concept of vocational education and training in serbia - vet reform ...

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Educational InstitutesAccording to the Act on Foundation of Education System in Serbia in the field of secondaryVET the following institutions are established: vocational school, mixed school, school for adulteducation and secondary school for children with special needs. These schools may organisecurricula for secondary vocational education, apprenticeship, adjusted curricula for children withspecial needs, curricula for adult education, programmes of specialisations and masters’education as well as the accredited curricula of VET.Secondary VET schools that provide three and four years curricula of secondary VET mayorganise, according to the interest of students and their parents, a separate curriculum thatenables students to take and pass the General Matura. Students have to apply for suchprogrammes at the beginning of their education and the school organises it. Organisation, contentand method of processing of this curriculum are set by a separate document on General Matura.Each school defines the direct realisation of this curriculum by its own curriculum.Gradual system of VETGradual system of VET enables a number of broad profiles in secondary VET as well as inapprenticeship to have several final phases. Each final phase provides a trade certificate to leavethe education system to find an employment. At the same time it also enables a return into theeducation process in order to gain a broader profile. Such a system is defined by the character ofthe profiles in which the students and adults are educated and is possible with broad profiles.This enables mobility, linking of education and process of work, meeting personal wishesand plans of individuals as well as an easy adaptation to changes in the world of work.Gradual system enables:• horizontal and vertical mobility through the whole educational system;• compliance with labour market needs and link with stakeholders/social partners;• gaining individual attitudes, competencies, skills and knowledge;• educational mobility (lifelong learning);• professional mobility (as a response to the labour market needs and easy adaption tonew professions or needs of the labour requirements);• Mobility to higher educational levels.Gradual system ??? enables horizontal and vertical mobility, between different curricula as well aswithin the VET system as whole. Gradual system enables also designing of:• programmes for continuous professional learning, development of professionalskills, and upgrading of knowledge and skills;• programmes and forms of informal education;• different organisational forms and learning models;• Programmes responding to the need of local community, stakeholders/socialpartners and other participants in education.18
Scheme 2: Gradual systemProfessionalExaminationFinalexaminationLabourMarketProfessionalcompetencyProfiles gainedafter threeyears ofpermanenteducation insome job fields•Two-yearsprogrammeprogrs andprofiles completed after 2 ndyear of schooling havingfinal character•Programmes having bothfinal character but schoolingcan be also continued1-year programmes and profilesof vocational training4 years 3 years 2 years 1 yearScheme 3: Mobility and flexibility of gradual VET systemLabour market - employment1 yearprogrammeCertificatesInternationallicencesMaster’sEducation2 year VET programmesFinalExamSpecializededucation3 (and 4) yearsVET programmesVocationalMaturaGeneralMaturaHigherEducationDirect mobilityUnder certain circumstances defined by MoES and the VET CentreStandards of skills are defined as a condition for mobility - MoES and VET CentrePrevious professional experience as a condition19
Page 1 and 2: REPUBLIC OF SERBIAMINISTRY OF EDUCA
Page 6 and 7: “Economic, technological, informa
Page 8 and 9: VET DevelopmentBasic Approach8
Page 12 and 13: Linking labour market and secondary
Page 15 and 16: development would be supported in t
Page 17: Higher EducationPost Secondary Educ
Page 22: especially forms of active teaching
Page 26 and 27: Outcomes:Knowledge, Skills,Attitude
Page 30 and 31: Modularisation in VETGeneral - lead
Page 32 and 33: Profiles and standards in vocationa
Page 34 and 35: Procedures of developing national o
Page 36 and 37: VET in Adult Education36
Page 38 and 39: ♦ Opening regular schools for adu
Page 40 and 41: Teachers and associates40
Page 42 and 43: Quality assessment in secondary VET
Page 44 and 45: • External evaluation processed b
Page 46 and 47: The process of decentralisation is
Page 48 and 49: Level of preparing, programming, pi

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