Suchergebnisse

Acknowledgement: The University of Malta would like to acknowledge its gratitude to the Cedefop - European Centre for the Development of Vocational Training for their permission to upload this work on OAR@UoM. Further reuse of this document can be made, provided the source is acknowledged. This work was made available with the help of the Publications Office of the European Union, Copyright and Legal Issues Section. ; The report explores the major features, strengths and weaknesses of apprenticeship in Malta (in place since the early 1990s). The analyses also show how the Malta College of Arts and Technology has been making efforts over the past year to improve the system and boost participation of learners and companies. It is the final report of the thematic country review on apprenticeships which Cedefop carried out in Malta between May 2014 and April 2015 at the request of the Ministry of Education and Employment. The analyses largely rely on information collected from different categories of stakeholders at different levels; they are accompanied by suggestions for action and may contribute to ongoing apprenticeship reform. It is up to the national authorities whether, and how, to take them further ; N/A

Acknowledgement: The University of Malta would like to acknowledge its gratitude to the Cedefop - European Centre for the Development of Vocational Training for their permission to upload this work on OAR@UoM. Further reuse of this document can be made, provided the source is acknowledged. This work was made available with the help of the Publications Office of the European Union, Copyright and Legal Issues Section. ; Over the past years, Malta has been investing in vocational education and training (VET) and has encouraged students to continue their education beyond school-leaving age. The national reform programme reflects the commitment to extend VET provision through consolidation of the main State VET provider, the Malta College for Arts, Science and Technology (MCAST). This led to a considerable investment in infrastructure and introduction of new and updated programmes, which helps open up access to VET for students without a compulsory education qualification and eases progression from VET to tertiary education. Similar initiatives were taken at the vocational training Institute of Tourism Studies (ITS). At lower secondary level (locally called secondary education), VET subjects in hospitality, IT, care and engineering were piloted in 2011 to students aged 14 onwards to raise awareness and interest in VET and to increase mobility between VET and general education. ; N/A