Malta's future hinges on its ability to adapt, innovate and remain competitive.

The next decade is likely to be the most consequential since the post-war era for Europe and its member states as economic, geopolitical and environmental concerns accelerate following the Trump imposition of global tariffs to trade. The question whether our education system is adequately equipping students for tomorrow's workforce is complex and depends on the lens through which you evaluate it. Malta's rapidly evolving technology sector is facing a critical skills shortage.

Despite a strong education system, a growing mismatch exists between the competencies taught in schools and the dynamic needs of the tech industry - particularly in fields like AI, data science, cybersecurity and green technologies. This brief article touches on policy measures used by foreign countries to reform their national curriculum, improve industry collaboration and better prepare students for the digital economy.

Up to the onset of the fourth industrial revolution, Malta had enjoyed near-universal access to education resulting in relatively high literacy rates. It has invested in vocational and technical education through institutions like MCAST, which aim to align learning with industry needs. Yet, new challenges that arose in the fourth industrial revolution has started a dilemma.

This means employers often report a mismatch between the skills taught in schools and those needed in high-demand sectors like tech, AI, engineering and green energy. Could this be a result of traditional educational methods that prioritise rote memorisation and standardised testing over the use of critical thinking, problem-solving and innovation? Many statistics show there is still a relatively low uptake in Stem (Science, Technology, Engineering, Mathematics) fields, which are crucial for future industries.

Observers question the extent to which real-world work experiences and soft skills training are integrated into the curriculum, particularly at the secondary level. It is good to mention improvements and capes in educational facilities in the past decade. Yet, unfortunately, we meet disparities in educational outcomes based on socioeconomic backgrounds, which may limit opportunities for some students to succeed in a rapidly evolving job market.

Thanks to the much-hyped reform in the National Curriculum Framework and Education Strategy 2024-2030, one would expect and hope for a swift upgrade. This is a crucial step towards building a skills-based society and preparing students for the challenges of the future. It sets clear goals, through 36 measures and related 120 initiatives, all of which contribute towards the overall development of each person and the progress of the nation.

Yet, while the education department is making strides toward modernising its education system, there is still work to be done in aligning it more closely with the demands of a rapidly-changing workforce, especially in terms of critical thinking, tech literacy and real-world readiness. In an ideal world, one would expect better results after investing millions annually in life-long education starting from free child-care centres up to university levels.

Again, one expects the creation of an Education-Industry Council to provide ongoing feedback on curricula and skills' development. To remedy, the skills' mismatch between what schools teach and what high-demand sectors like tech, AI, engineering and green energy require, a multi-pronged strategy is strongly needed, involving curriculum reform, stronger industry partnerships and investment in teacher development.

Here are some actionable steps that are planned: to update curricula to include AI, data science, coding, robotics and renewable energy concepts starting from primary and secondary levels. Next, it has been the clarion call of educators requesting the Ministry for further reform (now that the three-year long industrial dispute over the collective agreement has been resolved). With industrial peace currently prevailing, this may be an opportune moment to initiate national training programmes in digital pedagogy and emerging technological tools. Added to this, is the opportunity for educators to be eligible for industry secondments to gain hands-on experience. Is it unrealistic to hope that secondary students could be offered more specialisations in fields such as cybersecurity, sustainable engineering and clean tech? So far, attempts have been made to incorporate industry-sponsored challenges or capstone projects into school and university curricula.

These are slowly emerging. Naturally, no reform shall succeed, once educators are not given time off to attend ongoing training in digital literacy, emerging technologies and interdisciplinary teaching methods. It goes without saying how any startup ecosystem is essential for both local and foreign entrepreneurs. This is for a range of reasons: simple company incorporation, low costs for startups, an appealing tax regime, assisted factory programmes, skilled workers and the possibility of developing indigenous tech sectors.

The ecosystem in Europe was developed at a fast pace in recent years, due to a series of government incentives and support, plus a safe and reliable business climate. Introducing CIC as a worldwide US-based innovator consisting of captains of industry is a wise move by PKF. Founded 30 years ago in Kendall Square, Cambridge USA, CIC now operates more than 100,000 sq.m. of shared workspace, wet labs and event space spread in centres that opened in the US, Europe and Asia.

It convenes a worldwide community of approximately 650,000 innovators. Since its inception, over 10,000 companies have called CIC home, collectively raising more than $40 billion in venture capital funding. Its innovation campus is typically a large, high-end facility at the heart of an innovation district. The campus acts as a centre of gravity, driving innovation and building community through curated activation and a trusted circle of foreign entrepreneurs. These drive venture and idea creation which is essential to build extraordinary innovation environments in cities around the world.

Their high-touch services aid disruptive thinking, instil an innovative mindset, develop strategy and kindle robust activity among venture capital activists. This renowned accelerator will combine mentorship, work-based learning and tech entrepreneurship to develop a new generation of workforce-ready talent and scalable startups. Certainly, PKF introduced this quality accelerator to captains of Malta Enterprise and one hopes that under a new CEO, this institution will do its part to discuss terms. It would not replace formal education but complement it by filling the gap between theoretical knowledge and practical, in-demand skills. If properly integrated, it could become a key driver of our future knowledge economy and a solution to both the skills gap and brain drain.

Perhaps now that Minister Silvio Schembri has smartly pioneered the Vision 2050 project, the educational and logistical reform that may ensue can covert Malta into a regional hub of innovation with plenty of future-ready talent.

George M. Mangion is a senior partner at PKF Malta

[email protected]