https://www.um.edu.mt/library/oar/handle/123456789/35003 2026-04-14T23:21:23Z https://www.um.edu.mt/library/oar/handle/123456789/115590 Title: L-edukazzjoni u l-impjiegi ta' l-Imqabbin bejn is-Seklu Dsatax u Għoxrin Abstract: Dan l-artiklu hu traduzzjoni mill-Ingliż ta' wieħed mill-kapitli tat-teżi għall-B.A. (Hons.) fl-Istorja intitolata 'Rural Village Politics in Malta: The Case of Mqabba 1890-1940' Ii Charles Farrugia ppreżenta fl-Universita ta' Malta fl-1996. Fl-artiklu nsibu nformazzjoni fuq kif bdiet l-edukazzjoni primarja fl-Imqabba, l-attendenza ta' studenti f'dan ir-raħal, xogħlijiet li wieħed kien jagħmel biex jaqla l-għixien tiegħu kif ukoll informazzjoni fuq il-Kappella tal-Addolorata u l-għalqa ta' magħha magħrufa bħala 'Ta Scamardi' li kienu għaddew f'idejn il-Kanonku Pawlu Pullicino, il-persuna li introduċa it-tagħlim fil-livell primarju ġewwa l-Imqabba. Il-Kanonku Pullicino fetah diversi skejjel primarji fl-ibliet u rħula Maltin. Kien f' dan il-perijodu li nbeda I-proċess sabiex it-tfal Imqabbin ikollhom skola primarja deċenti fejn jitgħallmu. L-iskola kienet mezz Ii bih wieħed seta' jsib opportunitajiet ġodda Ii għalkemm limitati kienu alternattiva għal dik it-tip ta' ħajja li wieħed kien imdorri biha fil-passat. Issa kien possibbli li jibda jiżdied in numru ta' dawk Ii jitgħallmu jiktbu u jaqraw u dan biss fih innifsu diġa kien ifisser bidla. 1999-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/108587 Title: Malta : education planning (preparatory mission) Abstract: This report was submitted in fulfilment of the instruction of the Director-General of UNESCO to undertake preparatory work in educational planning in collaboration with the I.L.O. manpower consultant now present in Malta to lay the groundwork for the educational planning expert MALTED/1 who, upon his arrival, will be able to carry on the work thus begun by the consultant. An analysis of the Maltese education system, government spending on education, as well as statistics on schools and students has been provided, as well as recommendations on steps to be taken to improve government policy on education. 1967-11-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/108545 Title: Mapping the mainstreaming of education for sustainable development across SDG4.7 : a comparative analysis of the mainstreaming of ESD in Cyprus, Greece, Malta and Turkey Authors: Goad, Devonne Abstract: Prior to the pandemic, environmental crises had been catapulted to the forefront of the collective conscience. The understanding that over 75% of land and 66% of the ocean was either transformed or degraded (IPBES, 2019), that over a million species were threatened with extinction over the next few decades (IPBES, 2019) and that we had but a decade remaining to stop the negative feedback loop towards uncontrolled climate catastrophe (IPCC, 2019) was gaining global familiarly. Considering both global health and environmental crises, the role of education is more important than ever. The Covid-19 pandemic has presented an unprecedented opportunity to “build back better,” by allowing us to rethink our choices, our values and primarily, allowing us to re-imagine a world in which we want to live. Education for Sustainable Development is the power that can lead us to the deep societal transformation needed to create more just, prosperous, resilient and sustainable societies. Education for Sustainable Development (ESD) “empowers learners to take informed decisions and responsible actions for environmental integrity, economic viability and a just society, for present and future generations, while respecting cultural diversity” (UNESCO, 2019a). ESD, as an approach to supporting sustainable development, integrates key education concepts and processes that foster a learner’s contribution to a socially, environmentally and economically prosperous future. It includes critical issues into curricula such as climate change, sustainable consumption and production, disaster risk reduction (DRR), biodiversity conservation and gender equality (among others). It also encourages the expansion beyond pure cognitive comprehension towards the inclusion of socio-emotional and behavioral dimensions. As societal transformation through effective and innovative learning is the end goal, ESD strives to “empower learners of any age, in any education setting to transform themselves and the society they live in” (UNESCO, 2019a). The objective of the present report is to summarize the state of ESD implementation in Cyprus, Greece, Malta and Turkey. This report will summarize and share the successes and challenges highlighted within National Implementation Reports, as such a summary could be an important contribution to UNESCO, as the organization is currently facilitating dialogues to establish the direction of the new global programme for ESD. For that reason, these four countries within the regional scope of the UNESCO Regional Bureau in Venice, Italy, were chosen for the preliminary study. For the purpose of this study, the binary data contained within the National Implementation reports of Cyprus, Greece, Malta and Turkey were extracted to summarize the state of ESD implementation. 2020-07-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/108400 Title: Malta Abstract: A UNESCO representative paid a visit to Malta in the summer of 1948 to investigate the losses to education, science and culture as a result of the terrible destruction wrought in the island. The following account will show not only how great were the losses sustained, but the gallant efforts already made towards reconstruction and rehabilitation. A great deal of emphasis has been laid throughout this report on the need for scholarships and exchanges of teachers and specialists. This has been done intentionally, for Malta has, through its indomitable courage during the war years, proved that it can meet some of its immediate needs, but it must have outside help to develop its educational and health methods. Doctors, nurses medicines and hospital equipment are essential in their health campaign, without which educational campaigns will be of practically no value. Secondly, it is important that help be given Malta in the matter of teachers. This is an urgent problem in most countries devastated by war, but Malta's educational work depends on trained teachers and at present these are not forthcoming. 1949-01-01T00:00:00Z