DOCSLIB.ORG

National Open Educational Resources Policy for Malta

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
National Open Educational Resources Policy for Malta National Open Educational Resources Policy for Malta National Open Educational Resources Policy for Malta i The Commonwealth of Learning (COL) is an intergovernmental organisation created by Commonwealth Heads of Government to promote the development and sharing of open learning and distance education knowledge, resources and technologies. © 2018 by Commonwealth of Learning. National Open Educational Resources Policy for Malta is made available under a Creative Commons Attribution-ShareAlike 4.0 Licence (international): http://creativecommons.org/licences/by-sa/4.0. For the avoidance of doubt, by applying this licence the Commonwealth of Learning does not waive any privileges or immunities from claims that they may be entitled to assert, nor does the Commonwealth of Learning submit itself to the jurisdiction, courts, legal processes or laws of any jurisdiction. This report has been prepared for the Commonwealth of Learning by Mr. Anthony F. Camilleri, Knowledge Innovation Centre. Special thanks to Dr. Alex Grech, Director, Commonwealth Centre for Connected Learning, Malta. Published by: COMMONWEALTH OF LEARNING 4710 Kingsway, Suite 2500 Burnaby, British Columbia Canada V5H 4M2 Telephone: +1 604 775 8200 Fax: +1 604 775 8210 Web: www.col.org Email: [email protected] ii Contents Abbreviations .........................................................................................................................iv I. Executive Summary ......................................................................................................... 1 1. Current State of OER in Malta .................................................................................... 2 2. Why OER is Important for Malta ................................................................................. 2 3. Implementation ........................................................................................................... 3 4. Potential Issues ............................................................................................................ 3 II. Introduction: The Status of Education in Malta ............................................................... 4 1. About the Education System ........................................................................................ 4 Structure of the System ................................................................................................... 4 2. Access and Equity ........................................................................................................ 6 3. Quality ........................................................................................................................ 6 4. National Agencies in Education ................................................................................... 7 III. ICT in Education in Malta ......................................................................................... 10 1. Status of ICT in Education (Based on UNESCO Indicators) ...................................... 10 2. National and International Projects and Initiatives ...................................................... 11 One Tablet per Child .................................................................................................... 11 Blockchain in Education ................................................................................................ 11 Groningen Declaration .................................................................................................. 11 IV. Open Educational Resources in Malta ........................................................................ 12 1. Overview of OER ...................................................................................................... 12 2. Why OER is Important for Malta ............................................................................... 12 3. Institutions Using OER ............................................................................................. 13 Ministry for Education and Employment ....................................................................... 13 Educational Institutions ................................................................................................ 13 Commonwealth Centre for Connected Learning ............................................................ 14 V. National Consultation: Summary of Major Recommendations ........................................ 15 Legal Limitations to Government Reach over Copyright Policy ...................................... 15 A Model for Resource Curation ..................................................................................... 15 Focus on Lifelong Learning ........................................................................................... 16 Changes of Mentality .................................................................................................... 16 Annexure 1: Draft OER Policy for Education in Malta .......................................................... 17 Appendix 2: Strategic Measures of Strategy 5 of the National Strategy for Lifelong Learning .. 22 Appendix 3: National Consultation ....................................................................................... 25 Participant List ................................................................................................................. 25 People Consulted During Preparation of the Report .......................................................... 25 National Consultation Agenda .......................................................................................... 25 iii Abbreviations AEI Autonomous Educational Institutions COL Commonwealth of Learning DES Directorate for Educational Services DQSE Directorate for Quality and Standards in Education ECDL European Computer Driving Licence ECTS European Credit Transfer and Accumulation Scheme EEA European Economic Area EU European Union FES Foundation for Education Services FTS Foundation for Tomorrow’s Schools ICT Information and Communication Technologies ITS Institute for Tourism Studies MCAST Malta College of Arts, Science and Technology MEDE Ministry for Education and Employment MOOC Massively Online Open Course NSO National Statistics Office OE Open Education OEP Open Educational Practices OER Open Educational Resources PIRLS Progress in International Reading Literacy Study PISA Programme for International Student Assessment SURVEYLANG European Survey on Language Competences TIMSS Trends in International Mathematics and Science Study UNESCO United Nations Educational, Scientific and Cultural Organization UoM University of Malta VET Vocational Education and Training iv I. Executive Summary UNESCO has issued two ministerial declarations whereby countries, including Malta, have committed to fostering awareness and use of open educational resources (OER), and to launching national OER policies. In 2012, the European Commission published a recommendation on access to and preservation of scientific information, encouraging all EU Member States to put publicly funded research results in the public domain in order to strengthen science and the knowledge-based economy. In May 2016, European ministers endorsed clear ambitions for open access during the Competitiveness Council and agreed on setting a target for reaching full open access to scientific publications by 2020. In a 2017 study, the Joint Research Centre of the European Commission found that most Member States have implemented some kind of initiative with regard to open education. The study identified four types of policies for OER in the 28 EU Member States: • Policies focusing specifically on opening up education through the promotion of OER and open educational practices (OEP). • Policies relating to general ICT for learning with some open education component. • Comprehensive strategic educational policies with some open education component. • Polices designed as national open government plans with some open education component. The OER movement originated in the belief that education and knowledge are public goods that should be freely accessible to all. Studies in recent years have found concrete benefits to widespread OER adoption throughout educational systems. Results across multiple studies indicate that students generally achieve the same learning outcomes when OER are utilised and simultaneously save significant amounts of money.1 A 2013 white paper on OER2 found that OER can • radically reduce costs spent on textbooks; • deliver greater learning efficiency in terms of time to complete courses and improve grades; • promote continuous improvement in instruction and personalised learning; • encourage translation and localisation of content; and • offer equal access to knowledge for all. 1 Hilton, J. (2016). Open educational resources and college textbook choices: A review of research on efficacy and perceptions. Educational Technology Research and Development, 64(4), 573–590. https://doi.org/10.1007/s11423-016-9434-9 2 The William and Flora Hewlett Foundation. (2013). Open educational resources: Breaking the lockbox on education. Retrieved from https://www.hewlett.org/wp- content/uploads/2016/08/OER%20White%20Paper%20Nov%2022%202013%20Final_0.pdf 1 A survey on governments’ OER policies globally, published by the Commonwealth of Learning and UNESCO,3 found that governments see the following benefits of OER (ranked in order of importance): • Open and flexible learning opportunities. • Increased efficiency and quality of learning resources. • Cost-efficiency. • Innovative
Load more

Recommended publications
  • The Process of Teacher Education for Inclusion: The
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by OAR@UM Journal of Research in Special Educational Needs · Volume 10 · Number s1 · 2010 139–148 doi: 10.1111/j.1471-3802.2010.01163.x The process of teacher education for inclusion: the Maltese experiencejrs3_1163 139..148 Paul A. Bartolo University of Malta, Malta Key words: Social inclusion, inclusive education, teacher education, pedagogy, inclusive development. The gradual development of inclusive education can be This paper discusses major challenges for the traced to the introduction of compulsory primary education development of teacher education for inclusion for all children from age 5 through 14 years in 1946, which through an analysis of relevant recent experience in was fully implemented by the early 1950s. Despite Malta’s Malta. Inclusion in society and in education has long cultural history extending to at least 5000 bc and the been explicitly on the Maltese national agenda for existence of the University of Malta for over 400 years, it the past two decades. The Faculty of Education of the University of Malta has been one of the main was the introduction of compulsory education that led to the actors of the inclusion initiative and has also first attempts to ensure that no children were prevented from taken a European initiative through the recent access to public education (Bartolo, 2001). co-ordination of a seven-country, 3-year European The idea of education as a need and right for all was further Union Comenius project on preparing teachers for responding to student diversity.
    [Show full text]
  • Desk Research Report
    EDUCATION FOR ALL Special Needs and Inclusive Education in Malta Annex 2: Desk Research Report EUROPEAN AGENCY for Special Needs and Inclusive Education EDUCATION FOR ALL Special Needs and Inclusive Education in Malta Annex 2: Desk Research Report European Agency for Special Needs and Inclusive Education ANNEX 2: DESK RESEARCH REPORT Contents Introduction................................................................................................................. 3 Methodology ............................................................................................................ 3 Context ..................................................................................................................... 3 1. Legislation and policy............................................................................................... 5 International normative instruments ....................................................................... 5 EU policy guidelines.................................................................................................. 7 National policy.......................................................................................................... 8 Conceptions of inclusion ........................................................................................... 9 Consistency of policies............................................................................................ 11 Inter Ministerial work ............................................................................................. 12 Summary
    [Show full text]
  • Researching Early Childhood Education: Voices from Malta
    Researching Early Childhood Education: Voices from Malta Researching Early Childhood Education: Voices from Malta Editors: Peter Clough, Cathy Nutbrown, Jools Page University of Sheffield. School of Education Editorial Assistant : Karen Kitchen University of Sheffield. School of Education Cover image: Sue Mifsud Midolo St Catherine’s High School, Pembroke, Malta © 2012 The University of Sheffield and individual authors The University of Sheffield, School of Education, 388 Glossop Road, Sheffield, S10 2JA, UK email: [email protected] ii © 2012 The University of Sheffield and individual authors Researching Early Childhood Education: Voices from Malta Researching Early Childhood Education: Voices from Malta CONTENTS Preface Professor Valerie Sollars iv A note from the editors vi About the authors vii PART 1 CHILDHOOD EXPERIENCES 2 Revisiting my childhood: reflections on life choices Vicky Bugeja 3 Are you listening to me? Young children’s views of their childcare Karen Abela 21 setting Moving on to First grade: two children’s experiences Marvic Friggieri 40 “…And she appears to be invisible…” Imaginary companions and Christina Pace 58 children’s creativity Two of a kind?: A baby with Down Syndrome and his typically Laura Busuttil 75 developing twin. Living with Asthma at home and school Claire Grech 101 PART II LITERACY HOME AND SCHOOL 131 Five Maltese Mothers talk about their role in children’s early literacy Caroline Bonavia 132 development The impact of the home literacy environment on a child’s literacy Maria Camilleri 153 development
    [Show full text]
  • Politics, Religion and Education in Nineteenth Century Malta
    Vol:1 No.1 2003 96-118 www.educ.um.edu.mt/jmer Politics, Religion and Education in Nineteenth Century Malta George Cassar [email protected] George Cassar holds the post of lecturer with the University of Malta. He is Area Co- ordinator for the Humanities at the Junior College where he is also Subject Co-ordinator in- charge of the Department of Sociology. He holds degrees from the University of Malta, obtaining his Ph.D. with a thesis entitled Prelude to the Emergence of an Organised Teaching Corps. Dr. Cassar is author of a number of articles and chapters, including ‘A glimpse at private education in Malta 1800-1919’ (Melita Historica, The Malta Historical Society, 2000), ‘Glimpses from a people’s heritage’ (Annual Report and Financial Statement 2000, First International Merchant Bank Ltd., 2001) and ‘A village school in Malta: Mosta Primary School 1840-1940’ (Yesterday’s Schools: Readings in Maltese Educational History, PEG, 2001). Cassar also published a number of books, namely, Il-Mużew Marittimu Il-Birgu - Żjara edukattiva għall-iskejjel (co-author, 1997); Għaxar Fuljetti Simulati għall-użu fit- tagħlim ta’ l-Istorja (1999); Aspetti mill-Istorja ta’ Malta fi Żmien l-ingliżi: Ktieb ta’ Riżorsi (2000) (all Għaqda ta’ l-Għalliema ta’ l-Istorja publications); Ġrajja ta’ Skola: L-Iskola Primarja tal-Mosta fis-Sekli Dsatax u Għoxrin (1999) and Kun Af il-Mosta Aħjar: Ġabra ta’ Tagħlim u Taħriġ (2000) (both Mosta Local Council publications). He is also researcher and compiler of the website of the Mosta Local Council launched in 2001. Cassar is editor of the journal Sacra Militia published by the Sacra Militia Foundation and member on The Victoria Lines Action Committee in charge of the educational aspects.
    [Show full text]
  • ~~He Journal of the Faculty of Education University of Malta
    1995 VOLUMES N0.3 ~~he Journal of The Faculty of Education University of Malta , EDUCATION The Journal of the Faculty of Education University of Malta Vol. 5 No 3 1995 Special Issue: Architecture and Schooling. Editorial Board COPYRIGHT Editor The articles and information in EDUCATION are R.G. Sultana copyright material. Guest Co-editor: J. Falzon OPINIONS Members M. Borg Opinions expressed in this journal are those of those D. Chetcuti of the authors and need not necessarily reflect those M. Sant of the Faculty of Education or the Editorial Board. V. Sollars Cover design: Scan via Setting: Poulton's Print Shop Ltd Printing: Poulton's Print Shop Ltd ISSN No: 1022-551X INFORMATION FOR CONTRIBUTORS quotations should form separate, indented and single Education is published twice yearly as the spaced paragraphs. Notes and references must be journal of the Faculty of Education at the University numbered and the bibliography at the end should of Malta. contain the following: The editorial board welcomes articles that a) Authors' surnames and initials; contribute to a broad understanding of educational b) Year of Publication; issues, particularly those related to Malta. c) Title of Publication; d) Place of Publication; Submitted articles are referred at least once and e) Publishers. copies of referees' comments will be sent to the author as appropriate. The editors reserve the right to make Authors should submit brief biographical details editorial changes in all manuscripts to improve clarity with the article. and to conform to the style of the journal. Photographs, drawings, cartoons and other illustrations are welcome; however authors are responsible for obtaining written Communications should be addressed to: permission and copyright release when required.
    [Show full text]
  • Recent Developments in Inclusive Education in Malta
    CORE Metadata, citation and similar papers at core.ac.uk Provided by OAR@UM RECENT DEVELOPMENTS IN INCLUSIVE EDUCATION IN MALTA PAUL A. BARTOLO Abstract - This paper aims at presenting an account of recent developments in inclusive education policy. discourse and practice in Malta. The inclusion initiative is placed within the opposite context of competitive and streaming practices prevalent in the Maltese education system. A briefaccount is given a/how inclusive policy and practice have been influenced by the following: United Nations policies; local political developments; the setting up and activities ofparent associations and a National Commission/or Persons with Disability; and the action/or persons with developmental disabilities ofan effective Non-Governmental Organisation (NGO), The recent development of a National Minimum Curriculum (NMC) with a wide consensus intended to ensure a quality education for CJll is seen as a very hopeful context for the achievement of inclusive education in Malta. A critical account of current perceptions, practices, concerns and aspirations for inclusive education in Malta is provided through a review of the very recent report ofthe Working Group on Inclusive Education set up as part of the strategy for the implementation of the NMC over the next five years. Introduction 'Every child has a fundamental right to education. Those with special educational needs must have access to regular schools which should accommodate them within a child-centred pedagogy capable of meeting these needs. Regular schools with this inclusive orientation are the most effective means of combating discriminatory attitudes, creating welcoming communities, building an inclusive society and achieving education for all .
    [Show full text]
  • Language Education Policy Profile
    Language Education Policy Profile MALTA March 2015 Language Policy Unit Education Policy Division, Education Department / DGII Council of Europe, Strasbourg www.coe.int/lang CONTENTS 1. INTRODUCTION ...................................................................... 5 1.1. The origins, context and purpose of the Profile ................................. 5 1.2. Language education policy and social policy..................................... 6 1.3. Council of Europe Language Education Policies ................................. 7 1.4. The Process of preparing the Malta Profile ....................................... 9 2. AN OVERVIEW OF LANGUAGES EDUCATION IN MALTA ..........11 2.1. A complex sociolinguistic context ................................................. 11 2.2. A detailed regulatory framework .................................................. 15 2.3. A supportive education system .................................................... 18 2.4. A key role for languages education ............................................... 22 2.5. An evolving assessment regime ................................................... 24 2.6. A strong commitment to teacher education ................................... 25 3. KEY ISSUES FOR CONSIDERATION .........................................28 3.1. Achievement in languages and in other subjects ............................ 29 3.2. Balanced bilingualism and the language/s) of schooling .................. 35 3.3. Teaching other (“foreign”) languages ............................................ 43 3.4.
    [Show full text]
  • 1 Ministry for Education and Employment
    MINISTRY FOR EDUCATION AND EMPLOYMENT _________________________________________________________________________ During 2014, the Office of the Permanent Secretary within the Ministry for Education and Employment was responsible for the following Directorates / Departments: 1. OFFICE OF THE PERMANENT SECRETARY 2. DIRECTORATE FOR EDUCATIONAL SERVICES STUDENT SERVICES DEPARTMENT DIRECTORATE FOR LIFELONG LEARNING AND EARLY SCHOOL LEAVERS SCHOOL RESOURCES DEPARTMENT 3. DIRECTORATE FOR QUALITY AND STANDARDS IN EDUCATION CURRICULUM AND ELEARNING DEPARTMENT (CMELD) ELEARNING DEPARTMENT (ELD) QUALITY ASSURANCE DEPARTMENT (QAD) 4. CORPORATE SERVICES DIVISION 5. HUMAN RESOURCES DIRECTORATE 6. RESEARCH AND DEVELOPMENT DEPARTMENT 7. EU AFFAIRS DIRECTORATE 8. DIRECTORATE FOR PROGRAMME IMPLEMENTATION 9. EXAMINATIONS DEPARTMENT 10. DEPARTMENT INFORMATION MANAGEMENT UNIT 1 1. OFFICE OF THE PERMANENT SECRETARY A. Routine duties of the Office Advising the Minister on policy issues and decisions as required; Supporting the Parliamentary Secretariat for Sports, Youth, Research and Innovation; Leading and coordinating the Ministry’s top management structure; Conducting regular consultation meetings with all stakeholders; Updating and issuing of appointments of membership on Boards and Committees within the remit of the Ministry; Updating of the Ministry’s Website; Liaising with other Ministries in implementing Government commitments and policies; Liaising with core Departments such as Finance, PSC and PAHRO. B. During 2014, the Permanent Secretary led and coordinated a number of policy initiatives aimed at enhancing and/or reforming the quality, effectiveness and efficiency of the services provided by the entities which fall within the portfolio of the Ministry: 1. The Malta National Lifelong Learning Policy This strategy is one of a number of initiatives aiming to realise the Government’s commitment for Malta to become a learning nation.
    [Show full text]
  • A Study Focusing on Students Dropping out from Post-Secondary Education in Malta Scholastic Year - Early School Leaving Unit 2017
    The Early School Leaving Unit (ESLU) Directorate for Research, Lifelong Learning and Employability Department of Curriculum, Research, Employability and Lifelong Learning A Study focusing on Students dropping out from Post-Secondary Education in Malta Scholastic Year - Early School Leaving Unit 2017 A Study focusing on Students dropping out from Post-Secondary Education in Malta Scholastic Year 2015-16 Table of Contents List of Tables ������������������������������������������������������������vi 4.4 Teaching and learning�������������������������������������������18 List of Figures ������������������������������������������������������� viii 4.5 Other reasons ����������������������������������������������������������19 List of Abbreviations ����������������������������������������������ix 5. Quantitative Analysis ��������������������������������������21 1. Introduction ���������������������������������������������������������1 5.1 General information ����������������������������������������������21 1.1 Overview of post-secondary education 5.2 Personal information��������������������������������������������24 in Malta ������������������������������������������������������������������������ 1 5.3 Educational information �������������������������������������29 2� Review of the Literature ������������������������������������3 5.4 Reasons for dropping out �������������������������������������41 2.1 Introduction �������������������������������������������������������������� 3 5.5 Current status ���������������������������������������������������������42
    [Show full text]
  • Internationalisation and Multiculturalism in Maltese Education and Society
    Internationalisation and multiculturalism in Maltese education and society Institute for Education 1st Annual Online Symposium 16th – 17th September 2020 The Symposium is an opportunity for Master and Doctoral graduates, Doctoral candidates and researchers to present their recent work on the theme of Internationalisation and Multiculturalism in Education and Society and create synergies between educators and policy makers. It is directed at Maltese and foreign researchers to present their recent research findings that can contribute to the further development of the Maltese education sector. In view of the current circumstances of the corona virus the 1st Annual symposium will be held online and will be hosted on the collaborate platform of the Institute. Draft agenda – 16th September 2020 09:45 Registration 10:00-10:45 Migration and Education – Facing new challenges Prof. Khalid Arar, Texas State University 10:45-11:00 Break 11:00-12:00 Parallel sessions Internationalisation and multiculturalism in Maltese society Internationalisation of Maltese society and education - Ms Christine Fenech and Dr Anita Seguna Educators’ constructions of Maltese society - Dr Louise Chircop Internationalisation and multiculturalism in schools How is the Learning Outcomes Framework responding to an internationalised school culture in primary schools in Malta? – Mr Heathcliff Schembri The Experience of Multiculturalism in Schools in Malta: a qualitative exploration - Ms Mariella Debono Working in international and multicultural schools How can intercultural diversity be understood? The lecturers' response - Dr. Damian Spiteri and Dr. Anita Seguna Tracking Conceptual Development in Multicultural Education: A mixed- methods approach - Mr Brian Vassallo Effective international and multicultural practices in schools and society Addressing Societal Polarisation in Maltese Schools through Experimental Laboratories - Dr.
    [Show full text]
  • Change in Malta
    The last ten years: change in Malta. Abstract Technology Education was introduced to the Maltese National Minimum Curriculum in December 1999. In this paper will focus on the two texts that have since been produced to guide the subject in the local context. Can the work of two groups find compatibility when they start from different perspectives? The setting. Given its full meaning, Pupils Attitude Towards’ Technology has not been the concern of Malta for the last 20 years. When the first conference was held, Malta was experiencing a success with the trade schools that students opted to go to after two or three years of secondary education. It was in 1995 that these few schools offered Technology Education. The programme for Technology Education was implemented in the trade schools through recommendations made to the Minister of Education in the report ‘A Curricular Frame Work for the Proposed First Cycle of Studies at the Trade Schools’ submitted in 1993. Paragraph 2.2.5 details that there would be a subject called Technology Education and that it would occupy eight 45 minute periods in a week of thirty five periods. In a time line the year 2000 was a pivotal point in the development of Technology Education in Malta. The implementation of a new vocational education and training caused the Technology Education programme of the trade schools was transferred to the general secondary schools and the transfer of students of secondary school age to trade schools was stopped. Technology continued being an optional subject for students in their 4th and 5th year of study, having now five 45 minute periods a week.
    [Show full text]
  • 'Stemming Vice a Proposal for Hospitaller
    Stemming Vice: A Proposal for Hospitaller Virtuous Living in Ancien Régime Malta Fig. 1 War games and the real thing: A rare contemporary manuscript map by Paolo Passionei showing the Christian naval victory at the battle of the Dardanelles on the 26th June 1656 over the Ottomans. The Order’s naval squadron is shown on the right, with its seven galleys carrying off eleven captured Muslim prizes. (Courtesy of the Biblioteca Angelica, Rome) Stemming Vice: A Proposal for Hospitaller Virtuous Living in Ancien Régime Malta 365 The regulation of the conduct of the various categories of members pertaining to the Hospitaller and Military Order of St John and residing in Malta constituted a major concern for much the entire period of that institution’s settlement on the Island. A more cosmopolitan society and greater interaction with the Maltese population following the Order’s transfer from Vittoriosa to Valletta in 1571 certainly contributed towards an accelerated transformation of its erstwhile convent mentality, reinforced through the practice of a segregated residence within a collachio.1 The ideal of the chaste warrior-monk - in so far as it proved to be the rule prior to the mid-sixteenth century - metamorphosed into one where military prowess was no longer balanced with an austere lifestyle, but increasingly with one where noble lineage, wealth and a resulting sense of self-confident superiority often made a mockery out of the prescribed vows of poverty, chastity and obedience. Knights visited prostitutes, procured mistresses and in some occasions even ended up contracting clandestine marriages.2 Individual Grand Masters who attempted to stem the trend did so at their own peril, as the unprecedented events of 1581 and 1639 so clearly demonstrated.
    [Show full text]