2021
National Standards for Early Childhood Education and Care (0-3 years) -National Policy Framework for Malta and Gozo
Early Childhood Education and Care October 2021 (0–7 years) National Policy Framework for Malta and Gozo,
In October 2021, the Directorate for Quality and Standards in Education (DQSE), responsible for the quality assurance of Early Childhood Education and Care (ECEC) services (0-3 years), published the Early Childhood Education and Care October 2021 (0–7 years) National Policy Framework for Malta and Gozo. This document identifies five primary goals in achieving the national vision in Early Childhood Education and Care (ECEC) where the focus is for young children’s development to be maximised.
National Standards for Early Childhood Education and Care Services (0-3 years)
National Standards for Early Childhood Education and Care Services (0-3 years) In October 2021, the Directorate for Quality and Standards in Education (DQSE), responsible for the quality assurance of Early Childhood Education and Care (ECEC) services (0-3 years), published the National Standards for Early Childhood Education and Care Services (0-3 years). These standards supersede the National Standards for Child Care Facilities, published in 2006. The new standards reflect the significant changes and development in the area of early years education. The need for a review of these standards was also brought about by the fact that the area of ECEC has been included as one of the main areas of foci towards achieving the targets outlined in the Sustainable Development Goals (SDG) in particular target SDG 4 which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.
The objectives of the updated National Standards for Early Childhood Education and Care Services (0-3 years) are to:
• Reflect recent developments in the ECEC (0-3) field within the Maltese context;
• Be in line with ongoing ECEC research for children aged (0-3 years);
• Develop and strengthen a more socially just and active labour market in Malta by sustaining availability and accessibility to quality ECEC services;
• Ensure that these standards, are consistent with the overall framework for Early Years pedagogy (0-7 years) within the National Curriculum for All (2012);
The DQSE appointed a reference group including practitioners and experts in the fields of ECEC provision for under 3-year-olds. This reference group provided initial feedback and independent advice on the draft of the proposed standards. During the period between June and July 2021, a wider public consultation exercise was carried out. The feedback emerging from this exercise informed amendments that needed to be carried out prior to finalization of the document.
These newly revised standards are informed by the principles of the National Curriculum Framework for All (2012) as well as national policies and international research that incorporate the key elements of best practices in ECEC, including the Proposal for key principles of a Quality Framework for Early Childhood Education and Care under the auspices of the European Commission (DG Education and Culture, European Commission, 2014).
Top-up degree for Early Years Education
The Institute of Education and MCAST are jointly offering a top-up degree to provide Kindergarten Educators in Malta the opportunity to further enhance their skills and competences while obtaining a Bachelor of Arts in Early Years Education and Care. This top-up degree is open to those in possession of an MQF level 5 diploma.
MQF Level 3 Award in Assistant to the Child Care Educator
The Institute for Education (IFE), in conjunction with the Quality Assurance Department within the Ministry for Education and Sports, is working on the accreditation of an Award in Assistant to the Child Care Educator (MQF Level 3, 30 ECTS) to improve the level and competencies of those aspiring to become childcare assistants in order to facilitate and strengthen their employability.
National Standards for Early Childhood Education and Care Services (0-3 years) consultation
In May 2021, the Directorate for Quality and Standards in Education (DQSE), responsible for the quality assurance of Early Childhood Education and Care (ECEC) services (0-3 years), launched a consultation to update the National Standards for Early Childhood Education and Care Services (0-3 years) to reflect the significant changes and development in the area of early years education. The need for a review of these standards was also brought about by the fact that the area of ECEC has been included as one of the main areas of foci towards achieving the targets outlined in the Sustainable Development Goals (SDG) in particular target SDG 4 which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.
The objectives of the updated National Standards for Early Childhood Education and Care Services (0-3 years) are to:
• Reflect recent developments in the ECEC (0-3) field within the Maltese context;
• Be in line with ongoing ECEC research for children aged (0-3 years);
• Develop and strengthen a more socially just and active labour market in Malta by sustaining availability and accessibility to quality ECEC services;
• Ensure that these standards, are consistent with the overall framework for Early Years pedagogy (0-7 years) within the National Curriculum for All (2012);
The DQSE appointed a reference group including practitioners and experts in the fields of ECEC provision for under 3-year-olds. This reference group provided initial feedback and independent advice on the draft of the proposed standards.
During the period between June and July 2021, a wider public consultation exercise was carried out. The feedback emerging from this exercise will inform amendments that need to be carried out prior to finalizing the document. The updated version of the National Standards for Early Childhood Education and Care Services (0-3) will be officially launched by end 2021/ beginning 2022.
These newly revised standards are informed by the principles of the National Curriculum Framework for All (2012) as well as national policies and international research that incorporate the key elements of best practices in ECEC, including the Proposal for key principles of a Quality Framework for Early Childhood Education and Care under the auspices of the European Commission (DG Education and Culture, European Commission, 2014).
Early Childhood Education and Care - National Policy Framework for Malta and Gozo (2021)
Several factors have led to the need to develop a National Policy Framework for Early Childhood Education and Care. There has been increasing awareness that developments in society, the economy and the environment have direct impact on child development and consequently the wellbeing of tomorrow’s adults. It has also become increasingly evident that the early years are the starting point for successful lifelong learning and that these are integral in addressing sustainable development goals. Indeed, the increasing importance of investing in young children, safeguarding them, and the need to realise their rights, learning and holistic development fuelled the need for a National Policy Framework for Early Childhood Education and Care. Additionally, the potential advantages of high quality ECEC are significant, far-reaching, and long-lasting.
The publication of this policy framework is another step towards a comprehensive high-quality ECEC provision in the Maltese context. The final aim is to address the fundamental need for a multi-sectoral response embedded within an integrated ECEC system. Additionally, this policy framework is being regarded as an opportunity to maximise young children’s development which will profoundly impact on children’s future learning, health and earning potential which can perpetuate intergenerational benefits. It will also contribute to sustain the G20 Action Plan on the 2030 Agenda for Sustainable Development (2016). The policy framework focuses on five priority areas, which are, access, workforce, curriculum, monitoring, and governance. These five priority areas follow on the European Commission’s Council Recommendation on High-Quality Early Childhood Education and Care Systems which was adopted by the EU Member States’ Education Ministers in 2019. Shedding light on these five goals will provide the necessary framework that will guide and sustain high quality practice which is so important for the continual improvement of all services related to Early Childhood Education and Care.
Top-up degree for Early years Education and care The Institute of Education is working with MCAST to offer a top-up degree to provide Kindergarten Educators in Malta with a means to further enhance their skills and competences while obtaining a Bachelor of Arts in Early Years Education and Care. This top up degree will be open to those in possession of an MQF level 5 diploma.
2020
Learning Outcomes Frameworks
As from school year 2018/2019, the new Learning Outcomes Framework strted being phased in within the education sector in Malta. In the early years, this has started through implementation in the first year Kindergarten in 2018/2019 and continued during year 2019/2020.
The learning outcomes approach favours a curriculum built around children’s interests with an integrated approach to teaching and learning which scaffolds children into higher levels of competence. This pedagogy builds on the children’s prior knowledge, encourages them to pose questions, link concepts, and increases their growing understanding of the world. It is strongly linked to the holistic development which occurs through informal and formal settings, planned and spontaneous activities, as well as structured and unstructured events. Above all, it is a pedagogy that embraces play and experiential, joyful learning. For this reason, the Learning Outcomes Framework gives Kindergarten Educators the freedom to develop programmes that fulfil the framework of knowledge, attitudes and skills-based outcomes.
Through this reform, parents and guardians of children will be receiving regular reports of the progress of their child towards achieving the appropriate learning outcomes. The reform also involves the training and supporting of educators throughout the school year to ensure a gradual transition. It also involves the development of a new assessment reporting online tool as part of the management information system being implemented within the education sector.