Vol. 15 no. 1 / June 2021

The purpose of this study was to examine Maltese young adults’ knowledge and perceptions of individuals with an Autism Spectrum Condition (ASC). Social Representation Theory was utilized to inform the study on the possible ways participant’s perceptions were shaped. Particular focus was given to the way participants interpreted the behaviour, abilities and potential of people with ASC and whether the information acquired aided the acceptance of their peers with ASC. The study applied a qualitative approach: a sample of eight participants, aged between 18 and 24 years, responded to a semi-structured interview. Thematic analysis of data uncovered six main themes. These included three levels of respondents’ perceptions of ASC stemming from participants’ experience and knowledge of ASC, that were in turn associated with three levels of acceptance of people on the spectrum. The findings suggest that being in contact with persons on the autism spectrum does not necessarily translate into acceptance, highlighting the importance of providing peers and society with explanations of behavioural differences manifested by individuals with ASC in order to reduce uncertainty and facilitate inclusion

The Maltese National Vocational Education and Training policy assumes that post-compulsory VET should be geared towards skill acquisition, to build a country’s human capital and to impart useful knowledge to students. The assumption is also that VET should target disadvantaged groups and students with different educational needs; those less academically inclined, and those at risk of dropping out of school. The constant reference to employer involvement, and of economic considerations mirror the goals set out in EU documents. Social inclusion is assumed to be achieved through investing in Human Capital. However, one aspect of the policy that could be construed as actively promoting social justice is the transformation of the main state post-compulsory vocational college, the Malta College of Arts, Science and Technology (MCAST), into a comprehensive institution, offering a seamless path from FE to HE. Hurdles to this vision are discussed, including the negative public perceptions of non-traditional paths to HE and the risk of MCAST focusing on higher-status courses, at the expense of supporting students from lower levels to ‘make the crossing’ to higher levels. The jury is also still out on whether the comprehensivisation of MCAST will spread equity and social cohesion, and strengthen society through cooperation, participation in the democratic life of a country and empower people to participate effectively in society, including, but not exclusively in the economy

In this paper, we explore the effects of English as a medium of instruction in Maltese further vocational education settings, in the context of inclusive educational practice. Given the existing heterogeneity of English proficiency among students in Malta, our study aimed to investigate the association between English language proficiency and overall academic performance in a local vocational education and training institution. Using a generally postpositivist approach, quantitative survey design incorporating a standardised English proficiency assessment, followed by a descriptive and inferential statistical analysis of the data, we found little evidence to support the notion that English proficiency and overall academic achievement were correlated. While students reportedly perceived certain difficulties in their studies as a result of English-medium instruction, this had no adverse effect on their grades. While our findings do suggest a proclivity for inclusive practice, we also suspect that grading practices may be favouring content knowledge over language proficiency, possibly at the expense of field-specific and general English language mastery. Further research is needed to understand the interrelationships between English proficiency and inclusive educational practices in local vocational settings.

This article focuses on the factors that enable or limit smooth transitions across educational and employment sectors. Smooth transitions have an impact on the element of continuity on the lived experiences of disabled students and other stakeholders. The mixed-methods study explored the experience of inclusive education of disabled students with physical and sensorial disabilities in further and higher education in Malta. In this paper I reflect on the data obtained from one-time semi-structured interviews with disabled young people that have attended or were attending further and higher education at the time of data collection. The participants’ reflections provided examples of how the quality of the lived experiences of inclusive education influences identity and academic development throughout their educational journey. The dynamics within and across educational institutions influence the extent disabled students develop agency, empowerment and self-advocacy. A collaborative approach among stakeholders or the lack of it has an impact on disabled students to develop one’s full learning potential and find employment. The reflections signify that inclusive education is not just a matter of having one’s right met, but its short-term and long-term effectiveness is highly dependent on the quality of the students’ experiential continuum within the educational institutions.

The research described in this article focuses on an investigation into the pathway to become an English language teacher in Saudi Arabia. Through a comparison of the pathway to becoming a graduate teacher and the content of initial teacher education programmes in Australia, the research identifies the shortcomings and strengths in the content of initial English language teacher education programmes in Saudi Arabia: content; English proficiency levels; and teacher registration requirements and process.

This study aimed at comparing and contrasting the currently available professional development (PD) programmes for English as a foreign language (EFL) teachers working in public schools in Palestine. The design of this study was exploratory in nature utilizing a qualitative approach. The research participants consisted of twelve EFL teachers and eleven teacher trainers and programme designers. Data were collected using semi-structured interviews. To ensure validity of the study, triangulation was used where data was obtained from the teachers and trainers. Inter-rater reliability was checked giving an 82% of agreement. Thematic analysis was used to analyse data. From the analysis, teachers and teacher trainers identified the areas of differences and similarities between the programmes. The study concluded with a set of recommendations for practice and future research. There was a consideration of possible implications of these findings for teacher education in Palestine, and for policy making bodies in Palestine.

The educational discourse in recent years in Malta has been on improving student learning outcomes by supporting the teaching profession through the development of various educational initiatives. While more attention, time and resources have been geared towards struggling students, little attention has been paid to gifted and talented students, something which could hinder them from developing their full potential. Teaching gifted and talented students requires special training, yet most practicing teachers in Malta have not been trained to teach gifted and talented students. The aim of this position statement is twofold. First, it calls for an increase in the quality of teacher training in gifted and talented education for practicing teachers within the Maltese context; and, second, it makes propositions for teacher training programmes and qualifications for teachers in the field.

There is no abstract for this book review.