National Quality Standards in Education (3-16), with clear success criteria, have been developed with stakeholders. They articulate a shared national understanding of school quality and so provide a basis for aligning internal and external review processes as outlined in the NCF (2012:32) “Quality Assurance is to be realised through a system of ongoing self-evaluation, monitoring and review within schools complemented by an external review system that together foster school improvement.” This attempts to create a balance between autonomy and accountability and between a centralised and decentralised system of quality assurance mechanisms.
Service Type: 3 - 16 Years2
Internal Review
Effective internal review and the actions that flow from it should deliver improved educational outcomes and experience for all learners. As highlighted in the Quality Assurance Framework for Education in Malta, the internal review must be an integral part of the School development planning process and guide it by identifying objective/priorities and respective actions.
External Reviews
There are various objectives behind the external reviews carried out by the Education Review Section (ERS) and Regulatory and Compliance Section (RCS). One of the most important characteristics brought about by the role of external evaluator is the consistent presence in schools through the different external review models. The use of a variety of review models is a valuable opportunity to develop a link with schools where national policies and strategies can be discussed among professionals. Determining evidence can be gathered through these external reviews which can spur further development both at school and national level.
Programme Accreditation
As part of the Directorate for Quality and Standards in Education (DQSE), the Accreditation Unit is responsible for establishing and ensuring high quality educational standards through the accreditation of programmes targeting students in compulsory education. The accreditation process is a two staged process consisting of desk review and evaluation of the proposed programmes. The educational institution interested in providing accredited programmes, whether formal or non-formal, should apply for accreditation through the programme accreditation process according to the quality standards established by the DQSE.
Non Formal Registration
Non-formal learning occurs when one participates in organised activities. This type of learning is intentional and may lead to certification.
School Licensing
The Regulation and Compliance Section (RCS) within the Directorate for Quality and Standards in Education (DQSE) is entrusted with the issuing of School Licences, up to compulsory school age, as part of its Structure Quality Assurance remit. The School Licensing process is regulated by the Education Act (605), The National Minimum Conditions (MT) for all schools (NMC) SL 605.02 and other relevant Legislation/Regulation. Mandatory School Licences are issued to Church, Independent and International Schools for Pre-Primary (Kindergarten), Primary and Secondary levels.
Secondary School Certificate and Profiling
The Secondary School Leaving Certificate and Profiling (SSC & P) is meant to be a certification of the learner’s experience in the secondary school. It is issued at the end of Year 11 as a proof of successfully completion of compulsory schooling.
Home Education
Home education, once licensed, is about customizing the curriculum to suit the academic and personal requirements of learners. It entails parents or guardians, assuming legal responsibility to provide a high-quality educational experience equivalent to that provided in schools at their own expense. To ensure the holistic well-being of the home-educated child, the applications, planned programmes and relevant documentation submitted by potential licence holders will be vetted by the Board responsible for Home Education.