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

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Teachers and associates40
Teachers and associates in secondary VET are the basic actors of its reforms andcontinuing transformation and adjustment to social and individual needs, they are the basicfactors of its efficiency. Therefore, their socio-economic position are professional and reformimperatives.The socio-economic status of secondary VET teachers, as the basis of their motivation forwork and efficiency must be based on the following:• real social possibilities and needs,• establishing firm links between the institutions of secondary VET to the local community,enterprises and the labour market• flexible ways of financing secondary VET (per capita) and adult education based on stategrants for special programmes,• Economic price of certain educational programmes.The basis of teachers professionalism and professional development is not only theorientation to students but also the definition of their own position and possibilities in the processof development and learning of the student. At the same time it is their will and ability to supportstudents in achieving the highest standards and levels of performance in learning and education.The Act on Foundations of Educational System established key segments for theprofessional development of teachers and associates in education in Serbia. According to this,teachers and associates in secondary VET and adult education have the possibility for qualitativeand continuous professional development. This process of development is realised within theframework of the:• system of selection and choice ,• initial professional training,• system of licensing,• continuous teacher training,• professional (career) promotion,• initial preparing and training in the field of subject or discipline field, and• pedagogic, andragogic and psychological training and improvementInitial pedagogic, andragogic and psychological training and improvement of secondaryVET teachers and adult education are a precondition for entering teachers’ profession. It mustenable teachers to gain basic knowledge and key skills needed for achieving general goals ofsecondary VET and special goals of subjects and modules.41
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 38 and 39: ♦ Opening regular schools for adu
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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