https://www.um.edu.mt/library/oar/handle/123456789/33809 2026-04-04T06:19:32Z https://www.um.edu.mt/library/oar/handle/123456789/108690 Title: Synopsis of national systems of staff development in higher education Abstract: One of the main goals of the European Network for Staff Development In Higher Education Is the exchange of relevant Information. To this end, CEPES has launched a project devoted to national systems of staff development In higher education. A Questionnaire on the national systems of staff development In higher education was prepared and later put In final form In accordance with the comments and remarks which CEPES received from the national coordinators. The Questionnaire was sent to all the countries of the Europe Region. Answers were received from 15 countries (Albania, Austria, the Byelorussian SSR, Bulgaria, Czechoslovakia, Denmark, Germany, Hungary, Luxembourg, Malta, Portugal, Sweden, Turkey, the Ukrainian SSA, and Yugoslavia), which met the deadline set by CEPES. They give general Information concerning staff development In the respective countries and, taken together, make up a synopsis of the national systems of staff development. CEPES hopes that this short synopsis will contribute to a better knowledge and comparability of the national systems of staff development in the countries of the Europe Region. We also hope that the lists of universities and other higher education institutions, presented In this document, offering staff development courses for foreign teachers might stimulate an Interest in establishing direct bilateral and multilateral contacts between countries, as well as lead to the launching of joint research and to an increased mobility of academics in the Europe Region. 1991-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/108649 Title: Prototype of a national curriculum framework Abstract: This Prototype Curriculum Framework has been developed to provide users with a reference point for their work in developing a National Curriculum Framework within their own context. The Prototype presents in a simulated form what might typically be found in a Framework. The need to read and use this document as simply a sample or an archetype to be adjusted to national needs and contexts cannot be over-emphasized. The Prototype was developed out of context of any particular country, and draws on the experience of the IBE in a wide range of country and regional circumstances to elaborate what might typically be found in such a document. The starting point for processes to develop a real Framework, however, is the national context – the unique education history and traditions, the social, cultural and economic environment, and the national goals and aspirations. It is these that will shape the contents of any National Curriculum Framework. 2017-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/108647 Title: Curriculum issues in small states Authors: Packer, Steve Abstract: Each small state has its own, national education system. The national aims and objectives for education in small states are couched in very similar terms to those of larger countries. The aspirations of individual citizens and the development objectives of the state are not inherently different from those in large countries. Why then do the education systems of small states deserve special or separate attention? What is of particular interest is how the small nation-state can develop and manage educational services and opportunities given the constraints and the benefits to which national smallness of scale gives rise. In some instances the responses to this challenge of scale are leading to organizational and institutional forms which depart from the theory and practice of education in larger countries. Small systems are severely constrained in their ability to offer a full range of specialist facilities and options, across the system, and within individual institutions, especially at the upper end of the formal system. It is difficult to offer a range of specialist support services. Ministries cannot encompass the range of specialist units and departments which characterize larger systems. It is the nature of the structural, organizational and institutional responses to the limitations and opportunities of smallness of scale that is at the heart of growing international interest in the educational development of small states. Currently, a number of exercises are focusing on structural reform in small-state education systems, exploring new models, linkages and co-operative endeavours, to increase the range of educational provision and opportunity, for countries which are, and will be, heavily dependent on their human resources for national development. Administrators and managers are multifunctional. Post-secondary institutions are often multi-purpose. Linkages have to be developed to access educational opportunities abroad - a characteristic of all small states. This article explores education curricula in small states, including the challenges, opportunities and developments that being a small state inevitably present. 1991-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/34207 Title: Quality assurance, employability and education, research & innovation Abstract: This document is a clear confirmation of Malta's commitment towards implementing the Bologna Process initiatives. Malta was one of the founding signatory countries of the Bologna Process back in 1999. Since then, Malta has been participating actively in both the Bologna Follow-up Group (BFUG) and the Bologna Ministerial Meetings. One of the main contributions given to the Bologna Process in Malta was the setting up, in 2007, of the Malta Qualifications Framework (MQF) for Lifelong Learning. In 2010, the Referencing Report was published by the Malta Qualifications Council (MQc). The report aims at referencing the MQF to the European Qualifications Framework (EQF) and the Qualifications Framework of the European Higher Education Area (QF/ EHEA). 2011-01-01T00:00:00Z