A Study Focusing on Students Dropping out from Post-Secondary Education in Malta Scholastic Year - Early School Leaving Unit 2017

Total Page:16

File Type:pdf, Size:1020Kb

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 2.2 Early school leaving in Malta ������������������������������� 3 5.6 Future prospects ����������������������������������������������������45 2.3 Education-related reasons for ESL ���������������������� 3 5.7 Parental information �������������������������������������������48 2.4 Family-related reasons for ESL ����������������������������� 4 6. Conclusion �������������������������������������������������������53 2.5 Personal reasons for ESL ���������������������������������������� 8 6.1 Guidance and counselling ����������������������������������54 2.6 Reasons for dropping out of post- 6.2 Inclusion ������������������������������������������������������������������55 secondary education ����������������������������������������������� 8 6.3 Administration ������������������������������������������������������55 2.7 Conclusion ����������������������������������������������������������������� 9 6.4 Teaching and learning������������������������������������������55 3. Methodology ������������������������������������������������������11 6.5 Others �����������������������������������������������������������������������56 3.1 The research questions �������������������������������������������11 Bibliography ��������������������������������������������������������������� i 3.2 The sample ����������������������������������������������������������������11 Appendix 1: Questionnaire (English 3.3 Data collection ���������������������������������������������������������11 Version) ���������������������������������������������������������������� v 3.4 Data analysis ������������������������������������������������������������12 Appendix 2: Questionnaire (Maltese 3.5 Conclusion ���������������������������������������������������������������12 Version) ���������������������������������������������������������������ix 4. Qualitative Analysis �����������������������������������������13 Appendix 3: Map of Malta’s Geographical 4.1 Guidance and counselling �����������������������������������13 Districts ����������������������������������������������������������� xiii 4.2 Inclusion and access to learning �������������������������14 Appendix 4: List of Towns and Cities 4.3 Administration �������������������������������������������������������15 within Malta’s Geographical Districts �������� xiv List of Tables Table 5�1 Data related to students who Table 5�21 Stage at which students left the Table 5�39 Cross-tabulation of whether Table 5�44 Interest in further and higher participated in the survey ����������������������������������������������22 course ����������������������������������������������������������������������������������36 students considered taking up another education ����������������������������������������������������������������������������48 Table 5�2 Number of students enrolling and Table 5�22 Cross-tabulation of stage when full-time course at another institution by Table 5�45 Shift from academic route to VET completing courses at post-secondary students left the course by gender �������������������������������36 gender ����������������������������������������������������������������������������������46 route and vice-versa ���������������������������������������������������������48 institutions during the scholastic year Table 5�23 Term in which students left the Table 5�40 Students answering YES and their Table 5�46 Father’s highest level of education ����������49 2015-2016 (up to MQF Level 4) ������������������������������������24 course ����������������������������������������������������������������������������������38 choice of institution ��������������������������������������������������������� 47 Table 5�47 Cross-tabulation of father’s highest Table 5�3 Age ���������������������������������������������������������������������25 Table 5�24 Cross-tabulation of term in which Table 5�41 Students who considered taking up level of education by educational institution Table 5�4 Gender���������������������������������������������������������������25 students left the course by gender ��������������������������������38 a part-time evening course �������������������������������������������� 47 attended by participants ������������������������������������������������49 Table 5�5 Nationality �������������������������������������������������������25 Table 5�25 Cross-tabulation of term in which Table 5�42 Cross-tabulation of whether Table 5�48 Mother’s highest level of education ��������49 Table 5�6 Nationality by country����������������������������������25 students left the course by level of course ������������������38 students considered taking up a part-time Table 5�49 Cross-tabulation of mother’s Table 5�7 Geographical district �������������������������������������25 Table 5�26 Consultation before students took evening course by gender ����������������������������������������������� 47 highest level of education by educational Table 5�8 Cross-tabulation of geographical the decision not to continue with their Table 5�43 Students answering YES and the institution attended by participants ���������������������������50 district by gender ��������������������������������������������������������������28 course/studies �������������������������������������������������������������������39 educational institution / setup they would Table 5�50 Father’s occupation ��������������������������������������51 Table 5�9 Percentage of respondents in Table 5�27 Cross-tabulation of individuals consider attending ������������������������������������������������������������48 Table 5�51 Mother’s occupation ������������������������������������51 relation to Maltese 16- to 24-year olds by that students consulted by gender �������������������������������39 geographical district �������������������������������������������������������29 Table 5�28 Main reasons for dropping out ���������������42 Table 5�10 Percentage of respondents in Table 5�29 Respondents’ current status ��������������������42 relation to Maltese 16- to 19-year olds by Table 5�30 Respondents who are still geographical district �������������������������������������������������������29 undertaking some form of education or Table 5�11 Type of secondary school attended �����������31 training �������������������������������������������������������������������������������44 Table 5�12 Cross-tabulation of secondary Table 5�31 Study area of respondents taking a school attended by gender �����������������������������������������������31 course / private tuition ���������������������������������������������������44 Table 5�13 Population of students in State, Table 5�32 Kind of employee - earning a Church and Independent secondary schools salary or self-employed ���������������������������������������������������44 (2015 – 2016) ������������������������������������������������������������������������31 Table 5�33 Kind of employment for an Table 5�14 Post-secondary school / employee earning a salary ����������������������������������������������45 educational institution last attended �������������������������32 Table 5�34 Categories of employment ������������������������45 Table 5�15 Cross-tabulation of post-secondary Table 5�35 Relation of employment to course institution last attended by gender ������������������������������32 followed ������������������������������������������������������������������������������45 Table 5�16 Level of course �����������������������������������������������34 Table 5�36 Students who considered taking Table 5�17 Percentage of dropouts by course up a full-time course at the institution they level ��������������������������������������������������������������������������������������34 attended last �����������������������������������������������������������������������46 Table 5�18 Cross-tabulation of course level by Table 5�37 Cross-tabulation of whether gender ����������������������������������������������������������������������������������34 students considered taking up a full-time Table 5�19 Students attending a previous
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]
  • 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]
  • Youth Policy in Malta
    5597-6 ID732 couv youth policy malta 16x24 Gb 16/01/09 16:19 Page 1 This publication is part of a series of reviews of national youth policies carried out by the Council of Europe in collaboration Youth policy in Malta with researchers, non-governmental youth organisations and governmental agencies responsible for the development and implementation of youth policy. It attempts to evaluate youth policy resources, youth legislation and programmes promoted by the Maltese Government against the background of the present political, economic and social context in the country and in view of the need to revise, from a European perspective, the concept of youth policy itself. Youth policy in Malta Youth The Council of Europe has forty-six member states, covering virtually the entire continent of Europe. It seeks to develop common democra- tic and legal principles based on the European Convention on Human Rights and other reference texts on the protection of individuals. Ever since it was founded in 1949, in the aftermath of the Second World COUNCIL CONSEIL War, the Council of Europe has symbolised reconciliation. OF EUROPE DE L'EUROPE ISBN 92-871-5597-6 Council of Europe Publishing 9 789287 155979 €11/US$17 http://book.coe.int Council of Europe Publishing Editions du Conseil de l’Europe Youth policy in Malta Report by an international panel of experts appointed by the Council of Europe Adriana Ciorbaru, Romania (European Steering Committee for Youth) Alexandros Liakopoulos, Greece (Advisory Council on Youth – ETUC) Jonathan Evans, United Kingdom (researcher and rapporteur) Charles Berg, Luxembourg (researcher) Jean-Charles Lagree, France (researcher) Peter Lauritzen (Directorate of Youth and Sport, Council of Europe) Michael Ingledow (Council of Europe) French edition: La politique de la jeunesse à Malte ISBN 92-871-5596-8 The opinions expressed in this publication are those of the authors and do not necessarily reflect the official position of the Council of Europe.
    [Show full text]