Implementing a learning outcomes approach in apprenticeship in Malta

Abstract

This research investigates the impact of adopting a learning outcomes approach in the workbased learning components of apprenticeship programmes at the Malta College of Arts, Science, and Technology (MCAST). It explores how integrating learning outcomes has influenced pedagogical styles, including a shift from traditional teacher-centred approaches to more learner-centred methodologies, and how it has affected the novice-expert dynamic within work-based learning environments. Additionally, it assesses how learning outcomes have reshaped the pedagogical framework of apprenticeship in Malta, examining the balance between industry-driven training needs and broader educational objectives. The research employs a case study methodology, focusing on the MCAST Advanced Diploma in Applied Science, one of the first apprenticeship programmes to incorporate accredited work-based learning modules aligned with the Malta Qualifications Framework. Data collection included semi-structured interviews with apprenticeship administrators and curriculum developers, along with focus groups involving apprentices, lecturers and industry-based trainers. Industry-based observations provided insights into the practical application of learning outcomes in workplace settings. Repository research was also conducted to analyse Malta’s first apprenticeship schemes, using archival materials from the National Library and National Archives to trace the historical development of apprenticeship practices, starting from the Industrial Training Act X of 1952. The methodology is framed within Moon’s (2002) programme development model, which emphasises the learning outcomes approach to develop educational programmes. The thematic analysis revealed both benefits and challenges associated with the adoption of learning outcomes in the apprenticeship work-based learning component. While the use of learning outcomes provided structure and clarity, they also contribute to a transactional pedagogy, prioritising task completion over broader learning experiences such as reflective practice and critical thinking. This focus on industry-driven goals often limits opportunities for learner autonomy and deeper cognitive engagement. The findings also highlight the misalignment between educational goals and industry expectations, challenges in assessing transversal skills, and criticisms of the pass-or-fail assessment system, which is seen as inadequate in capturing the nuances of competence development. Furthermore, logistical and financial challenges in monitoring apprenticeships raise concerns about the sustainability and quality of work-based programmes. The discussion chapter critically examines the educational themes of learner-centredness and the novice-expert dynamic. It focuses on the tensions between the structured nature of learning outcomes and learn-centredness and the shifting of the mentor-apprentice relationship shaped by a more structured, assessment-driven dynamic. The research concludes that while learning outcomes offer essential clarity and structure, they must be adapted to foster more reflective learning and holistic development, balancing both industry needs and educational objectives. This chapter also makes recommendations for improving the overall apprenticeship experience; the need for more flexible learning outcomes, enhanced mentorship models, and alternative assessment strategies is emphasised. In terms of contribution to knowledge, this research advances the understanding of how learning outcomes shape both pedagogical practices and mentorship dynamics in apprenticeship programmes. The study highlights the need for further integrating reflective learning and transversal skills into Work-based Learning (WBL) programmes, ensuring apprentices develop the adaptability required for long-term career success. Future research should explore alternative mentorship models that separate assessment from guidance, investigate the role of transversal skills in apprenticeship curricula, and conduct longitudinal studies to assess the long-term impact of learning outcomes on apprentices’ career trajectories. These areas offer significant potential for improving the alignment between industry needs and learner development.