This course, open to graduates from different faculties, is intended to prepare people as practitioners in adult education in a variety of aspects of the area, including those of course organisers and curriculum developers, educators in different learning settings, policy makers and researchers. It is a three year course involving seminars, placement periods and the writing of a dissertation. It therefore tackles adult education from both the academic and practical aspects. Its central pedagogical orientation is that of breaking away from the magisterial mode of teaching and indulging in dialogical and participatory forms of collective teaching and learning and co-investigation of objects of inquiry. It has both a local and international orientation and draws on the best critical traditions of investigation, enquiry, interaction and dissemination. The course, for the most part, places emphasis on people as co-owners of their own learning, in terms of both self and collectively directed learning. It also focuses on critical engagement with some of the dominant mantras connected with adult education within the all embracing-area of lifelong education/learning.
The Course shall be open to applicants in possession of:
(a) a Bachelor degree obtained with at least Second Class Honours or with at least Category II in an area of study deemed suitable by the Board or
(b) a Bachelor degree obtained with Third Class Honours or with Category III provided that they have obtained other qualifications, including relevant experience, following their first cycle degree.
Applicants who do not satisfy the requirements for admission as specified in the above paragraphs may also be considered for admission, provided that such applicants submit evidence of experience and qualifications closely related to adult education and provided further that they shall demonstrate the learning achieved by means of prior experience through the evaluation procedures established by the University Policy for the Recognition and Accreditation of Prior Learning. The Board may also require applicants applying under this paragraph and paragraph (b) to sit for an interview during which their ability to successfully complete the Course with profit shall be assessed.
Interviews shall be conducted by an interviewing board appointed by the Board for this purpose and shall be composed of at least three persons.
The admission requirements are applicable for courses commencing in February 2020.
For more detailed information pertaining to admission and progression requirements please refer to the bye-laws for the course available here.
UM currently hosts over 1,000 full-time international students and over 450 visiting students. The ever-increasing international students coming from various countries, in recent years, have transformed this 400-year old institution into an international campus.
Our international students generally describe Malta as a safe place, enjoying excellent weather and an all-year varied cultural programme. Malta is considered as the ideal place for students to study.
After you receive an offer from us, our International Office will assist you with visas, accommodation and other related issues.
Total Tuition Fees: Eur 4,800 Fee per semester: Eur 800
Total Tuition Fees: Eur 10,800 Yr 1: Eur 5,400 - Yr 2: Eur 5,400 - Yr 3: NIL
• General knowledge of what is an amorphous area. • Gaining mastery of the main concepts related to adult education and lifelong learning. • Being well versed in and capable of engaging critically with the ever burgeoning international and gradually growing local literature on adult education. • Sharpening one’s critical acumen with respect to engagement with Adult Education research, policy and practice. • Understanding policy making in the field. • Gaining the ability to conceive adult education as a vehicle for social transformation rather than for cementing the status quo, all within the context of educating for greater social justice. • Be competent pedagogues in the field, fostering a participatory, dialogical culture of learning predicated on substance in terms of knowledge being explored and pedagogical coherence. • Acquiring initial skills of teaching/learning with adults being disposed to relearn what one thinks one knows through the interaction process involved. • Acquiring skills in the areas of curriculum development and project design in adult education. • Acquiring skills of devising projects that capture and build on the community’s imagination. • Acquiring skills of researching the community as a prerequisite to contributing to the development of community learning projects. • Understanding the labour market with a view to developing adult education/training interventions in the area. • Gaining knowledge of professions and their particular preoccupations and ‘ideologies’ with a view to engaging effectively in CPD. • Understanding and fostering processes of learning within the context of identities, movements and difference, including bio-difference. • Learning to articulate relevant concepts clearly and debate, in written and spoken form, relevant issues coherently and rigorously.
• Graduates wanting to work in adult education in state sponsored learning settings or those that are NGO-driven. • Graduates who want to manage or teach in a training cycle within state corporations or private industry. • Graduates exploring possibilities of working internationally in the ever burgeoning lifelong learning field, within the EU and beyond. • Graduates wanting to develop and refine the skills of writing project bids. • Graduates who want to be engaged in community and social movement learning • Graduates who want to engage in workers’ and trade union education.
Adult Education is an expanding field and has become more so, locally, as a result of Malta’s joining the EU which places lots of emphasis on lifelong learning, a term used interchangeably with the teaching and learning of adults.
As a result, access to EU funding in adult education requires a greater preparation of people involved in the area, to provide a good service as well as acquire the right competitive edge to secure this funding.
The EU LLL Memorandum and the Malta National LLL Strategy place emphasis on education that extends beyond schooling to involve a number of sites of practice such as training sites, prisons, the armed forces, community learning centres, museum education centres, work with and among migrants, community oriented learning in old and new literacies, further education and university continuing education and extension learning. State-sponsored adult education and training has increased exponentially in recent years and so has ngo-isation in adult learning, assisted in both cases by EU funding. These are areas in which well qualified adult educators can be engaged.
There is a role for adult educators in developing schools as community learning centres, a recurring concept mentioned in a whole array of national education documents from 1998 till the present day. This concept involves 'after hours' learning among different members of the locality.
Working in adult education in a variety of settings abroad in, for example, international development programmes or for institutions such as the OECD, UNESCO and the EU.
Click here to access the Programme of Study applicable from 2019/0.
Last Updated: 24 January 2020
The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication. The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. Unless for exceptional approved reasons, no changes to the programme of study for a particular academic year will be made once the students' registration period for that academic year begins.