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

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Outcomes:Knowledge, Skills,Attitudes, (workcompetencies)Obligatory 4 subjects in all yearsDifferent areas of generaleducation:- Obligatory and optional subjects- Modules -OptionalmodulesIntegratedObligatoryModulesPractical /professionalPracticeLearningGeneraleducation30% or 40 %Vocational education 60% or 70 %Scheme 6. Inner structure of VET School CurriculumForms of realisation of curricula in secondary VET schools:• Obligatory subjects• Optional subjects• General education subjects• Modules• Professional practice/practical workOrganisation of curriculaSecondary VET must be focused on gaining adequate professional competencies. Thereform of secondary VET develops the possibility for didactic reforms. In comparison to thecurrent school, the focus must shift from teaching to learning; this needs changes not only ofcurricula but of methods and organisation of teaching.According to the new Act, within the curricula there is an annual, not weekly, amount ofhours for all forms of teaching. As the curriculum is realised through subjects, modules andpractical teaching/vocational practice, with various durations during the school year, theorganisation of teaching/learning must be more flexible. Therefore, within the school and withinthe real working place, where, up to this moment, only professional practice was processed, theteaching of theory and practice must be adjusted in time. The school schedule in such acurriculum structure cannot exist any more as a rigid schedule that cannot be changed throughoutthe school year. The school’s schedule must be permanently adjusted to the curriculum. Thiscreates an issue concerning problems of space and equipment, training of teachers, norms of26
teacher’s contact hours at weekly and annual level, different way of assessment of results of workboth of teachers and students, and a permanent need for professional improvement of teachersthrough training.The structure of the curriculum is not unique for all educational profiles. It differs withinapprenticeship profiles, three and four years profiles, so that the organisation of the educationalprocess cannot be the same – it must meet the demands of each single educational profile.Outcomes in vocational educationThe main characteristic of vocational education, i.e. the curriculum implemented therein,is the outcomes orientation. The outcomes are clearly and unequivocally defined - knowledge,skills and attitudes (work competencies) that are achieved after a specific programme, i.e.education and learning process. Defined in that manner, they form the basis for planning,organization and the realisation of vocational education and the evaluation of achievements andof the whole education and training process. The outcomes induce teachers and students to sharethe responsibility for educational achievements, providing both groups with a clear idea of whatthey could expect after the completion of a specific programme, i.e. the education and learningprocess.The education process always results in some kind of outcomes but their nature is oftenvague and undefined. In vocational education as well, programmes with inadvertent, inadequateand imprecisely defined outcomes are not rare and this results in the “production” of people withformally recognised qualifications but who lack some elementary work competencies that theyare expected to possess.A significant difference exists between the simple “production” of outcomes and outcomeorientededucation. In outcome-oriented education, the outcomes are defined prior to theeducation process and are known to teachers and students who during the learning processreceive the necessary support in the form of an adequate and thoroughly thought throughapproach to achieving outcomes. This means that the outcomes determine and define theeducation and learning process and that the school and the institution whose curricula are basedon outcomes should:• Identify the outcomes of a specific programme, explain them and make themcompletely public and let them be known to all interested population;• Elaborate ways of education and learning organization through which the outcomes areachieved, i.e. through which students can be successful in achieving the outcomes;• Define standards of achievements in subjects, subject areas and modules.Specification of outcomes:KnowledgeProvides students and adults with knowledge andskills necessary in further education, for personaldevelopment and for life long learningSkillsPromotes students’ and adults’Development as individuals and activemembers of the society.Provide development of learning skills.AttitudesProvide students and adults withknowledge, skills and work competencynecessary for employment or for selfemployment.27
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 and 18: Higher EducationPost Secondary Educ
Page 19 and 20: Scheme 2: Gradual systemProfessiona
Page 22: especially forms of active teaching
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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