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

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♦ Opening regular schools for adults, i.e. adapting their programmes andorganization to the needs of adults. This means:o development of curricula and modules of VET for adultso development of standards of education and training of adults, ando development of models and procedures of development of standards ofoccupations,o development of a methodology for adjusting programmes to needs andpossibilities of adults,o Evaluation in adult education and development of standards for outcomeachievements for adults.♦ revitalization of the existing network of institutions and organizations for adulteducation and training,♦ strengthening the educational function of the enterprises and the developmentof the possibility of workplace learning,♦ Establishing new institutions and organizations for adult education such asregional centres for adults or other types of institutions for adult education.Regional centres for adults are adjusted institutions that have open curricula forthe needs of economy and labour market. Their basic activities are thefollowing:♦ development and realisation:• curriculum of vocational education (from individual modules to fullcurricula of vocational education leading to general qualification),• curriculum of vocational training (I and II level of vocationalqualification);• curriculum of vocational short-term training;• curriculum of postsecondary vocational education;• curriculum of continuous vocational improvement;• Curriculum for non-formal education for specific needs.• accreditation of previous learning and knowledge and skills gained in anon-formal way;• information, counselling and guidance in the selection of programmes ofshort-term training, training and career guidance of education according tothe individual preferences, needs of the local community and labourmarket. This is realised in close cooperation with regional and localemployment services.• Understand and implement the adult education reform as an integral part of the educationsystem reform, and especially of the vocational education reform. In this context, therevitalization of the existing, and especially establishment of new institutions for adulteducation must be conducted in synergy and cooperation with general reform efforts tocorrespond to social needs.• Establish adult education on social partnership and real social and individual needs.Through communication with enterprises, employers and the local community, the schoolsand institutions for adult education must recognize the needs for education and trainingand provide quality support to satisfy them.38
• Achieve increasing diversity of curricula for adults and of conditions and forms of theirimplementation. According to the changeable and diverse needs of the labour market andindividuals, the adult education is being developed as a combination of:♦ Formal,♦ Non-formal♦ Informal and♦ Self-directed education and learning.• Create legislative and institutional preconditions, which will allow the students to obtainschool, i.e. academic qualifications, relevant in the labour market, through adult educationprocess. Hence it is necessary to develop the system of:♦ Accreditation of curricula for adult education and training,♦ Certification of short-term forms of vocational education♦ Accreditation of previous non-formal learning and professional experience andknowledge, and credit system exams♦ Evaluation and standardisation of non-formal education, primarily education inthe field of information technology and foreign languages.• Conceive and develop key qualifications system as a means of accomplishing workingflexibility, adaptability, professional mobility and linking formal with non-formal educationand learning. Key qualifications are a supplement to general vocational knowledge andskills, and they comprise two dimensions: a) Social-valuable - understanding of the socialand working surroundings, readiness for cooperation, adequate communication includingcommunication in foreign languages and through different information systems and media;b) Cognitive and affective – capability to analyse, conceptualise, critically thinking, moralreasoning and continuous learning. The development of the concept of key qualificationmeans:♦ Assessment and standardisation of non-formal education, primarily educationin the field of information technology and foreign languages, introducinginternational standards and certificates in these fields.• Develop the system of adult, psychological, and especially didactical and methodicaltraining and education of teachers and instructors in adult education and introduce thesystem of licensing their work.• Develop norms and standards for institutions working on adult education and the systemof accreditation of their programmes.39
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 34 and 35: Procedures of developing national o
Page 36 and 37: VET in Adult Education36
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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