MALTA QUALIFICATIONS FRAMEWORK FOR LIFELONG LEARNING REGULATIONS

MALTA QUALIFICATIONS FRAMEWORK

FOR LIFELONG LEARNING

SUBSIDIARY LEGISLATION 607.01

MALTA QUALIFICATIONS FRAMEWORK

FOR LIFELONG LEARNING REGULATIONS

24th September, 2012

LEGAL NOTICE 294 of 2012, as amended by Act II of 2020.

(1) The title of these regulations is the Malta

Qualifications Framework for Lifelong Learning Regulations.

(2) The purpose of these regulations is to determine the regulatory

framework for the classification of qualifications and awards which

can be provided through formal, non-formal and informal learning,

based on the Malta Qualifications Framework level descriptors.

MALTA QUALIFICATIONS FRAMEWORK

[(Regulation 3(1)]

1. The Malta Qualifications Framework shall be represented

as follows

DOCTORAL DEGREE

MASTER’S DEGREE

POSTGRADUATE DIPLOMA

POSTGRADUATE CERTIFICATE

BACHELOR’S DEGREE

UNDERGRADUATE

FOUNDATION DEGREE

DIPLOMA

HIGHER VOCATIONAL

UNDERGRADUATE

EDUCATION AND TRAINING

CERTIFICATE

DIPLOMA

MATRICULATION LEVEL

VOCATIONAL EDUCATION 4(d)

ADVANCED LEVEL

AND TRAINING DIPLOMA

INTERMEDIATE LEVEL

GENERAL EDUCATION

VOCATIONAL EDUCATION 3(c)

LEVEL 3

AND TRAINING LEVEL 3

SEC Grade 1-5

GENERAL EDUCATION

VOCATIONAL EDUCATION 2(b)

LEVEL 2

AND TRAINING LEVEL 2

SEC Grade 6-7

GENERAL EDUCATION

VOCATIONAL EDUCATION 1(a)

LEVEL 1

AND TRAINING LEVEL 1

SCHOOL LEAVING

CERTIFICATE

2. The National Qualifications Framework is designed in such

a way as to be able to include diverse forms of qualifications not as

yet covered by this Framework.

3. The following applies to vocational education and training

qualifications at levels 1 to 4 of the Malta Qualifications

Framework

(a) a full Vocational Education and Training Level 1

qualification should enjoy the same parity of esteem as

a Full School Leaving Certificate;

(b) a full Vocational Education and Training Level 2

qualification should enjoy the same parity of esteem as

four General Education Level 2 subjects;

(c) a full Vocational Education and Training Level 3

qualification should enjoy the same parity of esteem as

six General Education Level 3 subjects;

(d) a full Vocational Education and Training Diploma

should enjoy the same parity of esteem as three

Advanced Level subjects

For the purposes of these regulations, unless the context

otherwise requires -

"the Act" means the Further and Higher Education Act;

" a w a r d " m ea n s a d o c u m e n t i s s u e d b y a n a w a r d i n g b o d y,

p r o v i d i n g o ff i c i a l e v i d e n c e o f a n i n d i v i d u a l ’s v o c a t i o n a l ,

educational and training achievements. An award may also include

the following types

(a) a "customised award" which means a qualification

built on specific occupational areas and applied by

employers and training organisations to upgrade the

knowledge, skills and competences of the workforce;

(b) a "legacy award" which means a qualification awarded

to an individual prior to 1st July 2007 but which the

competent authorities establish as still relevant in

today’s labour market requirements;

(c) a "work-based award" which means a qualification

obtained as a result of an apprenticeship scheme in

which learning takes place in controlled work

environments and which may take into account prior

learning;

"the Commission" means the National Commission for Further

and Higher Education established by article 3(1) of the Act;

"credit" has the meaning as assigned to it by the Act or any

regulation made thereunder for the purpose of quality assurance,

accreditation and licensing of further and higher education

providers;

"European Qualifications Framework" means the European

Qualifications Framework for Lifelong Learning as adopted by the

European Union from time to time;

"learning outcome" means a statement defining what a learner

knows, understands and is able to do upon completion of a learning

process;

MALTA QUALIFICATIONS FRAMEWORK

FOR LIFELONG LEARNING

"level descriptors" means an expression of the level of

knowledge, skills and competences within the Malta Qualifications

Framework in relation to higher or lower levels of achievement by

an individual;

"formal learning" has the same meaning assigned to it by article 2

of the Act;

"further education" has the same meaning assigned to it by article

2 of the Act;

"higher education" has the same meaning assigned to it by article

2 of the Act;

"informal learning" has the same meaning assigned to it by

article 2 of the Act;

"learning" has the same meaning assigned to it by article 2 of the

Act;

"lifelong learning" has the same meaning assigned to it by article

2 of the Act;

"Malta Qualifications Framework" means the Malta

Qualifications Framework for Lifelong Learning and has the same

meaning assigned to it by article 2 of the Act;

"the Minister" means the Minister responsible for education;

"non-formal learning" has the same meaning assigned to it by

article 2 of the Act;

"programme" has the same meaning assigned to it by article 2 of

the Act;

"provider" has the same meaning assigned to it by article 2 of the

Act;

"qualification" has the same meaning as is assigned to it by

article 2 of the Act;

"Qualifications Framework of the European Higher Education

Area" means the qualifications framework adopted by European

Ministers responsible for higher education, in the framework of the

Bologna Process, from time to time;

"referencing" is a process of comparative analysis of knowledge,

skills and competences of levels of qualifications between one or

more qualifications frameworks;

"school" has the same meaning as is assigned to it by article 2 of

the Education Act;

"sectoral qualification" means an award confined to a specified

sector, which may exist at national and international levels;

"transcript" means an official report issued by a licensed and

accredited provider about the learning record of an individual,

listing courses, grades received and information about education

and qualifications systems;

"validation of non-formal and informal learning" has the same

m eaning assigned to it by t he Act or any regulati ons made

thereunder for the purpose of validating non-formal and informal

MALTA QUALIFICATIONS FRAMEWORK

FOR LIFELONG LEARNING

learning.

THE LEVEL-DESCRIPTORS OF MALTA QUALIFICATIONS FRAMEWORK

[(Regulation 3(3)]

The level descriptors for each of the eight levels of the Malta Qualifications

Framework shall be represented as follows

LEVEL

LEARNING OUTCOMES

LEVEL DESCRIPTORS

LEVEL 1

KNOWLEDGE

1. acquires basic general knowledge

related to the immediate

environment and expressed

through a variety of simple tools

and contexts as an entry point to

lifelong learning;

2. knows and understands the steps

needed to complete simple tasks

and activities in familiar

environments;

3. is aware and understands basic

tasks and instructions;

4. understands basic textbooks.

SKILLS

1. has the ability to apply basic

knowledge and carry out a limited

range of simple tasks;

2. has

basic

repetitive

communication skills to complete

well defined routine tasks and

identifies whether actions have

been accomplished;

3. follows instructions and be aware

of consequences of basic actions

for self and others.

COMPETENCES

1. applies basic knowledge and

skills to do simple repetitive and

familiar tasks;

2. participates in and takes basic

responsibility for the action of

simple tasks;

3. carries out activities under

guidance and within simple

defined timeframes;

4. acquires and applies basic key

competences at this level.

LEVEL

LEARNING OUTCOMES

LEVEL DESCRIPTORS

LEARNING OUTCOMES

1. Knowledge

and

1. has

basic

knowledge

and

Understanding;

understanding of textbooks and

simple tasks while relating to the

immediate environment;

2. Applying Knowledge

2. follows

instructions

and

and Understanding;

completes repetitive simple tasks

in familiar contexts and under a

quality controlled system;

3. Communication

Skills;

3. communicates basic information

in familiar repetitive contexts;

4. Judgmental Skills;

4. assesses and ensures that assigned

tasks have been completed

effectively;

5. Learning Skills; and

5. acquires

and

applies

key

competences to defined actions;

6. Autonomy

and

6. takes some responsibility for

Responsibility

completing simple tasks and

exercises limited autonomy.

LEVEL 2

KNOWLEDGE

1. possesses good knowledge of a

field of work or study;

2. is aware of and interprets types of

information and ideas;

3. understands facts and procedures

in the application of basic tasks

and instructions;

4. selects

and

uses

relevant

knowledge to accomplish specific

actions for self and others.

SKILLS

1. has the ability to demonstrate a

range of skills by carrying out a

range of complex tasks within a

specified field of work or study;

2. communicates basic information;

3. ensures tasks are carried out

effectively.

COMPETENCES

1. applies factual knowledge and

practical skills to do some

structured tasks;

2. ensures one acts pro-actively;

3. carries out activities under

limited supervision and with

limited responsibility in a quality

controlled context;

4. acquires and applies basic key

competences at this level.

LEVEL

LEARNING OUTCOMES

LEVEL DESCRIPTORS

LEARNING OUTCOMES

1. Knowledge and

1. understands and uses good

Understanding;

knowledge for tasks, procedures

or a field of work or study;

2. Applying Knowledge

2. follows

instructions

and

and Understanding;

completes a range of well-defined

tasks;

3. Communication

3. communicates basic information

Skills;

in unfamiliar contexts;

4. Judgmental Skills;

4. selects and uses information for

specified tasks and be pro-active;

5. Learning Skills; and

5. acquires

and

applies

key

competences to a range of

actions;

6. Autonomy and

6. takes responsibility and exercises

Responsibility

autonomy in well-defined tasks

under a quality controlled system.

LEVEL 3

KNOWLEDGE

1. understands the relevancy of

theoretical knowledge and

information related to one field of

work or study;

2. assesses, evaluates and interprets

facts establishing basic principles

and concepts in a particular field

of work or study;

3. understands facts and procedures

in the application of more

complex tasks and instructions;

4. selects

and

uses

relevant

knowledge acquired on one’s own

initiative to accomplish specific

actions for self and others.

SKILLS

1. demonstrates

a

range

of

developed skills to carry out more

than one complex task effectively

and

in

unfamiliar

and

unpredictable contexts;

2. communicates

more

complex

information;

3. solves

basic

problems

by

applying basic methods, tools,

materials and information given

in a restricted learning

environment.

LEVEL

LEARNING OUTCOMES

LEVEL DESCRIPTORS

COMPETENCES

1. applies knowledge and skills to

do some tasks systematically;

2. adapts

own

behaviour

to

circumstances in solving

problems by participating pro-

actively in structured learning

environments;

3. uses

own

initiative

with

established responsibility and

a u t o n o m y, b u t s u p e r v i s e d i n

quality controlled learning

environments normally within a

craftsmanship context;

4. acquires key competences at this

level as a basis for lifelong

learning.

LEARNING OUTCOMES

1. Knowledge

and

1. understands

theoretical

Understanding;

knowledge and information

related to complex procedures in

a field of work or study;

2. Applying Knowledge

2. follows instructions and carries

and Understanding;

out complex tasks systematically

and

in

unfamiliar

and

unpredictable contexts;

3. Communication

3. communicates

complex

Skills;

inform ation in unfamiliar and

unpredictable contexts;

4. Judgmental Skills;

4. assesses, evaluates and interprets

facts related to a field of work or

study and applies basic problem

solving techniques;

5. Learning Skills; and

5. acquires

and

applies

key

competences as a basis for

lifelong learning;

6. Autonomy

and

6. takes agreed responsibility for

Responsibility

completing complex tasks, and

interacts with the immediate

environment and in defined

actions at one’s own initiative.

LEVEL

LEARNING OUTCOMES

LEVEL DESCRIPTORS

LEVEL 4

KNOWLEDGE

1. understands broad theoretical

knowledge and analyses of

information related to a field of

work or study;

2. understands facts and establishes

basic principles in broad contexts

within a field of work or study;

3. applies facts and procedures in

broad contexts within a defined

field of work or study;

4. selects and analyses theoretical

knowledge in broad contexts

within a specific field of work or

study.

SKILLS

1. demonstrates acquired knowledge

and the ability to apply a range of

technical or academic skills to

carry out multiple complex tasks;

2. communicates theoretical and

technical information in a work or

learning environment;

3. generates solutions to specific

problems within a field of work

or study.

COMPETENCES

1. applies knowledge and skills to

perform qualitative and

quantitative tasks that require

technical capacity normally

associated with a technician’s

competence;

2. supervises the quality and

quantity of work of self and

others’ under quality assured

structures, with responsibility and

autonomy;

3. demonstrates an advanced level

of key competences at this level

as a basis for higher education.

LEVEL

LEARNING OUTCOMES

LEVEL DESCRIPTORS

LEARNING OUTCOMES

1. Knowledge

and

1. understands and analyses broad

Understanding;

theoretical, practical and

technical knowledge related to a

field of work or study;

2. Applying Knowledge

2. follows instructions and carries

and Understanding;

out defined theoretical, complex

and technical tasks;

3. Communication

3. communicates theoretical and

Skills;

technical information in a work or

learning context;

4. Judgmental Skills;

4. interacts with and generates

solutions to problems within the

immediate environment of a

given field of work or study;

5. Learning Skills; and

5. applies key competences to

defined actions and to a technical

or academic field of work or

learning context;

6. Autonomy and

6. exercises autonomy and takes

Responsibility

responsibility for defined

qualitative and quantitative tasks

of self and others by completing

complex tasks in a broad context

under

quality

assured

mechanisms.

LEVEL 5

KNOWLEDGE

1. understands knowledge in a field

of study that builds upon general

further education and is typically

at a level supported by high-level

textbooks leading to continued

stu d i es t o co m p l et e a L e ve l 6

qualification;

2. develops strategic and creative

responses in researching solutions

to well defined concrete and

abstract problems;

3. makes judgements based on

knowledge of relevant social and

ethical issues.

LEVEL

LEARNING OUTCOMES

LEVEL DESCRIPTORS

SKILLS

1. demonstrates

transfer

of

theoretical and practical

knowledge, in creating solutions

to problems;

2. conveys ideas in a well structured

and coherent way to peers,

supervisors and clients using

qualitative and quantitative

information;

3. has the ability to identify and use

data to formulate responses to

well-defined concrete and

abstract problems;

4. evaluates own learning and

identifies learning needs

necessary to undertake further

learning.

COMPETENCES

1. manages projects independently

that require problem solving

techniques where there are many

factors, some of which interact

and lead to unpredictable

outcomes;

2. shows creativity in managing

p r o j e c t s , m a n a ge s p e o p l e a n d

reviews performance of self and

others; train others and develop

team performance;

3. expresses

a

comprehensive

internalized personal world view

reflecting engagement of

solidarity with others;

4. has the learning skills to

undertake further studies with

some autonomy.

LEVEL

LEARNING OUTCOMES

LEVEL DESCRIPTORS

LEARNING OUTCOMES

1. Knowledge and

1. understands advanced textbooks

Understanding;

which may lead to further

academic or vocational learning

and researches solutions to

abstract problems;

2. Applying Knowledge

2. demonstrates operational capacity

and Understanding;

and management skills using

creativity;

3. Communication

3. interacts with others to convey

Skills;

abstract and concrete solutions to

problems in a field of work or

study;

4. Judgmental Skills;

4. formulates

practical

and

theoretical responses to abstract

and concrete problems and makes

judgements on social and ethical

issues;

5. Learning Skills; and

5. evaluates own learning and can

i m p r o v e k e y c o m p e t en c e s f o r

further learning, and promotes

team training;

6. Autonomy and

6. is responsible for the effective

Responsibility

and efficient management of

projects and people within agreed

timeframes.

LEVEL 6

KNOWLEDGE

1. understands

knowledge

that

builds upon general further

education and typically includes

some aspects that will be

informed by knowledge at the

forefront of a field of study;

2. uses detailed theoretical and

practical knowledge which is at

the forefront of a field of study

and

involves

critical

understanding of theories and

principles;

3. understands methods and tools in

a complex and specialised field of

work or study and innovation in

terms of methods used;

4. makes judgements based on

relevant social and ethical issues

that arise in a field of work or

study.

LEVEL

LEARNING OUTCOMES

LEVEL DESCRIPTORS

SKILLS

1. applies

knowledge

and

understanding in a manner that

indicates a professional approach

to work or study;

2. communicates ideas, problems,

and solutions to both specialist

and non-specialist audiences

using a range of techniques

involving qualitative and

quantitative information;

3. has the ability to gather and

interpret relevant data (usually

within the field of study) to

inform judgements that include

reflection on relevant social,

scientific or ethical issues;

4. devises and sustains arguments to

solve problems;

5. consistently

evaluates

own

learning and identifies learning

needs.

COMPETENCES

1. demonstrates

administrative

design, resource and team

management and is responsible

for work or study contexts that

are unpredictable and require that

complex problems are solved;

2. shows creativity and initiative in

developing

projects

in

management processes, manage

and train people to develop team

performance;

3. has developed those learning

skills that are necessary to

continue to undertake further

studies with a high degree of

autonomy.

LEVEL

LEARNING OUTCOMES

LEVEL DESCRIPTORS

LEARNING OUTCOMES

1. Knowledge and

1. understands

professional

Understanding;

theoretical and practical

knowledge in a specialised field

of work or study;

2. Applying Knowledge

2. demonstrates

innovative

and Understanding;

theoretical and practical

responses to work or study

contexts;

3. Communication

3. communicates ideas, problems,

Skills;

and solutions to both specialist

and non-specialist audiences

using a range of techniques

involving qualitative and

quantitative information to

sustain arguments;

4. Judgmental Skills;

4. makes professional judgements

on social and ethical issues within

the area of specialisation,

masters’ problem solving skills,

and evaluates the management of

projects and people;

5. Learning Skills; and

5. assesses own learning and can

spec ial ise i n on e or mo r e k ey

competences for further learning;

6. Autonomy and

6. is

responsible

for

the

Responsibility

management of creative and

innovative projects and the team’s

performance.

LEVEL 7

KNOWLEDGE

1. has comprehensive knowledge

and understanding that is founded

upon and extends and, or

enhances that knowledge

typically associated with

Bachelor’s level;

2. uses

specialised

or

multi-

disciplinary theoretical and

practical knowledge some of

which is at the forefront of a field

of study. This knowledge forms

the basis of originality in

developing and, or applying

ideas.

LEVEL

LEARNING OUTCOMES

LEVEL DESCRIPTORS

SKILLS

1. demonstrates

specialised

or

multi-disciplinary knowledge that

include reflecting on social and

ethical responsibilities linked to

t h e a p p l i c a t i o n o f o n e ’s

knowledge and judgements;

2. can communicate to specialist

and non-specialist audiences

clearly and unambiguously work

or study related conclusions and

knowledge which may be the

outcome of research, self-study or

experience;

3. performs critical evaluations and

analysis with incomplete or

limited information to solve

problems in new or unfamiliar

environments, and to p roduce

original research;

4. develops new skills in response to

emerging knowledge and

techniques and demonstrates

leadership skills and innovation

in co m pl e x an d un p r e d ict a b l e

work and study contexts.

COMPETENCES

1. creates

a

research-based

diagnosis to problems by

integrating knowledge from new

or interdisciplinary fields and

makes

judgements

with

incomplete

or

limited

information;

2. manages people and projects and

demonstrates the ability to

respond to the dynamic changes

in the business environment;

3. demonstrates autonomy in the

direction of learning and a high

level of understanding of learning

processes;

4. has the learning skills to allow

continuation to study in a manner

that may be largely self-directed

or autonomous.

LEVEL

LEARNING OUTCOMES

LEVEL DESCRIPTORS

LEARNING OUTCOMES

1. Knowledge and

1. has comprehensive specialised or

Understanding;

multi-disciplinary theoretical and

practical knowledge which forms

the basis of original research,

which may contribute to social

and ethical issues;

2. Applying Knowledge

2. demonstrates capability in using

and Understanding;

knowledge and skills, to adapt to

the dynamic changes in the

business environment and to

manage people and projects

efficiently;

3. Communication

3. communicates with specialist and

Skills;

non-specialist audiences clearly

and unambiguously conclusions

and knowledge which may be the

ou t c o m e o f o r i g i n a l r e s e a r c h ,

self-study or experience;

4. Judgmental Skills;

4. performs critical evaluations and

analysis with incomplete or

limited information to solve

problems in new or unfamiliar

contexts, and to produce original

research;

5. Learning Skills; and

5. makes assessments of personal

continuous

professional

development, takes initiative to

undertake self-directed study and

may proceed to further

specialisation;

6. Autonomy and

6. is accountable and responsible for

Responsibility

the original r esearch w ithin a

personal social responsibility and,

or business context, for one’s

operations and for adapting the

management of people and

projects reflecting the dynamic

nature of the environment in

which one operates.

LEVEL 8

KNOWLEDGE

1. has a systematic understanding of

a highly specialised field of study

which builds upon a specialised

or multi-disciplinary knowledge

and understanding;

2. extends or redefines existing

knowledge and, or professional

practice.

LEVEL

LEARNING OUTCOMES

LEVEL DESCRIPTORS

SKILLS

1. demonstrates mastery in skills

such as the selection and analysis

of research, writing, design,

development and sustainability of

the argument manifested in

innovative scholarly research;

2. responds to technological, social

and cultural issues and addresses

the needs of a knowledge-based

society;

3. communicates expertise to a wide

audience including peers and the

general public using different

methods including national and

international publications, and

participates in specialist fora;

4. demonstrates expertise in critical

evaluations and ana lysis with

incomplete or limited information

to solve problems in new or

unfamiliar environments, and to

produce original research.

COMPETENCES

1. demonstrates authority in a

specialised field of work or study

and makes judgements involving

a multitude of interacting factors;

2. promotes social, scientific and

ethical advancement through

actions;

3. has a sustained commitment in

the development of new ideas.

LEVEL

LEARNING OUTCOMES

LEVEL DESCRIPTORS

LEARNING OUTCOMES

1. Knowledge and

1. has theoretical and practical

Understanding;

expertise in a specialised field of

knowledge which may contribute

to social and ethical issues in a

national and international

dimension;

2. Applying Knowledge

2. demonstrates

leadership

and

and Understanding;

innovation in mastering research

in work and study contexts;

3. Communication

3. communicates expertise to a wide

Skills;

audience including peers and the

general public using different

methods including national and

international publications, and

participates in specialist fora;

4. Judgmental Skills;

4. demonstrates expertise in critical

evaluations a nd a nalysis with

incomplete or limited information

to solve problems in new or

unfamiliar environments, and to

produce original research;

5. Learning Skills; and

5. has a sustained commitment to

generate new ideas and

in n o va t i ve pr o j e c t s r e l a t e d t o

technological, cultural and social

development;

6. Autonomy and

6. is responsible for the leadership

Responsibility

of a number of specialised

proj ects and an a ut hori ty in a

specialised field of work or study.

(1) There shall be a Malta Qualifications Framework

which shall be a framework of eight levels as reproduced in the

First Schedule, with Level 1 being the lowest and Level 8 being the

highest level of a qualification.

(2) The Malta Qualifications Framework shall include all

national qualifications as approved by the Commission

Provided that qualifications awarded upon completion of a

programme of formal learning shall not form part of the Malta

Qualifications Framework unless they satisfy the following

conditions

(a) they shall be awarded by a school or licensed provider

of further or higher education in accordance with the

Act or any regulation made thereunder;

(b) they shall be internally and externally quality-assured

in accordance with the Act or any regulations made

thereunder;

(c) they shall be based on a workload composed of

identified credit value;

(d) they shall be awarded on the successful completion of

a formal assessment process;

(e) they shall be expressed through a transcript and an

award supplement based on European and

international standards; and

(f)

they shall be identified in a transcript through a level-

rating with the Malta Qualifications Framework and

the European Qualifications Framework.

(3) The Malta Qualifications Framework shall include the

following

(a) qualifications awarded after the successful completion

of formal learning; and

(b) qualifications awarded after the completion of non-

formal and informal learning validated in accordance

with the Act or any regulations made thereunder

Provided that the Malta Qualifications Framework may also

include customised, legacy and work-based awards

Provided further that for the purpose of determining access

to a profession by means of one or more qualifications in the Malta

Qualifications Framework and the validation of any learning or

work experience related thereto, the Mutual Recognition of

Professi ona l Q ual ific ati ons Act , an d any regu lat io ns m ad e

thereunder, shall apply.

(4) Qualifications which form part of the Malta Qualifications

Framework shall be based on learning outcomes, and as such shall

be expressed in terms of knowledge, skills and competences

corresponding to the respective level descriptors as reproduced in

the Second Schedule.

(5)

The Malta Qualifications Framework is executed by means

MALTA QUALIFICATIONS FRAMEWORK

FOR LIFELONG LEARNING

of exit points and promotes permeability of qualifications from one

level of the Malta Qualifications Framework to another and across

different learning pathways.

(6) The Malta Qualifications Framework shall be referenced to

the European Qualifications Framework and the Qualifications

Framework of the European Higher Education Area.

(1) In accordance with its functions under article 65(g) of

the Act to promote and maintain the Malta Qualifications

Framework and establish the policies and criteria on which the

Malta Qualifications Framework shall be based, and in accordance

with its functions under article 66(g) of the Act to maintain and

publish a register of qualifications classified within the Malta

Qualifications Framework, the Commission shall be the competent

authority responsible for all aspects of the Malta Qualifications

Framework and shall have such functions and powers as assigned

to it by these regulations. Without prejudice to the powers of the

Minister as provided by the Act, the Commission shall also have

such functions and powers as may be required for the proper

performance of any and all of its functions.

(2) Without prejudice to the generality of sub-regulation (1),

the Commission shall have the following functions

(a) to establish and maintain the criteria and mechanisms

for classifying national qualifications within the Malta

Qualifications Framework;

(b) to establish the minimum amount of credits required

for a national qualification to be classified within the

Malta Qualifications Framework;

(c) to ensure that national qualifications classified within

the Malta Qualifications Framework are well-

documented and include learning outcomes and

information about assessment procedures;

(d) to adopt the Malta Qualifications Framework in such a

way as to change, add or delete qualifications or level

descriptors to reflect the principles of the European

Qualifications Framework and of the Qualifications

Framework of the European Higher Education Area;

(e) to maintain and classify sectoral qualifications within

the Malta Qualifications Framework;

(f)

to provide guidance and support to persons, schools

and further and higher education providers operating

with the Malta Qualifications Framework;

(g) to establish and maintain a register of persons awarded

partial or full qualifications classified at one of the

eight levels of the Malta Qualifications Framework;

and

(h) to advise the Minister about the state, operation, needs

and prospects of the Malta Qualifications Framework.

(3)

Following a submission by schools or providers to have the

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national qualifications awarded by them classified within the Malta

Qualifications Framework, the Commission may assign other

recognised public or private entities to undertake the exercise of

referencing of qualifications to the Malta Qualifications

Framework

Provided that the level-rating process, requirements,

conditions, limitations and exclusions carried out by entities other

than the Commission shall be the same as those established by the

Commission

Provided further that the decision regarding the referencing

of such qualifications shall in every case lie with the Commission.

(1) There shall be appointed by the Commission a

coordinator who shall be responsible for the day-to-day

management of the Malta Qualifications Framework, hereinafter

referred to as "the Coordinator".

(2) Without prejudice to the generality of sub-regulation (1),

the Coordinator shall have the following responsibilities

(a) to advise the Commission regarding any changes,

additions or deletions to the Malta Qualifications

Framework that may be required;

(b) to monitor developments related to qualifications

frameworks at European and international levels and

advise the Commission regarding any action that may

be required in view of such developments;

(c) to coordinate discussions with stakeholders regarding

all aspects of the Malta Qualifications Framework;

(d) to convene, on a yearly basis, a national colloquium

for all public and private stakeholders about the

developments of the Malta Qualifications Framework,

including in particular European and international

developments related to the Malta Qualifications

Framework.

(1) All schools and providers shall comply with the

criteria, requirements, conditions, limitations and exclusions

established by the Commission from time to time under these

regulations in accordance with its functions and powers under

regulation 4.

(2) Any school or provider that fails to comply with these

regulations shall be liable to an administrative fine not exceeding

two thousand and three hundred euro (€ 2,300). The Commission

shall be responsible for the imposition of such fines and for their

enforcement upon any person contravening these regulations,

taking into account the gravity of the non-compliance and any

payments made to that school or provider for the undertaking of

any learning or research process that was reasonably expected to

lead to an award classified within the Malta Qualifications

Framework

Provided that prior to imposing such fine, the Commission

shall allow for a due period of time for the school or provider to

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comply with sub-regulation (1).

(1) There shall be a Malta Qualifications Framework

Appeals Board, hereinafter referred to as "the Appeals Board", to

which any person, school or further or higher education provider

may appeal if aggrieved by a decision taken by the Commission

with respect to the referencing of a qualification to the Malta

Qualifications Framework in terms of these regulations.

(2) Appeals provided for in sub-regulation (1) have to be filed

in the Registry of the Appeals Board within ten days from the date

when the decision taken by the Commission is communicated to the

person, school or further or higher education provider so aggrieved.

(3) The Appeals Board shall consist of an independent

Chairman and two independent Members who shall be appointed by

the Minister from among persons of known integrity who appear to

him to be qualified by reason of experience of, and capacity in,

matters deemed appropriate for such purpose

Provided that one of the members of the Appeals Board

shall also act as Secretary to the Appeals Board, with the right to

vote.

(4) A member of the Appeals Board shall abstain and may be

challenged in such circumstances as would disqualify a judge in

terms of Sub-Title II of Title II of Book Third of the Code of

Organization and Civil Procedure; and in any such case the member

shall be substituted by another person appointed for such purpose

by the Minister.

(5) The members of the Appeals Board shall hold office for a

period of three years, and shall be eligible for re-appointment.

(6) A member of the Appeals Board may be removed from

office by the Minister on grounds of gross negligence, conflict of

interest, incompetence, or acts or omissions unbecoming a member

of the Appeals Board.

(7) The decisions of the Appeals Board shall be final except

with respect to points of law decided by the Appeals Board, from

which an appeal shall lie within twenty days to the Court of Appeal

(Inferior Jurisdiction); the judge shall have the right to decide in

camera that such appeal is frivolous or vexatious following the

closing of the stage of written submissions; such appeal shall also

be regulated by rules of court made under article 29 of the Code of

Organization and Civil Procedure.

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