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APPRENTICESHIP AS A SUCCESSFUL TRADITION AND AN INNOVATION IN CROATIAN EDUCATION SYSTEM

APPRENTICESHIP AS A SUCCESSFUL TRADITION AND AN INNOVATION IN CROATIAN EDUCATION SYSTEM. Mr.sc. Olga Lui Mirela Franović, prof. INTRODUCTION. Croatian Chamber of Trades and Crafts association of tradesmen and craftsmen established over 150 years ago

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APPRENTICESHIP AS A SUCCESSFUL TRADITION AND AN INNOVATION IN CROATIAN EDUCATION SYSTEM

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  1. APPRENTICESHIP AS A SUCCESSFUL TRADITION ANDAN INNOVATION IN CROATIAN EDUCATION SYSTEM Mr.sc. Olga Lui Mirela Franović, prof.

  2. INTRODUCTION • Croatian Chamber of Trades and Crafts • association of tradesmen and craftsmen established over 150 years ago • represents the interests of tradesmen and craftsmen • provides advisory services to its members and potential members • has a public authority in the field of education

  3. EDUCATION REGULATED BY TRADES AND CRAFTS LAW • Education for trades and crafts is regulated by the Trades and Crafts Law • The Trades and Crafts Law integrates the tradition in this field of education and the new developments in EUeducation policies

  4. EDUCATION REGULATED BY TRADES AND CRAFTS LAW • Partnership between work and education (shared responsibility for learning outcomes): Croatian Chamber of Trades and Crafts, Ministry of Economy, Labour and Entrepreneurship and Ministry of Education and Sport • Influence of partners on the implementation of training programs (theory – in schools; the largest part of practice – in trades and crafts businesses)

  5. EDUCATION REGULATED BY TRADES AND CRAFTS LAW • Apprenticeship contract - regulates the responsibilities of tradesmen/craftsmen in the implementation of practical trainingprograms • Licensing of trades/crafts businesses - practical training providers: external assessment of conditions

  6. EDUCATION REGULATED BY TRADES AND CRAFTS LAW • Influence of Chambers of Trades and Crafts on establishing enrolment rates for trades and crafts’ occupations (Croatian Chamber of Trades and Crafts and regional Chambers of Trades and Crafts) • External assessment of competences at secondary school level and LLL level (examination boards for Journeyman, Master Craftsman and Vocational Competence Exams)and issuing certificates for these types of qualifications

  7. EDUCATION REGULATED BY TRADES AND CRAFTS LAW • To start and manage a trade/craft business a certain level of qualifications is required (regulated professions) • Acquiring qualifications by recognition of informal learning – recognition of practical experiencewithout prior formal learning throughexaminations • Tradesmen and craftsmen’s participation in the practical part of education (practical experience and knowledge of trainers - master craftsmen, means of work, payment of apprentices)

  8. STUDIES • In the framework of foreign projects different studies on the characteristics of vocational education and training oriented towards labour market were conducted. • The GTZ project main goal is defined as„The vocational education and training offers comply with the needs of small and medium sized enterprises“.

  9. STUDIES • The goal of evaluation studies: • to describe the state of education and training for trades and crafts, with the stress on practical implementation • to give basic recommendations for the improvement of education, especially for the introduction of new qualifications needed in labour market (automechatronic and water, gas, heating and air fitter)

  10. COMPARISON OF TRADITIONAL ANDNEW PROGRAMSIN STRUCTURE AND CONTENT AUTOMECHATRONIC AUTOELECTRIC AUTOMECHANIC

  11. COMPARISON OF TRADITIONAL ANDNEW PROGRAMSIN STRUCTURE AND CONTENT WATER, GAS, HEATING AND AIR FITTER GAS FITTER HEATING AND AIR FITTER WATER FITTER

  12. METHODICAL APPROACH • analysis and evaluation of the documents available at Croatian Chamber of Trades and Crafts • discussions and “round tables“ with the representatives of ministries and headmasters of VET schools • analysis of regulations (laws and bylaws)

  13. METHODICAL APPROACH • analysis of new educational plans and programs (automechatronic and water, gas, heating and air fitter) and identifying the advantages and disadvantages in relation to the existing programs as well as the influence of learning outcomes on the development of qualifications oriented towards labour market

  14. METHODICAL APPROACH • survey of 3 different target groups in 3 Croatian towns: • theory and practice teachers in four VET schools • apprentices in 11 different occupations • 15 tradesmen/craftsmen who provide apprenticeship training

  15. METHODICAL APPROACH • interviews with representatives of Chambers of Trades and Crafts, Employment Agencies and competent agencies (VET Agency, Agency for Adult Education) • examining the quality of cooperation between different stakeholders in the apprenticeship process

  16. METHODICAL APPROACH • the research had two phases (Phase I: 2006-2008 and Phase II 2008-2009) • the result: study „Vocational education and training oriented towards labour market“

  17. RESULTS • Recommendations for future development: • systematic harmonisation of national education system for trades and crafts’ occupations with the European educational and occupational standards (NQF-EQF), • strengthening the role of trade and crafts’ businesses as practical training providers; reducing the role of theory (VET schools) • determination of an appropriate relation between general and practical subject matter - general subject matter should be more oriented towards the occupation

  18. RESULTS • Recommendations for future development: • improving cooperation between ministries, agencies, chambers, trade and crafts’ businesses and VET schools; the goal is a better adjustment of education to labour market needs and a better acknowledgement of trade and craft occupations in the society • developing the system of further education, with the aim of strengthening LLL and development of professional career • strengthening social competencies of individuals in VET (realisation of their goals, active civil society awareness, involvement in civil events and capability of finding their place in labour market)

  19. NECESSARY ACTIVITIES • placing a larger part of education in the real working environment • establishing competence centres • harmonising the Apprenticeship Contract with the Employment Contract • improving and interrelating the standards of practical and theoretical knowledge, securing the quality of education

  20. NECESSARY ACTIVITIES • improving teacher quality and teaching methods - a new orientation in planning, organisation and implementation - continuous training of teachers and master craftsmen – trainers • increasing the interest of employers for the young generation • encouraging schools to adapt to the needs of labour market more quickly

  21. Thank you for your attention ! The studies are available at www.projekt-sbk.com

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