Strategic Plan for the Prevention of Early School Leaving in Malta (2014-2020)

Country:

Territorial Level:

National

ESL Europe Average in 2022:

9,6 %

Country ESL rate in 2022:

Policy Description:

This is a National Plan for preventing early school leaving through alliances between different actors, early warning systems, lifelong learning, vocational education, proactive schools, attention to student diversity and needs, and easy return to education.

Weblink:

Policy Body of Reference:

Ministry of Education

Time period:

2014-2020

Active/Inactive:

Inactive

Vulnerable Population mentioned:

Yes (socioeconomic disadvantaged status, migrant background, and disabilities)

Most important Let's Care Pillar:

Safe Schools

Safe School Dimensions covered:

  • Training for teachers: to manage classroom diversity, different educational needs and the risk of dropout.
  • Teachers’ participation: Erasmus programs for teachers to learn from other countries’ practices.
  • Family involvement in school community: enhancing parents’ involvement and inclusion in the school community (especially mentioning families with migrant backgrounds).
  • Training and advice for families: offering parents’ formation to identify early signs of school disengagement.
  • Family participation in the educational process: involving them in guidance actions for improving school transitions and giving them an important place in the supportive role at home.
  • Identification of risks and needs: strengthening efforts to identify students with disabilities out of the educational process.
  • ESL early warning system: developing an early warning system that includes information about socioeconomic status.
  • Educational support: enhancing mentoring activities.
  • Specialized and support personnel: increasing the cooperation with psycho-social experts and support teachers.
  • Offer education and professional guidance: reinforcing professional guidance.
  • Make the management of times and spaces flexible: the possibility of part-time courses in second chance education.
  • Individualization of learning: taking into account the individual needs of students.
  • Permeability of education system: allowing more permeability between educational programs.
  • Facilitate transitions between school stages: reinforcing transition programs, welcome weeks and accompanying students with disabilities.
  • Exploration-based learning: stimulating curiosity and creativity.
  • Develop socioemotional skills: reinforcing self-esteem and confidence of migrant students.
  • Language support: helping migrant students with the acquisition of the host country language.
  • Institutional sensitivity: training the teachers in cultural management in the classroom.
  • Links between school and other actors: creating strong partnerships with local communities.
  • After-school activities: offering interesting activities out of the school time.
  • Working in the school coexistence climate: boosting a buddy system in which students can help each other.
  • Physical characteristics of school: reducing the school sizes by creating new middle schools.

Methodogical Note:

More than 60 policies from 11 countries have been examined to detect the top ten most comprehensive (considering what ESL policies’ dimensions have been prioritized, what vulnerable groups are considered, and what systemic levels stand out). 
 
The template dimensions analysed are training for teachers; teachers’ well-being; teacher participation; family involvement in the school community; training and advice for families; family participation in the educational process; identification of risks and educational needs; early school leaving warning system; educational support; emotional support; financial support; specialized and support personnel; offer educational and professional guidance; make curriculum flexible; make the management of times and spaces flexible; individualization of learning; permeability of educational system; facilitate transitions between school stages; exploration-based learning; develop socio-emotional skills; avoid segregation; language support; expert support to inclusion; institutional sensitivity; links between school and other actors; after-school activities; working in the school coexistence climate; physical characteristics of the school; and enable student participation in school.  The vulnerable circumstances studied are gender, migrant background, ethnicity, disabilities, and non-parental care. The systemic levels considered are individual, relational, community, and political.
 
The whole Database is available in Excel files in this HUB in case someone would like to consult them. In these Excel files, detailed methodological clarifications can be found. Bear in mind that the Policy Database is linked to the Let’s Care project Deliverable D2.2. entitled “Policy paper: economics of early school dropout: impact assessment and policy recommendations”. Therefore, the whole explanation of the methodological criteria applied can be found in Deliverable D.2.2 Annex III.
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