Malta

Last update: October, 2026

The Ministry for Education and Sports plays a significant role in arts and cultural education. It is responsible for various initiatives and programmes that support the development of skills and talents in the arts. It is responsible for the learning of arts-related subjects, including practice and appreciation, throughout compulsory education. It oversees the Malta Visual and Performing Arts School (MVPA), a specialised institution that offers secondary school students an opportunity to focus on various art forms while continuing their academic education.

The school provides education in five primary art forms: visual arts, dance, drama, media, and music. Students can choose one primary art form but also receive rotating lessons in the other four throughout the year. MVPA follows a dual pathway approach, balancing artistic education with core academic subjects. This allows students to develop their artistic talents without compromising their academic proficiency. The school has a yearly intake of 48 students from across Malta, selected through referrals and auditions. In visual arts, students explore various practices including craft, design, and digital art. In drama, they engage in creating, rehearsing, and performing. Media arts involve using technologies creatively, while music focuses on listening, composing, and performing. Dance includes practical experiences in ballet, contemporary dance, Latin, and other genres. The MVPA aims to nurture young artists by providing a comprehensive education that integrates both artistic and academic learning.

The Malta Arts Scholarships Scheme provides opportunities for individuals to further their studies in fields such as fine arts, design, photography, fashion, architecture, dance, music, theatre, film, and creative writing.

The University of Malta plays a significant role in arts and cultural education through its various faculties and departments. The Faculty of Arts offers a wide range of undergraduate and postgraduate programs in areas such as theatre, music at the School of Performing Arts, literature, history, philosophy, and languages. It also supports research and creative activities in the arts. The Department of Arts, Open Communities & Adult Education focuses on engaging different sectors of society through cultural, political, and artistic education. It promotes local and international research and offers programs that connect visual, theatrical, and musical practices with broader social contexts. The Master of Arts in Social Practice Arts and Critical Education is designed for professional artists, theatre practitioners, and arts educators who want to integrate their creative work with critical educational theories and community settings.

The Malta College of Arts, Science & Technology (MCAST) provides vocational education and training in Malta, including arts and cultural education. The Institute for the Creative Arts offers a variety of programmes at different levels, from introductory certificates to master's degrees. Courses include art and design, media, performing arts, fashion and photography. Advanced diplomas and Bachelor's degrees are available in areas such as cultural heritage skills, digital design, and performing arts. Bachelor's degrees are available in fields like animation, creative media production, fine art, graphic design, and interactive digital media. Master's programmes exist in conservation, creative media and enterprise, and product design.

Thehttps://culture.gov.mt/ Ministry for Arts, Culture and National Heritage oversees various programmes and initiatives related to the cultural sector, providing resources for artists and cultural organisations. The Culture Directorate ensures the governance role of the ministry responsible for culture. It provides policy direction and advice on arts, heritage, and audiovisual matters, and manages programmes like the Culture Pass scheme supporting the arts in schools.

The recent discussion in Malta about setting up an arts conservatory, managed by Arts Research & Consultancy (ARC) and Arts Council Malta (ACM), revolves around the formation of the Academy of the Performing and Visual Arts. This initiative aims to enhance the infrastructure and support for arts education and practice in Malta. Key points of the discussion include:

• Sector Mapping: ACM has been conducting a sector mapping exercise to identify gaps and opportunities within the arts and cultural education landscape in line with Strategy 2030. This helps in understanding the needs and potential areas for development;
• Strategic Goals: The initiative aligns with the strategic goals outlined in ACM's Strategy 2025 (concluded 2025; succeeded by Strategy 2030), which focused on increasing accessibility to cultural and creative activities, fostering international collaborations, and enhancing the professional development of artists — priorities carried forward under Strategy 2030;
• Public Consultation: There has been extensive public consultation to gather insights and feedback from various stakeholders, including artists, educators, and cultural organisations. This collaborative approach ensures that any developments will address the real needs of the community;
• Funding and Sustainability: Discussions also cover funding mechanisms and long-term sustainability of the conservatory. This includes exploring various funding sources and ensuring that the conservatory can operate effectively and continue to support the arts sector in Malta.

Focus has shifted towards greater attention being given to professionalisation in the arts and contributing to a sustainable cultural and creative industries (CCIs) to which education and training may be linked successfully. While self-improvement and appreciation of the arts remain important and the main reason why the education system maintains its commitment, there has been more attention paid to economic and employment aims. This shift aligns with broader economic and employment goals, ensuring that education and training in the arts are not only about personal enrichment and appreciation but also about preparing individuals for successful careers in the CCIs.

Research and discussions highlight that arts education now increasingly aims to equip students with skills that are valuable in the workforce, such as creativity, critical thinking, and collaboration. This approach helps to foster a more robust and economically viable creative sector, linking education and training directly to employment opportunities and economic growth. While the intrinsic value of the arts and the importance of self-improvement remain central, the added focus on economic and employment outcomes reflects a more holistic understanding of the role of arts education in society.

The Training and Development Support Scheme is one such initiative aimed at fostering professional growth and promoting an entrepreneurial culture among creative professionals. Additionally, the National Education Strategy 2024-2030 emphasises the role of education in supporting Malta's socio-economic progress and preparing individuals for the modern economy.

Arts Council Malta runs the Training and Development Support Scheme to strengthen skills and professional growth within the cultural and creative sectors through short-term training opportunities. It is divided into two strands: Strand 1 (18+), which supports continuous professional development for artists, cultural operators, and students, and Strand 2 (ages 8–17), which focuses on nurturing young creative talent through training, international exposure, and participation in platforms such as festivals or workshops. Overall, the scheme aims to enhance artistic excellence, build capacity, and foster a more sustainable and professional creative sector in Malta.

Last update: October, 2026

Artistic education in Malta's schools is quite comprehensive and aims to integrate arts into the broader educational framework. Artistic subjects such as visual arts, music, drama, and dance are integrated into the national curriculum. These subjects are taught from primary through secondary education, trying to ensure that students have continuous exposure to the arts. Institutions like the Malta Visual and Performing Arts School (MVPA) offer specialised education in various art forms, including visual arts, dance, drama, media, and music. MVPA provides a dual pathway, balancing artistic education with core academic subjects. Many schools offer extracurricular programmes and clubs focused on the arts. These activities provide additional opportunities for students to explore and develop their artistic talents outside the regular curriculum. The ministry for education, along with ACM, supports various initiatives and programmes aimed at enhancing arts education. This includes funding for arts projects, professional development for teachers, and resources for schools.

ACM promotes careers in the arts starting from school level through the Art Works campaign.

The Culture Pass initiative by ACM ensures that every secondary school student in Malta experiences at least one artistic production per year. These productions are created by professional artists and presented through a curated programme. Il-Premju tal-President għall-Kreattività is managed by the Office of the President and ACM and recognises and supports organisations working with vulnerable and disadvantaged groups. It aims to increase their engagement in creativity and arts-driven projects. The Creative Communities fund supported community-led creative and artistic activities, primarily targeting local communities. It provides opportunities for training, research, and the development of artistic projects, encouraging active participation in the arts. The Arts Education scheme offered financial support for arts education projects, helping schools and educational institutions to integrate arts more effectively into their curricula.

There is a relatively significantly large private sector providing tuition and training in the arts across different art forms. They are required to be registered with the Malta Further & Higher Education Authority.

As of 2026, these include 13 dance schools, 2 arts schools (including design), 4 make-up and hairdressing, 3 performing arts, and 2 dedicated to audiovisuals. Furthermore, there are up to 50 music tutors, some of whom provide certification.

The Malta Society of Arts was established in 1852 and is Malta’s oldest institution for the promotion of the arts and crafts including through numerous educational pathways.

Providers of courses in education and training in the arts contribute to cultural and economic development. They help preserve and promote Malta's rich cultural heritage, its appreciation and understanding, fostering a sense of identity and community. By providing professional training and education, these providers help equip individuals with the skills needed to succeed in various creative fields, thereby contributing to economic growth. Arts education supports the holistic development of students, enhancing their creativity, critical thinking, and emotional intelligence.

This is essential for personal growth and can positively impact other areas of learning. With a focus on professionalisation, arts education providers ensure that students are prepared for careers in the cultural and creative sectors (CCS). This includes not only artistic skills but also business and entrepreneurial skills necessary for a sustainable career. National initiatives and programmes aim to make arts education accessible to all, ensuring that diverse groups can participate and benefit from creative learning opportunities.

As reported in research commissioned by Arts Council Malta (ACM), the value of the arts and creativity in education is often promoted in national policies and curricular frameworks in Malta. Arts education and creativity are important both for students who aim to specialise in the arts later in life as well as when contributing towards forming an essential part of an inclusive curriculum that can guarantee the educational entitlement of each child. In parallel, arts teachers are entitled to the provision of appropriate resources, learning spaces and professional development opportunities that support them in their work with students.

The amount of time dedicated to arts education in Malta varies depending on the type of school and educational level. Some data indicate that the arts play a more dominant role in curricula in independent schools, non-formal settings specialised in the arts and in a secondary state school specialised in arts education. In the state sector, exposure to arts education in the primary sector is inconsistent while students in state middle schools are generally offered specific arts subjects for half a year. Most students in their later years of compulsory education only study the arts if they choose them as optional subjects.

The COVID-19 pandemic affected various aspects of teaching and learning the arts over a two-year period. Official instructions about social distancing and online modalities affected pedagogies in the arts. For example, some music lessons were carried out in students’ regular classrooms instead of a specialised music room, and this meant that students were not exposed to actual instruments during this period. Peripatetic arts teachers employed in the state primary sector were often instructed to replace other teachers in the primary sector, leading to a loss of educational entitlement of affected students. In some schools, arts facilities were either not used during this period or used for other purposes.

The availability of arts rooms and other resources varies a great deal. Most schools in compulsory education that were visited during this study were found to have adequate facilities for arts education, though some inconsistencies between different arts subjects were also noted. Problems associated with insufficient or inappropriate resources (such as old instruments in music classes) and spaces for learning were more in evidence in the performing arts (particularly dance) than the visual arts. Staff in a secondary state school specialised in arts education reported various problems related to the poor condition of spaces for learning in their school, particularly for the performing arts.

A number of stakeholders flagged perceptions of low status for arts subjects in educational settings, particularly in formal education. Causes identified included lack of understanding of specific subject requirements by school authorities and/or policymakers; lack of consultation; parents’ and guardians’ attitudes towards the arts; insufficient time allocated to the arts; and a greater importance granted to other subjects in the school curriculum.

A good percentage of students who responded to the questionnaire of the research carried out at the University of Malta on behalf of ACM stated that arts lessons make them feel creative (57.5%) and happy (46%). Students’ attitudes towards online teaching and learning in the arts were mixed: 24.7% of respondents reported being dissatisfied with their experience; 20.7% felt satisfied. Notably, 27.6% stated they did not attend online lessons. Some stakeholders reported a shortage of teachers in some sectors (music, for example) and related difficulties in increasing the number of lessons. Continuous professional development and upskilling in all sectors of the educational system emerged as essential to ensure that teachers remain innovative in their pedagogies.

The national cultural policy (NCP 2021) also refers to statistics published by the National Statistics Office (NSO) in 2014 that indicated that about 10 000 students, most under 17 years of age, had received some form of instruction in drama, dance or music from 188 schools teaching performing arts. At the time, these schools employed 400 full-time and part-time teachers. In the light of these figures, the policy noted that a process of regularisation was required to secure licensing, quality assurance and accreditation across the private sector in arts education.

European statistics from 2021 show that the apportionment of time for Expressive Arts (Visual and Performing Arts) in the early years cycle accounts for two hours per week which takes only 5% of overall instruction time, and that teachers can decide to dedicate more time to particular subjects if they believe it will benefit their pupils. Moreover, in Maltese state secondary schools, no arts lessons are offered to pupils who opt out of art or music as optional subjects.

It is further noted that in middle and secondary schools, the presence of a stronger staff complement of arts teachers is highly necessary. Such shortages could be due to the status or general perceptions about the arts, as one stakeholder commented: ‘To date, through my full time profession within formal secondary education, I am aware that the common perception of heads of schools and parents is that arts subjects are ‘less important’ than other academic subjects.’

The first national cultural policy issued in 2011 (NCP2011) acknowledged the value of arts and cultural education and dedicated a chapter to creative education.* NCP 2011 coincided with the National Curriculum Framework (NCF) issued in 2012 and reflects relatively contiguous developments in arts education. When put into the context of the specific cultural, educational and social factors at the time, together with the status of the arts as well as data about arts education, one may note how educational practices in Malta have not lived up to the expectations set out by these documents. Furthermore, the policy documents were limited in their outlook on the aims of arts education.

The NCF includes brief references to the role of arts education, alongside other general areas such as humanities and science and technology. In the section dedicated to visual and performing arts, the framework notes that this learning area, including art, music, drama and dance, provides opportunities for learners to be ‘creative and imaginative, to experience enjoyment and inspiration, and to develop skills in the visual and performing arts.’ This section refers to the transferability of skills gained in arts education to different areas of learning, but it does not expand on the social, political and civic dimensions of the arts.

While the idea that students enjoy themselves while engaging in creative activities is certainly important, there is a risk that linking arts education exclusively to enjoyment might relegate all creative domains to mere distractions from whatever is generally perceived to be more ‘serious’ or crucial to children’s educational development. Such conclusions about the ‘peripheral’ or subservient nature of arts education could be further strengthened with suggestions that the arts exist ‘to underpin and enrich learning in other curriculum areas.‘

The fourth priority of NCP2021 recommends improving artistic and cultural education in compulsory education as well as promoting an interdisciplinary approach in school curricula. It recommends representing diverse forms of cultural expression and the inclusion of arts education as a cross-curricular area that runs through the wider educational framework. Special emphasis is made on arts education acting as a pillar of STEAM (science, technology, engineering, arts and mathematics). It also advocates for the introduction of ‘the role of community cultural mediators at local government level who can facilitate creative activity to reflect the more diverse cultures in our communities.’

In principle, this is in line with Article 10 of UNESCO’s 2005 Convention on the Protection and Promotion of the Diversity of Cultural Expressions, which states that parties should ‘encourage and promote understanding of the importance of the protection and promotion of the diversity of cultural expressions, inter alia, through educational and greater public awareness programmes.’

*Malta Parliamentary Secretariat for Tourism, the Environment and Culture. 2011. National Cultural Policy 2011.

Last update: October, 2026

On a European level, as reported in 2012, the introduction of new national benchmarks such as the Learning Outcomes Framework (LOF) should be accompanied by additional training for teachers. In many European countries, generalist teachers teach the arts in primary schools while secondary arts teachers are usually specialised in an artistic discipline. In Malta, while generalist primary teachers may teach the arts, this is usually the responsibility of specialist arts teachers. Pre-service teachers for younger students receive some training in arts pedagogies at the University of Malta (UM), while more specialised arts education courses are also offered by its Faculty of Education.

The undergraduate route into teaching previously offered at UM has been replaced by a variety of full-time and part-time Master in Teaching and Learning degrees in art, music, drama and dance. At this level, Master students are recruited after specialising in an art subject at undergraduate level and are trained to become professional educators through the delivery of both theoretical and practical study units. Teacher training is also offered at the Institute for Education (IfE), set up in 2015. The IfE offers a Master of Education to those who wish to obtain a specialised Master teaching degree in the arts.

Unlike their larger counterparts, small entities usually do not have the resources to invest in an education department and also face difficulties in monitoring budgets for educational initiatives. This might explain why the full potential of educational programmes in local museums and heritage sites has not been exploited, although Heritage Malta, the national agency responsible for heritage, invests in educational programmes revolving around school visits and thematic activities and in-service training related to museum education. The national cultural policy (NCP2021) calls on public cultural organisations (PCOs) and heritage institutions to engage further in the provision of cultural education. It encourages PCOs and heritage institutions to set up action programmes with colleges and schools in order to facilitate creative interactions with works in national collections.

Funding schemes introduced by Arts Council Malta (ACM) have helped to boost creative projects in schools and simultaneously provide employment to creative practitioners through collaborations between artists and educators. The Kreattiv funds supported artistic collaborations and residencies across compulsory education across various art forms. In the two-year period 2019-2020, two thirds of projects funded through Kreattiv were conducted in state schools (15 out of 22), while the rest were distributed among church and independent schools.

The Arts Education Scheme introduced in 2021 supported arts education through funding from early years to tertiary education. This scheme was introduced to boost the arts education sector during the pandemic while supporting cross-sectoral collaborations.

Last update: October, 2026

Specialised schools in the non-formal state and independent sectors included in the 2022 study commissioned by Arts Council Malta (ACM) all offer a variety of well-maintained rooms for specific uses, resources and courses to their students. Problems associated with budgetary requirements were not very much in evidence, though one of the state non-formal schools reported problems with IT equipment for staff while a manager in a private school referred to a lack of state support. In contrast with schools in compulsory education, facilities for dance students in the non-formal sector are abundant and complement the variety of dance courses available for students.

Already the first national cultural policy (NCP2011) notes that in parallel to formal education, both government and the private sector provided a range of other educational services like foundation courses in the arts.* At the time, the policy underlined the fact that advancement in the various disciplines depended on ‘the individual institutions and on the character of the individual disciplines’ and that there was ‘no coordinated approach to assisting students in synchronising their academic and artistic development’, while ‘[f]ormal educational services in the practice-based arts range from the sporadic to the non-existent.’

Band clubs in local communities contribute significantly to the field of non-formal music education. Its value is addressed in the national cultural policy of 2021 (NCP2021), while ACM regularly launches funds focusing on strengthening the work carried out by band clubs.

Artivisti is a collaborative programme between Arts Council Malta and Aġenzija Żgħażagħ that supports young creatives (typically aged 18–25) through an extended mentorship process combining artistic practice with civic engagement. It provides participants with guidance, skills development, and opportunities to create socially engaged artistic projects, encouraging them to use art as a tool for critical thinking, active citizenship, and community impact, while fostering non-formal learning and creative collaboration.

Apprenticeship Scheme is a funding initiative by Arts Council Malta aimed at strengthening professional development within the cultural and creative sectors through structured, work-based learning. It supports both organisations hosting apprentices and creative practitioners engaging in apprenticeships, with a focus on mentoring, skills transfer, and the enhancement of technical and vocational competencies, thereby contributing to the long-term professionalisation and sustainability of the sector.

There is a fund for musical tuition for young people in band clubs, managed by Aġenzija Żgħażagħ, the national youth agency, within the Ministry for Inclusion and Social Wellbeing and the Parliamentary Secretariat for Recreation, Sport and Voluntary Organisations, with the collaboration of the Għaqda Każini tal-Banda (association of band clubs). These clubs offer music lessons and loan musical instruments to children in various towns and villages. Recent research notes that there are deep and strong links between local band clubs and primary schools, with scope to strengthen them further. They compare well as inclusive entities dedicated to the training of young musicians.

However, the number of students in local band clubs has been decreasing when compared to the relatively large numbers that existed in the post-Second World War period. At the time of the National Statistics Office (NSO) Band Club Participation Study (2014), there were slightly more than 2,000 students in the 86 band clubs across Malta and Gozo. By 2017 there were slightly less than 1,500, with roughly 2 males to 1 female.

In Malta, there are various options for students looking for music education in non-formal settings. The best-known school is the Malta School of Music, which offers music programmes and opportunities for individual learners and aims to help students achieve high standards in playing proficiency, performance, creativity, and musicianship. The school was established in 1975 and employs established musicians as teachers. Each year The school accepts around 200 new students annually and also offers external students the possibility of forming part of the school’s Children Choir or Community Choir. The school is part of the Mikiel Anton Vassalli College (MAVC) and forms part of the Visual and Performing Arts Schools under the Directorate for Research, Lifelong Learning and Innovation, offering courses for beginners up to advanced level.

Another state-owned institution is the Villabianca Centre for Music and the Arts. It offers music lessons and music therapy to children and young people with disabilities. A memorandum of understanding was signed between the Malta Trust Foundation and the MAVC Malta School of Music within the Education Ministry to address this need. The two sides cooperate on initiatives to support children who lack access to music and the arts and engage local musicians and international music therapists.

* *Malta Parliamentary Secretariat for Tourism, the Environment and Culture. 2011. National Cultural Policy 2011.

Last update: October, 2026

The national cultural policy (NCP2021) acknowledges the achievements of recent years to improve arts and cultural education in Malta. Particular reference is made to the establishment of the Malta Visual and Performing Arts School (MVPA) in 2017 that offers secondary level students the opportunity to pursue the arts in their educational itinerary. The MVPA is a national school that offers five art forms as its primary focus of study. These are: art, dance, drama, media and music. The Gozo Visual & Performing Arts School (VPA) forms part of the Mikiel Anton Vassalli College (MAVC) and both schools are important stakeholders in arts education since they contribute to the development of professionals.

The quality of arts teaching and learning is linked to teachers’ confidence in teaching art. The importance of teachers’ confidence is especially true in early years and the primary sector, in which generalist teachers may include some aspects of the arts in their teaching. In their comparative study on primary teachers’ self-confidence in teaching arts and crafts in Malta and Finland, argue that prospective primary level teachers often Gatt and Karppinen (2014) enter universities with anxieties towards the teaching of arts and crafts as a result of poor experiences in the field. The research findings show that courses in the arts and crafts offered during teaching degrees as well as prior teaching experiences help prospective primary teachers develop more positive attitudes towards the arts. The importance of continuous professional development is therefore linked to the possibility of deepening the artistry of teachers.

Arts students who would like to further their studies in international institutions can also apply for a scholarship through the Malta Arts Scholarships Scheme within the Ministry for Education and Sports(MEYR). While supporting this scheme, NCP2021 notes that even more financial support is needed to address the capacity building of the cultural and creative sectors (CCS). It advocates for financial support to be offered to talented children, under the age of 16, who are accepted into prestigious schools abroad and whose needs cannot be met by local organisations or local tutorship.

One of the available providers in drama is the Malta School of Drama and Dance which supports students in their creative needs and abilities related to drama and dance. The school offers courses in various areas, including musical theatre, flamenco, ballet and freestyle dance.

Other forms of tuition in drama are available in different schools. The Malta Society of Arts in Valletta offers courses to 10-15 year olds. The Helen O’Grady Drama Academy offers drama classes to different ages, from very young children to adults. Private tuition, including that provided by private schools Masquerade, Stagecoach and Hoi Polloi use Trinity syllabi and examination methods. A number of other schools similarly cater for international syllabi.

Other events for children, schools and families contribute to the local cultural calendar. Stagecoach Theatre Arts School organises a Summer Short Play Festival while ŻiguŻajg, organised by Spazju Kreattiv, the national cultural hub, and a member of ASSITEJ International Association of Theatre for Children & Young People, organises an annual programme of international events aimed primarily at children.