Making Blended Learning Work in Vocational Education & Training (VET)
Ryve Prekorogja 13 June VET Vocational Education and Training.
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Transcript of Ryve Prekorogja 13 June VET Vocational Education and Training.
Ryve
Prekorogja 13
June
VET Vocational Education and Training
General information on VETSubsection of Education and Training that
includesOver 60 000 studentsOver 2700 teachers17 sectors90 Profile User57 professional schools2 +2 CCPre-University Education Law approvedRevised Law for VET and LAARr
Curricula's, professional standards and quality assuranceCombined curriculum for all profiles (Substantive and modular)20 professional standards developed and
recommended by the CVETAssigned and trained coordinator for
quality assurance in all vocational schoolsSelf-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 achievedIntroductory 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 recommendationsBuilding 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 programsCurriculum framework regulating the whole
system of undergraduate education and determines:
Purpose of pre-university education,Core competencies,principlesformal levelsAreas of curriculumevaluationRole of schools in the implementation of
curriculum reform
Competencies and curriculum areas
Key competencies Areas of curriculumPowers of
communication and expression
Powers of thinkingThe competence of
learningCompetencies for life
and work environment
personal competencecivic competence
Languages and communication
artsmathematicsnatural sciencesSociety and
environmentHealth and welfareLife and work
Educational structure and rates of Curriculum
SNKA 3 UPPER SECONDARY EDUCATION CLASS 12
THE MAIN LEVEL
UPPER SECONDARY EDUCATION CLASS 10 - 11
THE MAIN LEVEL CONSOLIDATION AND Specialization
SNKA 2 SCHOOLING Secondary education 8 – 9
THE MAIN LEVELBASIC AND PROFESSIONAL DEVELOPMENT
SCHOOLING Secondary education 6 – 7
THE MAIN LEVEL STRENGTHENING and Orientation
SNKA 1 PRIMARY EDUCATION 3 – 5 THE MAIN LEVEL FURTHER DEVELOPMENT
PRIMARY EDUCATION 1 – 2
THE MAIN LEVEL STRENGTHENING and Orientation
SNKA 0 PRIMARY GRADE THE MAIN LEVEL BASIC Acquisitions
AGE 0 – 5 THE MAIN LEVEL EDUCATION IN THE EARLY childhood
Building effective evaluation of the monitoring systemIt established the group called Taskforcemonthly meetingsReporting of all sectors Measurement of progress
Comprehensiveness in VETTwo professional schoolsTraining of school staffStart of activities in schools20 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 diversityIn October will organize a conference for inclusion
in the VET
Thank You