"Most of All, I Feel Respected" 

Rose Cassar is 46 years young. Even though she has not had it easy in her life, there’s a positive aura around her, that becomes even more understandable when she starts to tell her story of learning in her adult years. Thanks to the Directorate for Lifelong Learning and Employability, Rose was able to start discovering the world of reading and writing in Maltese and English, despite not having that opportunity when she was a child. 

"My life was very difficult. I used to have to take care of my brothers and sisters; we were 12 of us. I used to be downhearted because I would not be able to understand the things that the other children of my age knew, and this led me to become very shy in my life,” says a soft-spoken Rose. Her story is a perfect example of the transformative power of education, and how much hope it can give to those who seek to improve their lives through learning. 

The National Strategy for Lifelong Learning 2023-2030, designed to create an inclusive learning environment, aims to reach the most vulnerable sectors of society. This strategy is structured around three pillars, each designed to address specific challenges and opportunities of lifelong learning. Rose’s journey helps us to better understand the impact of this strategy.  

Enhancing Access for Vulnerable Learners

The first pillar of the strategy focuses on improving educational opportunities for adults who can improve their skill set and qualifications. People like Rose, who faced barriers due to past educational disruptions or social challenges, are the primary beneficiaries. This pillar aims to remove learning obstacles for vulnerable groups, including those with disabilities, migrants, and early school leavers.

Rose is living proof of the importance of The National Basic Skills Guidelines for Adults under this pillar, which the Directorate is currently working on. These guidelines will help accurately assess and address the basic skills adults need to function effectively in society. Moreover, the development of diagnostic tools and learner progress tracking systems under the same pillar are meant to ensure that education is tailored to meet individual needs, enabling personalised guidance, and learning opportunities. This is crucial for learners like Rose, who may need more targeted support to overcome initial barriers and gain confidence in their learning journey. 

“Our educator sees us as individuals, not numbers. In our class, we are around seven students. Everyone understands that we all come from different backgrounds and faced various challenges in our lives. We all encourage each other, despite learning at different paces. Most of all, I feel respected,” says Rose. 

Diversifying Learning Methods and Opportunities

The second pillar aims to broaden the avenues through which adults can engage in learning. By promoting community-based, work-related, and informal learning options, this pillar acknowledges that formal education is not the only path to knowledge and skill acquisition. For many adults, balancing multiple commitments with education requires flexibility that traditional learning environments may not provide. Rose’s story illustrates the benefits of this approach. The flexibility to learn through different modalities has allowed her to manage her personal responsibilities while attending classes. 

This pillar also emphasises the importance of developing transversal skills, such as time management skills, communication and problem-solving skills, interpersonal skills, leadership and management skills, digital literacy, and resilience, all of which can be used in a wide variety of situations in life and in work. In addition, the Lifelong Learning Directorate is actively encouraging active citizenship, which enriches the learner's personal and professional life. The recognition and validation of prior learning, a key component of this pillar, ensures that all forms of knowledge and experience are valued, helping learners like Rose feel acknowledged and valued.

Ensuring Quality in Lifelong Learning

The third pillar focuses on maintaining high standards in lifelong learning courses. It proposes a shift in how educational roles are perceived, particularly the role of the Directorate of Lifelong Learning and Education. By enhancing the professional development of educators and setting up mechanisms to monitor and improve course provisions, this pillar aims to ensure that all learners receive high-quality education.

For Rose, the impact of this pillar is evident in the quality of instruction she receives and the continuous support through an independent guidance system. These provisions help her make informed decisions about her education and manage her learning pace effectively.

A Living Testament 

Rose’s learning journey is a great example of the transformative power of the National Strategy for Lifelong Learning. The barriers she faced in life were considerable, but the comprehensive approach of the National Strategy provided her with the necessary tools and support systems to resume her education in a supportive and flexible environment.

By focusing on inclusivity and quality, the strategy not only helps individuals like Rose, but also contributes to benefits for society. Educated individuals are more likely to participate actively in their communities, contribute economically, and encourage a culture of learning in their families and in society. Rose's story is just one of many that prove the enormous value of lifelong learning and the significant impact of thoughtful educational policies.

To read the National Lifelong Learning Strategy (2023 – 2030), kindly click here.