Employment and the Family. I have read and understood the conditions of use at the bottom. Name & Surname _________________________________________________________________ Position ________________________________ ID Number _______________________ Signature ________________________________ Date ____________________________ Conditions of use 1. We will not include images of persons in the publications of the Directorate for Educational

Services and Directorate for Quality and Standards in Education and / or the website of the Ministry of Education, Employment and the Family without the subjects’ consent.

2. We will not include details or full names (which means first name and surname) of any person in an image on our website, or in printed publications without consent.

3. We shall not include personal e-mail or postal address, or telephone or fax numbers in our website or in printed publications without consent.

4. Data subjects will be informed when their photographs are taken. 5. Data / photographs will be collected solely for publishing purposes by the Directorate for

Educational Services and Directorate for Quality and Standards in Education. 6. Printed data may be retained indefinitely. 7. Data subjects may have full access to the published data concerning them.

156 PDM 2/2003


Document 2A PRINTED PUBLICATIONS / WEB CONSENT FORM Consent form for use of photographs / video images of Data Subjects (students) Name of parent or guardian: _____________________________________________________________ Name of student _______________________________________ Class __________________________ The Head of School would like to forward photographs / video recordings of your child to the Directorate for Educational Services and Directorate for Quality and Standards in Education. The photos / video recordings will appear in the printed publications of the Directorate for Educational Services and Directorate for Quality and Standards in Education and / or the website of the Ministry of Education, Employment and the Family during scholastic year .............….. Please return the completed form to the Head of School.

Please circle your answer

1. May we use your child’s image in the printed publications of the

Directorate for Educational Services and Directorate for Quality and Standards in Education?

Yes No

2. May we use your child’s image on the website of the Ministry of Education, Employment and the Family

Yes No

Please note that websites can be seen throughout the world and not just in Malta, where Maltese law applies. Please also note the conditions for using these images given at the bottom.

I have read and understood the conditions of use at the bottom of this form. Parent’s signature: ____________________________ Date: _______________________________ Parent’s name (in block letters) _________________________________________________________ Conditions of use 1. We will not include images of persons in the publications of the Directorate for Educational

Services and Directorate for Quality and Standards in Education and / or the website of the Ministry of Education, Employment and the Family without the subjects’ consent.

2. We will not include details or full names (which means first name and surname) of any person in an image on our website, or in printed publications without consent.

3. We will not include personal e-mail or postal address, or telephone or fax numbers in our website or in printed publications without consent.

4. Data subjects will be informed when their photographs are taken. 5. If we use images of individual children on the web, we will not use the name of that child in the

accompanying text or photo caption. And if a child is named in the text, we will not use a photograph of that child to accompany the article.

6. We may use group images with general labels, such as “Sports Day” or “Prize Day”. 7. Data / photographs will be collected solely for publication purposes by the Directorate for

Educational Services and Directorate for Quality and Standards in Education. 8. Printed data may be retained indefinitely. Data subjects may have full access to the published data concerning them.


Document 2B FORMOLA TA’ KUNSENS GĦALL-PUBBLIKAZZJONIJIET / WEBSAJT Formola ta’ kunsens biex jintuŜaw ritratti u videos ta’ studenti Isem il-āenitur jew kustodju: ______________________________________________________________ Isem l-istudent/a _______________________________ Klassi __________________________________ Il-Kap ta’ l-Iskola jixtieq jibgħat ritratti/video recordings ta’ ibnek/bintek/uliedek lid-Direttorati għal Servizzi Edukattivi u Kwalità u Standards fl-Edukazzjoni. Ir-ritratti u l-video recordings se jidhru fil-pubblikazzjonijiet tad Direttorati għal Servizzi Edukattivi u Kwalità u Standards fl-Edukazzjoni u/jew fil-website tal-Ministeru tal-Edukazzjoni, Xogħol u l-Familja matul is-sena skolastika __________________. Jekk jogħābok imla din il-formola u ibgħatha lill-Kap ta’ l-Iskola. Immarka

b’ëirku

1. Nistgħu nuŜaw ir-ritratti/video recordings ta’ ibnek/bintek/uliedek

fil-pubblikazzjonijiet tad-Direttorati għal Servizzi Edukattivi u Kwalità u Standards fl-Edukazzjoni?

Iva Le

2. Nistgħu nuŜaw ir-ritratti/video recordings ta’ ibnek/bintek/uliedek

il-websajt tal-Ministeru tal-Edukazzjoni, Imjiegi u l-Familja? Iva Le

Huwa importanti li tkun taf li l-websajts huma aëëessibbli għal nies

mid-dinja kollha u mhux biss għal nies f’Malta fejn tapplika l-liāi ta’ Malta. Ara l-kundizzjonijiet hawn taħt.

Qrajt u fhimt il-kundizzjonijiet murija hawn taħt. Firma tal-āenitur/kustodju ____________________ Data _____________ Isem u Kunjom (b’ittri kbar) _____________________________ Kundizzjonijiet 1. Ma nurux ritratti ta’ persuni fil-pubblikazzjonijiet tad-Dipartiment ta’ l-Ippjanar u śvilupp u/jew il-

website tad-Direttorati għal Servizzi Edukattivi u Kwalità u Standards fl-Edukazzjoni mingħajr il-kunsens ta’ dawn il-persuni.

2. Ma nurux dettalji jew ismijiet sħaħ (isem u kunjom) ta’ persuni li tagħhom jidher ritratt fil-pubblikazzjonijiet tad-Direttorati għal Servizzi Edukattivi u Kwalità u Standards fl-Edukazzjoni u/jew il-websajt tal-Ministeru tal-Edukazzjoni, Imjiegi u l-Familja l-kunsens ta’ dawn il-persuni.

3. Ma ninkludux indirizz postali jew e-mail, jew numru tat-telefown/faks fil-pubblikazzjonijiet tad-Dipartiment ta’ l-Ippjanar u śvilupp u/jew il-website tad-DiviŜjoni ta’ l-Edukazzjoni minghajr il-kunsens tal-persuni kkonëernati.

4. Ritratti/video recordings jināibdu bil-kunsens tal-persuni kkonëernati. 5. Jekk nuŜaw ritratti/video recordings ta’ tfal individwali fil-websajt, ma ninkludux l-isem tat-

tifel/tifla fid-deskrizzjoni tar-ritratt u, jekk tifel jew tifla jissemma b’ismu fl-artiklu, ma ninkludux ritratt tat-tifel/tifla li jissemma fl-artiklu.

6. Nistgħu nuŜaw ritratti ta’ gruppi u niddeskrivuhom b’mod āenerali bħal “Sports Day” jew “Jum il-Premjazzjoni”.

7. Ritratti u informazzjoni oħra li jināabru mil- Ministeru tal-Edukazzjoni, Imjiegi u l-Familja jintuŜaw biss biex ikunu ppubblikati u/jew murija fil-websajt.

8. Il-materjal stampat jista’ jinŜamm għal perijodu indefinit. 9. Persuni li informazzjoni dwarhom tidher fil-pubblikazzjonijiet jistgħu jingħataw aëëess ghall-

pubblikazzjonijiet li jikkonëernaw lilhom.


Document 3 Declaration Form

Name of School: ______________________________________________________

I confirm that

a) the parents / guardians whose children are to appear in the publications of the Directorate for Educational Services and Directorate for Quality and Standards in Education and / or the website of the Ministry of Education, Employment and the Family during scholastic year _______

b) the members of the staff who are to appear in the publications of the Directorate for Educational

Services and Directorate for Quality and Standards in Education and / or the website of the Ministry of Education, Employment and the Family during scholastic year _______

have given their written consent to the Head of School.

Signature of Head of School: _________________________ Date: _______________ Name & Surname (in block letters) ______________________________________________

School Stamp


Appendix 11 – Leave Forms

Ministry for Education, Employment and the Family

VACATION LEAVE APPLICATION FORM

Date:_____________________________

Name: ________________________________ Grade: _____________________________

Section: __________________________ Tel No: ____________________________

ID No: ______________________________ NI: ________________________________

No. of Hours applied for _________________hours _______________________ mins

On ________________________________________________ (State dates (whole days only)

On ________________________________________________(part of only – not less than 4 hrs)

Total availed of since 1st January _______hours________mins (including this application)

Signature of Applicant: ________________________________________________

Officer i/c Employee Relations Section

Approved. Details in Part I above are correct

Head of Section

Application No:

The Department of Corporate Services collects and processes information to carry out its functions under the Education Act. All data is collected and processed in accordance to the Data Protection Act 2001, other subsidiary legislation and the Privacy Policy at the Department, a copy of which is available on demand.


APPLICATION FOR VACATION LEAVE (WATCHMEN ONLY)

Date __________________

Name _________________________________________ N.I. No. _______________

School/Section__________________________________ I.D. No. _______________

School/Section Tel. No. ___________________________

---------------------------------------------------------------------------------------------------------------------

*Delete where not applicable

Applicable only to Watchmen on 51¯ Hour Shift*

No. of Night Shifts (14 hours) applied for____________ on __________________________

No. of Night Shifts availed of since 1st January (including this application) ________________

---------------------------------------------------------------------------------------------------------------------

Applicable only to Watchmen on 44 Hour Shift*

No. of Night Shifts (14 hours) applied for____________ on ____________________________

No. of Day Shifts (10 hours) applied for ____________on______________________________

Total no. of Night Shifts__________and total no. of Day Shifts_____________availed of since

1st January (including this application)

______________________________ Signature of Applicant. ---------------------------------------------------------------------------------------------------------------------

Officer i/c Employee Relations,

Recommended and approved.

Details above are correct.

___________________

Head of School/Section

---------------------------------------------------------------------------------------------------------------------

Application No. ________________

The Department of Corporate Services (Education) collects and processes information to carry out its functions under the Education Act. All data is collected and processed in accordance to the Data Protection Act 2001, the Education Act, other subsidiary legislation and the Privacy Human Resources Section – Department of Corporate Services


Ministry for Education, Employment and the Family ABSENTEE FORM

Date ____________________________

School/Section _________________________________ Tel. No: _______________________

*Mr/Ms ________________________________________ I.D. No: _______________________

Status: Married/Single/Widow/Widower* N.I. No: _______________________

Grade _________________________________________

The above named employee was absent owing to sickness:

(a) on _________________________________________ (one day only)

(b) from __________________ to __________________ and resumed duties on ___________.

(c) since _______________________________________and has not resumed duties. College Principals/Heads of School/Section should ensure that dates shown above are the actual dates of absence.

College Principal/Head of School/Section_________________________________________

* Delete where not applicable

The Department of Corporate Services (Education) collects and processes information to carry out its functions under the Education Act. All data is collected and processed in accordance to the Data Protection Act 2001, the Education Act, other subsidiary legislation and the Privacy Policy of the Department, a copy of which is available on demand. - Human Resources Section – Department of Corporate Services


Applications for the grant of special leave should include:

(a) applicant’s personal particulars together with the grade and the Department in which they are

serving;

(b) details regarding the nature of the event and the applicant’s involvement;

(c) the duration of the event; and

(d) a copy of the invitation / request to perform overseas together with any other relative

documentation.

Sports Leave:

1. Applications should include a copy of the official overseas invitation of international origin, and a

copy of the letter of acceptance from the local sports organisation.


A notice that she will be absent from work because of pregnancy and

confinement and, together with such notice, she should produce a signed

medical certificate in which is indicated the expected date of confinement.


Special Leave (Birth, Marriage, Bereavement)

Name ______________________________ Grade: _________________________________ School/Section____ ___________________ Tel No. ________________________________ NI No. _____________________________ Id No. _________________________________

Occasion:

1. Date of Marriage ________________________________________

In case of female employee, please state:

Married Surname: _______________________________________

Address before marriage ____________________________________________________________________________________________________________

2. Date of Birth of Child _____________________________________

(applicable to male employees only)

3. Date of Death of near relative ______________________________________

State relation: ________________________________________________

Dates of absence: From ________________________ To ______________________________

3 Working days in case of 1, 2 Working days in case of 2 and 3. Note. The special paid leave referred to above can only be availed of at a stretch and should not start later than the first working day following the occasion of which it refers in the case of marriage & bereavement. In the case of birth, leave is to be availed of at a stretch within 15 days. _________________________________ Signature of Applicant Officer in charge Employee Relations The above details are correct. ___________________________________ Head of School

The Department of Corporate Services (Education) collects and processes information to carry out its functions under the Education Act. All data is collected and processed in accordance to the Data Protection Act 2001, the Education Act, other subsidiary legislation and the Privacy Policy of the Department, a copy of which is available on demand.

Employee Relations – Human Resources Branch – Department of Corporate Services


APPLICATION FOR PARENTAL LEAVE (To be submitted at least 3 months prior to commencement of Parental Leave)

Date _____________________

Name ___________________________ Grade __________________________

School/Section ____________________ Home Tel. No. ____________________

I.D. No. _________________________ N.I. No. _________________________

Date of Birth of Child ______________

Parental Leave From ____________________________ To ______________________

Additional Parental Leave From ___________________ To _______________________

* My husband/wife is not a government employee.

* My husband/wife who is employed with the ________________________Department

did not apply for parental leave/applied for parental leave from ___________________

to __________________________ (Declaration from department concerned enclosed).

__________________________

Signature of Applicant

* delete where not applicable

----------------------------------------------------------------------------------------------------------- Officer in Charge: Employment Relations Section

I recommend request for special unpaid leave.

___________________ Head of School/Section The Directorate for Corporate collects and processes information to carry out its functions under the Education Act. All data is collected and processed in accordance to the Data Protection Act 2001, the Education Act, other subsidiary legislation and the Privacy Policy of the Department, a copy of which is available on demand.

P.T.O. Employee Relations – Human Resources Branch – Department of Corporate Services


APPLICATION FOR PRE-RETIREMENT LEAVE (to be forwarded at least 4 months prior to retirement)

Date___________________

I would like to apply for Pre-Retirement Leave as per OPM Circ. 38/98.

NAME____________________________ GRADE___________________________

ADDRESS_______________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

I.D. No. ______________________ NI No. ___________________________

SCHOOL _____________________ HOME TEL. NO. ___________________

DATE OF BIRTH _______________ RETIREMENT DATE ________________ (to be checked with Records Section)

___________________________

Signature of Applicant

________________________________

Signature of Head of School/Section The Department of Corporate Services (Education) collects and processes information to carry out its functions under the Education Act. All data is collected and processed in accordance to the Data Protection Act 2001, the Education Act, other subsidiary legislation and the Privacy Policy of the Department, a copy of which is available on demand.

Employee Relations Section - Human Resources Branch – Department of Corporate Services


DECLARATION

(Unpaid Leave to try an Alternative job)

Date_____________________

Director_____________________

Attn. Employee Relations Section

Education Division,

Floriana

Mr/Ms_________________________________________, I.D. No. ___________________,

Grade________________________________________, would like to apply for unpaid leave

between_________________________and_________________________________________ in order to

try an alternative employment elsewhere. Herewith attached please find request giving relevant details

and including the type of work he/she will be carrying out.

I recommend the approval of request for unpaid leave and certify that no substitute will be required or

engaged to replace Mr/Ms___________________________.

Signature____________________________

School Rubber Stamp Designation

_____________________

**********************************************************************************

Heads of School/Section are to make sure that requests include the description or type of work the

applicant intends to carry out.

Requests may be made for a minimum of three months and a maximum of three years, renewable yearly.

A maximum of two renewals are allowed. Each request including renewals, is to be put up by applicant

and should not exceed a maximum of one year.

The Department of Corporate Services (Education) collects and processes information to carry out its functions under the Education Act. All data is collected and processed in accordance to the Data Protection Act 2001, the Education Act, other subsidiary legislation and the Privacy Policy of the Department, a copy of which is available on demand.

Employee Relations Section - Human Resources Branch - Education Division


Appendix 12 – Background Information about the Data Protection Act, Ombudsman Act, Internal Audit and Financial Act and Inquiries Act 157

1. Background Information:

a. The Data Protection Act 2001 (Cap. 440) provides criteria for processing personal data. The

definition of processing of personal data includes also “disclosure by transmission,

dissemination or otherwise making information available”. Government departments and public

institutions are all regulated by their respective laws, which eventually dictate the purposes of

their processing.

b. Article 9(c) of the Data Protection Act (DPA) provides that personal data may be processed if

such processing is necessary for compliance with a legal obligation to which the controller is

subject and Article 9(e) of the DPA provides that personal data may be disclosed where “the

processing is necessary for the performance of an activity that is carried out in the public

interest or in the exercise of official authority vested in the controller or in a third party to

whom the data is disclosed”. This implies that the legal framework surrounding the processing

operation of personal data should be taken into consideration in determining disclosure of

personal data to other public entities.

2. The Ombudsman, the Auditor General and the Internal Audit and Investigations Directorate of the

Cabinet Office, as well as Boards of Inquiry are specifically authorised under their respective laws

to obtain such information as may be necessary to enable them to carry out their functions as

required by such law. Therefore disclosure would be permissible under Articles 9 (c) and (e) of the

Data Protection Act.

3. The DPA also requires that the data subject be informed where disclosures are made. However,

conscious of the fact that the DPA should not be considered in isolation, the Act also exempts the

respective entity from informing the data subject of the disclosure, where this is required by law,

and appropriate safeguards are adopted (sub-article 20(3)). This implies that the data subject does

not need to be informed when personal data is disclosed to the Ombudsman, the Auditor General,

the Internal Audit & Investigations Directorate or Boards of Inquiry.

4. The Ombudsman:

a. Powers to obtain any information as deemed fit in the course of an investigation are conferred

in the Ombudsman by virtue of sub-articles 18(3) and 19(1) of the ombudsman Act (OA). The

only exemptions from disclosures are stipulated in article 20 of the OA, which is required to be

certified by the Prime Minister. The OA requires the Ombudsman to provide appropriate

safeguards against disclosure. Particularly, sub-articles 9(1) and 10(6) of the OA specify that

officers and employees appointed by the Ombudsman are administered an oath not to divulge

information acquired by them under the Act. Furthermore, sub-article 21(1) regulates the

secrecy of information under the Ombudsman.

b. Consequently, government departments may disclose personal data to the Ombudsman, subject

to conformity with the provisions of all the sections of the Ombudsman Act, in particular

article 20.

5. Audit purposes:

a. The Auditor General has the powers to examine such books and records as public entities are

required to keep under any law, in accordance with the Auditor General and National Audit

Office Act (Cap. 396) (AGNAOA). Part 2 of the Second Schedule of the AGNAOA lists the powers

of the Auditor General and the National Audit Office. In terms of article 6 of this Second

Schedule, any National Audit Office employee assigned to examine the accounts of a

department or other public entity is required to comply with applicable security requirements

and to take an oath of secrecy where specifically required by the law of the audited

department. Heads of Department should therefore ensure that oaths of secrecy are always

157 Extract from OPM Circular No 22/2004 (Data Protection Unit, Directorate General, Office of the Prime Minister, Malta).


administered to National Audit Office employees where this is particularly required by law to

be taken by employees of the department being audited. Where no oath is specifically required

by law to be administered to employees of the department being audited, Heads of

Department should ask the Auditor General to confirm that the National Audit Office employee

assigned to carry out the audit, has signed an undertaking not to divulge information. This

undertaking of confidentiality may be administered by the Auditor General or his

representative. The administration of oaths of secrecy and of confidentiality undertakings acts

as a safeguard so that any personal data accessed in the course of an inquiry by the National

Audit Office, be treated in the strictest of confidence, and will not be divulged for other

purposes.

b. Officers in the Internal Audit and Investigations Directorate, on the other hand, are all required

to take an oath not to divulge information in accordance with the Internal Audit and Financial

Investigations Act (Cap. 461) (sub-article 11(2)). This Act empowers such officers to access all

records and documents as necessary in terms of article 20. It also binds the Directorate that all

information furnished by an auditee, be treated as confidential and shall solely be used for the

purpose of carrying out the internal audit and, or financial investigation, and shall not be

disclosed (article 22). This law therefore also provides a requirement for adequate safeguards

in the way information is treated.

c. Personal data may be disclosed to officers of the National Audit Office and the Internal Audit &

Investigations Directorate, under the proviso that only officers under oath should be allowed

access to the personal data disclosed. Persons, who have the duty of professional secrecy under

the Professional Secrecy Act, are considered also to be bound by secrecy, and therefore can be

regarded also as if they are acting under oath. The conditions of access listed below should also

be followed when disclosing personal data to such entities.

6. Boards of Inquiries: The Inquiries Act (Cap 273) establishes the appointment of boards to carry out

inquiries into the conduct or management of public entities and the conduct of public officers.

Every board established under this Act can require any department to give evidence and produce

documents in their possession. All members of any such board take an oath to discharge their

duties to the best of their abilities. In addition to such oath, Heads of Department are to seek

confirmation from the appointee of such Inquiry Board, that an undertaking has been signed to the

effect that personal information which any member of such board may come across in the course of

exercising his/her duties, would be used only in line with the terms of reference of the purpose of

the inquiry being so conducted. In such cases, personal data may then be disclosed to members of

the board during the course of the inquiry, applying also the access safeguards mentioned below.


Appendix 13 – Form for Research in State Schools and in non-State Schools

Request for Research in Non-State Schools A. (Please use BLOCK LETTERS)

Student's urname...................................Name................................................................

ID CardNumber ....................................Telephone..........................................................

Address ............................................................................................................................

..........................................................................................................................................

Faculty .............................. Course .............................................Year.............................

Area/s of esearch..............................................................................................................

Aims of research: (Underline as appropriate) Long Essay Dissertation Thesis

Estimated duration of research:....................Language used ........................................

Description of method to be used:.................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... ..........................................................................................................................................

School/s where research is to be carried out: ..................................................................................

.................................................................................. ..................................................................................

.................................................................................. ..................................................................................

.................................................................................. ..................................................................................

Years/Forms ....................................... Age range of students:....................................... I accept to abide by the rules and regulations re R esearch in Non-State Schools and to comply with the Data Protection Act 2001. Warning to applicants – Any false statement, misrepresentation or concea lment of material facts on this form or any document presented in support of this application m ay be grounds for criminal prosecution.

Signature of applicant............................................. Date: / /


B. Tutor's Approval

The above research work is being carried out under my supervision. Tutor' s Name ............................................................. Signature ............................... (tn block letters)

C. Ministry of Educaton - Official Approval

Data Protection: The Quality Assurance Department collects and processes information to carry out its functions under the Education Act and Act XVIII of 2002. All data is collected and processed in accordance to the Data Protection Act 2001, other subsidiary legislation and the Privacy Policy of the Department, a copy of which is available on demand.

The above request for permission to carry out research in Non-State Schools is hereby approved according to the official rules and regulations.

___________________________________

Assistant Director Date: / / Official Stamp

Non-State Schools

Conditions for the approval of a request bv a student to carrv out research work in Non-State Schools.

Permission for research in Non-State Schools is subject to the following conditions.

1. Application forms are obtainable from the Customer Care, Ministry of Education, Floriana or the Faculty Officer, Faculty of Education, University of Malta, Msida. Requests, on the prescribed application form, must be presented well in advance and are to be addressed to:

The Assistant Director (Non-State Schools) Quality Assurance Department, Floriana VLT 2000.

2. The request form is to be accompanied by a copy of the questionnaire and/or any relevant material intended for use in schools during research work.

3. The original request form, showing the relevant signatures and approval, must be presented to the Head of School.

4. All research work is carried out at the discretion of the relative Head of School.

5. Researchers are to observe strict confidentiality during their work in schools, especially if the results are to be published.

6. The Ministry of Education reserves the right to withdraw permission to carry out research in Non-State Schools at any time and without prior notice.

7. Students are expected to restrict their research to a minimum of students/teachers/administrators/ schools and to avoid any waste of time during their visits to schools.

8. The Ministry of Education assumes the right to a copy of the results/findings of the research work carried out in Non-State Schools. As soon as the research in question is completed, researchers/ students are to forward a copy of their findings to tħe Assistant Director Non-State Schools.

9. In the case of video recordings, researchers have to obtain prior permission from the Head of School and the teacher of the class concerned. Any adults recognisable in the video are to give their explicit consent. Parents of students recognisable in the video are also to be requested to approve that their siblings may be video-recorded. Two copies of the consent forms are necessary, one copy is to be deposited with the Head of school, and the other copy is to accompany the Request Form for Research in Non-State Schools. Once the video recording is completed, one copy of the videotape is to be forwarded to the Head of School. The Ministry of Education reserves the right to request another copy.


Statement of Consent

I hereby give my consent to the Quality Assurance Department within the Ministry of Education to process and record personal and sensitive data being given herewith in order to be able to render me with the service I am applying for. I fully understand that: • by opting out my application cannot be processed; • authorised personnel who are processing this information may have access to this data in order to supply me with the service

being applied for; • edited information, that would not identify me, may be included in statistical reports.

I know that I am entitled to see the information related to me, should I ask for it in writing. I am aware that for the purpose of the Data Protection Act, the Data Controller for this Department is:

The Director, Quality Assurance Department Floriana

I have read and understood this statement of consen t myself ———

This statement of consent was read and explained to me ———

Signature:__________________________________ ID number_____________________ (Data subject) Signature: _________________________________ ID number _____________________

(Reader if applicable) Date: _________________________________________ Data Protection Policv

The Data Protection Act, 2001 regulates the processing of personal data held electronically and in manual form. The Department of Quality Assurance within the Ministry of Education is set to fully comply with the Data Protection Principles as set out in the Act.

• The Department will hold information you supply in accordance to your request to carry out research in Non-State Schools and / or Ministry of Education documents.

• The information you give may be disclosed to other Departments of the Ministry of Education, who may also have access to your data.

Your rights:

You are entitled to know what information the Department holds and processes about you and why; who has access to it; how it is kept up to date; what the Department is doing to comply with its obligations under the Data Protection Act, 2001.

The Data Protection Act, 2001 sets down a formal procedure for dealing with data subject access requests which the Ministry of Education follows.

All data subjects have the right to access any personal information kept about them by the Department either on computer or in manual files. Requests to access to personal information by data subjects must be made in writing and addressed to the Data Controller of the Ministry of Education. An identification document such as a photocopy of the Identity Card, photocopy of passport etc of the data subject making the request must be submitted with the request. Such identification material will be returned to the data subject.

The Department aims to comply as quickly as possible with requests for access to personal information and will ensure that it is provided within reasonable time, the reason will be explained in writing to the data subject making the request.

All data subjects have the right to request that their information be amended, erased or not used in the event the data is incorrect.


Video Recording Consent Form - Data subiects - minors

Name of parent of guardian ____________________________________________________

Name of child / children ________________________________________________________________

Location of video recording(s) _________________________________________________

Date of recording(s) _________________

The Quality Assurance Department within the Ministry of Education would like to authorise video recording(s) of

your child/ children for research purposes by students/ researchers.

To comply with the Data Protection Act, 2001, your permission is necessary prior to the taking or use of video footage of your child. Please answer question 1, then sign and date the form where shown.

Kindly return the completed form to the Head of School or his/ her representative .

To Parent Please circle your answer 1. May we use your child's video footage/ image in our printed publications or media? YES NO

Please note that websites can be seen throughout the world, and not just in Malta, where the Maltese law applies. Note also the conditions for using these images

I have read and understood the conditions of use at the bottom of this form.

Parent’s Signature ___________________________________________ Date _____________________

Parent's Name (in block letters) —————————————————————————————————————————

To the Quality Assurance Department

I confirm that the parent/guardian has given consent so that his / her child's/children's video recordings may be used in printed publications or the media or both.

Researcher’s Signature _______________________________________ Date: __________________

Researcher's Name (in block letters) ______________________________________________________________

Condition sof use

We will not include details or full names and surnames of any child in a recorded footage or in printed publications without consent.


Formola ta' kunsens q ħall-Video Recording ta' minurl Isem tal-[enitur / kustodju __________________________ Isem / ismijiet tal-minuri ___________________________ Fejn se jsir il-video recording _______________________________________ Data tar-recording ________________ Id-Dipartment tal-Kwalita’ fl-Edukazzjoni fil-Ministeru ta’ I- Edukazzjoni jixtieq jawtori\\a video recording ta' ibnek/ bintek / uliedek - li se jsir minn studenti / riëerkarturi. Bis-saħħa tad- Data Protection Act, 2001, qed jintalab il-permess neëessarju mingħandek qabel ma jittieħed il-video ta' ibnek/bintek/ uliedek. Jekk jogħābok wieāeb il-mistoqsija numru 1, iffirma u ikteb id-data fl-ispazju pprovdut.

Ibgħat il-formola mimlija fl-uffiëëju tal-Kap ta' l-iskola.

Lill- āenitur / kustodju

Nlstgħu nuŜaw il-video/ ritratt ta' ibnek / bintek/ uliedek/ f ‘pubblikazzjonijiet jew fil-medlia? Immarka it-tajba: IVA LE Kun af li l-websites huma a ëëessibbli g ħal nies mid-dinja kollha u mhux biss g ħal nies f’Malta, fejn tapplika il-Li āi ta' Malta. Ara il-kundizzjonl hawn ta]t. Qrajt il-kundizzjoni murija hawn taħt. Firma tal-[enitur / kustodju ______________________________ Data _____________________ Isem tal-āenitur / kustodju (ittri kbar) _______________________________________________________ Lid-- Dipartment tal-Kwallita’ fl-Edukazzjoni fil-Minist eru ta’ l- -Edukazzjoni

Nikkonferma li l-āenitur / kustodju ta l-kunsens biex il- video ta' ibnu/ bintu / uliedu jista' jiāi ppublikat jew / u jintwera fuq media. Firma tar-ri`erkatur ______________________________ Data ________________ Isem ir-riëerkatur (ittri kbar) ____________________________________________________________________

Kundizzjoni g ħall-u Ŝu tal-video

Dan il-video ma jkunx jinkludi l-isem sħiħ u l-kunjom meta jintwera jew jiāi ppublikat mingħajr il-kunsens speëifiku.


Video Recording Consent Form - Data subiects - adults

Name of person to be video-recorded ___________________________________________________

Location of video recording(s) ___________________________________________________

Date of recording(s) _________________ The Quality Assurance Department within the Ministry of Education, would like to authorise

Name of Researcher ____________________________________ to video record you for research purposes.

To comply with the Data Protection Act, 2001, your permission is necessary prior to the taking or use of video footage. Please answer question 1, then sign and date the form where shown.

1. May we use your video footage? Please circle your answer YES NO

Please note tħat websites can be seen throughout the world, and not just in Malta, where the Maltese law applies. Note also the conditions for using these images.


Signature ___________________________________________ Date ________________ Name (in block letters) ________________________________________________ To the Quality Assurance Department - Ministry of Education. I have obtained the consent of the above to be video recorded / use the image in printed publications or the media or both. Researcher’s Signature _______________________________________ Date ____________________ Researcher's Name (in block letters) _____________________________________________________

Conditions of use

Details or full names and surnames in a recorded footage or in printed publications will not be included without consent.


Request for Research in State Schools A. (Please use BLOCK LETTERS)

Surname...................................Name................................................................

ID Card Number ....................................Telephone.........................................................

Address ............................................................................................................................

...................................................................................Post Code.......................................

E-mail Address ................................................................................................................

Faculty .............................. Course .............................................Year Ending................

Area/s of research:............................................................................................................

Aims of research: (Underline as appropriate) Long Essay Dissertation Thesis Publication

Estimated duration of research:....................Language used:........................................

Description of method to be used:.................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... ..........................................................................................................................................

School/s where research is to be carried out: ..................................................................................

.................................................................................. ..................................................................................

.................................................................................. ..................................................................................

.................................................................................. ..................................................................................

Years/Forms ....................................... Age range of students:....................................... I accept to abide by the rules and regulations re R esearch in Non-State Schools and to comply with the Data Protection Act 2001. Warning to applicants – Any false statement, misrepresentation or concea lment of material facts on this form or any document presented in support of this application m ay be grounds for criminal prosecution.

Signature of applicant............................................. Date: / /


B. Tutor's Approval

The above research work is being carried out under my supervision. Tutor' s Name ....................................... Signature ............................... Official Stamp (tn block letters)

C. Directorate for Educational Services - Official Approval

The above request for permission to carry out research in State Schools is hereby approved according to the official rules and regulations.

___________________________________

Assistant Director Date: / / Official Stamp

(Research & Planning)

Conditions for the approval of a request bv a student to carrv out research work in State Schools.

Permission for research in State Schools is subject to the following conditions.

1. The request form is to be accompanied by a copy of the questionnaire and/or any relevant material intended for use in schools during research work.

2. The original request form, showing the relevant signatures and approval, must be presented to the Head of School.

3. All research work is carried out at the discretion of the relative Head of School and subject to their conditions.

4. Researchers are to observe strict confidentiality during their work in schools, especially if the results are to be published.

5. The Directorate foe Educational Services reserves the right to withdraw permission to carry out research in State Schools at any time and without prior notice.

6. Students are expected to restrict their research to a minimum of students/teachers/administrators/ schools and to avoid any waste of time during their visits to schools.

7. As soon as the research in question is completed, the Directorate for Educational Services assumes the right to a full copy (in print/on C.D.) of the research work carried out in State Schools. Researchers are to forward the copies to the Assistant Director Research and Planning, Direcetorate for Educational Services.

8. Researchers are to hand a copy of their Research in print or on D.D. to the relative School/s.

9. In the case of video recordings, researchers have to obtain prior permission from the Head of School and the teacher of the class concerned. Any adults recognisable in the video are to give their explicit consent. Parents of students recognisable in the video are also to be requested to approve that their siblings may be video-recorded. Two copies of the consent forms are necessary, one copy is to be deposited with the Head of School, and the other copy is to accompany the Request Form for Research in State Schools. Once the video recording is completed, one copy of the videotape is to be forwarded to the Head of School. The Directorate for Educational Services reserves the right to request another copy.


Statement of Consent

I hereby give my consent to the Quality Assurance Department within the Ministry of Education to process and record personal and sensitive data being given herewith in order to be able to render me with the service I am applying for. I fully understand that: • by opting out my application cannot be processed; • authorised personnel who are processing this information may have access to this data in order to supply me with the service

being applied for; • edited information, that would not identify me, may be included in statistical reports.

I know that I am entitled to see the information related to me, should I ask for it in writing. I am aware that for the purpose of the Data Protection Act, the Data Controller for this Department is:

The Director, Quality Assurance Department Floriana

I have read and understood this statement of consen t myself ———

This statement of consent was read and explained to me ———

Signature:__________________________________ ID number_____________________ (Data subject) Signature: _________________________________ ID number _____________________

(Reader if applicable) Date: _________________________________________ Data Protection Policv

The Data Protection Act, 2001 regulates the processing of personal data held electronically and in manual form. The Department of Quality Assurance within the Ministry of Education is set to fully comply with the Data Protection Principles as set out in the Act.

• The Department will hold information you supply in accordance to your request to carry out research in Non-State Schools and / or Ministry of Education documents.

• The information you give may be disclosed to other Departments of the Ministry of Education, who may also have access to your data.

Your rights:

You are entitled to know what information the Department holds and processes about you and why; who has access to it; how it is kept up to date; what the Department is doing to comply with its obligations under the Data Protection Act, 2001.

The Data Protection Act, 2001 sets down a formal procedure for dealing with data subject access requests which the Ministry of Education follows.

All data subjects have the right to access any personal information kept about them by the Department either on computer or in manual files. Requests to access to personal information by data subjects must be made in writing and addressed to the Data Controller of the Ministry of Education. An identification document such as a photocopy of the Identity Card, photocopy of passport etc of the data subject making the request must be submitted with the request. Such identification material will be returned to the data subject.

The Department aims to comply as quickly as possible with requests for access to personal information and will ensure that it is provided within reasonable time, the reason will be explained in writing to the data subject making the request.

All data subjects have the right to request that their information be amended, erased or not used in the event the data is incorrect.


Video Recording Consent Form - Data subiects - minors

Name of parent of guardian ____________________________________________________

Name of child / children ________________________________________________________________

Location of video recording(s) _________________________________________________

Date of recording(s) _________________

The Quality Assurance Department within the Ministry of Education would like to authorise video recording(s) of

your child/ children for research purposes by students/ researchers.

To comply with the Data Protection Act, 2001, your permission is necessary prior to the taking or use of video footage of your child. Please answer question 1, then sign and date the form where shown.

Kindly return the completed form to the Head of School or his/ her representative .

To Parent Please circle your answer 1. May we use your child's video footage/ image in our printed publications or media? YES NO

Please note that websites can be seen throughout the world, and not just in Malta, where the Maltese law applies. Note also the conditions for using these images


Parent’s Signature ___________________________________________ Date _____________________

Parent's Name (in block letters) —————————————————————————————————————————

To the Quality Assurance Department

I confirm that the parent/guardian has given consent so that his / her child's/children's video recordings may be used in printed publications or the media or both.

Researcher’s Signature _______________________________________ Date: __________________

Researcher's Name (in block letters) ______________________________________________________________

Condition sof use

We will not include details or full names and surnames of any child in a recorded footage or in printed publications without consent.


Formola ta' kunsens q ħall-Video Recording ta' minurl Isem tal-[enitur / kustodju __________________________ Isem / ismijiet tal-minuri ___________________________ Fejn se jsir il-video recording _______________________________________ Data tar-recording ________________ Id-Dipartment tal-Kwalita’ fl-Edukazzjoni fil-Ministeru ta’ I- Edukazzjoni jixtieq jawtori\\a video recording ta' ibnek/ bintek / uliedek - li se jsir minn studenti / riëerkarturi. Bis-saħħa tad- Data Protection Act, 2001, qed jintalab il-permess neëessarju mingħandek qabel ma jittieħed il-video ta' ibnek/bintek/ uliedek. Jekk jogħābok wieāeb il-mistoqsija numru 1, iffirma u ikteb id-data fl-ispazju pprovdut.

Ibgħat il-formola mimlija fl-uffiëëju tal-Kap ta' l-iskola.

Lill- āenitur / kustodju

Nlstgħu nuŜaw il-video/ ritratt ta' ibnek / bintek/ uliedek/ f ‘pubblikazzjonijiet jew fil-medlia? Immarka it-tajba: IVA LE Kun af li l-websites huma a ëëessibbli g ħal nies mid-dinja kollha u mhux biss g ħal nies f’Malta, fejn tapplika il-Li āi ta' Malta. Ara il-kundizzjonl hawn ta]t. Qrajt il-kundizzjoni murija hawn taħt. Firma tal-[enitur / kustodju ______________________________ Data _____________________ Isem tal-āenitur / kustodju (ittri kbar) _______________________________________________________ Lid-- Dipartment tal-Kwallita’ fl-Edukazzjoni fil-Minist eru ta’ l- -Edukazzjoni

Nikkonferma li l-āenitur / kustodju ta l-kunsens biex il- video ta' ibnu/ bintu / uliedu jista' jiāi ppublikat jew / u jintwera fuq media. Firma tar-ri`erkatur ______________________________ Data ________________ Isem ir-riëerkatur (ittri kbar) ____________________________________________________________________

Kundizzjoni g ħall-u Ŝu tal-video

Dan il-video ma jkunx jinkludi l-isem sħiħ u l-kunjom meta jintwera jew jiāi ppublikat mingħajr il-kunsens speëifiku.


Video Recording Consent Form - Data subiects - adults

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Please note tħat websites can be seen throughout the world, and not just in Malta, where the Maltese law applies. Note also the conditions for using these images.


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Conditions of use

Details or full names and surnames in a recorded footage or in printed publications will not be included without consent.


Appendix 14 - Teleworking158

Teleworking in the Public Administration

1. Introduction:

The purpose of this policy is to set up a formal framework for the administration of telework in the

public administration of Malta. This policy document outlines the general principles on which telework

should be administered in the Maltese Public Service and Public Sector and is intended to be used in

combination with the Teleworking guidelines. Complementary to this policy, the appended guidelines

are intended to facilitate the implementation of telework as a flexible working arrangement.

2. Definitions:

Telework: Telework is a form of organising and /or performing work, using information technology, in

the context of an employment contract / relationship, where work, which could be performed at the

employers premises, is carried out away from those premises on a regular basis.

Teleworker: A teleworker is any Public Service and Public Sector employee carrying out telework as

defined above.

Head of Department:For the purpose of this document, the term Head of Department includes also the

equivalent authority in the relevant Public Sector Entity.

3. Who can Telework

In principle, all employees, whose job performance traits and skills as well as the nature of their job,

are suitable for telework, can engage in telework. Qualifying employees whether engaged on a

full-time or part-time basis, including persons working on reduced hours, on a definite or indefinite

contract can telework.

3.1 Voluntary Character

Teleworking is voluntary and therefore cannot be demanded as a right by the employee neither

can it be enforced as an obligation by the Head of Department. In considering whether to agree

to a telework arrangement, the Head of Department shall take into account both the

operational requirements of the entity, as well as the reasons brought by the employees who

wish to telework. The request for telework is registered by means of a specific application

which is processed in an established manner. The Application, will be recommended by the

Head of Department, and endorsed by the Director, Corporate Services. The Permanent

Secretary, shall determine whether a request is approved or rejected. The Permanent

Secretary’s decision is binding.

3.2 Suitability of Employee for Telework

For an employee to telework successfully s/he must possess a number of personal traits which

reflect on her/his competencies and performance at work. These traits are normally directly

and/or indirectly known to the Head of Department and on the basis of which s/he will process

the respective application for any employee in her/his department, requesting a telework

arrangement.

3.3 Suitability of Job for Telework

158 Strictly extracted from the Family-Friendly Measures introduced by the MPO in 2005, pp 33-61. This policy takes into consideration the research project carried out together with the NCPE (National Commission for the Promotion of Equality) feedback received from Government Ministries, the EU Framework Agreement concluded by the European Cross Country Industry Social Partners on 16th July 2002, and the CITAC memorandum of September 2006.


The job to be performed through telework should also have a number of characteristics. Jobs,

which only meet some part of the criteria, cannot qualify for telework. In such cases the Head

of Department may consider that the specific part of the job which completely satisfies the

criteria may be carried out through telework.

4. Employment Conditions

Teleworkers shall benefit from the same rights, guaranteed by applicable legislation and collective

agreements, as comparable employees at the employer’s premises. However, in order to take into

account the particularities of telework, specific complementary collective and / or individual

agreements may be necessary as outlined in the guidelines, but no additional benefits are to be

granted.

5. Data Protection

In order to ensure protection of data used by the teleworker, the Head of Department is responsible to

take all the necessary measures set out by the local legislative framework on Data Protection, the

pertinent European Directives and a number of relevant Government Policies and Standards which

regulate all aspects of software use. The Head of Department must further ensure that the teleworkers

are adequately informed of the relevant codes of

conduct.

6. Privacy

The Head of Department must ensure that security norms are in place; but the privacy of the

teleworker must be respected, and any monitoring systems put in place must be proportioned to the

objectives to be achieved. The monitoring systems must respect the limits of the applicable European

Directive on this matter.

7. Equipment

Issues regarding the provision of equipment, liability and costs are to be clearly defined before starting

telework. The Government or an agency commissioned by the Government is responsible for providing,

installing and maintaining the equipment necessary for regular telework. Based on the nature of work

to be conducted by the teleworker, the Head of Department will determine the appropriate equipment

for the teleworker. Installation and operational costs for the voice communication system and other

equipment necessary to conduct teleworking will be borne by the Government.

8. Health and Safety

The Government is responsible for the protection of the occupational health and safety of the

teleworker in accordance with European Directives on the matter and local legislation, namely the

‘Occupational Health and Safety Authority Act 2000’. However, given the very limited control over the

wider teleworker’s physical environs, the employer’s health and safety responsibility is limited only to

the workstation, where approved teleworking is performed.

Teleworkers must also take reasonable care of their own health and safety and the health and safety of

others who may be affected by what they do and must cooperate with the competent Government

Authorities on health and safety equipment provided. Training will be provided to persons intending to

telework to enable them to assess the risks related to the work station from where they intend to

perform telework and to address them.

9. Organisation at Work

The workload and performance standards have to be outlined and must be compatible to those of

workers at the department. To minimize the risk of social isolation, it is recommendable that the

teleworker conducts some of his/her work from the office, and a small proportion of the working time

can be spent at the Department.


10. Monitoring of Telework on a Regular Basis

The Head of Department must monitor the work on a regular basis. Failure to meet the agreed

standards and workload entails immediate termination of telework. The employee may appeal the

decision to the next higher authority whose decision will be final.

11. Training

Teleworkers should have the same access to training and career development opportunities as

comparable employees working in the department. Appropriate training on the effective use of

equipment to perform telework should also be organised to ensure the teleworking employee has the

necessary skills, and to maximize productivity. Supervisors are also to receive appropriate training on

this form of work and its management. Persons in authority who will be assessing applications for

telework shall also be regularly briefed about the characteristics of this working arrangement such that

an objective appraisal of the applications is promoted. The employee should further attend compulsory

training session/s provided by the Government on the design of appropriate and risk-free workstations.

12. Telework Contract

Teleworkers must sign an annual contract which outlines the voluntary arrangement, the conditions,

and the organization of the work.

13. Conclusion

This policy is directly in line with Government policy to encourage family friendly working

arrangements. A sustained effort to facilitate the take-up of such arrangements, while ensuring that

the entity’s output and timeliness are maintained, is strongly encouraged.

Appendix 2.13.B

Guidelines to implement Teleworking in the Public Service and the Public Sector

________________________________________________________________________

1.0 Document Overview

This document is intended to provide the line Ministries and public entities159 with a detailed

explanation of the framework to be adopted for the provision of telework facilities for public

employees. Line Ministries and public entities interested to offer teleworking to their employees should

adhere to these guidelines.

2.0 Definition and Scope

Telework1602 is a way of working using information and communication technologies to perform a job

independently of location. Telework is not a job but a method of working, and provides flexibility in

the locations where employees may perform their jobs, be it at home, at an alternate office closer to

home, or at other defined locations. In the context of the ongoing societal developments, most notably

the rapidly increasing pervasiveness in IT literacy of the Maltese Society, telework is a methodology of

work that should be embraced as it will be set to become more mainstream in the Maltese work force.

This policy applies to all public employees, including employees of entities in Government control,

Government funded entities and entities with public majority shareholding. A teleworker, within the

context of this document, refers to a public employee who carries out part of the working week at an

agreed alternate location, usually his/her own home.

3.0 General Provisions Governing Telework for Public Employees

159 These Directives may be accessed in the EUR-LEX section on the EU webpage at www.europa.eu 160 Council Directive (91/533/EEC) may be accessed in the EUR-LEX section on the EU web page at www.europa.eu


3.1 Voluntary Character

3.1.1 Telework is based on a voluntary agreement between the individual and the Ministry / Entity.

Although the latter strives to promote teleworking an eligible individual should not interpret

eligibility as an automatic right to Public entities include all centrally-funded public entities,

authorities, foundations, agencies, public corporations and limited liability companies with

public majority shareholding and not quoted on a stock exchange.

3.2 Within the scope of this document the terms e-Work / e-Working and telework / teleworking are

interchangeable. Conversely, the Head of the Department cannot oblige an employee to take up

teleworking as long as s/he expresses her / his wish to engage in teleworking. A final decision as to

whether a public employee is granted teleworking or not should always be endorsed by the Director or

Human Resource Manager. The decision of the Permanent Secretary of the respective line Ministry is

final.

Employees who find the teleworking arrangements to be unsatisfactory should be provided with the

option to opt out. Unless an employee is on an employment contract which engages him/her for less

than one month and/or a working week not exceeding eight hours or of a casual and/or specific nature,

the Department or Entity should provide the teleworker with relevant written information on the

essential aspects of the contract or employment relationship and in accordance with the ‘Employer’s

obligation to inform employees of the conditions applicable to the contract or employment

relationship. These obligations emerge from the relevant Directives1 and Council Directive

91/533/EEC2. Some of these aspects include, but are not limited to, the nature or category of the work

for which the employee is employed, length of notice period, length of the employee’s normal working

day or week and a written contract of employment and/or a letter of engagement.

Teleworking is not designed to be a replacement for appropriate dependent care. Although an

individual employee’s schedule may be modified to accommodate dependent care needs, the focus of

the arrangement must remain on job performance and meeting business demands. Prospective

teleworkers should discuss these expectations of telework with family members and the Head of

Department prior to entering into a trial period.

Individuals requesting telework as an alternative work arrangement will be evaluated according to

specific criteria. The teleworker and teleworker’s Head of Department, with the assistance of the

Human Resource Manager or Director Corporate Services, will evaluate the suitability of such an

arrangement by completing an Application for Telework (Appendix 2.13.C) paying particular attention

to the following areas:

Employee Suitability – The Head of Department will assess the needs and work traits of the employee,

according to the criteria in Section 2 of the Application for Telework (Appendix 2.13.C);

Job Suitability – the employee and the Head of Department will discuss the job responsibilities and

determine if the job or parts of it is/are appropriate for teleworking arrangements.

Equipment requirements – It is within the remit of the Head of Department, who in consultation with

the respective CIO determines the kind of equipment required by the teleworker, in order to

effectively carry out the designated tasks. Teleworking, only modifies the way in which work is

performed and should not affect the teleworker’s employment status. A worker’s refusal to opt for

telework is not, as such, a reason for terminating the employment relationship or changing the terms

and conditions of employment of the worker. There will be a one-month trial period during which time

the teleworking arrangement may be reversible at any time at the request of either the teleworker or

the Department. At the end of the trial period the Head of Department makes an evaluation of the


arrangement and makes recommendations for the continuation, modification or termination of the

agreement. Following a successful trial period teleworking arrangements are subject to review every 3

months for another six months and then every six months for the period during which the employee is

teleworking. The Head of Department reserves the right to remove an employee from teleworking

status by giving the employee adequate notice as stipulated in the Agreement. The Head of

Department must monitor the work on a regular basis. Failure to meet the agreed standards and

workload entails immediate termination of telework. The employee may appeal the decision to the

next higher authority whose decision will be final.

Short-term telework - It is possible for an employee to make a request for a temporary teleworking

arrangement in order to complete a task away from the office. These arrangements should not involve

government in any additional expenses. Such requests should be driven by the need to focus on a

specific assignment that requires a higher degree of concentration, which may not always be possible

in a shared office environment. In this context an employee, who requires some time away from the

office to complete a task by a pre-agreed deadline may discuss the case with his/her superior. The

Superior may, on the merit of each individual case, grant permission to an employee to work from

home for a pre-defined and mutually agreed period to complete the job. Once the assignment is

completed the employee shall return to his/her office. Such cases should not be considered as formal

teleworking arrangements and hence the employer and the employee will not be bound by any terms of

the teleworking agreement. Should the employee consider adopting telework as a formal work

arrangement s/he will undergo the process as defined by these guidelines.

4.0 Employment Conditions

Teleworkers benefit from the same rights, guaranteed by applicable legislation and collective

agreements, as comparable workers at the employer’s premises. However, in order to take into

account the particularities of teleworking a specific agreement has been devised (Appendix 2.13.D).

Particular aspects, which will be specified in the telework agreement include:

Place of work

Hours of work

Address at which the employee carries out telework

Telephone number, where employee can be contacted during office hours

Notice of termination period

Duration of trial period and periodical reviews of teleworking arrangements.

5.0 Data Protection

The Department or Entity, authorising telework is responsible for taking all appropriate measures in

order to ensure that any data used by the teleworker in connection with his/her teleworking activity is

fully protected. The Head of Department should indicate to the teleworker the applicable rules and

regulations concerning data protection. It is the teleworker’s responsibility to comply with these rules

and regulations and if breaches are committed the teleworking agreement of the faulting teleworker

can become nullified. The

revocation of the teleworking agreement would not prejudice further actions, deemed appropriate in

cases of data protection breaches by government employees.

The Data Protection Act 2001, Cap 4401611 refers, among other responsibilities, to the controller’s

responsibilities for the fair and lawful processing of personal data, and that such data should not be

kept for a period longer than is necessary. Therefore, in order to safeguard the requirement defined in

the Act, the total management of the data security is to be considered by the Head of Department

before any data is passed to the teleworker for processing.

161 Chp 440 of the laws of Malta may be accessed from www.mjha.gov.mt/justice/legalservices.html.


The security of equipment, assets, information, confidentiality, and copyright should be in accordance

with Government’s relevant policies. A teleworker will ensure the protection of any work-related and

customer information accessible from their home office. Measures include but are not limited to, use

of locked file cabinets, disk boxes and desks, regular password maintenance and other appropriate

measures consistent with the nature of work. In particular, teleworkers should ensure that other

household members or friends should not have access to personal data as defined by the Data

Protection legislation.

The Head of Department is additionally responsible of informing the teleworker of his/her

responsibility to abide by the Government Policies and Standards162 on MAGNET connectivity, e-Mail

and Internet use policies, use of software such as anti-virus and spam control, and any applicable

security and technical issues as advised by MITTS Limited, being the provider of technology services to

the Government.

The European Data Protection Telecommunications Directive (97/66/EC)163 imposes special rules for

the processing of personal data in public telecommunications systems. The Head of Department,

authorising telework should likewise, familiarise him/herself with this directive, and is therefore

responsible to ensure that the teleworkers are aware of any its articles that are deemed relevant to

his/her work

6.0 Privacy

The employer respects the privacy of the teleworker. This applies to arrangement for access to the site

from which the teleworker is working. If any kind of monitoring system is put in place, it needs to be

proportionate to the objective and introduced in accordance with ‘the minimum safety and health

requirements for work with display screen equipment ‘Directive (90/270)1641 on visual display units.

This Directive contains a requirement which stipulates that in designing tasks and choosing software,

no qualitative or quantitative checking facility may be used without the knowledge of the worker.

Employees should be advised in cases where their activity is being monitored. This includes cases of the

utilisation of key-logging software where all activity on the employee’s computer can be tracked and

recorded, or where the computer is being controlled remotely.

7.0 Equipment

The Government or an agency commissioned by the Government is responsible for providing, installing

and maintaining the equipment necessary for regular telework unless the teleworker uses his/her own

equipment. Based on the nature of work to be conducted by the teleworker, the Head of Department

will determine the appropriate equipment for the teleworker.

Installation and operational costs for the voice communication system and other equipment necessary

to conduct teleworking will be borne by the Government. Technical requirements for the teleworker

are being defined according to the level of access required by the teleworkers to conduct the work in

an effective and efficient manner as if s/he is performing at the office. For some employees,

teleworking may be performed successfully using e-mail and possibly a standard telephone contact or

other means of verbal communications (e.g. VOiP) as established a priori with the respective

Department or Entity. As long as the documents are not of a sensitive nature, these may be e-mailed

across locations or transported on physical media. This band of users is being referred to as Tier 1.

162 The following documents apply; 1) Connectivity to Magnet (Malta Government Network) Policy, version 1.0, 2) Connectivity to Magnet (Malta Government Network ) Directive, version 1.0, 3) Connectivity to Magnet (Malta Government Network) Standard, version 1.0, 4) Information Security Policy, version 2.0, 5) Minimum Information Security Directive , version 2.0 and may be accessed at www.mita.gov.mt 163 Directive 97/66/EC may be accessed in the EUR-LEX section of www.europa.eu 164 Directive 90/270/EC may be accessed in the EUR-LEX section of www.europa.eu


A second category of users would need access to applications or data directly from a server, and

therefore, a higher degree of security is required. For these cases it is necessary that the connection is

made over a Virtual Private Network (VPN)1 with a digital ID2. This band of users is being referred to as

Tier 2.

Finally, a third type of users would just require access to specific files or systems within their

respective department or entity therefore, a secure VPN connection will be sufficient. This band of

users is being referred to as Tier 3.

The type of equipment required and the corresponding estimated costs of each type of user are

attached. Where appropriate, desktop support and call centre services will be provided by MITA, which

will assume the management and control function of teleworkers’ support. Thus, in cases where a

laptop requires maintenance (both hardware and software), the teleworker should deliver the

computer to the office and advise the Head of the Department for the necessary follow-up. Any

damages sustained to the equipment should be immediately reported to the superior. Furthermore, a

teleworker who presents a successful application to conduct telework, will, in addition, to signing a

formal agreement, be required to sign a Declaration of Asset Inventory form which defines the

responsibilities of the teleworker with respect to the Government equipment in his/her possession .

In order to ensure work continuity, the employee should accept any temporary arrangement provided

by the Head of Department. This arrangement shall remain in force until the equipment’s functionality

is fully restored. Hardware used for telework will be governed by the relevant Government policies on

the use of ICT in Government; this applies to whether the

1. 1 A virtual private network (VPN) is a network that uses a public telecommunication infrastructure,

such as the Internet, to provide remote offices or individuals users with secure access to their

organisation’s network. A virtual private network can be contrasted with an expensive system of

owned or leased lines that can only be used by one organization. The goal of VPN is to provide the

organisation with the same capabilities, but at a much lower cost. A VPN works by using the shared

public infrastructure while maintaining privacy through security procedure and tunnelling

protocols.

2. 2 An electronic identity is a set of information that uniquely identifies a client to a computer

system. Examples of an electronic identity are a username or digital certificate identifier. The

equipment is provided by the entity or whether it belongs to the employee.

The teleworker must sign a statement attesting to the Government-owned property in his/her

possession and pledges to protect the items from damage or theft. Upon termination of employment or

the teleworking agreement all Government property must be returned to the Government. The

employee must establish an appropriate work environment within his/her home for work purposes. The

Government will not be responsible for costs associated with the initial setup of the employee’s home

office such as remodelling, furniture or lighting, nor will it be responsible for repairs or modifications

to the home office space to accommodate telework. After all equipment has been delivered, the

teleworker will sign and return a checklist of all hardware and software provided.

8.0 Health and Safety

The employer is responsible for the protection of occupational health and safety of the teleworkers in

accordance with Council Directive about ‘the introduction of measures to encourage improvement in

the health and safety of workers at work’ (89/391)165 and relevant daughter directives, national

legislation, namely the ‘Occupational Health and Safety Authority Act 2000’ and collective

165 (Directive 89/391/EC) may be accessed at the EUR-LEX section of www.europa.eu The Occupational Health and Safety Authority Act 2000 may be accessed from www.mjha.gov.mt/justice/legalservices/html.


agreements. Given the very limited control over the teleworker’s physical movement and activity

whilst engaged in telework, the employer’s health and safety responsibility in respect of the

teleworker is limited only to the workstation, where approved telework is normally conducted and

which was previously assessed for risk by the employee him/herself, following the attendance of

specific training on risk assessment of workstation.

In carrying out the obligations required to be observed in connection with Health & Safety:

The employer shall ensure that initial installation of equipment, which shall be of such safety standards

as are applicable if the equipment were to be installed at an “on-site” work-place, shall be carried out

in such a manner as to ensure safe operation given the nature of the equipment and the area in which

it shall be operated, due consideration being given to family and social factors in the said area and that

the employee is properly instructed in the safe use of the equipment. Moreover, the employee should

attend compulsory training session/s provided by the Government on the design of appropriate and

risk-free workstations. Following the successful completion of this training the employee is required to

conduct a risk assessment of the workstation, from where s/he is intended to perform telework.

The employer shall carry out periodic, pre-announced visits to the work-place to examine the

equipment and work-place and may request any necessary adjustments to the work-place, including

modification to the placement or positioning of the equipment, at the employee’s expense, subject to

the employee’s consent thereto. In the event that the employee does not consent to visits or

modification or repair, the employer shall have no liability whatsoever in the event of injury or

incapacity caused by the equipment or the work-process occurring since installation or the last visit

performed as the case may be. The employer shall at his complete discretion be entitled to terminate

the teleworking arrangement in the event that circumstances so require.

The employee shall take reasonable care of the equipment and examine same from time to time with a

view to ensuring that it remains functional and safe for him/herself and other family members or

visitors. Furthermore, the employee shall not make any modification to the equipment or the

placement thereof within the operating area and shall not attach thereto any other equipment other

than with the consent and under the supervision of the employer.

9.0 Organisation of Work

There is a risk that a teleworker may experience social isolation, therefore arrangements should be put

in place to ensure that teleworkers have the same access to Government information as their

office-based colleagues. Part of the working time (a minimum of 10% of the total time a teleworker

works per month) is to be spent at the employers’ premises and face to face meetings unless otherwise

agreed between the employee and the permanent secretary. All internal communications such as

memos and newsletters are to reach the teleworker promptly by e-Mail.

In those cases where the completion of a job requires the effective accessibility to the intranet the

teleworker should be provided with access to the relevant Government and public entity intranets.

Whenever it is necessary a teleworker can be contacted by telephone during the normal office hours,

furthermore, a teleworker is also expected to regularly check the e-mail. Under normal circumstances

the employee is not expected to be available before and after the specified core hours with the

exception of those employees whose job responsibilities require them to be contactable after normal

working hours. The teleworking employee has no right to refund of any telephone expenses (whether

on fixed lines or mobile phones), made in connection with teleworking.

10.0 Training

Teleworkers have the same access to training, career development opportunities and promotions as the

office-based workers at the employer’s premises and are subject to the same appraisal policies as

these other workers. Core areas may include:


Job-related skills - those specific to the particular requirements on the job;

Generic Skills - including competence in IT and the use of new communications methods (for

example use of modems, e-mail, online discussion, and the use of any special software required

to complete the tasks), report-writing skills and effective telephone communication skills; and

Self-management skills, including training in time management. Training is to be organised for

the teleworker prior to engaging in teleworking in order to ensure that the employee possesses

all the skills and knowledge necessary to telework successfully. The necessary skills would

include time management and basic ICT competencies, which would permit the teleworker to

conduct his/her, job efficiently.

Teleworking, particularly when it involves prolonged spells away from the office necessities specific

training to ensure that employees are working efficiently and safely. Supervisors and departmental

heads, who normally have difficulty in managing subordinates at the office, would find it even more

difficult to manage them at a distance. Information and training sessions targeted at management are

thus to be organised to ensure that managers are able to adapt to new modes of interaction with

teleworkers and more importantly to exercise the same level of management effectiveness as when the

teleworker is carrying out his/her duties at the office.

11.0 Job and Employee Suitability

Job Suitability - Jobs suitable for telework include those involving a high degree of information

processing that also have clear objectives, measurable outputs and minimal requirements for

supervision. Some jobs that are not suitable in their entirety may be broken down into separate tasks

and performed partly through telework. It is the responsibility of the Head of Department to ensure

that the tasks to be performed as telework are substantial enough to occupy the teleworker for a

minimum of two days per week for at least the next six months. If it is estimated that the tasks to be

performed amount to less than this workload, the request for teleworking should be declined. This

minimum threshold is necessary to ensure that expenses related to the hardware installation are

‘recuperated’, which may not be possible within the short-term. Other teleworking arrangements are

possible on an ad hoc basis in order to accommodate temporary cases of teleworking such as

project-based telework as described in section 3.

Jobs that require employee’s ongoing physical presence and jobs which require face-to-face contact

with the public and / or other staff members are not suitable for telework. Security and / or

confidentiality issues and requirements of access to material that cannot be moved from the office

environment will prevent the job from being accomplished at an alternative worksite.

Jobs that are suitable for teleworking must have the following minimum characteristics:

require mostly thinking and writing rather than acting

heavy on information / data processing are clearly defined

have clear objectives and measurable outputs

have minimal requirements for supervision

Few examples of jobs that can be potentially performed through telework include: Data inputers,

Computer programmers and other employees whose job consists mainly of desk-based research.

Employee’s Suitability - In order for an employee to conduct telework successfully, the employee must

possess all of the following traits and skills:

Ability to work independently and without constant supervision -

Employees engaged in telework are not working in the immediate proximity of their superiors and

are less likely to benefit from face-to-face and prompt advice, clarifications and supervision.


Teleworkers should therefore, exercise sufficient independence when performing their work in

locations other than the normal office environment.

Competence in time management skills - Time management skills are key to achieving set goals in a

timely manner and to attaining a reasonable balance between work and life commitments without

compromising work productivity. Thus, teleworkers who have consistently proved to have poor time

management skills are not suitable for telework.

Ability to work on own initiative - The voluntary adoption of telework should motivate employees

to work on their own initiative with minimum supervision. A teleworker is expected to think

proactively and suggest new work methodologies, which shall lead to an improvement in the overall

performance of his/her teleworking experience. Such innovative ideas or initiatives, if effective,

should be reflected in the Performance Management Programme (PMP), and where applicable,

disseminated as an example of ‘good practice’ to other teleworkers.

ICT literate - The employee must possess sufficient ICT literacy to conduct teleworking effectively.

As a minimum a teleworker should be able to use basic office applications, Internet and E-mail.

Track record of past performance to meet deadlines and deliverables – Workers on a teleworking

arrangement should ideally have a proven track record of good performance and sustained

productivity. The employee must have not received any suspension or demotion due to misconduct

or poor performance within the two years prior to the start of telework.

Core Categories - For the purpose of these guidelines jobs that are deemed suitable for telework are

categorised in two broad groups; 1) Work of support functions based on contact times and 2)

Knowledge-based work based on deliverables.

Workers in the first category, normally carry out supporting roles in office environments including

customer care, filing of documents, photocopying, visual scanning of newspapers, making basic use of

computer applications and keeping records. Therefore, whilst the suitability of a job for telework

remains situation-specific it is safe to assume that many workers in this category perform a mixture of

tasks, of which only a portion can be effectively performed as telework. Furthermore, in any given

working day, an employee is likely to perform multiple jobs, some of which are teleworkable whereas

others are not. This occurs because no particular task is probably substantial enough to require a whole

working-day. Hence, a reorganisation of tasks may be required to allow individuals to provide this

supporting role through telework. Normally, the productivity of these employees can be measured in

quantitative terms.

Workers in the second category have deliverables that generally require more thinking and writing and

are rather heavy on information, analysis and interpretation of data. Such workers are likely to be in

the professional and managerial grades and may include architects, accountants, IT specialists and

project managers amongst other professionals. The completion of some projects will require the inputs

of other employees hence effective voice and other types of communication are of particular

importance for workers in this category. Security issues related to the accessibility of sensitive

information should also be taken into consideration. These workers, most often, have predefined

deliverables.

12.0 Administration

12.1 Telework Application Procedure

In order to accept an application from an employee to telework, it is essential that the required work

assignments can be achieved with limited guidance and are of the same quality as when the employee

is working within the office environment. An application form (Appendix 2.13.C) is to be filled in by the

employee and forwarded to his/her immediate supervisor. Each request is evaluated on a case–by-case

basis on the criteria laid down in the application form.


12.2 Steps to be taken when an employee applies for telework.

1. The employee, together with the immediate supervisor, fills in Section 1 of the ‘Application for

Telework’ Form (Appendix 2.13.C).

2. The Head of Department is to separately complete Section 2 of the application (Job and Employee

suitability.)

3. Section 1 of the Application form, duly signed by both applicant and supervisor (where applicable)

is to be despatched to the Department Head. After having reviewed Section 1 and filled in Section

2 of the application the Head of Department will approve or reject an application. An unsuccessful

application will not progress any further and the applicant is informed accordingly. Approved

applications are then sent to the Human Resources Manager / Director, Corporate Services.

4. On receipt of application, the HR Manager will review the application and note the

recommendation of the Head of Department. Should any clarifications be required these are to be

made in writing. Once the application is reviewed by HR Manager and signed, it will be passed to

the Permanent Secretary for his/her final endorsement and signature. When the application is duly

signed by all concerned an e-mail is sent to the applicant and copied to his/her supervisor and the

Head of Department, and HR Manager / Director, Corporate Services, informing them of the

approval.

5. Following the approval stage of the application, an assessment of the employee’s requirements

(including technical training) is to be carried out.

12.3 Letter of Agreement

A letter of Agreement should be signed by the employer and the employee so that both parties

understand the rights and responsibilities of telework and the specific terms under which the

teleworker will operate. A specimen ‘Telework Agreement’ may be found in Appendix 2.13.D. The days

and times during which the teleworker will be working from the alternate workplace are to be

specified in the Letter of Agreement. Should the need arise for ad hoc changes to this schedule, for

example due to meetings where the employee is expected to be present, a notice of two working days

should be given to the teleworker prior to the meeting.

Cost-Estimates of Technology required by different Teleworking models.

Tier 1

Connectivity requirements:

Internet Connection

Functional requirements:

Internet, E-Mail

Item € Lm Frequency

Cable/DSL 549.73 236 Annual

Connectivity fee 221.29 95 One time cost

Tier 2 / Tier 3

Connectivity requirements:

Internet Connection+ VPN

Functional requirements:

Internet, E-Mail and access to specific

applications

Item € Lm Frequency

Cable/DSL 549.73 236 Annual

Connectivity fee 221.29 95 One time cost

VPN fee 55.90 24 One time cost

VPN Teleworker’s fee 200.33 86 Annual

Appendix 2.13.C

Application for Telework


___________________________________________________________

Section 1

(To be completed by the employee)

Applicant’s Details:

Surname: _________________________ Name: _____________________________

Ministry / Entity: _________________________ Department: _____________________________

Grade / Position: _________________________ Office Tel: ______________________________

E-Mail Address: _________________________ ID card No.: _____________________________

Hardware (Tick the one applicable) Yes No

At work, do you use a desktop or a laptop? � �

Software

Please list specific software / services / applications you need access to:

� I need access to the standard Office Automation software only.

� In addition to the standard Office Automation software, I need access to the following:

_________________________________________________________________________________________

_________________________________________________________________________________________

CONNECTIVITY REQUIREMENTS

(Tick the one applicable)

� Tier 1: Internet, E-mail

� Tier 2: Internet, E-mail, VPN

� Tier 3: VPN

Location Details:

Please specify the address from where you will be e-Working and where you need the e-Work facilities

installed:

_________________________________________________________________________________________

_________________________________________________________________________________________

Functions to be performed through Teleworking

List all the tasks that are to be performed remotely from the office.

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

Teleworking Schedule Proposed by Employee1

Please tick boxes when e-Work is preferred: Monday � �166

AM PM

Tuesday � �

Wednesday � �

Thursday � �

Friday � �

166 A minimum of 10 % of the total working time is to be performed from the Ministry’s/Entity’s Premises, unless otherwise agreed (vide article 9 of the Guidelines at Appendix 2.13.B.).


Other Information

(The information provided below is not mandatory, however where a choice has to be made between

applicants due to limited e-Work opportunities, the information may influence the decision to grant

e-Work facilities to those who will benefit most if all other factors are equal)

YES NO

I am a working parent � �

I am a single parent � �

I take care of ageing parents � �

Employee’s Full Name: _________________________________ Signature: _________________________

Supervisor’s Full Name: _________________________________ Signature: _________________________

1Head of Department may propose a different Teleworking schedule, in which case, it prevails.

Section 2

(TO BE COMPLETED BY THE HEAD OF DEPARTMENT)

Selection Criteria Questionnaire

Job’s Suitability* YES NO

Employee can perform job without a high degree of interaction with clients � �

Employee can perform job without a high degree of interaction with colleagues � �

Employee can perform job without need to access secure files or documents

that cannot be removed from the workplace � �

Job can be performed at a remote location � �

Job can be split up into different tasks, some of which can be performed remotely

and collectively amount to a minimum of two days of teleworking per week � �

Employee’s Suitability*

Employee is able to work without constant supervision � �

Employee is competent in time management skills � �

Employee is able to work on own initiative � �

Employee is ICT literate � �

Employee must have at least one year’s service � �

Employee has a proven track record of past performance with proven ability to

meet deadlines and deliverables � �

Employee is reliable with respect to security of data � �

Final Teleworking schedule as agreed with the Head of Department :

N.B. A minimum of 10% of the total working time is

to be performed from the Ministry’s/Entity’s

Premises, unless otherwise agreed (vide

article 9 of the Guidelines at Appendix

2.13.B.).

Monday Tuesday Wednesday Thursday Friday

AM PM

� � � � � � � � � �

* One negative marking makes this application unsuccessful.


Approved: � Rejected: �

Date: ______________________

Reason/s:

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

Signed by:

Head of Dept.: Full Name: ____________________ Signature: _______________

H.R. Manager/

Director, Corporate Services: Full Name: _________________ Signature: _______________

Permanent Secretary: Full Name: ___________________ Signature: _______________

Appendix 2.13.D

Telework Agreement

______________________________________________________________

Agreement entered into on < date > between

< Name of employee > with ID card number < ID Card Number > and

residing at

< insert employee address > referred to as the employee; and

< Name > in the capacity of < position > on behalf of

< Department or Entity > referred to as the employer.

1. This agreement is valid for 12 months from date of agreement and thereafter is subject to renewal

every 12 months.

2. The purpose of this agreement is to define the terms under which telework will be implemented

for the employee. The terms of agreement are based on the policy principles outlined in the

“Teleworking Policy in Public Administration” and the “Guidelines on the Implementation of

Teleworking by Public Employees” which documents have been made available to the employee

who confirms understanding thereof.

Teleworking is based on a voluntary agreement between the individual and the Ministry / Entity. It

is neither the right of an individual nor an obligation that can be imposed by the employer.

Termination of this agreement can be instigated at any time by either party by giving thirty (30)

working days’ notice in writing. The teleworker’s failure to meet the agreed standards and

workload entails immediate termination of telework.

3. The employee must be contactable by phone during normal office hours and available at their

place of telework during the agreed core hours, which are between

< specify core hours >.

4. Telephone number, where the teleworker can be contacted during normal office hours:

___________________: in the event that the telephone number becomes unavailable or if the

telephone number is changed the employee is obliged to inform the employer as soon as possible

and in any event by not later than one (1) working day from the number becoming unavailable or

being changed.

5. The schedule by which the employee will work on telework is < specify days / time >.


6. The teleworker is subject to the same working conditions in terms of responsibilities, liabilities,

policies, employment conditions and all other legislation, regulations, determinations and code of

conduct, etc. that are applicable at the central workplace. Employee and Head of Department /

Manager are to agree in advance on the deliverables as happens with employees working at base.

7. The employer shall ensure that initial installation of equipment, which shall be of such safety

standards as are applicable if the equipment were to be installed at an “on-site” work-place, shall

be carried out in such a manner as to ensure safe operation. Given the nature of the equipment

and the area in which it shall be operated, due consideration being given to family and social

factors in the said area. The employee is properly instructed in the safe use of the equipment.

8. The employer shall carry out periodic, pre-announced visits to the work-place to examine the

equipment and work-place and shall direct modifications or repairs as may be required to the

workstation. This shall be at the expense of the employee, including modification to the placement

or positioning of the equipment, subject to the employee’s consent thereto. In the event that the

employee does not consent to visits or modification or repair, the employer shall have no liability

whatsoever in the event of injury or incapacity caused by the equipment or the work-process

occurring since installation or the last visit performed as the case may be. The employer shall at

his complete discretion be entitled to terminate the teleworking arrangement in the event that

circumstances so require.

9. The employee should attend compulsory training session/s provided by the Government on the

design of effective and risk-free workstations. Following the successful completion of this training

the employee is required to conduct a risk assessment of the workstation, from where s/he is

intended to perform telework.

10. The employee shall take reasonable care of the equipment and examine same from time to time

with a view to ensuring that it is remains functional and safe for him/herself and other family

members or visitors. Furthermore, the employee shall not make any modification to the equipment

or the placement thereof within the operating area and shall not attach thereto any other

equipment other than with the consent and under the supervision of the employer.

11. The teleworker is and remains a regular employee, and shall be eligible to participate in all

activities and enjoy the same benefits as any other employee not on Teleworking. In the same

manner a teleworker is and remains bound by the policies, rules and regulations of the employer

and is liable to these in the same manner as any other employee.

12. All equipment provided by the employer shall remain the property of the employer and the

employee is bound by all policies and regulations related to such matters as applied in the central

workplace. Any security arrangements for equipment and assets and all procedures for securing the

confidentiality and protection of information and intellectual property therein are to be in

accordance with organisational policy or practice if a policy is not in place and it shall be the

responsibility of the employee to take such measures as would be taken in a non-teleworking

environment, including the physical securing of equipment and assets, to protect the interests of

the employer.

13. The teleworker is bound by regulations governing use of ICT in Government. All relevant policies

are to be observed irrespective of where the teleworker is working and whether the equipment

being used for teleworking has been provided by the employer or is the employee’s own.

14. The equipment used for teleworking will be used according to standards and security measures

conformant to Government policies and recommendations, and may be subject to keystroke or call

listening/recording. The employee by entering into this Teleworking Agreement is consenting to all

reasonable methods of surveillance by the employer to ensure the proper performance by the

employee of the duties of employment.

15. It is to be ensured that work deliverables are monitored and it is the responsibility of the

teleworker to adhere to all the reporting mechanisms which may be laid down by the employer.

16. The employer is responsible for the provision and maintenance of equipment if this is deemed

necessary. An agreed list of equipment is to be attached to this Agreement and signed by the


employee and the Head of Department / Manager. Any changes to this list shall be made in writing

and signed by both parties.

17. The employee is responsible to take reasonable care of all equipment given to him or her and is

liable for any damage arising due to negligence. Further, the employee should periodically examine

the equipment to ensure that it remains functional and safe and refrains from modifying or adding

any equipment without the consent of the employer.

18. In order to ensure work continuity, whenever any equipment requires repairs, the employee should

accept any temporary arrangement provided by the Head of Department. This arrangement shall

remain in force until such time as the equipment’s functionality is fully restored.

19. Teleworking arrangements are subject to review every 3 months during the six-month trial period.

Reviews will then be reduced to every six months for the period during which the employee is

teleworking.

20. The location, type of work, results measurements, contact and working arrangements are to be

agreed to between the employee and his / her manager. The employer / Director through the

respective Human Resources Manager / Director of Corporate Services, should endorse any other

proposed changes to the conditions of employment. In case of disagreement, the changes should be

endorsed by the respective Permanent Secretary. These arrangements should be documented,

signed by both the manager and the teleworker and attached to this agreement. Any changes to

these arrangements should be agreed to and signed by both parties. A copy of the agreement is to

be kept by the employee with another copy inserted in the employee’s personal file.

I have read and understood the arrangements detailed in the Agreement and I accept such

arrangements.

__________________________ ___________________________

Employee Permanent Secretary

Date: ______________________


Appendix 15 – Data Protection Controllers

Ms Joanne Sciberras Department of Libraries Floriana VLT 2000 Mr Sandro Spiteri Data Protection Officer for DQSE Directorate for Quality Services of Education Ministry of Education, Culture, Youth and Sport Great Siege Road Floriana VLT2000 Mr George Borg Data Protection Officer for Schools Directorate for Educational Services Psychological Services Pace Forno Str., Hamrun Mr Joseph Tanti – DCS Data Controller for Department Corporate Services Department of Corporate Services Ministry of Education, Culture, Youth and Sport Great Siege Road Floriana VLT2000 Mr Alfred Mallia Data Protection Officer for DES (except schools) Directorate for Educational Services Human Resource Development Ministry of Education, Culture, Youth and Sport Great Siege Road Floriana VLT2000 Mr Mario Buttigieg Data Protection Officer for EU Affairs Directorate Directorate European Union Affairs Ministry of Education, Culture, Youth and Sport Great Siege Road Floriana VLT2000 Mr Manuel Gatt Data Protection Officer for Examinations Department Department of Examinations Ministry of Education, Culture, Youth and Sport Great Siege Road Floriana VLT2000 Mr Joe Cassar Data Protection Officer for Malta Sports Council Cottonera Avenue Cospicua Tel.21660647/8-21660657/8 [email protected]


Appendix 16 – List of Social Security Area Offices

MALTA Address: Telephone: Fax:

Balzan 153, Triq il-Kbira 25903600 25903601

B'Kara Centru Civiku 25903610 25903611

Fgura Triq il-Kampanella 25903630 25903631

Hamrun 1, Triq l-Iskola 25903640 25903641

Luqa 89, Triq Pawlu Magri 25903650 25903651

Marsa 84, Triq is-Salib 25903660 25903661

Mosta Centru Civiku 25903670 25903671

Msida 33, Triq D'Argens 25903680 25903681

Naxxar Centru Civiku 25903700 25903701

Paola 5, Centru Civiku 25903710 25903711

Qawra ‘Kumpless Access’ Triq il-

Fregatina 25903750 25903751

Qormi 229, Triq il-Vitorja 25903720 25903721

Rabat Centru Civiku 25903730 25903731

San Gwann c/o Ghassa tal-Pulizija,

Triq in-Naxxar 25903740 25903741

Siggiewi Pjazza San Nikola 25903760 25903761

Sliema 101, Triq Dingli 25903770 25903771

Valletta 9, Triq Zekka 25903780 25903781

Vittoriosa 'Access', St Edward Str 25903620 25903621

Zabbar Centru Civiku 25903800 25903801

Zebbug Bini tal-Gvern, Blk 1, Flt 2,

Triq Sciortino 25903810 25903811

Zejtun 9, Triq il-Madonna

tal-Hniena 25903820 25903821

Zurrieq 8, Triq Santa Katarina 25903830 25903831

GOZO

Nadur 43, Triq il-Kappillan 25903690 25903691

Victoria Centru Amministrattiv,

Pjazza San Frangisk 25903790 25903400


Appendix 17 – List of Subject Teachers Associations

Maltese Association of Science Educators Email: [email protected] Website: www.masemalta.com History Teachers’ Association Email: [email protected] Website: http://htamalta.wordpress.com/ Association des Professeurs de Français de Malte (APFM) Email: [email protected] Website: www.apfmalte.com PSD Teachers Association Email: [email protected] Website: www.psdmalta.com Circle of Behaviour Support –CoBS Email: [email protected] Website: http://www.um.edu.mt/edres/links (still under construction) Geography Teachers Association (Malta) Email: [email protected]


Appendix 18 – School Library Services

To:

Schools Library Service (S.L.S.) Student Services Department 98,Lapsi Street, St Julians, STJ 1264, Malta – Tel. No. +00356 21420334 E-mail: [email protected]

I, the undersigned, require school attendance certificate/s as indicated below:

Today’s date: Surname and Name Date of birth: I.D. Card. No. Guardian’s name: Primary School attended: Secondary School attended + year of entry: Sec./Trade Sch. + year of entry: Sec./Trade Sch. + year of entry: Please note that the S.L.S. can only supply certificates for those schools that have been closed down over the years. If you wish to have your certificate/s collected by a person other than yourself, please fill in the details below:

Name and Surname of person collecting certificate I.D. Card No.

[Anyone collecting certificate/s must present I.D. card for identification.] Signature Any information that you communicate to us will be processed in accordance to the Data Protection Act 2001


Appendix 19 – School Attendance Certificate

Schools Library Service Student Services Department 98, Lapsi Street, St Julians, STJ 1264, Malta – Tel. No. +00356 21420334 E-mail: [email protected]

Our Ref. : ED/SLS/57/99 Vol. XVI Your Ref. : Date: SCHOOL ATTENDANCE CERTIFICATE: Details from register To whom it may concern: Name:

Surname:

Date of Birth:

Guardian’s name:

Address:

From:

To:

Date of admission:

Date of exemption / leaving:

Jonathan Sammut Officer i/c Admission Registers Section


Appendix 20 – Awards Form

SCHOOLS LIBRARY SERVICE

(Student Services Department – Directorate for Educ ational Services)

AWARDS

NOMINATION FORM

Secondary School Library of the Year: Heads of school are asked to fill in the details below: Name of school: ____________________________________________________ School address: _____________________________________________________ School phone number: ___________________________ School email: __________________________________ Write-up giving details of work done as per notes provided. __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ Signature: _______________________ _____________________________________________________________________________________


Appendix 21 – Parental Consent

YOUTH SERVICE ORGANISATION

Directorate for Educational Services

FLORIANA 167

STUDENT - EXCHANGE PROJECTS

PARENTAL CONSENT We, __________________________________________(parents’/guardians’ names)

residing at_________________________________________________________

_____________________________________________ Post Code_____________

Telephone Number _______________authorise our son/daughter _______________

(name) born on _________________ and attending school at ___________________

____________________________________________ in Form _______________

to participate in the Maltese Group on an exchange visit to _____________________ Parent’s/Guardian’s Signature ___________________ I.D. No _____________

Parent’s/Guardian’s Signature ___________________ I.D. No _____________

167 Educ/01/03/01/16


Appendix 22 – Medical Form

EDUC/01/03/01/15 YOUTH SERVICE ORGANISATION

EDUCATION DIRECTORATE, FLORIANA

M E D I C A L F O R M

(Strictly Confidential: This form is only accessible to the Group Leaders)

Tour to: ………………………………………….. Dates of visit …………………………………………………

Kindly read carefully, fill in as required and return signed to Group Leaders.

NAME: ..........................……………………............................................................................…………

ADDRESS: ........................................................…………………….....................................................…………..

POST CODE ..................................................…………………………………..TEL NO. …………………………….……

Blood group: …………………………………………………….

In participating in the above mentioned event, we understand that :-

1. The organisers will not be responsible for the loss or damage to any personal property.

2. Should any medical attention be required by our son / daughter, we agree to accept:

(i ) a decision or action taken by the Group Leader and / or any medical doctor;

(ii) to refund any expenses incurred.

3. Have you had any anti-tetanus injection in the last twelve (12) months ? YES / NO

4. Give details of any special dietary needs if any

……………………………………………………………………………………………………...................................

5. Give details if son/daughter suffers any physical / mental condition including allergies

..............................................................................................................................................................

…………………………………………………………………………………………………………………………………….…………………..

6. Give details including type of medication taken

.............................................................................................................................................................

7. All medicines are to be provided by the individual’s parents/guardians and handed over

to Group Leaders. At the appointed time, the student takes the medicine in the

presence of Group Leader.

Parent’s/Guardian’s Signature ........................................ I.D. No. ........................................

Parent’s/Guardian’s Signature ........................................ I.D. No. ………...............................

Date ................................................

INFORMATION PROTECTED: Personal Information provided in your application form is

protected and used in accordance with the provisions of the Data Protection Act.


Appendix 23 – Template Letter – Accumulation of Vacation Leave

Data _________________________ Is-Sur Andre` Vassallo Grant Direttur għas-Servizz Korporattivi Floriana Sur Vassallo Grant, Qiegħed nitlob għall-konsiderazzjoni tiegħek li nāedded ________________________ mil-leave li kont intitolata għal din is-sena __________ għas-sena d-dieħla _________. Dan minħabba l-esiāenzi tas-servizz ma stajtx nieħu l-leave kollu. Filwaqt li nistenna li t-talba tiāi approvata u milqugħa nirringrazzjak bil-quddiem. Dejjem tiegħek (ISEM) ___________________________ (Nu tal-Karta ta` l-Identita`)___________ (GRAD) __________________________


Appendix 24 – Template of Report for Tender Boards

Adjudication Board Report

Provision of Website of the new Website of

the Ministry of Education, Culture, Youth and Sport

Tender PS 31/09

< (Date) >

The Board’s Decision

(no of bidders) bidders, namely

Bidder 1: _________________________

Bidder 2: _________________________

Bidder 3: _________________________

Submitted their bid as officially opened on < (date) >

The Adjudication Board started checking the General Conditions and the Specifications of

the Tender Document to verify whether these were fully met. It resulted as follows:

Bidder

No

Bidder’s Name Reason for Ineligibility

Bidder 1 (name of bidder) (Give Reasons)



Due to the above result, the Adjudication Board unanimously agreed that this tender cannot

be awarded.

_______________________________ ______________________________

< (name, grade and department) > < (name, grade and department) >

_______________________________ ______________________________

< (name, grade and department) > < (name, grade and department) >


Letterhead: Acceptance of Tender No.________ – Tender for Kinder Uniform for____________College ______________________ Managing Director Bidder Name ___________ Address _______________ Date __________________ Dear I have the pleasure of informing you that the Directorate for Educational Services has accepted your tender dated _________ made under Departmental Notice No._________ and the conditions of contract for the Uniform for ____________ College, for the quoted full uniform (one unit per uniform item) average price: __________ (based on the winning bid). This Contract is deemed to be in force as from Monday 1st September 2009 up to the last day of the scholastic year (as set in tender document). You are requested to contact the undersigned so as to sign the Agreement as per the Specifications and Conditions for the Supply of Uniform Material and/or Uniform Items of tender document. It is also necessary to furnish within (7) days from receipt of this letter of acceptance, a bank guarantee to be drawn up at a local bank and made out for 10% of the value of the contract [1], i.e. ________ with a validity to expire one (1) month after the completion period of contract. Failure to produce the bank guarantee within the prescribed seven (7) day period may lead to the contract being considered as having been abandoned in which case you would become liable to the relevant penalties. [1] Total value of one kinder uniform per number of students estimated for 2009 only. Total tender cost is ________ X _____ (number of students) X 10% = ___________ amount requested. May I also remind you of the relative clauses of the contract dealing with your liabilities for unsatisfactory services and for the abandonment of contract? Regards Principal


Appendix 25 – Returns for extra days worked during School Holidays

Returns for extra days worked during School Holidays for Scholastic Year_20__/_20___

Surname ________________________ Name _____________________________

ID Number _______________________ School __________________________ School Tel. No. __________________

Number of hours worked only Period (Vacation and Sick are not to be included)

25th August 20___ to 17th September 20_____

3rd and 4th November 20______ 23rd December 20______ to 6th January 20______

23rd and 24th February 20_____

8th to 15th April 20_____

7th to 17th July 20_____ This is to certify that the above details are correct. ________________________ ________________________ Head of School PT Clerk This form is to be sent to Leaves Section by hand by not later than 18th September 20___


Appendix 26 – Declaration re weekly number of working hours and days of work

Name & Surname ____________________________________ ID No ______________________________________________ School _____________________________________________ School Tel No _________________ No of hours work during the week _________ (20/25) No of days work during the week _________ (5/4) If working on a 4 day week state the day off duty _______________________ (the day off duty is not to be changed during the scholastic year) I, the undersigned, declare that I will be working as indicated above during scholastic year 20___/20____. _______________ Signature I recommend that Ms/Mr _____________________ will be working as stated in the above declaration. _______________ Head of School

The Education Directorates collect and process information to carry out its functions under the Education Act. All data is collected and processed in accordance to the Data Protection Act 2001, other subsidiary legislation and the Privacy Policy of the Department, a copy of which is available on demand


Appendix 27 - Acceptance Form

DIRETTORAT GHAL SERVIZZI EDUKATTIVI DIPARTIMENT TA’ L-IZVILUPP TAR-RIZORSI UMANI

FLORIANA VLT 2000

MALTA

DIRECTORATE FOR EDUCATIONAL SERVICES HUMAN RESOURCES DEVELOPMENT DEPARTMENT

FLORIANA VLT 2000

ACCEPTANCE FORM

Failure to return this Form or write a letter of postponement will automatically mean that you are no longer interested in

the teaching post offered.

Data Protection: All information and any other material holding information about students shall remain the

property of the employer when these are taken out of the school/workplace for homeworking; henceforth

the employee is bound by all policies and regulations related to such matters as applied in the school and

shall take all the measures normally taken in the school/workplace to secure such information and

materials.

Director General for Educational Services

I ACCEPT DO NOT ACCEPT

the teaching post offered to me at

School/s: ____________________________________________________

Subject/s: ____________________________________________________

Signature: ______________________ Date: _____________________

IN CASE OF INDEFINITE POSTPONEMENT PLEASE SEE PARA 1.1.6.6 OF PUBLIC SERVICE

MANAGEMENT CODE (www.mpo.gov.mt). WRITE A LETTER OF POSTPONEMENT (STATING A VALID

REASON).

Please give the following information (IN BLOCK LETTERS) :-

NAME :- _____________________________ I.D. No. :- ____________________

ADDRESS :- _____________________________ N.I. No. :- ____________________

__________________________________________

TEL. No. :-___________________ MOBILE No.:-___________________

QUALIFICATIONS :- __________________________________

DATE :- ________________

Information Protected – Personal Information provided on your application form is protected,

and used in accordance with the provisions of the Data Protection Act.

MINISTERU tal-EDUKAZZJONI, XOGĦOL u l-FAMILJA - MINISTRY OF EDUCATION, EMPLOYMENT AND THE FAMILY


Appendix 28 - Commencement Form


Appendix 29 - Administrative Report for Council Meetings

ADMINISTRATIVE REPORT

YEAR ________________ School __________________________________________________________ COUNCIL MEETINGS Number of meetings held ___________________ Dates of meetings _________________________________________________ ________________________________________________________________ Attendance

Name and Surname No. of meetings attended

President

Secretary/Treasurer

Teacher 1

Teacher 2

Teacher 3

Parent 1

Parent 2

Parent 3


Principal matters discussed during Council Meetings • ______________________________________________________________

• ______________________________________________________________

• ______________________________________________________________

• ______________________________________________________________

• ______________________________________________________________

• ______________________________________________________________

• ______________________________________________________________

• ______________________________________________________________

• ______________________________________________________________

• ______________________________________________________________

• ______________________________________________________________

• ______________________________________________________________

• ______________________________________________________________

• ______________________________________________________________

• ______________________________________________________________

• ______________________________________________________________

• ______________________________________________________________

• ______________________________________________________________

• ______________________________________________________________

• ______________________________________________________________

• ______________________________________________________________

• ______________________________________________________________


Activities and works promoted and carried out by the Council: Cultural/Educational Activities ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Other Activities/Fund Raising

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Remarks:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

_________________________ _____________________

Secretary/Treasurer School Council President


Appendix 30 – Duty Visits Abroad Report Form

D u t y V i s i t s A b r o a d Report Form

1. Title of Project _________________________________________

Dates of Visit _________________________________________

School _________________________________________

2. Overview of Visit This section should include: A list of the places visited and the relevance of the visits to the project and to the school. 3. Dissemination of experience

This section should explain how the knowledge acquired from the visit will be disseminated to others in the school/s.


4. Overall rating of the visit. This section should explain to what extent this visit helped/will help you reach your objectives.

5. Recommendations for follow up. NAME IN BLOCKS _____________________________________ SIGNATURE _____________________________________ I.D. NUMBER _____________________________________ N.B. Only one report per visit, per project is to be sent in.


Appendix 31 – Duty Visits Abroad

DUTY VISITS ABROAD Organising Body/ Host organisation (if any) Signature Date of delegate To be filled by College Principal

SECTION B

DESCRIPTION OF INTERNATIONAL PROJECT (to be filled by officer participating in project/exchange)

SECTION A

For Official Use : Do Not Fill Our Reference Director Human Resources Development

ID NI Name ______________________________________________ Address ____________________________________________ ____________________________________________ School/Section _______________________________________ Email: _____________________________________________ Grade Duties/Subjects taught Date of Last Visit Abroad: From __ / __ / __ To __ / __ / __

REQUESTS FOR VISITS ABROAD (to be filled by ALL applicants)

Head’s Declaration re Students’ interest and other remarks if necessary School Stamp Signature _________________________ Date : ______________

Purpose of Visit

Duration of Visit From ____/_____/_____ to ___/____/_____

Country to be visited : ____________________________________

Course of Study Conference/Seminar/Workshop

Student Exchange International Programme Other :


Organising Body Host Organisation Type of Project (Comenius, Aspnet, YSO Exchange etc.)

Title of Project

Project/Exchange Project /Exchange Co-ordinator Partners

Short Description of Project

Project starting __ / __ / __ Project ending __ / __ / __

Venue Duration (number of days) ___________________________________________________________________________________

Number of Accompanying Children

Accompanying Staff

____________________ ____________________

Grade

___________________________

___________________________


Appendix 32 – Discrepancy stock-taking report

Description of

Item Ledger Fol. On Inventory As Found

Quantity

Over

Quantity

Under


Appendix 33 – Predictions re: Intake of Kinder 1 Children for February

Name of School _____________________________ Locality____________________

Number of KINDER 1 children attending ____________________________________________

Number of KINDER 1 children to be admitted in February 2010_____________________

Number of Kindergarten Assistants presently in charge of KINDER 1 group/s _______________

Number of Kindergarten Assistants awaiting to take a KINDER 1 group____________________

Number of Kindergarten Assistants needed (if any)_____________________________________

_____________________ _______________________

Signature of Head Date

_____________________ _______________________

Name of Head School Stamp

Documents

Ministry of Education, Employment and the Family · important circulars might be issued whilst others become obsolete or superseded. Used wisely this booklet will accompany school