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

Procedures of developing national occupation standards, based on the nationalclassification of occupations, are developed by social partners, the state, employers andemployees and by their represents.The role of the state as the key conveyor of the policy of education and employment is inmonitoring and improving links between education and socio-economic development especiallywithin measures that regulate mismatches between qualifications and labour market needs. Thisneeds also the anticipation of the influence of globalisation on the national economy and humanresources. State representatives also take the responsibility for evaluation of qualifications fromthe standpoint of the existing and future needs of national economy including national prioritiesin developing core competencies, openness of educational system and economic justification ofcertain solutions.Employers and other representatives of the economy, who need a working force ofsuitable competences, deliver the basic content for the development of occupational standards.Trade unions have influence on the kind and process of developing standards with the basic aimto increase employment. Their basic demands refer to the relevance of occupations andqualifications and real possibilities for gaining them.A respective national body defines the procedure for developing occupational standards,methodology that is used in that process and respective structure of actors who take part in thatprocess.Educational standardsThe organisation and realisation of secondary VET are based on clearly defined standards.Basic elements of the structure of vocational educational standards are the following:• specification of occupations covering the work competencies that are necessary forperforming certain jobs and tasks,• specification of learning that refers to the aims, contents and outcomes, methods andtechniques of learning,• specification of evaluation and assessment concerning estimation and assessment ofgained knowledge’s, skills and attitudes,• Specification of conditions and norms (material, technical, human) in which the process ofeducation and learning is realised.Occupational standards and educational standards are basic elements for theoperationalisation of key issues of educational process and definition of roles and responsibilitiesof key partners in that process.Key issues Standards Key actorsKnowledge, skills and Standard (specification) of Social partners andattitudes (work competencies)needed for working in anoccupationoccupation.stakeholdersHow can they be gainedsuccessfully?Under which circumstancesthe process of education andlearning is performedStandard (specification) oflearning.Normative and standards forschools and othereducational institutionsTeachers and other experts ineducation.Represent of the governmentin the field of education34