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1. What differences has this project made to addressing equity in VET Policies and provision

Mapping VET Education Policies and Practices for Social Inclusion and Social Cohesion: the role of VET in promoting employment, equity, social cohesion and active citizenship in Western Balkans, Turkey (WBT) and Israel.

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1. What differences has this project made to addressing equity in VET Policies and provision

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  1. Mapping VET Education Policies and Practices for Social Inclusion and Social Cohesion: the role of VET in promoting employment, equity, social cohesion and active citizenship in Western Balkans, Turkey (WBT) and Israel 1. What differences has this project made to addressing equity in VET Policies and provision • Promoting the concept of multifunctional VET schools to respond the needs of the local communities • Increasing awareness of all stakeholders and giving the opportunity for exchanging the ideas • The pilot schools were mobilised for developing social inclusion strategies for returned emigrants, people with disabilities or designing females-oriented curricula

  2. Mapping VET Education Policies and Practices for Social Inclusion and Social Cohesion: the role of VET in promoting employment, equity, social cohesion and active citizenship in Western Balkans, Turkey (WBT) and Israel 2. What measures have been taken since the project started • • VET selection barriers have fallen and for those students above 17 year the part-time system was introduced. As a result the number of new entrants in the VET system was increased. • The VE schools operating in national level, so the government was signing agreements with the business organization to be followed by those in VET school level • Most of the social inclusion practices have been project based so our project was used for sharing the best experiences between VET pilot schools.

  3. Mapping VET Education Policies and Practices for Social Inclusion and Social Cohesion: the role of VET in promoting employment, equity, social cohesion and active citizenship in Western Balkans, Turkey (WBT) and Israel 3. What measures are in the pipeline • Coordination of the activities of different public agencies engaged on VET policy to be developed the quality standards and unified curricula NAVET and National Employment Services. • Functioning of the institutionalised social partners involvements in New Governing Boards of VET schools established for the first time on November 2012. • Assistant teacher as a new position in all VET schools which provide special assistance to students with disabilities.

  4. Mapping VET Education Policies and Practices for Social Inclusion and Social Cohesion: the role of VET in promoting employment, equity, social cohesion and active citizenship in Western Balkans, Turkey (WBT) and Israel 4. What is the greatest remaining challenge • • Development of a common VET system to enable an optimal use of resources toward social inclusion strategies. Ministry of Welfare and Sports will take under authority the VET schools. • The patterns of school-based vocational education to be transformed into a dual VET system, which integrates the students into the labor market. • Social Maps of VET schools should be supplemented with other social inclusion INDICATORS and informatization of the data management system.

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