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

More documents

Recommendations

Info

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
In which way is it possible tocheck what and in whichextent is learnedStandard (specification) ofachievement Experts in the field ofeducation, employersStandards of achievementStandards of achievement at represent the development of the student's abilities and at thesame time they define the expectations that the student must realise in the educational process.These standards obtain shared reference points for teachers in the process of monitoring,assessment and reporting on the students’ achievement in a certain period of time. Thesestandards are measures for quality achievement of the programme.CertificationA certification system in education is one of the ways to link non-formal education andvalid public papers or certificates of vocational qualifications not withstanding the way they weregained. Qualifications gained through a certificate system is based on endorsed occupationalstandards and educational standards, in this way ensuring their recognition in various workingenvironments and in the national labour market. Accreditation of VET curricula is made by theCentre for Accreditation in cooperation with the VET Centre.35
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 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 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

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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?