Measuring the performance of the Maltese education system : a comparative analysis

Abstract

PURPOSE: This research compares the education system in Malta with that of France, Germany, Spain, and Sweden. It assesses the overall performance of each system and calculates its respective Value-for-Money (VFM) based on annual education expenditure. Additionally, it identifies the recent initiatives which were implemented in Malta's education system with the aim of enhancing its performance. Furthermore, this dissertation analyses the other four education systems within the observable sample and it gathers any lessons which can be applied to Malta. DESIGN: The study aimed to achieve its objectives by gathering education-related KPIs, primarily those published by Eurostat, and creating a standard performance metric to evaluate different aspects of education systems. The VFM of each system was assessed by comparing the overall performance of each education system with the real education expenditure per capita. Additionally, eleven interviews were conducted with key stakeholders in Malta's education sector to identify recent value-adding initiatives and explore how practices from other EU countries could be adapted to Malta's situation. FINDINGS: This study determined that the Maltese education system ranks last, both in terms of overall performance and in terms of VFM. While enjoying excellent results in terms of human resources, Malta performs particularly poorly in terms of educational attainment and participation in ECEC. On the other hand, the standard performance metric also identified areas in which the Maltese education system has made significant progress, yet there is still room for further improvement, these being adult education, transition from education to work and ELET rates. CONCLUSION: A number of value-adding initiatives aimed at reducing Malta’s ELET rates and the educational spending inefficiency, were implemented. Furthermore, throughout this dissertation, the researcher also assessed the applicability of a number of funding reforms which were adopted in other EU member states, by proposing them to the interviewees. IMPLICATIONS: This study puts forward a number of recommendations, the most important one being that a VFM audit should be carried out by the NAO on the Maltese education system. The aim of this audit is to compare the education outcomes with the level of expenditure being spent into the system, to be able to assess the efficiency and effectiveness of this investment.