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VET Education Policies and Practices for Social Inclusion and Social Cohesion

ETF regional project ”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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VET Education Policies and Practices for Social Inclusion and Social Cohesion

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  1. ETF regional project ”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” VET Education Policies and Practices for Social Inclusion and Social Cohesion Working group: Croatia, Macedonia, Montenegro

  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 Profile of the school • Dual system and adult education • Profiles: hospitality, catering, bakery, housekeeping, receptionist, business school, dentists • Size of the school: 3,200 pupils, 150 teachers (700 per day in the school) • Hospitality – 1,200 pupils; once per week at school • Enrolments conditional on having an apprenticeship, nine years of schooling, above 15 years of age • Combined authority of the ministries of economy and education • Duration: Three years; no repetition • About 60% Austrians and remaining are immigrants

  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 Aspects that struck as most • - No repetition; • Students’ trade union (control function); • Special system for students that cannot ensure apprenticeship

  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 What good practices did we saw? • - Equipment; • Financing; • Cooperation with the chamber of commerce; • The importance of practical work (4 vs. 1 day) • High vertical mobility

  5. 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 What good practices did we saw? • - Schools focus only on quality • - Qualifications more important than level of education • - Cooperation between the ministries • - Social partnership • - Democratization and school culture

  6. 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 What challenges did we saw? • Too narrowly focused • Early selection (rural/urban; social background) • Weak cooperation between schools and parents • Weak tracking and counselling services

  7. 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 Lessons learned • Greater focus towards the practical learning • Controlling role? • - Interaction, correlation between courses • - Favouring competencies • - Findings ways for greater involvement of companies • - External evaluation of competencies?

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