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Malta college of arts, science & technology

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  • 1. Over 6,000 full time students and5,000 evening courses studentsFOUNDED IN 2001TEN DIFFERENT INSTITUTES & THE GOZOCENTRE
  • 2. Pathway Programme• A two year training programme for studentswith mild to moderate intellectual disability.• Three courses of study1. Numeracy and literacy2. Life skills3. Vocational Studies
  • 3. The learning Support UnitService Provision• The Learning Support Unit LSU collaborates closelywith other units and institutes within MCAST.– to ensure that students receive the necessary academicsupport to succeed and become autonomous independentlearners.• Students are supported by various forms of supportregardless of limited or lack of previous qualifications.– Consideration of different teaching and learning strategiesto cover set Key Skills syllabi, from Foundationprogrammes throughout higher level courses.
  • 4. Learner centred approach• Supports:– autonomous learning skills– individual learning goals– individual learning style– collaborative learning techniques– assessment through LearningOutcomes based assignments– continuous formative andsummative profiling of learnerprogress through appropriaterecord-keeping including Class orIndividual Student Profiles
  • 5. Support during Foundation Level courses• Small group settings andindividual support atFoundation Level 1 andLevel 2.• Complete withdrawalcombined with additionalsupport lessons as required.• Same programme syllabi asmainstream courses.• Sessions in IT and PersonalDevelopment (PD).
  • 6. Identification of needs and support atFoundation Level• Identification of type andextent of requiredacademic supportthrough InitialAssessment Tests (IATs)in English, Maltese andMathematics.• Vocational embeddingand/or contextualizationof Key Skills delivery.
  • 7. The Level 1 and 2Foundation Programmes• Vocational embedding ofMaltese, Maths andEnglish subject content atIntroductory Level 1.• Learning set inmanageable steps andprogressive level ofdifficulty.• Individualized learningstrategies.• Key Skills learning majorlycontextualized accordingto vocational area atLevel 2.• Same course content andassessment asmainstream programme.• Same assignments for allstudents as mainstreamprogramme.
  • 8. Embedded Vocational and Key Skills• During embedded lessons, vocational lecturersdeliver their vocational lessons.• Key Skills lecturers are present to supportlearning by linking the key skills subject to thevocational topic.• The embedded topic is further reinforced duringthe Key Skills lessons.
  • 9. Assessment• Level 1 Introductory Programme Assessment– Embedded and/or contextualized to vocationalcontent and set in manageable steps of progressivelevels of difficulty.• Level 2 Foundation Programme Assessment– Course content and assessment the same asmainstream classes, the difference being in thelearning strategies adopted.
  • 10. Support at Level 3 and beyond• Weekly support on a one-to-one basis or in a smallgroup setting.• Support in general orspecific:– literacy skills– speaking, reading andwriting support– planning for assignmentsand course work– individualized learningstrategies and support.
  • 11. Supporting individual learning– weekly support on a one-to-one basis orin a small group setting– support in general or specific literacy skills– speaking, reading and writing supportfor general or specific purposes.– developing coping and study strategies– tackling particular learning conditions– developing sound learning strategies andstudy skills– support in planning for assignments andcourse work
  • 12. Contribution to Lifelong Learning Agenda• Collaboration with Career Guidance professionals in secondary schoolsand at MCAST.• Collaboration with counsellors to support students with particularchallenges to aid learner retention.• Emphasis on practical and relevant learning promoting holistic educationas well as education for employment purposes.• Aiding individualized learning pathways within the official curriculum andsupporting individual needs to make learning more flexible thantraditional schooling.
  • 13. Improving quality and efficiency• Observing QA procedures regarding assignment setting, correctionand verification.• Investing in staff professional development.• Making connections with other professionals in the learning andwider communities.• Taking a learner centred approach whilstupdating knowledge about therequirements of the labour market.
  • 14. Promoting equity, social cohesionand active citizenship• Commitment to support the development of sound literacy,numeracy, intrapersonal and interpersonal skills.• Making quality education accessible to all learners irrespective ofprior qualifications and ability.• Supporting the development of knowledge, skills and competencesthrough the Unit’s programmes.• Actively promoting and practicing inclusion of various social groups;not simply by physical inclusion but by tailoring programmecontent and through outreach initiatives both within MCAST itselfand with different stakeholders.
  • 15. Enhancing creativity and innovation• Including transversal Key Competencies within KeySkills delivery, making the learning experience relevantand practical.• Encouraging trans-cultural dialogue and interest forpersonal, employment and cultural development.• Collaborating with different stakeholders for greateraccessibility to ICT not only for formal learning but alsoto facilitate flexible learning, inclusion and greaterlearner centered approaches.
  • 16. For further information visit our web sitewww.mcast.edu.mt lsu@mcast.edu.mt2398 7517 or 2398 7518 pathway@mcast.edu.mt2398 7320 or 2398 7321THANK YOUJohn Bartolojohn.bartolo@mcast.edu.mt

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