One size does not fit all: students learn differently, have different interests and are engaged through varied pedagogies

The introduction of vocational subjects in secondary schools has filled the gap that was created by the closure of the trade schools.

Vocational subjects are being taught in secondary schools from among many subjects, including science, business, foreign languages and humanities, at the end of Year 8. More than 800 students were studying one or two vocational subjects during the 2016-2017 scholastic year, which represents about 10 per cent of all students in secondary schools.

There is a consensus on the need for vocational and applied subjects in the Maltese educational system. Vocational subjects are increasingly being chosen for several reasons. They are taught by teachers who have been retrained in a pedagogy which is centred on practical work and they are assessed through schoolbased practical assessments (60 per cent) and a summative written examination at the end of each year (40 per cent) in Years 9, 10 and 11. Some students enjoy learning in this manner and choose vocational subjects as a career path.

The National Curriculum Framework document (2012) introduced vocational subjects as option subjects in Year 9 of secondary schools. The Business and Technology Education Council, better known as BTEC, supported the introduction of vocational education and training (VET) subjects, by providing the resources required and by training the first group of secondary school teachers who wished to take part in this new adventure. Market research at that time indicated that the VET subjects most relevant to Maltese society were Information Technology, Health & Social Care, Hospitality and Engineering Technology.

These VET subjects were later converted to Secondary Education Certificate (SEC) subjects, on a par with all other subjects taught at secondary level and approved by the MATSEC board. This important stage meant that post-secondary receiving institutions began accepting an SEC certificate in VET subjects in parity of esteem with other subjects. Meanwhile, Agribusiness became the fifth vocational subject to be taught in some secondary schools. The first SEC results, published by the MATSEC board a week ago, showed an impressive pass rate in VET subjects.

It was soon realised that the teaching and learning of vocational subjects required additional physical and financial resources. EU and local funding was provided for the initial setting up of laboratories and equipment. Teachers are being trained in pedagogy and assessment techniques to ensure a steady supply of teachers available to teach VET subjects.

Agribusiness VET deals with the most common horticultural plants grown on the Maltese Islands. It helps students become familiar with the appropriate methods of soil sampling and analysis and with the health and safety regulations applicable when using standard tools and equipment related to the horticultural and animal husbandry sectors. Agribusiness promotes best practices related to animal care while safeguarding both the animal and the carer. It provides learners with the basics of rabbit care and breeding, while enabling them to develop an understanding of legal, ethical and sanitary regulations governing animal welfare in Malta.

Health and Social Care VET deals with the basic anatomy and physiology of the human body. Students understand the health and social care needs of diverse groups of people and the best communication skills when addressing different individuals. They become aware of the health and safety issues that may arise in different environments, with reference to health and safety legislation. Students learn about the various professionals who work in the health and social care sector, while developing the right attitude and skills required for that environment.

Engineering Technology VET deals with basic engineering tasks. Students carry out basic risk assessments and learn how to respond effectively to help people when an incident occurs. They learn to use tools and machinery in a safe and appropriate manner and also carry out simple tests on materials, manufacture a Printed Circuit Board (PCB) and conduct basic tests to identify faults on circuits.

Hospitality VET deals with the hospitality and tourism sectors. Students learn to provide good customer care using effective communication. They become familiar with the basic principles of gastronomy, learn to prepare, cook and serve different dishes using various foodstuffs while maintaining personal hygiene and ensuring food safety with reference to legislation. They demonstrate ways of serving food and beverages to customers.

Information Technology VET deals with modern computer systems and networks for specific needs. Students learn to install and configure an operating system. They identify threats and devise security solutions, create simple multimedia productions, develop static web pages and identify suitable components and justify a system installation/replacement/ upgrade. Students learn to carry out, test and document a system installation/upgrade/replacement following good working practices.

All state secondary schools and many Church and independent schools offer a number of vocational subjects. A total of 89.1 per cent of SEC students sitting for their vocational subject achieved a grade 1 to 5 in the examination results published a few days ago. This shows that the five SEC vocational subjects (agribusiness, engineering technology, health and social care, hospitality and IT) have been well-received by students and emphasises the need for the vocational and applied pathways in the education system. Plans are being made to introduce more vocational and applied subjects in secondary schools, including Media Literacy, Retailing, Textiles and Fashion and Hairdressing and Beauty.

The My Journey strategy, published in late 2016, provides for a vocational and an applied route to these subjects. It also includes the partnership of industry with education to provide an authentic learning journey for students. Plans are being made for the training of more VET teachers at the Faculty of Education, the University of Malta and the Institute for Education within the Ministry for Education and Employment. The Haaga-Helia University of Applied Sciences in Finland is providing its expertise and acting as a critical friend to the initiatives being taken in vocational and applied education.