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Case study Serbia NQF Jelena Jakovljevic INSTITUTE FOR IMPROVEMENT OF EDUCATION Center for Vocational and Art Education.

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Presentation on theme: "Case study Serbia NQF Jelena Jakovljevic INSTITUTE FOR IMPROVEMENT OF EDUCATION Center for Vocational and Art Education."— Presentation transcript:

1 Case study Serbia NQF Jelena Jakovljevic INSTITUTE FOR IMPROVEMENT OF EDUCATION Center for Vocational and Art Education

2 Chronology of the ETF-NQF project activities 1.Basic report on the NQF 2.Workshops - Ljubljana (April 2003); Ohrid (September 2003); Sarajevo (May 2004); Turin (December 2004) 3.Three focus groups 4.Draft of Green paper 5.Three meetings/seminars 6.Final report

3 Basic report on the NQF Unemployment is around 30% - no liable date from LM. Employers are not satisfied with existing qualifications. Exams are developed, realized and assessed within the schools and its teachers. Transfer from III-years to IV-years of schooling is possible with passed exams. After secondary education it is possible to advance. There are no certificates in continuing VET and non- formal sector that are recognized in the system. Existing qualifications are in Nomenclature (8 levels) which is not compatible with ISCO (5 levels).

4 Three focus groups Sarajevo - Belgrade Topics: Connection between needs on LM and supply from VET schools Educational outcomes of qualifications for technician and trained worker Social partners involvement in development of qualifications The results are: Partners development of relevant draft documents; Increased employers awareness and competencies for expressing the needs and demands toward educational system; Development of the system for information exchange; Monitoring and researching the field of qualifications – toward EQF; Modern educational programs should be flexible and defined by learning outcomes – quality to be measured by levels of students achievements of outcomes/competencies; Basis for creating modern educational programs to be the NQS developed through partnership of all relevant stakeholders.

5 Three meetings-seminars In the final report has been expressed that those meetings were: Thematic unity that will have to be the subject for different stakeholders in forthcoming period. Huge challenge = NQF/EQF, Nomenclature influence, accreditation and certification, relation between non-formal education and qualifications. Further development of NQF and its implementation will be covered with CARDS VET II and new ETF projects.

6 Three meetings-seminars Topics: Introduction in NQF, reference levels, quality and European dimension Partnership and cooperation in the field of establishing the NQS Presumptions for implementation of NQF (September 2005) Participants: ML, MoES, ME, members of NEC, NES, IIE (VET Center), AssEmp, ChC, Unions, VET schools, Institute for statistics, Organizations for non-formal, SME Agency, Center for company training … = CRITICAL MASS

7 Three meetings-seminars - Discussion parts - It has been concluded that it is needed: NQF to be an integral system regardless the level of education; Future institution for NQF (maybe the VET Center), beside approving, to deal with the aspect of science and technology development, analysis and predictions of sectors development; To define clear vision of NQF and involve relevant stakeholders; To make NQF terminology clear and transparent;

8 Three meetings-seminars - Discussion parts - else needed: To develop NQF connected with the activities regarding Copenhagen process; To revise and innovate National Nomenclature in close connection with previously defined NQF (toward EQF – demanding task – expertise and time), but started and financed from relevant institutions; To signed Memorandum on common understanding and clear responsibilities between key stakeholders; To revise educational clusters together with VET School Associations, but in accordance with recommended and then developed NQF;

9 Three meetings-seminars - Discussion parts - more needed: To develop and then sign the Resolution of NQF development; To redefine (transfer) educational profiles into occupational standards that will be nationally approved and will become basis for further curriculum development; To recognize the need for statistical evidences and analysis - early to start from adjustments with European systems; To give priority to NQF development and to coordinate activities between international (CARDS) projects;

10 Three meetings-seminars - Discussion parts - and finally needed: To keep on working on NQF development within the whole system – from the lowest to the highest level; To adjust the new NQF with recommendations and attitudes defined in European documents dealing with this issue in respect of recently existing process of joining EU.

11 Good luck NQF Serbia

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