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

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The process of decentralisation is one of the great issues of any secondary VET reform. InCentral and Eastern European countries this is a frequent way to break with the tradition ofcentral planning and decision making in education. Transferring authority to regional andlocal level is a support to all social and economic reforms and is a direct means of achievingefficiency and of better results in education at local level. The current results of thedecentralisation process in the region show that in VET it has been accepted that the State musthave overall responsibility for the structure and system control, but the common duties of theState and of social partners should be the development of standards, system of qualificationsand certifications. Flexibility is meeting special needs when regional and local authorities takeover the responsibility for development of single schools, financial arrangements, andcooperation with local employers.Decentralisation in education is one of the key issues of total VET reforms in Serbia. Theprocess of VET decentralisation means a gradual and rather cautious activity that will beprocessed in several phases. The main fields of decentralisation are the following:o Decentralisation of school government, that means the defining of regional responsibilityin managing secondary VET schools;o Decentralisation in creating and realisation of curricula that open the possibility forincluding special needs of the local community and of the region in the realisation of theVET programme;o Decentralisation of enrolment policy enables the empowering of cooperation with the localcommunity and will have an impact on meeting local regional needs in secondary VET.This means that the realisation of this process will enable new partners to join the process ofeducation. Instead of de facto decision making of a centre – individual schools, municipalities andother will take part in this process and will achieve a certain level of independence. At nationallevel, consultative bodies outside the ministries will be formed as independent decision makingbodies. At the school level school boards and parents councils will be formed.As decentralisation and regionalisation of VET mean quality and quantity management inVET, the new Act on education opened various possibilities in this field. It has been proposed toform a National Council for Secondary VET and Adult Education. The role of the National Council isto project and propose the development and improvement process of VET. Therefore, its duty is,among others, to propose various forms and ways of standardisation in secondary VET,management trends and forms for network of secondary VET schools, list of educational profiles,programme of vocational Matura and final exams, programme of masters’ and specialistseducation and exams, etc.Having in mind the fact that there are complex and deep links between secondary VET andvarious forms of economic and social development of the society and that a more efficient,qualitative and faster implementation of VET reforms is needed, based on the new education Actthe Government of the Republic of Serbia has established a National Centre for VET and AdultEducation in August 2003. The mission of this Centre is the following:o Support to the socio-economic development of Serbia by improving and developingVET in the country;o Development of social partnership and support to social partners in realisation of theirrole and responsibility in the field of VET;46
ooSupport to development and realisation of the concept of lifelong learning/education,andSupport to individual professional development.According to this, key fields of activities of the Centre are the following: development ofVET; linking work and education; development of social partnership; contribution to the conceptof lifelong learning; introduction of European dimension of vocation education; adopt VET toindividual needs and possibilities.VET Centre has the following tasks:o Development, monitoring and assurance of quality in VETo Prepare standards of secondary VET and adult education;o Develop programmes of vocational Matura, final exams and exams of vocational training;o Prepare lists of educational profiles and programmes according to their type andeducation profiles of secondary VET;o prepare standards of knowledge and skills for occupations:o process international projects in VET and adult education;o accreditation of curricula for special professional training and teacher training of teachersof vocational subjects;o counselling in VET;o collecting and distribution of information on VET and their linking with the labourmarket;o Development of various forms and models of cooperation with social partners (employers,chambers, trade unions, local communities).47
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 40 and 41: Teachers and associates40
Page 42 and 43: Quality assessment in secondary VET
Page 44 and 45: • External evaluation processed b
Page 48 and 49: Level of preparing, programming, pi

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