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Working group presentation - former Yugoslav Republic of Macedonia, Bosnia and Herzegovina, Croatia - Policy makers
Working group presentation - former Yugoslav Republic of Macedonia, Bosnia and Herzegovina, Croatia - Policy makers
Working group presentation - former Yugoslav Republic of Macedonia, Bosnia and Herzegovina, Croatia - Policy makers
Working group presentation - former Yugoslav Republic of Macedonia, Bosnia and Herzegovina, Croatia - Policy makers
Working group presentation - former Yugoslav Republic of Macedonia, Bosnia and Herzegovina, Croatia - Policy makers
Working group presentation - former Yugoslav Republic of Macedonia, Bosnia and Herzegovina, Croatia - Policy makers
Working group presentation - former Yugoslav Republic of Macedonia, Bosnia and Herzegovina, Croatia - Policy makers
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Working group presentation - former Yugoslav Republic of Macedonia, Bosnia and Herzegovina, Croatia - Policy makers

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Transcript

  • 1. Making VET ‘fit for purpose” - Policymakers -
  • 2. 1.1 Coordination of policies for education and training, employment and social welfare • Legal environment – sectoral committees (professional curriculum) • Council for VET • Labour demand analysis • In some countries, no representatives from social welfare - Involve all relevant stakeholders in the sectoral committees/councils, including local communities and social welfare institutions - Legally regulated and protocol for cooperation
  • 3. 1.2 Under-resourced and unattractive VET schools vs. disadvantaged pupils • Negative selection of pupils in 3-year programs • Modernization of school programs through extracurricular activities (specific competencies) • General lack of support system for young people with disadvantaged socio-economic background (free transport, textbooks) • Professional abilities for pupils at end of primary school • Issues: migration and declining fertility rates - Improve vertical and horizontal mobility - Greater use of EU funds for better equipment - Introduce tracer studies
  • 4. 1.3 Engagement of employers and social partners • Involve systematically employers • Provide incentives for employers to engage in policy development, governance, management and provision
  • 5. 1.4 Competent school professionals and relevant methods and materials • Insufficient support from teachers (embrace students) • In some cases, teachers are not motivated to undertake a social role - Change teachers’ education and training – include social inclusion aspects; instruction methods for pupils from socio-economic disadvantaged groups
  • 6. 1.5 Support framework for schoolleavers • Career guidance • Adult education systems • Expensive for school-leavers to go back on track - Free first occupation
  • 7. HOW? • Legislation • Professional development (and education) of teachers • Motivation

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