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