The roles of Vocational Education and Training (VET) providers, policies, and policymakers in supporting entrepreneurs to facilitate employee training in small hospitality enterprises

Background Hospitality is labour-intensive, rapidly evolving, and heavily reliant on small enterprises. In Malta, persistent skill shortages intersect with questions of equity: who can access timely, workplace-relevant learning, and which organisations can realistically participate in training partnerships. This study examines how VET policies, VET providers, and policymakers shape equitable access to entrepreneurial and transversal competencies through formal and work-based learning pathways in the hospitality sector. Methods A constructivist grounded theory design was adopted. Data were collected through in-depth interviews with ten hospitality entrepreneurs, four policymakers (including SME representation), and three managers from the national VET training school. Iterative coding, memo-writing, constant comparison, and theoretical sampling were used to develop an explanatory model of policy–provider–enterprise interactions. Results The analysis identified equity gaps arising from misalignment between VET competencies and small-enterprise needs, particularly in transversal skills (communication, teamwork, problem-solving); delays created by accreditation and policy cycles that lag behind fast-changing workplace practice; and participation barriers for SMEs linked to time, staffing, and cost constraints. Flexible, short-form provision courses delivered through the training school emerged as an inclusion mechanism that reduces barriers for SMEs while supporting adaptability and initiative associated with entrepreneurial learning. Discussion/conclusion Theoretically, this study presents a three-phase process model aligning policymaking cycles, VET provider responsiveness and small business operational constraints, explaining how their interaction shapes equitable access to employee skills development. This model provides actionable guidance for policymakers and VET leaders to shorten policy-curriculum feedback loops, expand modular/micro-credential pathways, and design consultations that enable wider inclusion across diverse learning profiles.