Suchergebnisse

Acknowledgement: The University of Malta would like to acknowledge its gratitude to the European Commission, Directorate-General for Education and Culture, Education, Audiovisual and Culture Executive Agency (EACEA) 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. ; Nationally, the term 'responsible citizenship' is understood as a 'status' and a 'role'. As a social status, citizenship implies being a member of Maltese society, in which citizens are entitled to share equal rights and responsibilities. Entitlement brings with it a sense of loyalty to one's country. Citizenship as a status is guaranteed by the constitution of the Republic of Malta Article 23(1) and (2). Understood as a role, citizenship involves social identity as an expression of social life in the political community which endows individual citizens with the practice of fundamental (civil) rights and functional (political and social) rights. Articles 33 to 48 in the Maltese constitution provide the safeguarding framework for these rights. The relevant term for citizenship in Maltese language is cittadinanza inasmuch as it refers to citizenship as a status, and hajja civika or tkun cittadin responsabbli in terms of citizenship roles and functions. Change and development in contemporary society, marked particularly by the process of cultural interdependence and globalisation, are extending the notion of citizenship. Citizenship is no longer defined in its former national or territorial sense. Contemporary Maltese society is grappling with such a complex notion. Following developments in Europe, the teaching and learning process in the Maltese educational system is adopting a European and global identity of citizenship in view of an expanding multicultural context in Europe and the world. While acknowledging the importance of political citizenship based on knowledge of rights and political institutions, the position in Malta is to promote active and participatory citizenship among Maltese students ; N/A

Acknowledgement: The University of Malta would like to acknowledge its gratitude to the : European Commission, Directorate-General for Education and Culture, Education, Audiovisual and Culture Executive Agency (EACEA) 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. ; In Malta, both Maltese and English are considered to be official state languages. However, it should be noted that in public state schools, there is a tendency to use Maltese as the predominant medium of communication and teaching. In some private and church schools, on the other hand, English tends to be the main language of instruction. Principle 10 of the Maltese National Minimum Curriculum (NMC, 1999) '…considers bilingualism as the basis of the educational system. This document regards bilingualism as entailing the effective, precise and confident use of the country's two official languages: Maltese, the national language, and English'. Moreover, the NMC advises that '… This goal must be reached by the students by the end of their entire schooling experience'. It recommends that, with regard to official languages, all schools should adopt a policy of utilising the two languages, i.e. Maltese and English, specifying in their respective school development plans the language strategy they intend to adopt over a period of time. The present report should thus be considered in the light of this bilingual context in which Maltese and English are used from a very early stage. In the Maltese context, CLIL takes on the meaning of teaching the majority of subjects in English at primary, secondary and post-secondary levels. As has been noted, reference is currently made in the Maltese context to bilingualism and not specifically to CLIL. It should also be noted that the NMC recommends code-switching at both primary and secondary levels in order to facilitate communication and instruction in class when the teaching of certain subjects requires it: '…one should revert to code-switching only in those cases where the use of English or Maltese poses problems'. ; N/A

Acknowledgement: The University of Malta would like to acknowledge its gratitude to the European Commission, Directorate-General for Education and Culture, Education, Audiovisual and Culture Executive Agency (EACEA) 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. ; Lower secondary education in Malta has been compulsory up to the age of 16 since 1970. Secondary education is provided by the State, Church and Independent schools. State and Church schools are free while Independent schools are fee-paying. Church schools provide education to about 30% of children in Malta. Lower secondary education lasts five years and students study about 10 subjects. Subject specialisation occurs in the third or fourth year depending on the type of school attended. All schools are legally bound to fulfill the requirements of the National Minimum Curriculum approved by the Minister of Education. This paper shows the national summary tables on the reforms of the training and conditions of service of teachers in lower secondary education - Malta ; N/A