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The Malta College of Arts, Science and Technology (MCAST) strategic plan, launched in May 2019, outlined seven strategic objectives aiming to stimulate inclusion, excellence and equity in VET. The plan – focusing on developing the physical campus as well as the quality of teaching and learning – aims to bolster the image of vocational and professional education and training (VPET) while reinforcing the college’s governance and management structures. 
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it is important to point out that a curriculum-wide change is taking place concurrently with the introduction of VET subjects in local schools. The curriculum is changing form that is syllabus-based to one that is outcomes-based. This further operates to offer students a smoother transition to MCAST or ITS should they wish to study there, since both MCAST and ITS operate an outcomes-based curriculum across all their courses.
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Malta’s development in the VET sector has been fast-paced. On the one hand, VET provision traces its roots to apprenticeships during the times of the Knights. On the other, it traces its roots to various specialised institutions that were scattered all over the island. These included the trade schools which operated in the 1970s and 80s, or more particularly, the post-secondary schools that offered training in maritime studies, agriculture, engineering, hairdressing and other vocational areas. Often not benefiting from economies of size, they could not operate optimally. This often led VET to be seen as a second-class option to academic studies.
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Canadian Vocational Association / Association canadienne de la formation professionnelle's insight:
These reports provide an overview of the vocational education and training systems existing in EU Member States, plus Iceland and Norway.
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Unlike many other EU Member States, unemployment in Malta is not a major labour market problem. Its dynamic economy developed fast and withstood the crisis well. New sectors are emerging and employment has been growing. In a context of low educational attainment, high early leaving and an ageing population, this has led to skills shortages in several key sectors of the economy. This first short description on VET in Malta aims to contribute to better understanding of the system and recent developments.
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t is likely that by placing VET subjects alongside other subjects of the school curriculum, VET will no longer be associated with students who did perform well academically. Added to this, the government’s on-going investment in VET, the constant expansion and development of VET at MCAST and ITS, and the provision of VET subjects at secondary school level, are likely to lead a positive transformation that will have a lasting impact both on today’s students and on the generations to come.
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