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Restructuring schools as a means to quality improvement in education is one of the major challenges facing education in Malta. This article calls for a critique of school policy‐making and planning processes. Attention is directed towards school‐based development with focus on the school as the unit of change. School development is described as a process by which a school develops the capacity for reflective action. It is a planned, continuing effort, with personnel committed to a search for increasing school effectiveness and expresses a commitment towards professional growth. The article stresses the need for policy and decision makers to fundamentally rethink the way schools function at present by shifting attention towards establishing a professionally oriented structure which gives educators at school level more responsibility, accountability and professionalism.

Presents some of the developments that are being undertaken in Malta to address the managerial development of headteachers, and attempts to place this development within the context of educational reforms currently taking place. Analyses the developments in policy, research, theory and practice in school management training in Malta.

The school environment in the islands of Malta is experiencing important changes that need to be critically addressed if school improvement and, more importantly, student learning is going to be enhanced. This paper aims to present the education authorities with an introductory review which aims to contextualise the potential networking of schools within the nurturing of inclusive learning communities.

The paper argues that unless the principles of hope, faith, commitment, individual and collective worth are nurtured, networks will not on their own work to bring about desired change.

Whilst a networking reform process has been introduced no review has yet been undertaken in Malta to understand the implications, both positive and negative, that such a reform brings with it.

Implications for policy and practice include a thorough understanding of the six components behind the inclusive learning community, the various benefits, tensions and concerns that networks and networking bring with them.

This paper presents an introductory review and contextualises the network reform policy within the principles of the learning community.

Educational leadership in Malta is currently undergoing a radical transformation at both systems and school level. The Maltese education authorities are delegating a number of responsibilities to the school site. Argues that whilst creating the self‐managing school is the way forward to improve the quality of education there is doubt as to what leadership model, if any, central authorities are trying to institutionalise at both systems and school level. It is argued that central authorities need to project a clear vision which will help schools establish a professional culture which offers choice, opportunity, authority and responsibility. Whilst the changes that await us call for both adaptive and technical challenges, a claim is made for a focus on the human side of management. Highlights the importance of principle‐centred leadership, a leadership which finds its source in the intellect, heart, mind and souls of individuals and one which is sustained through meaningful relationships. Leaders need to be given opportunities to develop as persons with special focus on areas such as learning, values, creativity and collegiality.

Starts off by looking into the changing context of education and its demands on schools. Argues that for schools to function better, a professional culture which offers choice, authority and responsibility through more decision‐making powers and a participative structure at school level needs to be encouraged. Presents, in the concluding section, a decision‐making approach giving the basic prerequisites, the processes, the actions and the basic characteristics for such a renewal at both a national and school level.

The COVID-19 pandemic has had a significant impact on higher education institutions globally, together with the wellbeing, social life, and study experiences of students (Goldstone & Zhang, 2022; Hordosy & McLean, 2022; Maslimova et al., 2022), and academic staff (Gilbertson, 2020; LUSA, 2020). This chapter describes a review of the Masters program in Educational Leadership and Management at the Faculty of Education, University of Malta. While acknowledging the need to better understand the impact of the pandemic – personally and professionally – the focus was to develop a program that helped staff and mature students develop, through a different learning and lived experience, by cultivating the values that are central to the program, namely community, agency, sharing, collaboration, collegiality, voice, reflection, and inquiry. Ultimately, the scope of this chapter is to highlight how the pandemic has helped to renew the graduate program in a way that forged the wellbeing of the academic staff, the leaders of the various educational institutions, and students.

Examines a process of how schools and their members can develop the capacity to reflect on the nature and purpose of their work together. The focus is on school‐site management practices as the way forward to improve the quality of education being provided. Argues that for schools to function better, a professional culture which offers choice, authority and responsibility through more decision‐making powers and a participative structure at school level needs to be nurtured. Proposes that a combination of top‐down and bottom‐up strategies to improvement needs to be encouraged as against purely a top‐down or bottom‐up approach. Also proposes a framework for professional development at school‐site level.

Discusses civil service reforms in Malta, and the part that human resource management plays in such reforms. Makes the point that, if Malta wishes to meet the challenges of the twenty‐first century, and more specifically the European Community, it is imperative that it designs and implements public sector personnel management systems that reflect an appreciation of, and genuine commitment to, the value of humanism in the workplace.

As demand for school reform have grown in Malta in recent years we have noticed increased focus being given to quality issues. As a result the education authorities, due to two main policy initiatives – the introduction of the National Minimum curriculum and school development planning – are encouraging a decentralised form of governance that emphasises the empowerment of teachers in educational decision‐making. The road towards increased collaboration amongst teachers and between schools in which they work, has been a long, arduous and tortuous journey, yet it can also be a vehicle for positive change and development. This paper explores a theoretical rationale for a teacher led approach to school improvement. It then explores the initial collaboration between the author and one local school. It presents the main findings of a strategic analysis undertaken to understand the current situation facing the school. This case study helps to highlight the importance and positive effects behind capacity building and shared leadership. It is argued that this case study can serve as an example to establish higher education and school partnerships and the introduction of a school‐based accreditation scheme.

The migration of thousands of people who, every year escape conflict, repression and poor economic stability in their home country, attempt the treacherous journey across the Mediterranean Sea to reach Europe. While some do make it, questions are being posed on the effectivity of the European Union to deal with migration and explore ways of integrating migrants into society, in particular through education. The need to address the educational development of migrant learners’ calls for contextualized school leadership processes aimed at spurring teachers to hone the cultural capital brought by migrant learners in their classrooms. The authors argue in favour of culturally responsive leadership processes which (1) endorse schools as influential on society and community development, (2) detach from a ‘one-size-fits-all philosophy’ of leadership, (3) believe in the cultural capital of migrant students, (4) embrace changes in leadership styles brought about by different cultural philosophies, (5) successfully transmit to teachers that learning cannot be placed in a monocultural context and (6) advocate towards the employment of teachers whose culture reflects the cultural composition of students in their school. This chapter aims to explore what Malta, a small island state, is doing to address this mammoth task in a context fraught with uncertainty and anxiety.