Policy Documents (Local and Global) Contributing to the Identification of the ‘Problem’ to Which PIES (2019) and NIEF (2019) Provide the ‘Solution’.
| Framework for the Education Strategy for Malta 2014–2024 (MEDE, 2014a) | Outlines the four goals to equip all learners with employability and citizenship skills |
|---|---|
| Respect for All (MEDE, 2014b) | Encompasses UNESCO’s (1996) four pillars of learning: learning to know/to do/to live together/to be, with a focus on human diversity education together with values-based education with a specific focus on social justice, equity, diversity, and inclusivity. |
| The National Curriculum Framework (MEDE, 2012) | Among other principles, it focuses on entitlement, personal growth, diversity, and inclusivity |
| Education for All: Special Needs and Inclusive Education in Malta: External Audit Report (European Agency for Special Needs & Inclusive Education, 2014) | Presents a critique of the inclusion concept in the Maltese education system while identifying areas for development and providing recommendations for the implementation of inclusion. This ties in with recommendations made by the Agency (2009) with regards to reciprocity and entwining of quality, inclusion, access, and equity |
| The Education Act (Cap. 327 of the Laws of Malta) | The law binds the Directorate for Educational Services with the duty to provide quality education to all learners, irrespective of their age, gender, sex, ability, economic status, nationality, ethnicity, religion or faith, disability and/or political affiliations |
| The Equal Opportunities (Persons with Disability) Act (Cap. 413 of the Laws of Malta) | This law states that it is expected that schools make reasonable adjustments to accommodate students with disabilities, for the elimination of discrimination |
| United Nations Convention on the Rights of the Child (1989) | This convention, ratified by Malta in 1990, demands that the voice of the child is heard in matters affecting them, with regards to the age and maturity of the child |
| The Salamanca Statement and Framework for Action (UNESCO, 1994) | This calls on governments to commit to inclusive schooling and support the development of special needs education to provide equalization of opportunity by acknowledging that difficulties experienced by pupils come about due to the current school organization and rigid teaching methods |
| Framework for the Education Strategy for Malta 2014–2024 ( | Outlines the four goals to equip all learners with employability and citizenship skills |
|---|---|
| Respect for All ( | Encompasses UNESCO’s (1996) four pillars of learning: learning to know/to do/to live together/to be, with a focus on human diversity education together with values-based education with a specific focus on social justice, equity, diversity, and inclusivity. |
| The National Curriculum Framework ( | Among other principles, it focuses on entitlement, personal growth, diversity, and inclusivity |
| Education for All: Special Needs and Inclusive Education in Malta: External Audit Report ( | Presents a critique of the inclusion concept in the Maltese education system while identifying areas for development and providing recommendations for the implementation of inclusion. This ties in with recommendations made by the Agency (2009) with regards to reciprocity and entwining of quality, inclusion, access, and equity |
| The Education Act (Cap. 327 of the Laws of Malta) | The law binds the Directorate for Educational Services with the duty to provide quality education to all learners, irrespective of their age, gender, sex, ability, economic status, nationality, ethnicity, religion or faith, disability and/or political affiliations |
| The Equal Opportunities (Persons with Disability) Act (Cap. 413 of the Laws of Malta) | This law states that it is expected that schools make reasonable adjustments to accommodate students with disabilities, for the elimination of discrimination |
| United Nations Convention on the Rights of the Child ( | This convention, ratified by Malta in 1990, demands that the voice of the child is heard in matters affecting them, with regards to the age and maturity of the child |
| The Salamanca Statement and Framework for Action ( | This calls on governments to commit to inclusive schooling and support the development of special needs education to provide equalization of opportunity by acknowledging that difficulties experienced by pupils come about due to the current school organization and rigid teaching methods |
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