News Releases

L-Istħarriġ dwar l-Edukazzjoni tal-Adulti: 2022

NR192/2024
Data tal-Ħruġ: 17 ta’ Ottubru 2024

Fl-2022, 46.8 fil-mija tal-persuni bejn it-18 u d-69 sena ħadu sehem f’xi forma ta’ edukazzjoni jew taħriġ formali u/jew mhux formali.
shutterstock_1712511574

L-Istħarriġ dwar l-Edukazzjoni tal-Adulti (AES) għandu l-għan li jiġbor data dwar il-parteċipazzjoni tal-adulti f’diversi forom ta’ edukazzjoni u taħriġ: formali, mhux formali u informali. Dan iċ-ċiklu tal-istħarriġ, li sar fl-2023, jirreferi għas-sena 2022, u jiġi implimentat fuq livell nazzjonali skont ir-regolamenti tal-UE.

L-istħarriġ huwa mmirat għall-adulti ta’ bejn it-18 u d-69 sena li jgħixu fi djar privati madwar Malta u Għawdex. Għal dan iċ-ċiklu tal-AES, il-grupp ta’ età kkunsidrat ġie estiż peress li, f’ċikli passati l-popolazzjoni kkunsidrata kienet tinkludi persuni adulti ta’ età minn 25 sa 64.

Matul l-2022, inqas minn 25 fil-mija fittxew tagħrif dwar possibbiltajiet ta’ tagħlim (24.3 fil-mija). Dan il-persentaġġ kien ftit ogħla għan-nisa, b’26.8 fil-mija tan-nisa fi ħdan dak il-grupp ta’ etajiet ifittxu tagħrif, meta mqabbel ma’ 22.1 fil-mija tal-irġiel. Meta nqasmu bil-gruppi tal-età, il-persentaġġ ta’ persuni li fittxew tagħrif dwar il-possibbiltajiet ta’ tagħlim żdied mal-gruppi iżgħar tal-età. L-ogħla rata kienet fost dawk bejn it-18 u l-24 sena, bi 43.6 fil-mija jfittxu t-tagħrif (Tabella nru 1; Ċart nru 1).

Ċart nru 1. Persentaġġ ta’ persuni li fittxew tagħrif dwar possibiltajiet ta’ tagħlim

matul it-12-il xahar ta’ qabel l-istħarriġ

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Nota: Il-grupp tal-età minn 65 sa 69 sena għandu jittieħed b’kawtela għax iċ-ċifri mhumiex rappreżentattivi (bejn 20 u 49 unità fil-kampjun).

Fl-2022, 18.0 fil-mija ħadu xi tip ta’ gwida dwar l-opportunitajiet ta’ tagħlim. L-aktar tip ta’ gwida komuni kienet tinvolvi konsulenza jew pariri, li ħaduha 14.0 fil-mija tal-persuni. L-iskrinjar jew l-evalwazzjoni tal-ħtiġijiet individwali tat-tagħlim kienu inqas komuni, b’7.1 fil-mija jgħaddu minn tali gwida. L-inqas forma komuni ta’ gwida kienet pariri jew għajnuna dwar il-validazzjoni jew ir-rikonoxximent ta’ ħiliet, kompetenzi, jew tagħlim preċedenti, li kienu esperjenzati minn 5.8 fil-mija (Tabella nru 2).

Kważi 60 fil-mija ta’ dawk li fittxew gwida dwar l-opportunitajiet ta’ tagħlim fl-2022 għamlu dan permezz ta’ istituzzjonijiet tal-edukazzjoni jew tat-taħriġ (59.2 fil-mija). Barra minn hekk, 37.5 fil-mija fittxew gwida mingħand dawk li jħaddmu jew li jistgħu jħaddmu, filwaqt li 21.8 fil-mija fittxew gwida mis-servizz pubbliku tal-impjiegi. 28.0 fil-mija fittxew gwida permezz ta’ istituzzjonijiet jew organizzazzjonijiet oħra, b’aktar minn tip wieħed ta’ istituzzjoni jew organizzazzjoni possibilment ikunu aċċessati (Tabella nru 3). Proporzjon kbir ta’ dawk li kienu qed ifittxu gwida għamlu dan permezz ta’ metodi li joffru komunikazzjoni ma’ persuna, bħal laqgħat wiċċ imb wiċċ, applikazzjonijiet ta’ vidjokonferenzi, telefown, jew email (72.9 fil-mija). Sadattant, 44.1 fil-mija fittxew gwida mingħajr komunikazzjoni umana, bħal dik ta’ bots jew robots tal-web u applikazzjonijiet awtomatiċi online, b’aktar minn tip wieħed ta’ komunikazzjoni possibbilment użata (Tabella nru 4).

Dwar ir-rati ta’ parteċipazzjoni f’forom differenti ta’ edukazzjoni u taħriġ, 46.8 fil-mija tal-persuni ħadu sehem f’xi forma ta’ edukazzjoni jew taħriġ formali u/jew mhux formali matul l-2022. B’mod speċifiku, 11.6 fil-mija ħadu sehem f’edukazzjoni formali, b’rata ogħla ta’ parteċipazzjoni fost in-nisa (13.9 fil-mija) meta mqabblin mal-irġiel (9.6 fil-mija). Ir-rati ta’ parteċipazzjoni għall-edukazzjoni u t-taħriġ mhux formali kienu relattivament stabbli bejn is-sessi, b’medja ta’ 41.8 fil-mija. Ir-rata ta’ parteċipazzjoni fl-edukazzjoni u t-taħriġ informali kienet ta’ 52.4 fil-mija għan-nisa u 51.3 fil-mija għall-irġiel (Tabella nru 5; Ċart nru 2).

Ċart nru 2. Ir-rati ta’ parteċipazzjoni, bis-sess: 2022

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Noti:
1. Ir-rata ta’ parteċipazzjoni f’edukazzjoni formali/mhux formali hija maħduma fuq il-persuni li pparteċipaw f’edukazzjoni formali u/jew mhux formali.
2. Ir-rata ta’ parteċipazzjoni f’edukazzjoni formali hija maħduma fuq il-persuni li pparteċipaw f’edukazzjoni formali.
3. Ir-rata ta’ parteċipazzjoni f’edukazzjoni mhux formali hija maħduma fuq il-persuni li pparteċipaw f’edukazzjoni mhux formali.
4. Ir-rati ta’ parteċipazzjoni huma maħdumin fuq il-koorti tal-età ta’ minn 18 sa 69 sena.

Meta kienet mistħarrġa l-parteċipazzjoni fl-edukazzjoni formali, l-ogħla rata dehret fil-koorti ta’ bejn it-18 u l-24 sena, bi 52.6 fil-mija jieħdu sehem f’edukazzjoni formali matul it-12-il xahar ta’ qabel l-istħarriġ (Tabella nru 6). Minn dawk li ħadu sehem f’edukazzjoni formali matul l-2022, 41.2 fil-mija attendew għat-tagħlim tagħhom għalkollox online jew l-aktar online, filwaqt li 58.8 fil-mija attendew għalkollox fuq il-post jew l-aktar fuq il-post. Dwar it-tip ta’ ħlas għal attivitajiet edukattivi formali, 40.8 fil-mija tħallsu kollha mill-persuna, 16.2 fil-mija tħallsu kollha jew parzjalment minn xi ħadd ieħor, u 43.1 fil-mija kienu attivitajiet b’xejn.

Aktar minn żewġ terzi tal-individwi rreġistrati f’xi forma ta’ attività edukattiva formali matul it-12-il xahar ta’ qabel l-istħarriġ irrappurtaw benefiċċji personali bħala riżultat tal-aħħar attività edukattiva formali tagħhom (68.4 fil-mija). Titjib fix-xogħol preżenti tagħhom u l-introduzzjoni ta’ ħidmiet ġodda kienu nnutati bħala eżiti b’57.8 fil-mija u 50.7 fil-mija ta’ dawk irreġistrati fl-edukazzjoni formali, rispettivament. Barra minn hekk, 45.3 fil-mija tal-individwi li jattendu l-edukazzjoni formali rrappurtaw li kellhom impjieg jew impjieg ġdid bħala riżultat tal-aħħar attività formali tagħhom, filwaqt li 39.3 fil-mija nnutaw salarju jew paga ogħla bħala riżultat tal-attività edukattiva formali l-iktar riċenti. Barra minn hekk, 28.6 fil-mija rrappurtaw promozzjoni tal-impjiegi bħala riżultat tal-aħħar attività formali tagħhom (Tabella nru 7; Ċart nru 3).

Ċart nru 3. It-taqsim tar-riżultati rrappurtati wara l-aħħar attività ta’ edukazzjoni formali

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Nota: Setaʼ ngħażel aktar minn riżultat wieħed minn dawk li wieġbu.

Ir-rati ta’ parteċipazzjoni għall-edukazzjoni mhux formali varjaw skont il-koorti tal-etajiet. Gruppi ta’ etajiet iżgħar irrappurtaw rati ogħla ta’ parteċipazzjoni, b’54.5 fil-mija u 54.7 fil-mija fil-gruppi ta’ etajiet bejn it-18-24 u l-25-34 sena, rispettivament. Min-naħa l-oħra, 42.6 fil-mija tal-individwi bejn il-35 u l-54 sena ħadu sehem f’edukazzjoni mhux formali, filwaqt li 27.5 fil-mija ta’ dawk bejn il-55 u l-64 sena għamlu l-istess. Ir-rati ta’ parteċipazzjoni għall-edukazzjoni mhux formali kienu wkoll ogħla fost il-popolazzjoni li taħdem, b’51.5 fil-mija tal-individwi li jaħdmu jieħdu sehem f’edukazzjoni mhux formali (Tabella nru 8).

L-AES ġabar informazzjoni dwar erba’ tipi ta’ attivitajiet edukattivi mhux formali: korsijiet, workshops, taħriġ iggwidat fuq il-post tax-xogħol, u lezzjonijiet. Aktar minn nofs l-individwi li ħadu sehem f’edukazzjoni mhux formali attendew korsijiet, filwaqt li 31.3 fil-mija attendew workshops jew seminars. Barra minn hekk, 24.8 fil-mija ħadu sehem f’taħriġ iggwidat fuq il-post tax-xogħol, u 5.7 fil-mija attendew lezzjonijiet (Tabella nru 9; Ċart nru 4). L-individwi setgħu attendew għal aktar minn tip wieħed ta’ attivitajiet ta’ edukazzjoni mhux formali.

Ċart nru 4. Il-parteċipazzjoni f’edukazzjoni mhux formali, bit-tip ta’ attività mhux formali

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Nota: Il-persuni setgħu attendew għal aktar minn tip wieħed ta’ attivitajiet ta’ edukazzjoni mhux formali.

Minn dawk li ħadu sehem f’edukazzjoni formali jew mhux formali, 68.1 fil-mija ma ridux jieħdu sehem f’aktar attivitajiet edukattivi, filwaqt li 31.9 fil-mija riedu jipparteċipaw saħansitra aktar. Dan il-persentaġġ kien ogħla għan-nisa, b’34.2 fil-mija tan-nisa li pparteċipaw f’edukazzjoni formali jew mhux formali jkunu jridu jipparteċipaw aktar meta kkumparati ma’ 29.8 fil-mija għall-irġiel. Fost dawk li ma pparteċipawx f’edukazzjoni formali u mhux formali, il-biċċa l-kbira (81.8 fil-mija) ma riedu jipparteċipaw fl-ebda attività ta’ tagħlim (Tabella nru 10).

Ċart nru 5. Il-persentaġġ ta’ persuni li ħadu sehem f’edukazzjoni informali, bit-tip ta’ attività

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Nota: Il-persuni setgħu attendew għal aktar minn tip wieħed ta’ attivitajiet ta’ edukazzjoni informali.

Aktar minn nofs l-individwi bejn it-18 u d-69 sena ħadu sehem f’xi forma ta’ attività edukattiva informali matul l-2022 (51.8 fil-mija). Il-koorti tal-età li rrapporta l-ogħla rati kien il-grupp ta’ bejn it-18 u l-24 sena, b’62.0 fil-mija jipparteċipaw f’attivitajiet edukattivi informali bħal dawn. Dan il-koorti kien segwit mill-grupp ta’ bejn il-25 u l-34 sena, b’rata ta’ parteċipazzjoni ta’ 58.3 fil-mija fl-edukazzjoni informali (Tabella nru 11).

L-aktar forma popolari ta’ tagħlim informali kienet permezz tal-użu ta’ apparat elettroniku, b’85.3 fil-mija ta’ dawk li pparteċipaw f’edukazzjoni informali. Barra minn hekk, 46.2 fil-mija pparteċipaw f’din il-forma ta’ attività edukattiva permezz tal-użu ta’ materjal stampat, 38.0 fil-mija permezz ta’ tagħlim minn membru tal-familja jew ħabib, u 13.6 fil-mija permezz ta’ żjarat iggwidati f’mużewijiet, siti storiċi, jew naturali. Barra minn hekk, 9.8 fil-mija attendew ċentri ta’ tagħlim jew libreriji. L-individwi setgħu għażlu aktar minn tip wieħed ta’ attività informali (Tabella nru 12; Ċart nru 5). Il-biċċa l-kbira tal-individwi li ħadu sehem f’edukazzjoni informali kienu involuti f’attivitajiet li ma kinux relatati mal-impjiegi (62.0 fil-mija), filwaqt li 38.0 fil-mija pparteċipaw f’attivitajiet informali li kienu relatati mal-impjiegi (Tabella nru 13).

Methodological Notes

1. Abbreviations:
 AES          Adult Education Survey
 CAPI        Computer assisted personal interview
 CATI        Computer assisted telephone interview
 CVTS       Continuing Vocational Training Survey
 EC            European Commission
 EU            European Union
 EU-LFS    Labour Force Survey
 NSO         National Statistics Office
 PAPI        Paper assisted personal interview

2. The Adult Education Survey (AES) is part of a system for collecting adult learning statistics in Europe, alongside the Labour Force Survey (EU-LFS) and the Continuing Vocational Training Survey (CVTS). While the LFS primarily focuses on the labour market, it also tracks trends in participation in formal and some types of non-formal education and training. Meanwhile, CVTS focuses on continuing vocational training within enterprises.

3. The Adult Education Survey (AES) is conducted by the National Statistics Office (NSO) in line with the European Commission (EC) Regulation No. 452/2008 concerning the production and development of statistics on education and lifelong learning and its implementing regulation (European Union (EU) Regulation No. 1175/2014). Furthermore, the adoption of Regulation (EU) 2019/1700, which establishes a common framework for European statistics on persons and households based on individual-level data collected from samples, set the framework for the modernisation of social statistics. Through this, EU data collections, such as the AES were streamlined. The implementation of this new framework affected the AES through the broadening of the age group of the target population, since during previous waves the target population referred to adults aged 25-64. In this regard, comparisons with the results of previous waves needs to be done taking into consideration the differing age groups.

4. This news release presents salient results from the fourth AES conducted by the NSO during 2023, making reference to year 2022. Previous cycles of this survey refer to the reference years of 2007, 2011 and 2016. Unless otherwise noted, all data presented in this publication pertains to reference year 2022.

5. Definitions:

● Adult education encompasses all organised educational activities, regardless of content, level, method, or formality, including apprenticeships, that extend or replace initial schooling. The aim is to help adults enhance their technical or professional skills, further their abilities, and broaden their knowledge, with goals such as completing formal education, acquiring new skills, or updating expertise in a specific area.

● Age
is calculated in terms of completed years which refers to a person’s age at their last birthday prior to the data collection reference date, calculated as the time between birthdate and reference date in full years.


● Educational attainment level
refers to the highest qualification which the respondent has already attained at the time of the survey. For the purpose of this news release these are classified as: at most lower secondary level, upper and post-secondary level or tertiary level. This classification is based on a more condensed version of the International Standard Classification of Education (ISCED).

● Formal education refers to be education that is institutionalised and intentional which is provided through public or recognised private organisations that form a country’s formal education system. These programs are typically acknowledged by national or equivalent education authorities, and formal education generally includes initial education, vocational training, special needs education, and parts of adult education.

● Labour status refers to the main economic status which is defined as the self-perceived main economic activity status of the respondent. It is classified as follows:
Employed – Persons who are employed on a full-time or part-time basis, self-employed or family workers;
Unemployed – Persons who are actively seeking some form of employment;
Retired – Persons who are in retirement or early retirement, or gave up business,
Other inactive – Persons who are students, in training with unpaid work experience, permanently unable to work due to disability or illness, fulfilling domestic tasks and any other inactive person not previously mentioned.

● Non-formal education and training is a type of education which is structured and provided by an organisation, intended to improve skills, knowledge, and competencies as a complement to formal education. It is generally short-term, often in the form of workshops/seminars, courses or private lessons and includes guided-on-the-job training. Typically, this does not lead to recognised formal qualifications.

● Informal education involves activities intentionally pursued for educational purposes but lacks the structure and organisation found in other types of education. For the purpose of this survey the following types of informal learning activities were identified:
– Learning through tutoring/instruction from a family member, friend or colleague;
– Learning through the use of printed material, such as books, professional magazines, etc.;
– Learning through the use of electronic devices;
– Guided tours in museums, historical or natural sites; and
– Visiting learning centres or libraries.

6. Sampling design and target population
A gross sample of 5,312 persons aged 18-69 living in private households was drawn from the preliminary 2021 Census data. The sample selection was carried out through stratified random sampling with fixed margin of error per stratum which was applied to households while respecting precision requirements in terms of persons. Up to a maximum of 2 persons aged 18-69 were randomly selected from each household. The target population accounts for 366,883 persons (source: end-of-year demographic population estimates).

7. Reference period
– The reference period was the 12 months period prior to the date of interview.
– Data collection period was between 7th January and 17th April of 2023.

8. Questionnaire design
The questionnaire was drafted to meet the standards outlined in the aforementioned regulations and adheres to Eurostat’s implementation guidelines. The survey methodology has been designed at Eurostat level and aims to enhance the harmonisation and comparability of results across Europe. The questionnaire’s structure was specifically designed to make it easier for respondents to complete, reducing the likelihood of missing data and minimising potential misunderstandings of the questions.

9. Data collection method
Data was collected using a face-to-face interview method. For the majority of the respondents the questionnaire was filled using a computer assistance (CAPI/CATI) – 90.6 per cent. Less than 10 per cent of respondents filled in the questionnaire through a paper assisted personal interview (PAPI) – 9.4 per cent.
Before data collection began, each selected household received an information letter about the survey, which included contact details for the responsible unit. Throughout the data collection period, technical support was provided to both households and interviewers by internal staff. Additionally, follow-up actions were carried out to ensure full population coverage and to clarify any conflicting or ambiguous information.

10. Response rate
The overall effective response rate for the 2022 AES stood at 81.4 per cent, and had the following breakdown:

Table A. Response rate of gross and effective sample for AES 2022
No. % gross sample % effective sample
Sampled persons 5,312 100.0 -
Ineligible persons 110 2.1 -
Effective sample 5,202 97.9 100.0
Refusals 189 3.6 3.6
Other non-contacts and rejected questionnaires 777 14.6 14.9
Net responding persons 4,236 79.7 81.4

The resulting responding sample provided the following distribution at individual level, by age group and sex:

Table B. Distribution of respondents by age group and sex for AES 2022
Age group Total Male Female
Total 4,236 2,159 2,077
18-24 1,441 787 654
25-34 514 272 242
35-54 1,408 673 735
55-64 599 293 306
65-69 274 134 140

11. Weighting
Through the application of post-stratification weighting, estimates are produced based on the target population by breakdowns of sex, age group and district of residence. The following table presents the distribution of persons by age group and sex after weighting each respondent:

Table C. Estimated population distribution by age group and sex for AES 2022
Age group Total Male Female
Total 366,883 195,318 171,565
18-24 37,978 20,628 17,350
25-34 90,946 49,815 41,131
35-54 149,807 80,271 69,536
55-64 60,757 30,770 29,987
65-69 27,395 13,834 13,561

12. Sampling errors
Since this is a sample survey, the results are estimates and may not perfectly represent the entire target population. They are based on data from sampled respondents, as detailed in the data collection methodology, and reflect approximate values that would be obtained if everyone in the target population were surveyed. The degree of error depends on how much certain categories of information vary among individuals and how representative the sample is within each category. This error, known as sampling error, results from using a sample rather than the entire population, and a flagging system was implemented to identify results with higher sampling errors in the published data:

u  Under represented (between 20 and 49 sample observations)
:  Unreliable survey estimates (less than 20 sample observations)

Non-sampling errors, which affect all surveys, also impact the report results and are not quantifiable. These errors arise from factors like respondent inaccuracies, interviewer or staff mistakes, and while efforts were made to minimize them, they remain and should be considered by data users.

13. Data processing and quality assurance
During the interviews, responses were recorded by the interviewer into a system which was designed specifically for AES to eliminate post-interview data entry errors. This method allows for automatic validation using built-in logic checks within the software. Interviewer audits were performed regularly to ensure data quality. The data analysis for the AES 2022 involved rigorous data verification and consistency checks. During data collection, efforts were made to minimize item non-response as much as possible. Nonetheless, some non-response persisted which required corrective actions during data analysis. Missing information was subsequently imputed using auxiliary and administrative data or suitable statistical methods.

14. Confidentiality
As with all surveys conducted by the NSO, the AES is regulated by the Malta Statistics Authority Act (XXIV of 2000). This legislation grants the NSO the authority to gather private and personal data solely for statistical purposes, while simultaneously prohibiting the Office from sharing any identifiable information with third parties.

15. More information relating to this release may be accessed at:

Metadata

2022 AES legislation

2022 AES implementation manual

16. Totals/percentages may not tally due to rounding.

17. A detailed news release calendar is available online.

18. References to this news release are to be cited appropriately. For guidance on access and re-use of data please visit our dedicated webpage.

19. For further assistance send your request through our online request form.

L-Istħarriġ dwar l-Edukazzjoni tal-Adulti: 2022  

NR192/2024
Data tal-Ħruġ: 17 ta’ Ottubru 2024

shutterstock_1712511574
  • Fl-2022, 46.8 fil-mija tal-individwi ħadu sehem f’diversi forom ta’ edukazzjoni jew taħriġ formali u/jew mhux formali.
  • 11.6 fil-mija ħadu sehem fʼedukazzjoni formali, 13.9 fil-mija tan-nisa pparteċipaw meta mqabblin ma’ 9.6 fil-mija tal-irġiel.
  • 41.8 fil-mija tal-persuni ħadu sehem fʼedukazzjoni mhux formali matul l-istess sena.
  • Ir-rata ta’ parteċipazzjoni ta’ persuni fl-edukazzjoni u t-taħriġ informali kienet ta’ 52.4 fil-mija għan-nisa u 51.3 fil-mija għall-irġiel.
  • Dwar l-imġiba ta’ tiftix ta’ tagħrif, 24.3 fil-mija tal-individwi fittxew tagħrif dwar opportunitajiet ta’ tagħlim matul l-2022.

L-Istħarriġ dwar l-Edukazzjoni tal-Adulti: 2022

Kalkulatur tal-Inflazzjoni Kalendarju tal-Istqarrijiet tal-Aħbarijiet Talbiet għat-Tagħrif Mistoqsijiet dwar il-Kodiċi tan-NACE
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