Home » Labour Market » L-Istħarriġ dwar il-Ħiliet taʼ Malta 2022: Ħarsa Ħafifa Lejn ir-Riżultati
L-Istħarriġ dwar il-Ħiliet ta’ Malta li sar fl-aħħar kwart tal-2022 kien l-ewwel stħarriġ li sar fuq livell nazzjonali bil-ħsieb li jipproduċi profil tal-ħiliet tan-nies li joqogħdu Malta.
Il-firxa wiegħsa ta’ oqsma li kienu mdaħħla f’dan l-istħarriġ tat stampa ġenerali tal-ħiliet li għandha l-popolazzjoni mistħarrġa. Hawnhekk, ir-rispondenti ntalbu jsemmu ħiliet li huma jqisu li huma tajbin għalihom u li huma dehrilhom li jistgħu jintużaw għal skopijiet ta’ xogħol. Inġabar ukoll tagħrif dwar l-għarfien tal-lingwi kif ukoll il-liċenzji li għandhom in-nies.
Din l-istqarrija tal-aħbarijiet qiegħda tagħti r-riżultati ewlenin tal-Istħarriġ dwar il-Ħiliet ta’ Malta. Pubblikazzjoni f’aktar dettall hija mistennija toħroġ fil-ġimgħat li ġejjin.
Il-kategoriji wesgħin tal-ħiliet maqsumin bil-karatteristiċi demografiċi
Tabella nru 1 tagħti ħarsa ġenerali lejn il-karatteristiċi demografiċi tal-persuni li għandhom ħiliet differenti. Tmien kategoriji ta’ ħiliet huma identifikati u għal kull kategorija ngħata profil demografiku.
L-aktar kategoriji komuni ta’ ħiliet fil-popolazzjoni mistħarrġa kienu l-Kompjuter u ħiliet relatati, u l-Komunikazzjoni u l-kollaborazzjoni u ħiliet relatati. Kull waħda minn dawn il-kategoriji wesgħin kisbet kważi 20 fil-mija tal-għadd kollu tal-ħiliet.
L-irġiel kellhom sehem akbar ta’ ħiliet relatati mal-Kostruzzjoni, l-Agrikoltura u s-Sajd, u l-Għodod u l-makkinarju. In-nisa, min-naħa l-oħra, kienu aktar kotrana fil-kategoriji tal-Assistenza u l-kura, il-Kompjuter, u l-Komunikazzjoni u l-kollaborazzjoni.
Dehru wkoll xejriet differenti skont l-età, b’dawk iżgħar fiż-żmien ikollhom aktar għarfien fil-ħiliet tal-Kompjuter, u l-Komunikazzjoni u l-kollaborazzjoni. Fost l-etajiet il-kbar il-ħiliet assoċjati mal-Assistenza u l-kura, u l-Komunikazzjoni u l-kollaborazzjoni kienu aktar prevalenti.
Ir-riżultati tal-istħarriġ juru li l-livelli tal-edukazzjoni kellhom x’jaqsmu ħafna mat-tip ta’ ħila. Hawnhekk, persuni b’livell ta’ edukazzjoni sekondarju jew inqas fil-biċċa l-kbira kellhom kapaċitajiet relatati mal-Assistenza u l-kura. Dawk b’livell ta’ edukazzjoni postsekondarju jew aktar kienu aktar mixħutin fuq il-Kompjuter, u l-Komunikazzjoni u l-kollaborazzjoni.
bħala persentaġġ tal-Popolazzjoni
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Il-ħiliet ewlenin
Tabella nru 3 ssemmi l-10 ħiliet l-aktar komuni fil-popolazzjoni. L-għarfien bażiku tal-kompjuter ħareġ bħala l-aktar ħila komuni, b’aktar minn tliet kwarti tal-popolazzjoni jsemmuh fit-tweġibiet tagħhom. Dan kien segwit minn żewġ ħiliet interpersonali, jiġifieri s-superviżjoni ta’ tim jew grupp u l-għajnuna lill-pubbliku u lill-klijenti.
Fl-isfera artistika u kreattiva, l-aktar li spikkaw kienu l-ħiliet tat-tisjir, bi tnejn minn kull 10 persuni (Tabella nru 4). It-tibjid kien l-aktar ħila komuni fi ħdan il-kategorija tal-Kostruzzjoni u ħiliet relatati. Din il-ħila partikulari kienet ukoll pjuttost popolari fost is-sess femminili tal-popolazzjoni.
Ħila oħra li ssemmiet kienet l-Immaniġġjar tal-bhejjem li nstabet bħala l-aktar ħila prevalenti fi ħdan l-Agrikoltura, is-Sajd u ħiliet relatati, b’wieħed minn kull 10 persuni. Iż-żgħażagħ (15-24 sena) u dawk b’livell ta’ edukazzjoni sekondarju jew inqas kellhom aktar probabbiltà li jkollhom din il-ħila meta mqabblin ma’ gruppi demografiċi oħra.
Fil-kategorija wiesgħa ta’ Għodod, makkinarju u ħiliet relatati, il-ħila assoċjata mat-tħaddim tal-makkinarju għall-manifattura ta’ prodotti kienet l-aktar komuni. Il-grupp tal-età bejn l-45 u l-64 sena, in-nisa, u persuni b’livell edukattiv sekondarju jew inqas ħarġu bħala aktar probabbli li jkollhom din il-ħila meta mqabblin ma’ gruppi demografiċi oħra.
Fl-Assistenza, l-kura u ħiliet relatati, l-aktar ħila komuni kienet l-għajnuna lill-pubbliku u l-klijenti, li ssemmiet minn kważi nofs il-popolazzjoni.
Il-ħiliet ta’ superviżjoni kienu dawk l-aktar imsemmijin mill-kategoriji tal-Komunikazzjoni, u l-kollaborazzjoni u ħiliet relatati. Tliet kwarti tan-nies li kellhom din il-ħila kienu laħqu livell terzjarju ta’ edukazzjoni.
Kważi terz ta’ dawk fil-kategorija tal-Informazzjoni u l-ħiliet relatati semmew il-ġbir ta’ informazzjoni minn sorsi fiżiċi jew elettroniċi bħala ħila tagħhom, u d-data turi l-firxa ta’ din il-ħila fi kważi ħamsa minn kull 10 persuni b’livell ta’ edukazzjoni terzjarja.
Dwar il-ħiliet bażiċi tal-kompjuter, minbarra li huma l-aktar ħiliet komuni fi ħdan il-kategorija tal-Kompjuter u ħiliet relatati, il-ħiliet elementari fl-użu tal-kompjuter kienu meqjusin li jifformaw l-aktar ħiliet komuni b’mod ġenerali.
Il-ħiliet fil-lingwi
L-Istħarriġ dwar il-Ħiliet ta’ Malta ġabar fih tagħrif dwar l-ilsna mifhumin mill-popolazzjoni mistħarrġa. Aktar minn 30 lingwa differenti kienu msemmijin mir-rispondenti, li jirriflettu d-diversi nazzjonalitajiet residenti fil-pajjiż. It-Tabella nru 5 tagħti profil soċjo-demografiku tan-nies għall-10 lingwi l-aktar mifhumin fil-pajjiż. Kif mistenni, l-aktar lingwi mifhumin f’Malta kienu l-Ingliż (96.0 fil-mija), il-Malti (90.4 fil-mija) u t-Taljan (62.0 fil-mija). B’medja ta’ 35 fil-mija u 96.6 fil-mija, iċ-ċittadini mhux Maltin kellhom mill-inqas għarfien bażiku tal-ilsien Malti jew Ingliż, rispettivament.
Id-distrett tat-Tramuntana tal-Port u d-distrett tat-Tramuntana rreġistraw l-inqas ammont ta’ nies li għandhom xi għarfien tal-ilsien Malti. Kważi n-nies kollha (99.8 fil-mija) b’edukazzjoni terzjarja jafu bl-Ingliż, filwaqt li l-għarfien tal-Malti fost l-istess grupp kien ta’ 85.0 fil-mija. Kważi disgħa minn kull 10 persuni li jaħdmu jifhmu l-Malti.
Ħarsa lejn l-għadd ta’ lingwi skont il-grupp tal-età turi li n-nies bejn il-25 u l-44 sena kienu dawk li kellhom għarfien tal-akbar għadd ta’ lingwi (tliet lingwi jew aktar – 74.3 fil-mija) (Ċart nru 2). In-nisa kellhom il-probabbiltà li jkunu iktar jafu l-lingwi meta mqabblin mal-irġiel. Kważi tlieta minn kull erba’ persuni b’ċittadinanza Maltija jafu mill-inqas tliet ilsna differenti (Ċart nru 3).
It-tagħlim tal-lingwi varja fost dawk li jaħdmu f’kull firxa ta’ impjiegi (Tabella nru 6). Madankollu, l-ogħla livelli ta’ tagħlim kienu rreġistrati għall-Ingliż, il-Malti u t-Taljan.
Irġiel (M), Nisa (F) u Total (T)
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Detenturi tal-liċenzji
L-Istħarriġ dwar il-Ħiliet ta’ Malta fittex li jsaħħaħ is-sejbiet tiegħu dwar il-ħiliet billi jiġbor tagħrif dwar il-liċenzji. L-istħarriġ qies firxa wiesgħa ta’ liċenzji, fosthom il-liċenzji tas-Sewqan, tat-Tbaħħir, tal-Kummerċ u tal-Elettriku. L-aktar tip ta’ liċenzja komuni f’Malta hija dik tas-Sewqan li r-riżultati juru li kienet miżmuma minn madwar 82 fil-mija tal-popolazzjoni kollha ta’ bejn il-15 u l-64 sena fiż-żmien tal-istħarriġ (Tabella nru 7). L-ishma perċentwali fuq il-bażi taċ-ċittadinanza kienu ta’ 83.4 fil-mija għaċ-ċittadini Maltin, 87 fil-mija għaċ-ċittadini l-oħra tal-UE (barra l-Maltin), u 63.8 fil-mija għaċ-ċittadini mhux tal-UE. Il-liċenzja tal-baħar kienet l-aktar komuni wara l-liċenzja tas-sewqan, u kienet miżmuma minn tmienja fil-mija tal-popolazzjoni ta’ bejn il-15 u l-64 sena. Warajhom, kien hemm id- Detenturi tal-liċenzja ta’ l-Armi tan-Nar u dik ta’ Gwardjani Privati.
It-tipi kollha ta’ liċenzji kienu fil-biċċa l-kbira tagħhom miżmumin minn individwi ta’ minn 25 sena ’l fuq. Aktar minn 20 fil-mija tan-nisa u terz taċ-ċittadini mhux tal-UE ma kellhom l-ebda tip ta’ liċenzja.
Ħarsa lejn il-firxa tal-liċenzji skont il-pożizzjoni ġeografika turi li l-ogħla persentaġġ taʼ liċenzji fost il-popolazzjoni jinsab fid-distrett ta’ Għawdex u Kemmuna. Hawnhekk, 89.6 fil-mija tar-residenti t’Għawdex kienu stmati li għandhom xi tip ta’ liċenzja. L-istess distrett ħareġ bl-akbar rata ta’ liċenzji tal-Armi tan-nar u bl-akbar proporzjon ta’ liċenzji tal-Baħar.
Ħarsa lejn il-firxa taʼ liċenzji fost in-nies li jaħdmu turi li l-liċenzja tas-sewqan kienet l-aktar waħda mifruxa, bʼpersentaġġi taʼ 90 fil-mija jew aktar fi kważi l-gruppi kollha tax-xogħlijiet (Tabella nru 8).
1. The Malta Skills Survey was carried out in the fourth quarter of 2022. The main objective of the survey was to collect information on the skills of the resident population.
2. The target population comprised individuals aged between 15 and 64 years residing in private households. For Maltese nationals, the ‘usual residence’ definition was followed and thus respondents had to satisfy one of the following criteria:
● Lived in Malta for a continuous period of at least 12 months prior to the date of the survey;
● Moved to a country other than Malta for a period of less than 12 months and who had the intention to return to Malta;
Foreign nationals were included in the target population if they had been living in Malta for at least five years prior to the date of the survey.
3. Definitions and Classifications
3.1 Districts classification:
Southern Harbour: Bormla; Il-Fgura; Floriana; Ħal Luqa; Ħaż-Żabbar; Il-Kalkara; Il-Marsa; Raħal Ġdid; Santa Luċija; L-Isla; Ħal Tarxien; Valletta; Il-Birgu; Ix-Xgħajra.
Northern Harbour: Birkirkara; Il-Gżira; Ħal Qormi; Il-Ħamrun; L-Imsida; Pembroke; San Ġwann; Santa Venera; San Ġiljan; Is-Swieqi; Ta’ Xbiex; Tal-Pietà; Tas-Sliema.
South Eastern: Birżebbuġa; Il-Gudja; Ħal Għaxaq; Ħal Kirkop; Ħal Safi; Marsaskala; Marsaxlokk; L-Imqabba; Il-Qrendi; Iz-Żejtun; iz-Żurrieq.
Western: Ħad-Dingli; Ħal Balzan; Ħal Lija; Ħ’Attard; Ħaż-Żebbuġ; L-Iklin; L-Imdina; L-Imtarfa; Ir-Rabat; Is-Siġġiewi.
Northern: Ħal Għargħur; Il-Mellieħa; L-Imġarr; Il-Mosta; In-Naxxar; San Pawl Il-Baħar.
Gozo and Comino: Il-Fontana; Għajnsielem and Comino; L-Għarb; L-Għasri; Il-Munxar; In-Nadur; Il-Qala; San Lawrenz; Ta’ Kerċem; Ta’ Sannat; Ir-Rabat; Ix-Xagħra; Ix-Xewkija; Iż-Żebbuġ.
3.2 Highest level of education:
The highest level of education was classified using the International Standard Classification of Education (ISCED 2011). This classification is a framework for assembling, compiling, and analysing cross-nationally comparable statistics on education. ISCED belongs to the United Nations International Family of Economic and Social Classifications and is the reference classification for organising education programmes and related qualifications by levels and fields of education. ISCED is designed to serve as a framework to classify educational activities as defined in programmes and the resulting qualifications into internationally agreed categories. For more information refer to the ISCED 2011 manual.
For the purpose of this survey the following main groups are used:
● Secondary level of education or lower: comprising persons with no schooling, primary education, schools for children with special needs and persons who attained a secondary level education and have less than 2 ordinary level qualifications or equivalent. In the context of the ISCED classification, ‘low’ includes ISCED 0 to 2;
● Post-secondary level of education: comprising persons with a secondary level education and having 2 ordinary level qualifications or equivalent or more, and persons with a post-secondary level attainment who have obtained at least 1 intermediate or advanced level qualification or equivalent. In the context of the ISCED classification, ‘medium’ refers to ISCED 3 and 4;
● Tertiary level of education: comprising persons with a tertiary level education and with qualifications ranging from diploma to doctorate level. In the context of the ISCED classification, ‘high’ refers to ISCED 5 to 8.
3.3 Languages:
This section collected information on respondents’ knowledge of different languages. The Common European Framework of Reference for Languages CEFR or CEFRL, was used as a guideline in the classification of languages.
The CEFR differentiates between four types of language activities: Reception (listening and reading types), Production and Interaction (spoken and written types), and Mediation (translating and interpreting types). The measurement of these activities classifies a user into one of the three broad divisions: Basic User, Independent User and Proficient User.
Each of these divisions is further sub-divided into two levels, subsequently resulting in six levels (A1, A2, B1, B2, C1, C2) of language proficiency.
Definitions related to languages are as follows:
● Languages knowledge: Self-assessment in Listening, Reading, Speaking and Writing skills.
● Level: Self-assessment in each language sub-divided by level, namely ‘No Knowledge’, ‘Beginner’, ‘Intermediate’ and ‘Advanced’. These categories are equivalent to the levels measured through the Common European Framework of Reference for Languages (CEFR), namely ‘Basic’, ‘Independent’ and ‘Proficient’ user levels, respectively.
3.4 Licences:
● driving
● nautical
● trade
● tourist guide
● real estate
● wireman
● stone mason
● fireworks
● firearms
● private guard
Respondents had the option to specify any other licences (up to 5 options) not featured in the pre-defined list. The aim was for respondents to include all licences, inclusive of foreign country ones that they held, irrespective of whether the licence was valid or expired or not renewed at the time of the survey.
3.5 International Standard Classification of Occupations (ISCO 2008)
The International Standard Classification of Occupations classifies persons according to their actual and potential relation with jobs. Jobs are classified with respect to the type of work performed or to be performed. The basic criteria used to define the system of major, sub-major, minor, and unit groups is the “skill” level and “skill specialisation” required to carry out the tasks and duties of the occupations, with separate major groups for “Legislators, senior officials and managers” and for “Armed forces”.
ISCO 2008
0 Armed Forces Occupations
2 Professionals
3 Technicians and associate professionals
4 Clerical support workers
5 Service and sales workers
6 Skilled agricultural, forestry and fishery workers
7 Craft and related trades workers
8 Plant and machine operators, and assemblers
9 Elementary occupations
3.6 Skills
The skills section aimed to collect information about all the skills respondents possess and/or use, or believe they can use, for work purposes. The European Skills, Competences, Qualifications and Occupations (ESCO) classification was adapted and used for the classification of skills in the Malta Skills Survey. ESCO is the European multilingual classification of Skills, Competences and Occupations endorsed by the European Commission (https://esco.ec.europa.eu/en/classification/skill_main).
The ESCO classification laid the foundation for the eight broad skills categories which were adopted in the Malta Skills Survey, subject to various adaptations to the local context.
Definitions for each broad category are as follows:
● Artistic and creative skills: This skill set includes competencies related to developing visual representations or materials, artistic designs and performances;
● Construction and related skills: This skill category focuses on building, repairing, installing and finishing interior and exterior structures;
● Agriculture, fishing and related skills: This skill category incorporates skills related to caring for and harvesting plants and crops, caring for live animals and fishing;
● Tools, machinery and related skills: This skill category includes competencies related to operating vehicles, machinery and precision instrumentation and equipment;
● Assistance, care and related skills: This skill-set focuses on proficiency related to assistance, care and support to people, and ensuring compliance to guidelines or laws;
● Communication, collaboration and related skills: This skill-set includes skills related to negotiating, developing solutions to problems, creating plans, and imparting knowledge to others;
● Information and related skills: This skill-set encompasses competencies related to collecting, storing and using information, conducting studies and projecting outcomes;
● Computer and related skills: This skill-set includes abilities related to computers and other digital tools to maintain ICT software and infrastructure.
Following the publication of the Preliminary report the NSO embarked upon the coding of skills free text given by respondents. Subsequently this coding was grouped under the eight different skills categories highlighted above. This exercise might have resulted in the reclassification of skills under different groups when compared to the preliminary report findings.
4. Other notes
Where percentage totals do not add up due to rounding, this is indicated in the table.
: Unreliable – less than 20 sample observations.
u Under represented between 20 and 49 sample observations.
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