Presentation on theme: "Ryve Prekorogja 13 June VET Vocational Education and Training."— Presentation transcript:
Ryve Prekorogja 13 June VET Vocational Education and Training
General information on VET Subsection of Education and Training that includes Over 60 000 students Over 2700 teachers 17 sectors 90 Profile User 57 professional schools 2 +2 CC Pre-University Education Law approved Revised Law for VET and LAARr
Curricula's, professional standards and quality assurance Combined curriculum for all profiles (Substantive and modular) 20 professional standards developed and recommended by the CVET Assigned and trained coordinator for quality assurance in all vocational schools Self-evaluation reports are compiled
VET social partnership Commerce and other chambers Formation of joint planning boards and management at school Identify current and future need for qualifications (education offer). Development of joint programs for education and training according to labor market requirements. Professional practice in schools and enterprises Qualification and certification of instructors in the enterprise Designing and improving the quality of the training in educational institutions. Assessment and certification of their graduates Unions (protection of the interests of teachers) Civil society
Progress achieved Introductory Report to PSAK (VET) is of high quality and includes major accomplishments in the system. Report evaluates the performance of MEST and donors, but it is evident that the last ones are the main supporters in the functioning of the VET system. Is made progress in linking VET with the business but more needs to be done.
The main challenges It was made a descriptive report of some achievements, but there are very few indicators and evidence to measure the impact of these actions as well as system level to the institutional. Reporting includes achievements based on the level of implementation activities, but does not reflect the challenges in the system such as: Measures taken to strengthen the department PSAK MEST, Skills and capacity to monitor implementation. There is an integrated system for monitoring the activities reported. Still it remains difficult to gather information within the system.
March JAR recommendations Building evidence-based decisions for the development of affordable policies for VET. With the establishment of clear financial framework and detailed Fully operation of VET Council and the establishment of the Agency for VET support to strengthen its role in accordance with legal provisions Linking the design of VET programs in Kosovo Curriculum Framework. Building and operating an efficient system for monitoring and evaluation based on performance indicators in VET. Increasing opportunities to allow more access and opportunities for marginalized groups in VET.
Agency and the Council for AAPRr AAAPRr deal with: 1. IAAPRr management and leadership; 2. Development of AAPRr 3. Coordination of studies concerning the AAPRr. 4. Coordination of international projects; 5. AAAPRr foundation is based on the law. 6. Structure and function of AAAPRr is determined by sub legal act. 7.. While not designed for AAAPRr regulation applies and the Law on Vocational Education. 8. Provides comprehensive role in AAPRr system with the involvement of social partners. 9. initiate research on the needs of market economy. 10. Supervises and leads the development of standards of the profession. 11. Governed by a council of the special. 12. The law assigned personnel The AAAPRr. VET Council and AARr Established by VET law as CVET Advisory role 7 committees (appointed coordinators) AAP draft law and draft law for AARr Has an advisory role, besides the adoption of professional standards
Kosovo Curriculum Framework connection to VET programs Curriculum framework regulating the whole system of undergraduate education and determines: Purpose of pre-university education, Core competencies, principles formal levels Areas of curriculum evaluation Role of schools in the implementation of curriculum reform
Competencies and curriculum areas Key competenciesAreas of curriculum Powers of communication and expression Powers of thinking The competence of learning Competencies for life and work environment personal competence civic competence Languages and communication arts mathematics natural sciences Society and environment Health and welfare Life and work
Educational structure and rates of Curriculum SNKA 3UPPER SECONDARY EDUCATION CLASS 12 THE MAIN LEVEL UPPER SECONDARY EDUCATION CLASS 10 - 11 THE MAIN LEVEL CONSOLIDATION AND Specialization SNKA 2SCHOOLING Secondary education 8 – 9 THE MAIN LEVEL BASIC AND PROFESSIONAL DEVELOPMENT SCHOOLING Secondary education 6 – 7 THE MAIN LEVEL STRENGTHENING and Orientation SNKA 1PRIMARY EDUCATION 3 – 5THE MAIN LEVEL FURTHER DEVELOPMENT PRIMARY EDUCATION 1 – 2THE MAIN LEVEL STRENGTHENING and Orientation SNKA 0PRIMARY GRADETHE MAIN LEVEL BASIC Acquisitions AGE 0 – 5THE MAIN LEVEL EDUCATION IN THE EARLY childhood
Building effective evaluation of the monitoring system It established the group called Taskforce monthly meetings Reporting of all sectors Measurement of progress
Comprehensiveness in VET Two professional schools Training of school staff Start of activities in schools 20 teachers and five leading teams of five pilot schools will be trained, to investigate their school's individual situation, especially in terms of equal access to education and social inclusion Participants to clarify that the term social inclusion and its practical implications Sensitization of participants in the field of diversity In October will organize a conference for inclusion in the VET