tracer study report - educationguidance.skola.edu.mt/docs/tracer study 2013.pdf · tracer study...

Tracer Study Report

2013

DIRECTORATE FOR EDUCATIONAL SERVICES

STUDENT SERVICES DEPARTMENT

TRACER STUDY REPORT 2013

DIRECTORATE FOR EDUCATIONAL SERVICES

STUDENT SERVICES DEPARTMENT

Education Psycho - Social Services, Directorate for Educational Services, Student Services Department,

Fra Gaetano Pace Forno Street, Hamrun HMR 110 Malta.

Thanks are due to all Guidance Teachers, College Education Psycho -

Social Teams and Heads of all participating schools.

TRACER STUDY REPORT 2013 i

Table of Contents

Introduction 1

Chapter 1 Methodology 1

1.1 Population 1

1.2 Procedures 1

1.3 Questionnaire 1

1.3.1 Circular to Students 1

1.3.2 Data Return Sheet 2

1.4 Limitations 2

1.5 Terms 2

Chapter 2 Career Choices1 3

2.1 National tables - trends over a four year span 3

2.2 Choices by school type 4

2.3 Choices by gender 5

Chapter 3 Educational Choices 6

Chapter 4 Occupational Choices 7

4.1 Occupational choices by gender 7

4.2 Reasons for choosing work options 8

4.3 Factors which could have possibly changed the decision to start working 8

Chapter 5 Other choices 9

5.1 Other choices - not in education nor work by gender 9

5.2 Reasons for choosing not to be in education nor work by gender 9

Chapter 6 Career Choices - Students with Individual Educational Needs (IEN) 10

6.1 Career choices of IEN students by school type 10

6.2 Career choices of IEN students by gender 10

Contents

__________________________________________________

1 Unless otherwise stated the term choices refers to Career Choices following Compulsory Education

ii TRACER STUDY REPORT 2013

Appendices

Appendix A School population 11

Appendix B Educational choices by school type and gender 12

Appendix C Educational choices - female (state) 13

Appendix D Educational choices - male (state) 14

Appendix E Educational choices - female (church) 15

Appendix F Educational choices - male (church) 16

Appendix G Educational choices - female, male, mixed (independent ) 17

Appendix H Occupational choices by school type and gender 18

Appendix I Reasons for working by school type and gender 19

Appendix J Reasons for choosing work by school 20

Appendix K Factors which could have changed decision to start working by school 21

Appendix L Reasons for neither studying nor working by school 22

Appendix M Questionnaire - Circular to students 23

Appendix N Questionnaire - Data return sheet 25

Graphs

Graph 1 Respondents following Education, Work and Others year 2013 3

Graph 2 Percentage of students’ career choices by school type 4

Graph 3 Percentage of students’ career choices by gender 5

Graph 4 Percentage of IEN respondents’ career choice by gender 10

Tables

Table 1 Trend in respondents’ career choices 3

Table 2 Number / percentage of replies by school type 4

Table 3 Number / percentage of respondents’ career choice by school type 4

Table 4 Number/ percentage of replies by gender 5

Table 5 Number/ percentage of respondents’ career choices by gender 5

Table 6 Respondents’ educational choices by gender 6

Table 7 Occupational choices by gender 7

Table 8 Reasons for working by gender 8

Table 9 Factors which could have changed the decision to start working 8

Table 10 Respondents choosing not to continue in education nor work by gender 9

Table 11 Reasons for choosing not to continue in education nor work by gender 9

Table 12 Number of IEN respondents’ career choices by school type 10

Table 13 Number/percentage of IEN respondents’ career choices by gender 10

Contents

TRACER STUDY REPORT 2013 1

INTRODUCTION

The tracer study is an annual compilation of statistical data about the choices Maltese students

do after completing compulsory education, in relation to their education or work path. The

gathering of data in this respect, goes back to the 1990. Even though the data generated by this

study is only an overview of the culmination of a number of processes, this study can be used as

a tool whereby policy makers and practitioners plan the deployment of resources and provision

of career guidance as is called for by the students’ needs in light of career theory. The tracer

study also helps in identifying the parameters which put students in risk of failing to continue

their educational path.

1 METHODOLOGY

1.1 Population

The population under study consists of students who have attended State, Church and

Independent schools and completed Form 5 during scholastic year 2012 - 2013 (Appendix A

p. 11). The number of students add up to 4798 students. This total sums up the schools’

population as indicated by the respective schools on the Data return sheet (see appendix N

p. 25).

1.2 Procedures

The schools were informed about their participation in conducting the tracer study. Details of the

students who are still in education, after completion of compulsory education, is communicated

to the respective schools by the hosting Post-secondary educational institutions: Gian Frangisk

Abela Junior College, Giovanni Curmi Higher Secondary, Mikelang Refalo Upper Lyceum Gozo,

Institute of Tourism Studies - ITS and Malta College of Art Science and Technology - MCAST. This

cohort of students are identified by the study, nevertheless goes into more detail of the students

who opt out of education. Subsequently students who pursue with their post secondary

education are not contacted by their respective schools. This is not the case for students who are

in the other two categories; work or others. Students in the latter categories are invited to

participate through a questionnaire which is sent by post (see appendix M p. 23). When the

student does not respond, Guidance Teachers and Career Advisors conduct the questionnaire via

telephone. The data gathered is compiled on the Data return sheet (see appendix N p. 25) and

forwarded to the Student Services Department (SSD). The total response rate for this study was

of 93%.

1.3 Questionnaire

1.3.1 Circular to students (see appendix M p. 23)

The student filling the questionnaire is not given the choice of anonymity. This makes it possible

for the guidance teachers/career advisors to follow students who do not respond by phone. In

order to encourage a higher response rate from the onset, the circular also states that personal

information will not be divulged. The first question asks students to identify from a set of options

the career choice one has made. The questions which follows aim at exploring into more depth

the set decisions and any support which could have been provided to students in order to help

them stay in education, if this is not the case.

Chapter 1 - Methodology

2 TRACER STUDY REPORT 2013

__________________________________________________

2 Qafas ta’Kwalifiki Nazzjonali għat-Tagħlim Tul il-Ħajja; It-Tieni Gwida Ġunju 2007, Kunsill Malti Għall-Kwalifiki

1.3.2 Data return sheet (see appendix N p. 25)

The data return sheet is form on which guidance teachers/career advisors input totals on school

level, of the options chosen by respondents for each question. The options in each section

within this form are primarily those presented to students in the circular to students. The slight

difference between the data return sheet and the circular to students is that for the global

amount of selected options of each section, teachers/career advisors are asked by the

researchers to indicate the number of students with special needs students out of a given total.

1.4 LIMITATIONS

The above implies that nearly 100 percent response is scored for the cohort of students who

pursue their Education be it academic or vocational. As a result, it follows that the percentage

of students opting for work and others is under represented.

In the questionnaire (see appendix M p. 23) provided, the following post-secondary institutions;

Resource Centres, MCAST - Pathway Programme, Youth. Inc. were not included. Consequently

secondary schools enlisted these students in the Data return sheet marked section C as Others

within the section Other Students (see appendix N p. 25) . This option (Others), implies that a

student is neither in education nor in employment. Moreover following consultation with the

Special Education Resource Centre within the Student Services Department, it was decided that

since the objective of the named institutions is to promote independent living and/or

employability, students attending these institutions (42 respondents) will be included as

participating in Vocational Education and Training.

In the previous Tracer Studies, the Term Private schools included both the church and

Independent schools. This has been corrected in the current study.

The classification of post secondary institutions was changed to reflect that of the National

Qualification Framework2. The two groupings are General Education and Vocational Education

and Training (VET). On doing so, the two subgroups technical and vocational, mentioned in

previous editions of this study were amalgamated, and a number of courses provided,

previously included with education, were grouped as VET.

1.5 Terms

Mixed - Although a number of Co-ed schools are included in this study, this term refers to three

schools namely; San Andrea, San Jose and St Catherine. Data gathered from these schools,

partly due to the anonymity of the questionnaire, did not make it possible for the researcher to

identify males and females. This implies that the totals for males and females quoted in this

study omitted students in this category. This is also another limitation of this study.

Individual Educational Needs (IEN) - Formerly referred to as Special needs students are students

with any condition - physical, mental, intellectual or environmental that impedes the child from

reaching his/her full potential in the learning progress.

Private sixth form - These include Church and Independent sixth forms

Chapter 1 - Methodology


Table 1: Trends in respondents’ career choices

EDUCATION 3 WORK 4 OTHERS 5

Total % Total % Total %

2010 3999 81 409 8 514 10

2011 3909 83 327 7 490 10

2012 3755 85 283 6 361 8

2013 3831 86 331 7 312 7

6 Tracer Study 2012

2.1 National tables

__________________________________________________

3 see table 6 p. 6 4 see table 7 p. 7 5 see table 10 p. 9 6 Tracer Study 2012 Report. Education Psycho - Social Services Student Services Department, Hamrun 2013

Education

Work

Others

86%

7%

Graph 1: Respondents following Education, Work and Others year 2013

7%

The percentages of student choices made in 2013 mark a slight increase in students furthering

their education or pursuing work. As a result there was a decrease in the cohort of students

choosing the options grouped as Others.

Chapter 2 - Career choices

Education

Work

Others


Table 2: Number / percentage response by school type

SCHOOL POPULATION RESPONDENTS

%

STATE 2879 2556 89

CHURCH 1530 1530 100

INDEPENDENT 389 388 100

TOTAL 4798 4474 93

Table 3: Number / percentage of respondents’ career choice by school type

SCHOOL EDUCATION WORK OTHERS

%7 %7 %7

STATE 1957 77 308 12 291 11

CHURCH 1488 98 21 1 21 1

INDEPENDENT 386 99 2 1 0 0

0 20 40 60 80 100

State

Church

IndependentOthers

Work

Education

Graph 2: Percentage of respondents’ career choice by school type

%

The data gathering procedure used favours a higher response rate for the cohort in Education

(see p. 2 sec 1.4). This has an adverse effect on the response rate of state schools that have a

higher percentage of students choosing work and other options (p. 4 Table 3).

2.2 Choices by school type


It is evident that both independent and church schools have a higher percentage of students

who stay in education beyond compulsory age. Given the increase in popularity of small private

education providers which are not directly included in the study, future studies need to gather

more information in this regard.

_________________________________________________

7 Percentages are worked out in relation to number of respondents (table 2 p. 4)

Others

Work

Education

Independent

Church

State

0 20 40 60 80 100


Table 5: Number / percentage of respondents’ career choice by gender

GENDER EDUCATION WORK OTHERS

% % %

FEMALE 1757 90 98 5 98 5

MALE 1969 81 233 10 214 9

MIXED 105 100 0 0 0 0

0 10 20 30 40 50 60 70 80 90 100

Education

Work

Others

Mixed

Male

Female

Graph 3: Percentage of students’ career choice by gender

Table 4: Number / percentage of replies by gender

GENDER POPULATION REPLIES

%

FEMALE 2205 1953 89

MALE 2487 2416 97

MIXED 106 105 99

TOTAL 4798 4474 93

%


The higher response rate for the male cohort make it possible for the reader to make

conclusions with more confidence. This is not the case for females from the state sector which

has a higher percentage of non respondents. The percentages of female and male respondents

furthering their education out of their respective total population are 80 and 79 percent

respectively.

Mixed

Male

Female

Others

Work

Education

0 10 20 30 40 50 60 70 80 90 100


Table 6: Respondents’ Educational choices by gender

Educational Institution FEMALE MALE MIXED

AC

AD

EMIC

% % %

GIAN FRANGISK ABELA JUNIOR COLLEGE 558 31.75 494 25.08 40 38.09

PRIVATE SIXTH FORMS 186 10.59 258 13.10 21 20

GIOVANNI CURMI HIGHER SECONDARY 406 23.11 294 14.93 30 28.57

MIKELANG REFALO UPPER LYCEUM GOZO 129 7.34 104 5.28

SIXTH FORM ABROAD 8 0.46 13 0.66

OTHER ACADEMIC COURSES 1 0.06 6 0.30

TOTAL ACADEMIC COURSES 73.31 59.35 86.66

VO

CA

TION

AL ED

UC

ATIO

N &

TRA

ININ

G

INSTITUTE OF HEALTH CARE UOM 2 0.11 3 0.15

ITS - INSTITUTE FOR TOURISM STUDIES 40 2.28 99 5.03 7 6.67

MCAST - AGRI BUSINESS 9 0.51 22 1.12

MCAST - ART & DESIGN 53 3.01 72 3.66 1 0.95

MCAST - BUSINESS & COMMERCE 63 3.59 44 2.23

MCAST - BUILDING & CONSTRUCTION 3 0.17 59 3.00

MCAST - COMMUNITY SERVICES 186 10.59 57 2.89 1 0.95

MCAST - ELECTICAL & ELECTRONICS ENG. 10 0.57 58 2.95 1 0.95

MCAST - INFO & COMMUNICATION TECH. 16 0.91 146 7.41

MCAST - MARITIME 2 0.11 9 0.46 1 0.95

MCAST - MECHANICAL ENGINEERING 3 0.17 142 7.21 3 2.86

MCAST - PATHWAY PROGRAMME 13 0.74 8 0.41

MCAST - APPLIED SCIENCE 10 0.57 7 0.36

MCAST GOZO CENTRE 33 1.88 50 2.54

OTHER VET COURSES 2 0.11 4 0.20

RESOURCE CENTRES 1 0.06 1 0.05

VET INSTITIUTES ABROAD 8 0.46 14 0.71

YOUTH. INC 15 0.85 4 0.20

TOTAL VET COURSES 26.69 40.58 13.33

The above table demonstrates that the academic route is still the preferred education path

amongst both the female and male respondents. Such preference is more significant amongst

females.

3 Educational choices

Chapter 3 - Educational choices


Table 7: Occupational choices by gender

OCCUPATION8 FEMALE MALE

Salesperson/shop assistant 42 47

Labourer 7 26

Waiter/Waitress 9 24

Caterer/Confectioner 4 27

Mason/Construction 22

Machine Operator 9 10

Cleaner 9 8

Other Occupations 6 11

Family Business 4 9

Stacker 2 6

Store-keeper 7

Agriculture 5

Carpentry 5

Pastizzeria/Bakery 4

Factory 2 2

Petrol Station Attendant 3

Refuse Collector 2

Cashier 1 1

Carer 1 1

Events Animation 2

Media 1

Photography 1

Boat Maintenance 1

Auto Mechanic 1

Panel Beater 1

Laundry 1

Painter 1

Delivery Person 1

Sprayer 1

Dental Assistant 1

Administration 1

Jockey 1

Cinema Usher 1

4.1 Occupational Choices

Chapter 4 - Occupational choices

__________________________________________________

8 The occupations listed are the respondents’ perceptions of the jobs they are in. It does not reflect in any way on

their being qualified or otherwise for the job.

Nearly one third of the respondents who opted to commence work are consumed by the retail

industry - Salesperson/shop assistant, stacker, petrol station attendant, cashier, delivery

person.


4.2 Reasons for choosing work options

The above highlighted figures focus on subject related choices. On analysing appendix K p. 21

one can notice that these responses are predominantly coming from students attending what

used to be called Area Secondary Schools, whereby students are presented with one optional

subject. Moreover it would be interesting to see if the introduction of VET subjects in Secondary

Schools will have a positive influence.

Table 9: Factors which could have changed the decision to start working

FACTORS FEMALE MALE TOTAL

SUPPORT SPECIAL NEED 1 1

CHILD SUPPORT 2 2 4

AFTER HOURS SUPPORT 5 5 10

FINANCIAL SUPPORT 5 1 6

RESTRICTED SUBJECT CHOICE 14 20 34

MORE INTERESTING SUBJECTS TO LEARN 6 24 30

OTHER 9 19 17 36

For more details see appendix K p. 21

Table 8: Reasons given by respondents for working by gender

REASONS FEMALE MALE TOTAL

DID NOT SIT SEC EXAMS 50 45 95

NO CERTIFICATES 37 43 80

NOT INTERESTED IN STUDYING 44 85 129

NOT ACCEPTED FOR THE COURSE APPLIED FOR 2 2 4

FINANCIAL PROBLEMS 5 3 8

FAMILY COMMITMENTS 8 8

FAMILY BUSINESS 7 30 37

For more details see appendix J p. 20

The above marked results call for further understanding of the topic, as the majority of

respondents’ reasons may suggest lack of motivation towards further education. There are a

number of possibilities whereby one can still pursue in education, even though no certification

is obtained.

The availability of a family business can influence students in their career choices. It accounts

for 11 percent of students’ reasons not to continue in education.

__________________________________________________

9 Other factors included - examination fobia, earlier educational needs assessments, family culture , influence of

friends, over protecting family, unrealistically high expectations of parents, pregnancy

4.3 Factors which could have changed the decision to start working

Chapter 4 - Occupational choices


Table 10: Respondents choosing not to continue in education nor work by gender

OPTIONS FEMALE MALE

HOME 66 121

EMIGRATED 5 6

REGISTERING FOR WORK 19 50

OTHERS 8 37

Table 11: Reasons for choosing not to continue in education nor work by gender

REASONS FEMALE MALE TOTAL

DID NOT SIT FOR SEC EXAMS 45 35 80

NOT INTERESTED IN STUDYING 21 53 74

OBTAINED NO CERTIFICATION 28 28 56

REGISTERING FOR WORK 27 22 49

HOME - DUE TO DISABILITY / SPECIAL NEEDS 3 11 14

STOPPED YEAR 6 7 13

EMIGRATED TRAVELLING ABROAD 3 5 8

OTHERS 6 1 7

JOINED FAMILY BUSINESS 1 6 7

FAMILY COMMITMENTS 4 0 4

FINANCIAL PROBLEMS - SUPPORT ONESELF 1 1 2

FINANCIAL PROBLEMS - SUPPORT FAMILY 0 1 1

The findings recorded in the above table resonates with those in table 9 p. 8. This further

stresses the need to enquire the mechanism by which the reasons given by respondents

develop.

5.1 Other choices - not in education nor work

Chapter 5 - Other choices


Table 12: Number of respondents’ with individual educational need (IEN) career choice by school type

SCHOOL EDUCATION WORK OTHERS TOTAL

STATE 65 12 18 95

CHURCH 41 5 6 52

INDEPENDENT 4 0 0 4

Table 13: Number / percentage of IEN respondents’ career choice by gender

GENDER EDUCATION WORK OTHERS

FEMALE 25 5 4

MALE 84 12 20

MIXED 1 0 0

Chapter 6 - Student with individual educational needs

In this study 151 students were identified by schools as having individual educational needs -

IEN. The percentage of IEN students furthering their education is 73% (110 students). This is

lower than that of the study (86 percent - see table 1 p. 3).

6.1 Students with individual educational needs 10

______________________________

10 This section is included by way of an addendum since the data tabulated here is already included in the other

sections forming the main body of the report. One should also note that the students considered are those

included in the main stream classes.

0 20 40 60 80 100

Education

Work

Others

Mixed

Male

Female

Graph 4: Percentage of IEN respondents’ career choice by gender

Mixed

Male

Female

Others

Work

Education

0 20 40 60 80 100 %


Appendix A

State - Female

ST MARGARET COLLEGE, GSS COSPICUA 59

ST MARGARET COLLEGE, GSS ZEJTUN 174

ST BENEDICT COLLEGE, GSS TARXIEN 105

ST GEORGE PRECA COLLEGE, GSS B'BAJDA 122

ST GEORGE PRECA COLLEGE, GSS HAMRUN 153

ST CLARE COLLEGE GSS, PEMBROKE 172

ST CLARE COLLEGE GSS, ST ANDREWS 49

M'REGINA COLLEGE GSS, MOSTA 105

ST NICHOLAS COLLEGE GSS, RABAT 41

ST THERESA COLLEGE GSS, MRIEHEL 153

ST THOMAS MORE COLLEGE GSS, ST LUCIA 142

GOZO COLLEGE GSS (AREA SEC), VICTORIA 19

GOZO COLLEGE GSS (JL), VICTORIA 113

State - Male

ST MARGARET COLLEGE BSS, VERDALA 192

ST BENEDICT COLLEGE BSS, KIRKOP 177

ST GEORGE PRECA COLLEGE BSS, ZEBBUG 60

ST GEORGE PRECA COLLEGE BSS, HAMRUN 201

ST IGNATIUS COLLEGE BSS, QORMI 180

ST CLARE COLLEGE BSS, GZIRA 43

M'REGINA COLLEGE BSS, MOSTA 181

ST NICHOLAS COLLEGE BSS, MTARFA 37

ST THERESA COLLEGE BSS, B'KARA 117

ST THOMAS MORE COLLEGE BSS, HAMRUN 86

ST THOMAS MORE COLLEGE BSS, PAOLA 56

GOZO COLLEGE BSS (AREA SEC), VICTORIA 50

GOZO COLLEGE BSS (JL), VICTORIA 92

Church - Female

BISHOP'S CONSERVATORY, VICTORIA GOZO 45

IMMACULATE CONCEPTION,TARXIEN 53

OUR LADY IMMACULATE, HAMRUN 65

SACRED HEART, ST JULIAN'S 82

ST DOROTHY'S, ZEBBUG 87

ST FRANCIS SEC. SCHOOL, SLIEMA 70

ST JOSEPH, B’BAJDA 87

ST JOSEPH, SLIEMA 55

ST MONICA, B'KARA 80

ST MONICA, GZIRA 73

Church - Male

DE LA SALLE, COTTONERA 138

SAVIO COLLEGE, DINGLI 52

SEMINARY, GOZO 50

SEMINARY, TAL-VIRTU` 53

ST ALBERT, VALLETTA 48

ST ALOYSIUS, B'KARA 117

ST AUGUSTINE, PIETA` 84

ST ELIAS COLLEGE, STA VENERA 48

ST MICHAEL'S, QORMI 73

ST PATRICK'S SALESIAN SCHOOL, SLEMA 14

ST PAUL'S MIISIONARY COLLEGE, RABAT 55

STELLA MARIS, GZIRA 101

Independent - Female

ST MARTIN'S COLLEGE GIRLS 44

SAN ANTON GIRLS 30

ST MICHAEL FOUNDATION GIRLS 27

Independent - Male

ST EDWARD'S, COTTONERA BOYS 46

ST MARTINS COLLEGE BOYS 58

ST MICHAEL FOUNDATION BOYS 44

SAN ANTON BOYS 34

Independent - Mixed

SAN ANDREA SCHOOL 84

SAN JOSE SEC SCHOOL 5

ST CATHERINE'S, PEMBROKE 17

School population


Title: Educational choices by school type and gender

Educational Institution STATE CHURCH INDEPENDENT

AC

AD

EMIC

MALE FEMALE MALE FEMALE MALE FEMALE MIXED

GIAN FRANGISK ABELA, JUNIOR COLLEGE 123 280 329 257 42 21 40

PRIVATE SIXTH FORMS 16 34 185 114 57 38 21

GIOVANNI CURMI HIGHER SECONDARY 160 229 86 147 49 30 30

MIKELANG REFALO UPPER LYCEUM, GOZO 56 94 48 35

SIXTH FORM ABROAD 3 1 1 9 7

OTHER ACADEMIC COURSES 6 1

VO

CA

TION

AL ED

UC

ATIO

N &

TRA

ININ

G

INSTITUTE OF HEALTH CARE UOM 2 1 1 1

ITS - INSTITUTE FOR TOURISM STUDIES 81 24 13 16 5 7

MCAST - AGRI BUSINESS 18 8 3 1 1

MCAST - ART & DESIGN 56 29 11 21 5 3 1

MCAST - BUSINESS & COMMERCE 35 50 7 13 2

MCAST - BUILDING & CONSTRUCTION 51 2 6 1 2

MCAST - COMMUNITY SERVICES 43 141 12 45 2 1

MCAST - ELECTICAL & ELECTRONICS ENG. 45 8 11 2 2 1

MCAST - INFO & COMMUNICATION TECH. 97 13 47 3 2

MCAST - MARITIME 6 1 1 1 2 1

MCAST - MECHANICAL ENGINEERING 110 3 32 3

MCAST - PATHWAY PROGRAMME 3 9 5 4

MCAST - APPLIED SCIENCE 3 5 4 5

MCAST GOZO CENTRE 48 25 2 8

OTHER VET COURSES 3 7 1 68

RESOURCE CENTRES 4 2

VOCATIONAL ABROAD 0 1 1

YOUTH. INC 14 8

Appendix B


Title: Educational Choices - Female (state)

STATE SCHOOLS - FEMALE

ST MA

RG

AR

ET CO

LLEGE, G

SS CO

SPIC

UA

ST MA

RG

AR

ET CO

LLEGE, G

SS ZEJTU

N

ST BEN

EDIC

T CO

LLEGE, G

SS TA

RX

IEN

ST GEO

RG

E PR

ECA

CO

LLEGE, G

SS B'B

AJD

A

ST GEO

RG

E PR

ECA

CO

LLEGE, G

SS HA

MR

UN

ST CLA

RE C

OLLEG

E GSS, P

EMB

RO

KE

ST CLA

RE C

OLLEG

E GSS, ST A

ND

REW

S

M'R

EGIN

A C

OLLEG

E GSS, M

OSTA

ST NIC

HO

LAS C

OLLEG

E GSS, R

AB

AT

ST THER

ESA C

OLLEG

E GSS, M

RIEH

EL

ST THO

MA

S MO

RE C

OLLEG

E GSS, ST LU

CIA

GO

ZO C

OLLEG

E GSS (A

REA

SEC), V

ICT

OR

IA

GO

ZO C

OLLEG

E GSS (JL), V

ICT

OR

IA

GIAN FRANGISK ABELA, JUNIOR COLLEGE 67 54 61 27 71

PRIVATE SIXTH FORMS 11 4 3 5 11

GIOVANNI CURMI HIGHER SECONDARY 2 15 9 26 11 42 4 24 7 74 15

MIKELANG REFALO UPPER LYCEUM, GOZO 94

SIXTH FORM ABROAD

OTHER ACADEMIC COURSES 1

TOTAL ACADEMIC 2 93 9 84 11 106 4 24 7 106 98 0 94

INSTITUTE OF HEALTH CARE UOM

ITS - INSTITUTE FOR TOURISM STUDIES 2 5 3 1 3 2 2 2 2 2

MCAST - AGRI BUSINESS 2 1 2 1 1 1

MCAST - ART & DESIGN 2 2 2 3 3 5 2 2 6 1 1

MCAST - BUSINESS & COMMERCE 2 15 5 2 9 1 2 2 12

MCAST - BUILDING & CONSTRUCTION 2

MCAST - COMMUNITY SERVICES 8 21 13 8 26 12 11 4 11 12 15

MCAST - ELECTICAL & ELECTRONICS ENG. 1 1 1 1 1 1 1 1

MCAST - INFO & COMMUNICATION TECH. 5 3 3 1 1

MCAST - MARITIME 1

MCAST - MECHANICAL ENGINEERING 1 1 1

MCAST - PATHWAY PROGRAMME 1 1 2 1 2 2

MCAST - APPLIED SCIENCE 3 1 1

MCAST GOZO CENTRE 12 13

OTHER VET COURSES 1 2 1 1 2

RESOURCE CENTRES 1 1

VOCATIONAL ABROAD 1

YOUTH. INC 8

TOTAL VET COURSES 21 51 27 12 56 23 18 14 23 27 35 14 15

Appendix C


Title: Educational Choices - Male (state)

STATE SCHOOLS - MALE

ST MA

RG

AR

ET CO

LLEGE B

SS, VER

DA

LA

ST BEN

EDIC

T CO

LLEGE B

SS, KIR

KO

P

ST GEO

RG

E PR

ECA

CO

LLEGE B

SS, HA

MR

UN

ST GEO

RG

E PR

ECA

CO

LLEGE B

SS, ZEBB

UG

ST IGN

AT

IUS C

OLLEG

E BSS, Q

OR

MI

ST CLA

RE C

OLLEG

E BSS, G

ZIRA

M'R

EGIN

A C

OLLEG

E BSS, M

OSTA

ST NIC

HO

LAS C

OLLEG

E BSS, M

TAR

FA

ST THER

ESA C

OLLEG

E BSS, B

'KA

RA

ST THO

MA

S MO

RE C

OLLEG

E BSS, H

AM

RU

N

ST THO

MA

S MO

RE C

OLLE

GE B

SS, PA

OLA

GO

ZO C

OLLEG

E BSS (A

REA

SEC), V

ICT

OR

IA

GO

ZO C

OLLEG

E BSS (JL), V

ICT

OR

IA

GIAN FRANGISK ABELA, JUNIOR COLLEGE 10 24 35 19 16 19

PRIVATE SIXTH FORMS 5 3 1 7

GIOVANNI CURMI HIGHER SECONDARY 10 25 56 2 14 1 26 2 2 21 1

MIKELANG REFALO UPPER LYCEUM, GOZO 7 49

SIXTH FORM ABROAD 2 1

OTHER ACADEMIC COURSES 1 4 1

TOTAL ACADEMIC 26 52 94 2 37 1 49 2 2 40 1 7 51

INSTITUTE OF HEALTH CARE UOM 2

INSTITUTES ABROAD

ITS - INSTITUTE FOR TOURISM STUDIES 11 9 10 2 8 3 9 2 5 7 3 4 8

MCAST - AGRI BUSINESS 4 2 1 5 1 1 1 2 1

MCAST - ART & DESIGN 11 2 9 1 6 1 5 7 4 8 2

MCAST - BUSINESS & COMMERCE 5 7 7 3 8 1 1 1 2

MCAST - BUILDING & CONSTRUCTION 5 10 4 1 5 2 11 4 7 2

MCAST - COMMUNITY SERVICES 10 5 5 3 4 2 4 3 2 4 1

MCAST - ELECTICAL & ELECTRONICS ENG. 3 10 10 1 2 10 2 2 3 2

MCAST - INFO & COMMUNICATION TECH. 18 10 18 3 11 4 14 2 11 6

MCAST - MARITIME 2 1 2 1

MCAST - MECHANICAL ENGINEERING 18 11 11 6 14 6 14 4 8 8 9 1

MCAST - PATHWAY PROGRAMME 1 2


MCAST GOZO CENTRE 25 23

OTHER VET COURSES 1 1 1

RESOURCE CENTRES 1 1 1 1

VOCATIONAL ABROAD

YOUTH. INC 2 5 2 2 2 1

TOTAL VET COURSES 87 76 79 24 66 19 69 18 50 40 27 29 35

Appendix D


Title: Educational Choices - Female (church)

CHURCH SCHOOLS - FEMALE

BISH

OP

'S CO

NSER

VA

TOR

Y, V

ICTO

RIA

GO

ZO

IMM

AC

ULA

TE C

ON

CEP

TION

,TAR

XIEN

OU

R LA

DY

IMM

AC

ULA

TE, H

AM

RU

N

SAC

RED

HEA

RT, ST JU

LIAN

'S

ST DO

RO

TH

Y'S, ZEB

BU

G

ST FRA

NC

IS SEC. SC

HO

OL, SLIEM

A

ST JOSEP

H, B

’BA

JDA

ST JOSEP

H, SLIEM

A

ST MO

NIC

A, B

'KA

RA

ST MO

NIC

A, G

ZIRA

GIAN FRANGISK ABELA, JUNIOR COLLEGE 23 23 29 29 21 44 17 38 33

PRIVATE SIXTH FORMS 8 10 12 19 9 16 15 12 13

GIOVANNI CURMI HIGHER SECONDARY 13 16 19 27 19 10 9 21 13


SIXTH FORM ABROAD 1

OTHER ACADEMIC COURSES

TOTAL ACADEMIC 35 44 49 61 75 49 70 41 71 59


ITS - INSTITUTE FOR TOURISM STUDIES 1 0 6 1 4 2 1 1

MCAST - AGRI BUSINESS 1

MCAST - ART & DESIGN 2 4 5 4 1 2 1 2

MCAST - BUSINESS & COMMERCE 3 2 1 3 2 2

MCAST - BUILDING & CONSTRUCTION 1

MCAST - COMMUNITY SERVICES 5 5 4 4 6 4 7 5 5

MCAST - ELECTICAL & ELECTRONICS ENG. 2

MCAST - INFO & COMMUNICATION TECH. 1 2 `1

MCAST - MARITIME 1

MCAST - MECHANICAL ENGINEERING


MCAST - APPLIED SCIENCE 1 1 2 1

MCAST GOZO CENTRE 8

OTHER VET COURSES 6 2

RESOURCE CENTRES

VOCATIONAL ABROAD

YOUTH. INC

TOTAL VET COURSES 10 15 12 19 7 19 13 14 7 13

Appendix E


Title: Respondents’ Educational Choices - Male (church)

CHURCH SCHOOLS - MALE

DE LA

SALLE, C

OTTO

NER

A

SAV

IO C

OLLEG

E, DIN

GLI

SEMIN

AR

Y, G

OZO

SEMIN

AR

Y, T

AL-V

IRTU

`

ST ALB

ERT, V

ALLET

TA

ST ALO

YSIU

S, B'K

AR

A

ST AU

GU

STINE, P

IETA

`

ST ELIAS C

OLLEG

E, STA

VEN

ERA

ST MIC

HA

EL'S, QO

RM

I

ST PA

TRIC

K'S SA

LESIAN

SCH

OO

L, SLEMA

ST PA

UL'S M

IISION

AR

Y C

OLLEG

E, RA

BA

T

STELLA M

AR

IS, GZIR

A

GIAN FRANGISK ABELA, JUNIOR COLLEGE 42 17 35 13 33 46 31 44 35 33

PRIVATE SIXTH FORMS 39 33 7 2 71 7 1 3 7 15

GIOVANNI CURMI HIGHER SECONDARY 11 7 11 2 11 9 13 7 15


SIXTH FORM ABROAD 1


TOTAL ACADEMIC 93 50 48 49 26 106 64 41 60 0 49 63


ITS - INSTITUTE FOR TOURISM STUDIES 6 2 1 1 3

MCAST - AGRI BUSINESS 1 1 1

MCAST - ART & DESIGN 2 1 2 2 1 1 2

MCAST - BUSINESS & COMMERCE 4 1 1 1

MCAST - BUILDING & CONSTRUCTION 2 2 2

MCAST - COMMUNITY SERVICES 1 1 2 2 1 1 4

MCAST - ELECTICAL & ELECTRONICS ENG. 1 2 2 6

MCAST - INFO & COMMUNICATION TECH. 15 4 3 7 3 3 3 9

MCAST - MARITIME 1

MCAST - MECHANICAL ENGINEERING 10 2 3 2 7 1 1 1 5



MCAST GOZO CENTRE 2

OTHER VET COURSES 1

RESOURCE CENTRES

VOCATIONAL ABROAD

YOUTH. INC

TOTAL VET COURSES 38 2 2 4 15 8 20 6 13 7 5 36

Appendix F


Title: Educational Choices - Independent (female/male/mixed)

INDEPENDENT SCHOOL

FEMALE MALE MIXED

ST MA

RTIN

'S CO

LLEGE G

IRLS

SAN

AN

TO

N G

IRLS

ST MIC

HA

EL FOU

ND

ATIO

N G

IRLS

ST EDW

AR

D'S, C

OTT

ON

ERA

BO

YS

ST MA

RTIN

S CO

LLEGE B

OY

S

ST MIC

HA

EL FOU

ND

ATIO

N B

OY

S

SAN

AN

TO

N B

OY

S

SAN

AN

DR

EA SC

HO

OL

SAN

JOSE SEC

SCH

OO

L

ST CA

TH

ERIN

E'S, PEM

BR

OK

E

GIAN FRANGISK ABELA, JUNIOR COLLEGE 8 10 3 9 10 12 11 35 5

PRIVATE SIXTH FORMS 25 6 7 14 23 15 5 17 4

GIOVANNI CURMI HIGHER SECONDARY 4 10 16 11 18 9 11 24 1 5

MIKELANG REFALO UPPER LYCEUM, GOZO

SIXTH FORM ABROAD 5 2 4 2 3


TOTAL ACADEMIC 42 28 26 38 53 36 30 76 1 14


ITS - INSTITUTE FOR TOURISM STUDIES 1 2 2 3 4

MCAST - AGRI BUSINESS 1

MCAST - ART & DESIGN 2 1 3 1 1 1

MCAST - BUSINESS & COMMERCE 1 1

MCAST - BUILDING & CONSTRUCTION 1 1

MCAST - COMMUNITY SERVICES 2 1

MCAST - ELECTICAL & ELECTRONICS ENG. 1 1 1

MCAST - INFO & COMMUNICATION TECH. 1 1

MCAST - MARITIME 1 1 1

MCAST - MECHANICAL ENGINEERING 3

MCAST - PATHWAY PROGRAMME

MCAST - APPLIED SCIENCE

MCAST GOZO CENTRE

OTHER VET COURSES

RESOURCE CENTRES

VOCATIONAL ABROAD 1

YOUTH. INC

TOTAL VET COURSES 1 2 1 6 5 8 5 8 4 2

Appendix G


Title: Occupational choices by school type and gender

Occupation 8

STAT

E

CH

UR

CH

IND

EPEN

DEN

T


Salesperson/shop assistant 43 38 4 3 1

Labourer 26 7

Waiter/Waitress 22 7 2 2

Caterer/Confectioner 24 4 3

Mason/Construction 22

Machine Operator 7 8 2 1 1

Cleaner 8 9

Other Occupations 11 3 3

Family Business 9 4

Stacker 6 2

Store-keeper 7

Agriculture 5

Carpentry 5

Pastizzeria/Bakery 4

Factory 2 2

Petrol Station Attendant 3

Refuse Collector 2

Cashier 1 1

Carer 1 1

Events Animation 2

Media 1

Photography 1

Boat Maintenance 1

Auto Mechanic 1

Panel Beater 1

Laundry 1

Painter 1

Delivery Person 1

Sprayer 1

Dental Assistant 1

Administration 1

Jockey 1 1

Cinema Usher 1

Appendix H

__________________________________________________

8 The occupations listed are the respondents’ perceptions of the jobs they are in. It does not reflect in any way

on their being qualified of otherwise for the job.


Title: Reasons for working by school type and gender

REASONS

STATE

CH

UR

CH

IND

EPEN

DEN

T

TOTA

L


DID NOT SIT SEC EXAMS 44 49 1 1 95

NO CERTIFICATES 38 32 5 5 80

NOT ACCEPTED 1 2 1 4

FINANCIAL PROBLEMS 2 5 1 8

FAMILY COMMITMENTS 8 8

FAMILY BUSINESS 28 5 1 1 1 1 37

NOT INTERESTED IN STUDYING 82 42 3 2 129

Appendix I


Title: Reasons for choosing work by school

SCHOOLS 11

DID

NO

T SIT SEC EX

AM

S

NO

CER

TIFICA

TES

NO

T AC

CEP

TED

FINA

NC

IAL P

RO

BLEM

S

FAM

ILY C

OM

MITM

ENTS

FAM

ILY B

USIN

ESS

NO

T INTER

ESTED IN

STUD

YIN

G

ST MARGARET COLLEGE BSS, VERDALA 8 4 19

ST MARGARET COLLEGE GSS, COSPICUA 7 3 1 2 1 6

ST MARGARET COLLEGE GSS, ZEJTUN 1 3

ST BENEDICT COLLEGE BSS, KIRKOP 16 5 1

ST BENEDICT COLLEGE GSS, TARXIEN 9

ST GEORGE PRECA COLLEGE BSS, HAMRUN 1 1 2

ST GEORGE PRECA COLLEGE BSS, ZEBBUG 2 2 13

ST GEORGE PRECA COLLEGE GSS, B'BAJDA 3

ST GEORGE PRECA COLLEGE GSS, HAMRUN 41 26 1

ST IGNATIUS COLLEGE BSS, QORMI 4 12 1 10 18

ST CLARE COLLEGE BSS, GZIRA 6 2 3 2

ST CLARE COLLEGE GSS, ST ANDREWS 1 1 7

MARIA REGINA COLLEGE BSS, MOSTA 3 4 5

ST NICHOLAS COLLEGE BSS, MTARFA 1 5 5 4

ST NICHOLAS COLLEGE GSS, RABAT 1 1 3 4

ST THERESA COLLEGE BSS, B'KARA 3 3 14

ST THERESA COLLEGE GSS, MRIEHEL 1 3


ST THOMAS MORE COLLEGE BSS, PAOLA 2 1


GOZO COLLEGE BSS (AREA SEC), VICTORIA 4 4 2 1

GOZO COLLEGE BSS (JL), VICTORIA 2 2 2

GOZO COLLEGE GSS (AREA SEC), VICTORIA 1 1

GOZO COLLEGE GSS (JL), VICTORIA 1 2

DE LA SALLE, COTTONERA 1 1

ST ALBERT, VALLETTA 1 4 1

ST ALOYSIUS, B'KARA 1

ST PATRICK'S SALESIAN SCHOOL, SLIEMA 1 1

STELLA MARIS, GZIRA 1

OUR LADY IMMACULATE, HAMRUN 1 2


ST DOROTHY'S, ZEBBUG 1 2

ST JOSEPH, B’ BAJDA 2

ST EDWARD'S, COTTONERA 1

ST MARTIN'S COLLEGE 1

11 Schools omitted in this table did not identify any reasons for choosing work.

Appendix J


Title: Factors which could have changed decision to start working by school

SCHOOL 12

SUP

PO

RT FO

R SP

ECIA

L NEED

S

CH

ILD SU

PP

OR

T

AFT

ER H

OU

RS SU

PP

OR

T

FINA

NC

IAL SU

PP

OR

T

WID

ER SU

BJEC

T CH

OIC

E

MO

RE IN

TER

ESTING

SUB

JECT

S TO

LEAR

N

NO

BU

LLYIN

G A

T SCH

OO

L

NO

TRA

NSP

OR

T PR

OB

LEMS

OTH

ER

ST MARGARET COLLEGE GSS, COSPICUA 1 1 14

ST MARGARET COLLEGE GSS, ZEJTUN 1 1

ST BENEDICT COLLEGE BSS, KIRKOP 14

ST BENEDICT COLLEGE GSS, TARXIEN 4 1 5

ST GEORGE PRECA COLLEGE BSS, HAMRUN 2 1

ST GEORGE PRECA COLLEGE BSS, ZEBBUG 1 1 9

ST CLARE COLLEGE BSS, GZIRA 6 4

ST CLARE COLLEGE GSS, ST ANDREWS 1

MARIA REGINA COLLEGE BSS, MOSTA 1

ST NICHOLAS COLLEGE BSS, MTARFA 1 1

ST NICHOLAS COLLEGE GSS, RABAT 1

ST THERESA COLLEGE BSS, B'KARA 2 7 7



ST THOMAS MORE COLLEGE BSS, PAOLA 1 1


GOZO COLLEGE BSS (AREA SEC), VICTORIA 3

GOZO COLLEGE GSS (AREA SEC), VICTORIA 2 1


ST ALBERT, VALLETTA 1

STELLA MARIS, GZIRA 2 2



ST DOROTHY'S, ZEBBUG 1

Appendix K

12 Schools omitted in this table did not identify factors which could have possibly changed the decision of not studying


Title: Reasons for neither studying nor working by school

SCHOOLS 13

AT H

OM

E - DU

E TO D

ISAB

ILITY/

SPEC

IAL N

EED

AT H

OM

E - STOP

PED

FOR

ON

E YEA

R

EMIG

RA

TED /TR

AV

ELLING

AB

RO

AD

REG

ISTERIN

G FO

R W

OR

K

DID

NO

T SIT FOR

SEC EX

AM

S

OB

TAIN

ED N

O C

ERTIFIC

ATIO

N

FINA

NC

IAL P

RO

BLEM

- SUP

PO

RT O

NESELF

FINA

NC

IAL P

RO

BLEM

- SUP

PO

RT FA

MILY

FAM

ILY C

OM

MITM

ENTS

JOIN

ED TH

E FAM

ILY B

USIN

ESS

NO

T INTER

ESTED IN

STUD

YIN

G

VO

LUN

TAR

Y W

OR

K

OTH

ER

ST MARGARET COLLEGE BSS, VERDALA 1 1 16 3 4 1 8

ST MARGARET COLLEGE GSS, COSPICUA 2 1 13 3 10

ST MARGARET COLLEGE GSS, ZEJTUN 2 1 1

ST BENEDICT COLLEGE BSS, KIRKOP 1 16 6

ST GEORGE PRECA COLLEGE BSS, HAMRUN 1 1 1 1 1 1

ST GEORGE PRECA COLLEGE BSS, ZEBBUG 1 1 1 8 1

ST GEORGE PRECA COLLEGE GSS, B'BAJDA 3

ST GEORGE PRECA COLLEGE GSS, HAMRUN 4 41 26 2 1

ST IGNATIUS COLLEGE BSS, QORMI 1 9 5 1 7

ST CLARE COLLEGE BSS, GZIRA 1 3 6

ST CLARE COLLEGE GSS, PEMBROKE 2

ST CLARE COLLEGE GSS, ST ANDREWS 3 6 5

MARIA REGINA COLLEGE BSS, MOSTA 3 4 1 9

ST NICHOLAS COLLEGE BSS, MTARFA 1 1

ST NICHOLAS COLLEGE GSS, RABAT 1 2 1 1 1 2

ST THERESA COLLEGE BSS, B'KARA 2 2 3 8



ST THOMAS MORE COLLEGE BSS, PAOLA 1 2 2 4

ST THOMAS MORE COLLEGE GSS, ST LUCIA 1 1 1

GOZO COLLEGE BSS, VICTORIA 3 2 1

GOZO COLLEGE GSS, VICTORIA 3

DE LA SALLE, COTTONERA 1 1 1


ST ALBERT, VALLETTA 1 1 1

ST ALOYSIUS, B'KARA 1 1

ST PATRICK'S SALESIAN SCHOOL, SLIEMA 1

ST PAUL'S, RABAT 1



ST MONICA, GZIRA 1

Appendix L

13 Schools omitted in this table did not identify any reasons for neither studying nor working.


CIRCULAR TO STUDENTS EDUC/01/01/02/09

20th October 2013

Dear student,

It has now been some months since you have left secondary school. Yet, we are still interested in knowing what you are doing at present, whether in a new course of study or at work. Consequently, it would be greatly appreciated if you could fill in the attached questionnaire and return it to the Guidance Teacher of your last school.

We are collecting this data for the compilation of the annual Tracer Study published by the Student Services Department. Such a study publishes statistical information regarding the educational/vocational choices of students after Form 5. The Form will be destroyed as soon as data is compiled. No personal data is entered in computer or published.

Should you require any help or information do not hesitate to contact the guidance teacher at school. _______________________________________________________________________________________________

Name and Surname ..................................................................................................................

School (2011-2012) ............................................................................ Form 5 ..........................

1. On completion of Form V, what are you doing now? (Put a cross x where applicable)

studying at school studying abroad working at home

2. If studying, where? Please tick as appropriate.

Ġian Franġisk Abela, Junior College, Msida

Institute of Business & Commerce, Paola (M.C.A.S.T.)

Private Sixth Form/Tuition Centre: ................................................................

Giovanni Curmi Higher Secondary School, Naxxar

Institute of Information & Communication Technology, Paola (M.C.A.S.T.)

M’Anġ Refalo’ Centre for Further Studies, Gozo

Studying abroad at a Sixth Form

Institute of Electronics Engineering, Paola (M.C.A.S.T.)

Institute of Mechanical Engineering, Paola (M.C.A.S.T.)

Institute of Agribusiness, Qormi (M.C.A.S.T.)

Institute of Maritime Studies, Kalkara (M.C.A.S.T.)

Institute of Building & Construction Engineering, Naxxar (M.C.A.S.T.)

M.C.A.S.T. Centre, Gozo.

Studying abroad at a Professional Institute

Institute of Community Services, Paola (M.C.A.S.T.)

Institute of Art & Design, Mosta (M.C.A.S.T.)

Institute of Tourism Studies, St Julian's / Gozo

Institute of Health Care, University of Malta, Msida

Studying abroad at a Vocational College

Fra Gaetano Pace Forno Street Tel: 21 252866, 21 225285, 21 231567, 21 225943, 21 238788

Hamrun HMR 1100, Malta Fax: (+356) 21 220838

STUDENT SERVICES DEPARTMENT EDUCATION PSYCHO-SOCIAL SERVICES

Appendix M


CIRCULAR TO STUDENTS EDUC/01/01/02/09

3. If working, in what job? ................................................……..................

I am working because:

I did not sit for SEC Exams

I obtained no certification

I was not accepted for the course I applied for

Of financial problems - Have to support myself

Of financial problems - Have to support my family

Of family commitments

I joined the family business

I am not interested in studying

4. If neither studying nor working, what are you doing? ...............................

I am neither studying nor working because:

I am at home - due to disability / special needs

I am at home – I wanted to take a year gap before I continue studying

I emigrated/ I am travelling abroad

I am registering for work as I:

Did not sit for SEC Exams

Obtained no certification

Of financial problems - have to support myself

Of financial problems - have to support my family

Of family commitments

I joined the family business

I am not interested in studying

I am involved in voluntary work

5. If you are not studying, which of the following could have possibly changed your choices?

Support for special needs. Please specify ………………………………………………

Child support . Please specify: ………………………………………………

After - hours support.

Financial support.

Choice of subjects was restricted at secondary level.

More interesting subjects to learn

No bullying problems at secondary school

No transport problems

Other. Please specify ………………………………………………………………………

Student’s Signature: _______________________________________ Date: ______________



Appendix M


DATA RETURN SHEET EDUC/01/01/02/09

TRACER STUDY 2012-2013

SCHOOL: _____________________________________STAMP: _________________

Number of students on roll (1-6-2013) _____

A. Students Studying

i. ACADEMIC COURSES at:

Gian Frangisk Abela, Junior College, Msida _______

Institute of Business & Commerce, Paola (M.C.A.S.T.) _______

Private Sixth Form/Tuition Centre: _______

Giovanni Curmi Higher Secondary, Naxxar _______

Institute of Information & Comm Tech., Paola (M.C.A.S.T.) _______

Mikelang Refalo Upper Lyceum, Gozo _______

Sixth Form abroad _______

Total: _______ (Including _____ Special Needs Students)

ii. TECHNICAL COURSES at:

Institute of Electronics Engineering, Paola (M.C.A.S.T.) _______

Institute of Mechanical Engineering, Paola (M.C.A.S.T.) _______

Institute of Agribusiness, Qormi (M.C.A.S.T.) _______

Institute of Maritime Studies, Kalkara (M.C.A.S.T.) _______

Institute of Building & Construction, Naxxar (M.C.A.S.T.) _______

M.C.A.S.T. Centre, Gozo. _______

Professional Institute abroad _______

Total: _______ (Including _____ Special Needs Students)

iii VOCATIONAL COURSES at:

Institute of Community Services, Paola (M.C.A.S.T.) ________

Institute of Art & Design, Mosta (M.C.A.S.T.) ________

Institute of Tourism Studies, St Julian's \ Gozo ________

Institute of Health Care (Univ. of Malta), Msida ________

Vocational College abroad ________

Total: ________ (Including ____Special Needs Students)



Appendix N



TRACER STUDY 2012-2013

Job: Number:

Salesperson/Shop Asst. _______

Waiter/Waitress _______

Labourer _______

Machine Operator _______

Caterer/Confectioner _______

Cleaner _______

Mason/Construction _______

_____________________ _______

_____________________ _______

_____________________ _______

_____________________ _______

_____________________ _______

_____________________ _______

_____________________ _______

_____________________ _______

_____________________ _______

Total: _______ (Including _______ Special Needs Students)

Did not sit for SEC Exams _______

Obtained no certification _______

Not accepted for the course applied for _______

Financial problems _______

Family commitments _______

Joined the family business _______

Not interested in studying _______




B. Students Working

Reason for choosing Work Option:

Appendix N



At Home _______

Emigrated _______

Registering for Work _______

Others _______


Reason/s for neither studying nor working:

Neither studying nor working because:

At home - due to disability / special needs _______

At home – wanted to take a year off before continuing studying _______

Emigrated/ travelling abroad _______

Registering for work : _______

Did not sit for SEC Exams _______

Obtained no certification _______

Financial problems - has to support himself _______

Financial problems - has to support his family _______

Family commitments _______

Joined the family business _______

Not interested in studying _______

Involved in voluntary work _______


Factors which could have possibly changed choice of not studying:

Support for special needs. Please specify _______

Child support. Please specify _______

After-hours support. _______

Financial support. _______

Choice of subjects was restricted at secondary level. _______

More interesting subjects to learn _______

No bullying problems at secondary school _______

No transport problems _______

Other: Please specify _______


Guidance Teacher/s: _________________ , _______________ Head of School: _________________



C. Other Students

Appendix N

tracer study report - educationguidance.skola.edu.mt/docs/tracer study 2013.pdf · tracer study...

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