What UNESCO’s 2026 Literacy Theme Means for Malta
When we talk about literacy, we usually think about reading and writing.
But today, being able to read is only part of the picture. We also need to be able to understand the information around us, question it and know when something needs to be checked.
This is especially relevant when choosing an education programme.
UNESCO is marking the 60th anniversary of International Literacy Day in 2026 under the theme “Literacy for people, the planet and prosperity.” The theme looks at literacy as an important part of inclusion, opportunity and participation in a changing world.
For Malta, it also gives us an opportunity to look at literacy from a practical perspective: what does it mean to be informed when choosing a course?
Look beyond the advertisement
For many learners and parents, the search for a course now starts online. It might be a social media post, an advertisement or a provider’s website.
The information can be useful, but it is also important to know what to look for.
Words such as accredited, recognised, MQF level and ECTS credits can tell us something about a programme, but only if we understand what they mean and, importantly, know where to verify them.
This is where digital and media literacy come in.
Before enrolling, a prospective student can ask a few straightforward questions:
Is the provider licensed?
Is the particular programme accredited?
What qualification will I receive?
What MQF and EQF level does it carry?
How many ECTS credits does it have, where applicable?
MFHEA’s recent enrolment guidance encourages prospective students to verify the education provider and the programme before enrolling, rather than relying only on promotional information.
A licensed provider is not the same as an accredited programme
This is one distinction that is particularly important for anyone considering a course.
MFHEA explains that provider licensing and programme accreditation are separate. Programme accreditation is a legal requirement for accredited or recognised further and higher education courses, and courses are referred to as accredited when they have been assessed by MFHEA and pegged to the Malta Qualifications Framework.
So, checking the name of the institution is only the first step.
It is also worth checking the specific programme being offered.
The official information available through MFHEA can help learners and parents make that check before making a commitment.
When “accredited” needs a second look
An advertisement can make a course sound appealing, but it is worth looking beyond the headline.
If a course is described as accredited, where can that accreditation be verified?
If an MQF level is mentioned, does the official information confirm it?
If the wording is unclear, can the provider explain exactly what qualification is being offered?
These are simple checks, but they can make a significant difference to someone deciding where to invest their time and money.
MFHEA’s recent work with students and parents at iChoose 2026 made a similar point. Students were encouraged to ask three practical questions before enrolling: is the programme accredited by MFHEA, what MQF and EQF level does it sit at, and how many ECTS credits does it carry?
The aim is not to make choosing a course complicated. It is to make sure that learners have the information they need to make a choice with confidence.
A conversation for parents too
Digital literacy is not just something young people need.
Parents are often involved in researching courses, comparing options and helping their children make decisions about their education. Taking a few minutes to check information together can be a useful part of that process.
And if something does not seem clear, it is better to ask before enrolling.
There is also an important point of balance here. Not finding a course in the MFHEA register does not, on its own, mean that a course is illegitimate. MFHEA identifies certain types of programmes that fall outside its regulatory scope, including some short courses and certain professionally regulated CPD programmes.
The important thing is to understand which framework applies to the programme and what qualification or award it actually leads to.
Making literacy work in everyday life
UNESCO’s 2026 theme gives us a chance to think about literacy beyond the traditional definition.
For a learner choosing a course, literacy can also mean being able to navigate information, recognise important terms, ask the right questions and check reliable sources before making a decision.
That is particularly important in a digital environment where information is often only a click away.
Ultimately, choosing an education programme should be an informed decision.
So, before enrolling, take a moment to look beyond the headline.
Check the provider. Check the programme. Check the information.
Sometimes, being literate means knowing how to read the fine print.
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