DGVT Prague / 18 - 19.5. 2009

Social partnership in VET Social partnership in VET in the Czech Republicin the Czech Republic

Miroslav ProcházkaMiroslav Procházka

Miroslav.prochazka@nuov.cz

DGVT Praha / 18 - 19.5. 2009

Sociální partnerství v Sociální partnerství v odborném v zdělávání v odborném v zdělávání v

České republiceČeské republice

Miroslav ProcházkaMiroslav Procházka

Miroslav.prochazka@nuov.cz

DGVT Prague / 18 - 19.5. 2009

Social partnership in VET Social partnership in VET in the Czech Republicin the Czech Republic

Miroslav ProcházkaMiroslav Procházka

Miroslav.prochazka@nuov.cz

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)

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

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 lineprofession– qualification – education – examination

DGVT Prague / 18 - 19.5. 2009

LearnLearniing ng outcomesoutcomes

PartnershipPartnership QualityQuality ComparabilityComparability

National system of National system of occupationsoccupations, National qualification, National qualification framework framework,, Sector counSector councicilsls

Act No.179 on Act No.179 on VerificationVerification andand RecognitionRecognition ……

Changes of curricula: RVPChanges of curricula: RVP, , ŠVPŠVP, , Fields of studyFields of study

Changes of assessment: Maturita,Changes of assessment: Maturita, New final examNew final exam,, AutoevaluaAutoevaluationtion

Transformation of a school role (UNIV)Transformation of a school role (UNIV)

European qualification framework, EuropassEuropean qualification framework, Europass

EECVETCVET, European Quality Assurance Reference F, European Quality Assurance Reference Frameworkramework

Teachers trainingTeachers training ( (IQ INDUSTRYIQ INDUSTRY))

DGVT Prague / 18 - 19.5. 2009

It is obvious: It is obvious:

It is not possible to implement system changes in VET without operational partnership between schools and employers at the implementation level

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

DGVT Prague / 18 - 19.5. 2009

IVETThe 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.

(+)(-)

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

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

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

Thanks for your Thanks for your attentionattention