1. Over 6,000 full time students and
5,000 evening courses students
FOUNDED IN 2001
TEN DIFFERENT INSTITUTES & THE GOZO
CENTRE

2. Pathway Programme
• A two year training programme for students
with mild to moderate intellectual disability.
• Three courses of study
1. Numeracy and literacy
2. Life skills
3. Vocational Studies

3. The learning Support Unit
Service Provision
• The Learning Support Unit LSU collaborates closely
with other units and institutes within MCAST.
– to ensure that students receive the necessary academic
support to succeed and become autonomous independent
learners.
• Students are supported by various forms of support
regardless of limited or lack of previous qualifications.
– Consideration of different teaching and learning strategies
to cover set Key Skills syllabi, from Foundation
programmes throughout higher level courses.

4. Learner centred approach
• Supports:
– autonomous learning skills
– individual learning goals
– individual learning style
– collaborative learning techniques
– assessment through Learning
Outcomes based assignments
– continuous formative and
summative profiling of learner
progress through appropriate
record-keeping including Class or
Individual Student Profiles

5. Support during Foundation Level courses
• Small group settings and
individual support at
Foundation Level 1 and
Level 2.
• Complete withdrawal
combined with additional
support lessons as required.
• Same programme syllabi as
mainstream courses.
• Sessions in IT and Personal
Development (PD).

6. Identification of needs and support at
Foundation Level
• Identification of type and
extent of required
academic support
through Initial
Assessment Tests (IATs)
in English, Maltese and
Mathematics.
• Vocational embedding
and/or contextualization
of Key Skills delivery.

7. The Level 1 and 2
Foundation Programmes
• Vocational embedding of
Maltese, Maths and
English subject content at
Introductory Level 1.
• Learning set in
manageable steps and
progressive level of
difficulty.
• Individualized learning
strategies.
• Key Skills learning majorly
contextualized according
to vocational area at
Level 2.
• Same course content and
assessment as
mainstream programme.
• Same assignments for all
students as mainstream
programme.

8. Embedded Vocational and Key Skills
• During embedded lessons, vocational lecturers
deliver their vocational lessons.
• Key Skills lecturers are present to support
learning by linking the key skills subject to the
vocational topic.
• The embedded topic is further reinforced during
the Key Skills lessons.

9. Assessment
• Level 1 Introductory Programme Assessment
– Embedded and/or contextualized to vocational
content and set in manageable steps of progressive
levels of difficulty.
• Level 2 Foundation Programme Assessment
– Course content and assessment the same as
mainstream classes, the difference being in the
learning strategies adopted.

10. Support at Level 3 and beyond
• Weekly support on a one-
to-one basis or in a small
group setting.
• Support in general or
specific:
– literacy skills
– speaking, reading and
writing support
– planning for assignments
and course work
– individualized learning
strategies and support.

11. Supporting individual learning
– weekly support on a one-to-one basis or
in a small group setting
– support in general or specific literacy skills
– speaking, reading and writing support
for general or specific purposes.
– developing coping and study strategies
– tackling particular learning conditions
– developing sound learning strategies and
study skills
– support in planning for assignments and
course work

12. Contribution to Lifelong Learning Agenda
• Collaboration with Career Guidance professionals in secondary schools
and at MCAST.
• Collaboration with counsellors to support students with particular
challenges to aid learner retention.
• Emphasis on practical and relevant learning promoting holistic education
as well as education for employment purposes.
• Aiding individualized learning pathways within the official curriculum and
supporting individual needs to make learning more flexible than
traditional schooling.

13. Improving quality and efficiency
• Observing QA procedures regarding assignment setting, correction
and verification.
• Investing in staff professional development.
• Making connections with other professionals in the learning and
wider communities.
• Taking a learner centred approach whilst
updating knowledge about the
requirements of the labour market.

14. Promoting equity, social cohesion
and active citizenship
• Commitment to support the development of sound literacy,
numeracy, intrapersonal and interpersonal skills.
• Making quality education accessible to all learners irrespective of
prior qualifications and ability.
• Supporting the development of knowledge, skills and competences
through the Unit’s programmes.
• Actively promoting and practicing inclusion of various social groups;
not simply by physical inclusion but by tailoring programme
content and through outreach initiatives both within MCAST itself
and with different stakeholders.

15. Enhancing creativity and innovation
• Including transversal Key Competencies within Key
Skills delivery, making the learning experience relevant
and practical.
• Encouraging trans-cultural dialogue and interest for
personal, employment and cultural development.
• Collaborating with different stakeholders for greater
accessibility to ICT not only for formal learning but also
to facilitate flexible learning, inclusion and greater
learner centered approaches.

16. For further information visit our web site
www.mcast.edu.mt
 lsu@mcast.edu.mt
2398 7517 or 2398 7518
 pathway@mcast.edu.mt
2398 7320 or 2398 7321
THANK YOU
John Bartolo
john.bartolo@mcast.edu.mt