Today’s educators are on a compelling quest to find ways to hold higher expectations for pupils, improve teaching and learning pedagogies, and increase pupil learning and achievement outcomes. Much is being made known of the value of professional learning communities (PLCs) in education.

The notion of the ‘learning organisation’ or the ‘learning community’ has become a buzzword in a number of countries. Various documents and publications go a long way to support the argument that the way to support the argument that the way in which an organisation learns is a key index to its effectiveness and potential to innovation and growth.

Sergiovanni (2001) described the PLC as schools that are like ‘nested communities’ in which collections of people are tied together by common foundational values which lead to “commitment to both individual rights and shared responsibilities” (2001, p.88). Sergiovanni description of a PLC illustrated the importance of a value system that fosters the merging of an individual’s professional goals with that of the school’s vision.
It encourages staff members, ideally from the same school, or clusters, to come together to engage with practical ways of what it takes to nurture our schools into communities of learning.

This intensive programme should stimulate and motivate educational staff to organise, moderate and facilitate varied learning initiatives. It should make them more confident in working with colleagues both within and external to the school and at the same time creating opportunities for intercultural learning s people from different countries engage with each other.

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Malta Qualifications Framework

The Malta Qualifications Framework (MQF) assists in making the Maltese qualifications system easier to understand and review, and more transparent at a national and international level. The Malta Qualifications Framework is also a referencing tool that helps to describe and compare both national and foreign qualifications to promote quality, transparency and mobility of qualifications in all types of education. It is mainly referenced to the European Qualifications Framework (EQF) as well as to other non-European qualifications frameworks.

The reference levels make it easier to understand what a learner with a qualification related to the Malta Qualifications Framework knows, understands and is able to do. These levels are neutral reference points to be used for all qualifications irrespective of whether they arise from academic or vocational education; formal, informal and non-formal learning.  These are useful for education and training providers as they describe the knowledge, skills and competences and a set of learning outcomes which indicate to the learner the end of a learning process.

Malta established its Malta Qualifications Framework (MQF) in 2007 and the Malta Further and Higher Education Authority (MFHEA) is the local competent authority to recognise qualifications and accredit courses against the Malta Qualifications Framework.

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