How is the Learning Outcomes Framework Responding to an Internationalised School Culture in Primary Schools in Malta?

Abstract

The Maltese education system is experiencing a revolutionary reform in the way the teaching and learning process is designed at all levels, including primary schooling. As of 2018, the island has started shifting from a content-based to an outcomes-based system, referred to as the introduction, or better, the enactment of the Learning Outcomes Framework (2015). The LOF is being promoted as a way to decentralize teaching and give schools the autonomy to develop their own learning programmes. This structure is in line and has been assembled to support the National Curriculum Framework (2012). Since the LOF is the first curriculum framework to be introduced in Malta since its membership in the EU in 2004, it is also devised to reflect other policy documents issued by the EU. This paper explains how the LOF reflects such documents and determines ways how the LOF is responding to internationalisation present in primary schools in Malta. A literature review of the current field scenario is presented. This is followed by an in-depth analysis of recent local policy developments and current practices which reflect how the enactment of the LOF in Malta is contributing to multicultural climates. The results indicate that although objectives are set, many are still not understanding why the enactment of the LOF, and how this promotes internationalisation in Malta. Further provision of professional training to educators and other stakeholders in primary schools, further support to schools, and proper engagement of all students are recommended to reach the set objectives.