DGVT Prague / 18 - 19.5. 2009

2. Social partnership in VET in the Czech Republic Miroslav Procházka Miroslav.prochazka@nuov.cz DGVT Prague / 18 - 19.5. 2009

3. Sociální partnerství v odborném v zdělávání v České republice Miroslav Procházka Miroslav.prochazka@nuov.cz DGVT Praha / 18 - 19.5. 2009

4. Social partnership in VET in the Czech Republic Miroslav Procházka Miroslav.prochazka@nuov.cz DGVT Prague / 18 - 19.5. 2009

5. DGVT Prague / 18 - 19.5. 2009 • CZ PRES priorities: • I. Strategic programme beyond 2010 • II. PARTNERSHIP between schools and employers/enterprises (in the broad sense): openess of schools • III. Development of HE – quality and openness (Bologna process) • Partnership between Education and Training Institutions and Employers in the Context of Lifelong Learning, Prague April 6-7, 2009 • Conclusions …on enhancing partnerships between education and training institutions and employers in the context of lifelong learning (přijato Radou 12/5/09)

6. DGVT Prague / 18 - 19.5. 2009 • VET objectives: to prepare graduates for the labour market, for personal and civil life, for lifelong learning • Generally: to meet needs of the society (both employers and individuals) • Schools (educational institutions) and employers co-operation is a key factor of VET development

7. DGVT Prague / 18 - 19.5. 2009 System changes in VET • Conceptual framework: learning outcomes • Key factors: Partnership (both system and implementation level), Quality • Mobility: need of transparency and comparability of qualifications • Changes in a whole line profession– qualification – education – examination

8. DGVT Prague / 18 - 19.5. 2009 Learning outcomes Partnership Quality Comparability National system of occupations, National qualification framework,Sector councils Act No.179 on VerificationandRecognition… Changes of curricula: RVP, ŠVP, Fields of study Changes of assessment: Maturita,New final exam,Autoevaluation Transformation of a school role (UNIV) European qualification framework, Europass ECVET, European Quality Assurance Reference Framework Teachers training (IQ INDUSTRY)

9. DGVT Prague / 18 - 19.5. 2009 It is obvious: • It is not possible to implement system changes in VET without operational partnership between schools and employers at the implementation level

10. DGVT Prague / 18 - 19.5. 2009 • L3 Strategy (adopted by government including the implementation plan) • Action program for VET support (adopted by government) • Project Partnership and Quality: • Objective: …to create environment supporting a mutual co-operation between schools and employers Outcomes: • Study: co-operation between schools and enterprises in IVET and CVET, co-operation and its impact on quality, ECVET, European activities and initiatives, VET Guide • Database of good practice examples www.socialni-partnerstvi.cz

11. DGVT Prague / 18 - 19.5. 2009 IVET • The most important (motivation objectives): • to make pupils familiar with real working environment • to motivate pupils to be interested in a profession and to assert themselves in a profession • Small importance (disregard?): • to match curriculum with employers´needs • Instrument supporting maximum of objectives: • vocational practice and training in firms • Employers´lack of interest in co-operation with schools is regarded by schools as the most often reason obstructing success in this field. (+) (-)

12. DGVT Prague / 18 - 19.5. 2009 CVET • Implemented cca at ¾ (77 %) of schools • Fields of co-operation: • definiton of educational needs and outcomes, specification of curricula, assurance of lectors or selection of further education methods • assistance in organization, material provision and organizing complete courses „made-to-measure“ • co-operation in educational outcomes verification (and validation of prior learning) • Important: providing CVET leads to higher quality of teachers´work, better exploitation of their potential, effective use of school equipment

13. DGVT Prague / 18 - 19.5. 2009 Instruction: • Important: co-operation between schools and employers is regarded as important by all important participants • Lack of employers´ interest: schools reffer to employers´ resistance (lack of interest) toward this co-operation • Insufficient legal environment: employers ask certain legal environment setup and specification of costs compensation

14. DGVT Prague / 18 - 19.5. 2009 Conclusion: • Interlacing of all 3 levels: consistency and synergy • Support of the implementation level: • Legal environment • Motivation • Networking • Examples of good practice

15. Thanksforyourattention