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NETWORKING, COLLABORATION AND MENTOR SUPPORT

NETWORKING, COLLABORATION AND MENTOR SUPPORT. HANA ČIHÁKOVÁ. INTEGRATION OF THE CR INTO THE ARISING EUROPEAN AREA OF LL L. 1.B ased on Act No 561/2004 Coll., School Act: a certificate of single examination as a part of the respective final examination

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NETWORKING, COLLABORATION AND MENTOR SUPPORT

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  1. NETWORKING, COLLABORATIONAND MENTOR SUPPORT HANA ČIHÁKOVÁ

  2. INTEGRATION OF THE CR INTO THE ARISING EUROPEAN AREA OF LLL 1.Based on Act No 561/2004 Coll., School Act:a certificate of single examination as a part of the respective final examination 2. Based on the Act No 179/2006 Coll., on the Recognition of Further Education Results A) creation of thenational qualifications framework B) creation of thesystem of identification and validation of prior learning 3. Strategy of Lifelong Learning (2006/2007) and Implementation plan for the Strategy of LLL (01/2009)

  3. SCHOOLS AS LLL CENTRES – UNIV PROJECTS LIFELONG LEARNING CENTRE INITIAL EDUCATION FURTHER EDUCATION RPL

  4. GOAL: To transform secondary vocational schools to the LLL centres step by step To prepare pedagogical staff to develop modular further educational programmes Recognition and validation of the prior learning GOAL: To set up systematically and in cooperation with regional governments, NGOs, labour offices regional LLL networks UNIV PROJECTS GOALS

  5. SCHOOLS NETWORK

  6. UNIV– 325 SCHOOLS LBK 14 UK 23 KHK 22 KVK 12 PK 23 MSK 36 SCK 33 OLK 26 PLK 25 KVYS 23 ZK 25 JCK 25 JMK 33

  7. WHY SCHOOLS ? • Schools have available capacities since numbers of their students decrease due to the demographic decline in the corresponding age groups • Schools are well-equipped both with staff and facilities • Schools can (for adults): • provide further education; • implement RPL; • award complete qualification • provide carrier guidance.

  8. INFRASTRUCTURE OF THE PROJECT

  9. 325 SCHOOL PROJECT TEAMS • HEADMASTER • MANAGER FOR LLL • CAREER ADVISOR

  10. COOPERATION OF SCHOOLS WITH EMPLOYERS

  11. Workshops Training for teaching staff of upper secondary schools roles of: ➪ assessorsby partial qualifications ➪ design of concrete assignment, assessment form, etc. ➪preparation of modular programmesof further education ➪ guides ➪ work with candidates ➪ trainers of adults

  12. He/she needs the certificate of PQ Candidate acquires KSC within the prior learning The place where it is possible to acquire the certificate (UNIV) Guidance He/she decides to join the RPL or education process

  13. ADVISER – guides the candidate through the whole RPL process AUTHORISED PERSON (ASSESSOR) –verification of all competences according to the assessment standard • ADVISER motivates the candidate and advises him/her what the subsequent education should be • for obtaining the desired partial qualification (PQ) • for obtaining other related PQs – eventually the corresponding CQ • ONLY SCHOOLS CAN AWARD COMPLETE Q !!!

  14. 975 EDUCATION PROGRAMMES FOR ADULTS ✔gastronomy ✔ agriculture ✔ building industry ✔ electroengineering ✔ grocery ✔ engineering ✔ wood working ✔ bussiness ✔ clothing industry ✔ mining, metallurgy, foundry industry ✔ personal and trading services

  15. PROJECT OUTCOMES • Implementation of the F@do methodology on the individual level • 13 regional collaborating networks • 3 250 adult participants of the programmes • 3 250 VET teachers educated at the trainers competencies (adult education) • 650 trained career advisors

  16. UNIV 3 • Intraductory diagnostics • Tailor made career programmes • Tailor made educational programmes • Validation of the competencies • Certification • Awarding of the qualification

  17. CRITICAL POINTS • It is difficult to get people to enroll in further education in the ČR. • In general, no stress is laid by employers on their employees' further/continuing education. • Most people feel sufficiently educated for what is required of them in their actual employment. • Qualified workers are more expensive for employers than unqualified ones.

  18. CRITICAL POINTS • Pedagogical workers are not prepared for adult education within their pregradual studies, some apply approaches suitable but for initial E&T. • Schools respond too late and slackly on further education and retraining requirements of employers and labour offices.

  19. CRITICAL POINTS • Schools are not accustomed to bussines style and atmosphere since they are funded and directed by country's government. • The career guidance system for adults is not sufficiently elaborated, sometimes adults do not dispose of the relevant information on career and further education opportunities because of lacking access to it.

  20. Thank you for your attention hanacihakova@seznam.cz

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