POLICY AND STRATEGY OF

ADULT EDUCATION DEVELOPMENT

IN THE REPUBLIC OF SERBIA

Authors
Miomir Despotovic
Aleksandra Pejatovic

August 2005
 Title
Policy and Strategy of Adult Education Development
in the Republic of Serbia

Authors
Miomir Despotovic
Aleksandra Pejatovic

1st Edition

Original Title
Politika razvoja obrazovanja odraslih u Republici Srbiji

Translation
Jasminka ^eki} Markovi}

Published by
Vocational Education and Training Reform Programme
Belgrade, Kosovke devojke bb

ISBN 86-907381-1-8

Copyright ©
European Agency for Reconstruction, 2005

Printed
“Grafika komerc”, Mladenovac

Number of copies: 250

Belgrade, 2005.

Prepared by: Programme Implementation Unit

Project: Vocational Education and Training Reform Programme
Capacity Building and Implementation Support, Republic of Serbia
Reference number: 03/SER01/12/001
Country: Serbia and Montenegro
Contractor: European Profiles S.A., 11b Kodrigtonos Street, 104, Athens, Greece
In partnership with: Organisation for Vocational Education and Training (OEEK) - Greece
Louis Berger SA - France
Akmi SA Educational Organisation - Greece

The project Vocational Education and Training Reform Programme in Serbia - Capacity building
and Implementation is funded by EU and managed by the European Agency for Reconstruction.

The findings, conclusions and interpretations expressed in the document are those of the authors
and thus should not be taken in any way to reflect the policies or opinions of the European
Agency for Reconstruction.

Vocational Education and Training Reform Programme

Programme Implementation Unit
Kosovke devojke bb, 11000 BELGRADE, Serbia and Montenegro
Tel: +381 11 686 480, fax: +381 11 686 490
e-mail:[email protected], http://www.vetserbia.edu.yu
 Contents
Introduction .......................................................................................................... 5

The main definitions ............................................................................................ 6

Adult education – reflection of social and individual needs ................................ 6

Basic principles of adult education ...................................................................... 8

Purpose of the Adult Education Policy .............................................................. 8

Goals of the Adult Education Policy ................................................................... 9

1. The strategic objectives of adult education ............................................... 10

2. Creating effective means for social partners’ participation

in adult education ...................................................................................... 11

3. Distribution of responsibilities for adult education

among relevant ministries and their agencies ........................................... 12

4. Development of various programme options

and upgrading of the availability of adult education .................................. 14

5. Development of capacity and quality of adult education and training ....... 18

Strategic Plan for Implementation of the Policy

for Adult Education Development in the Republic of Serbia ............................... 20
 Policy and Strategy of adult education development

INTRODUCTION
Adult education strategy is a call for creating a learning culture, social economy and organisa-
tions based on knowledge and the improvement of adult skills and achievements.
This strategy is based on the following international documents:

ƒ Hamburg Declaration on Adult Education, UNESCO, 1997; (Fifth International Conference on

Adult Education (Confintea V), “Adult Learning: A Key for the Twenty-First Century”, A
UNESCO Conference in Cooperation with International Partner, Hamburg, Germany, 14-18
July 1997 (url:http://www.education.unesco.org./educprog/uie/)
ƒ A Memorandum on lifelong learning, Commission of the European Communities, Brussels,
2000 (http://www.bologna-berlin2003.de/pdf/MemorandumEng.pdf)
ƒ Dakar Framework for Action, “Education for All: Meeting our Collective Commitments”, Dakar,
2000
ƒ Communication from the Commission. Making a European area of lifelong learning a Reality,
21.11.2001, EC DG for Education and Culture and DG for Employment and Social Affairs,
Comm(2001), 678 Final;
ƒ “The Copenhagen Declaration”, (Declaration of the European Ministers of Vocational
Education and Training, and the European Commission, convened in Copenhagen on 29 and
30 November 2002, on enhanced European cooperation in vocational education and training,
2002)
ƒ UN Decade of Education for Sustainable Development, Resolution of the 65th General
Meeting of the German Commission for UNESCO (DUK), Bonn, 7th July 2005
(http://www.dekade.org/mgmaterial/Resolution_65HVeng.pdf)

Adult Education Policy is an integrated part of the structural framework of the VET Reform in
Serbia and it is supported by the following documents:

ƒ M. Despotovic, I. Maksimovic, J. Dimov, R. Secibovic, M. Zugic, Strategy framework for voca-

tional education development in Serbia, in: “The Reform of Secondary Vocational Education:
From Discussion to Realisation”, MoES, Belgrade, 2000, p. 551-586;
ƒ Concept of secondary vocational education in Serbia, Vocational Education and Training
Reform Programme 2004;
ƒ Policy and strategy for development of VET in Serbia, Vocational Education and Training
Reform Programme 2005;
ƒ Policy and strategy of accreditation and certification in the secondary vocational education
and continuous education of adults in Serbia, Vocational Education and Training Reform
Programme 2005;

The implementation of the Adult Education Policy is based on:

ƒ National employment strategy for the period 2005 – 2010;

ƒ A Strategy for the Development of Small and Medium-sized Enterprises and
Entrepreneurship in the Republic of Serbia 2003 – 2008, Republic of Serbia, The
Government of Serbia, 2003
ƒ National strategy for reduction of poverty, 2003;
ƒ Serbian national strategy for Serbia and Montenegro EU accession, Serbian Government,
The EU Integration Office, 2005.

Vocational Education and Training Reform Programme 5

Group of authors

The main definitions

Adult education is a social activity and a process of responding to adults’ needs, irre-
spective of organisation, contents, level or applied methods. According to its content,
objectives and organisational methods, adult education is considered as diversified and
multifunctional, and could be formal and non formal, general and vocational, initial and
continuing, regular and irregular.
Regarding operational, practical and organisational aspects adult education “involves
all formal and non formal educational forms intended for adults over the age of 18 who do
not have the status of a pupil or student.“(Strategic directions in adult education develop-
ment, Ministry of Education and Sports, Republic of Serbia, Belgrade, 2002, page 314).
Formal education is conducted in the school system, from primary school until post-
graduate studies based on an approved curriculum, defined goals and outcomes which
lead to a diploma (certificate), i.e. to the national accreditation of acquired qualifications,
competences and educational levels financed by public funds.
Non formal education refers to all educational programmes and activities outside the
school system. Non formal as well as formal education is organised on an institutional
level, but does not lead to the national accreditation of acquired qualifications and educa-
tional levels and is usually not financed from public funds.
Initial education encompasses all educational programmes which are accomplished
prior to entering the world of work in a first employment.
Continuing education refers to educational programmes taking place upon completion
of compulsory education or to some categories after initial education and training or after
entering the world of work. This education aims at (1) conveying knowledge, skills and
competences, improvement (2) gaining new working competences or (3) further personal
and professional development.

ADULT EDUCATION – REFLECTION OF SOCIAL

AND INDIVIDUAL NEEDS

Intensive social economic reform has been implemented in Serbia since 2000. After a series of
long-lasting crises the economy entered a transitional phase of (slower) growth and mild recovery.
Privatisation is intensive and practically the process has entered the final stage, which has a posi-
tive impact on the restructuring of the economy, the inflow of foreign funds, higher productivity and
growth of small and medium sized enterprises.
The Serbian economy is still not technologically demanding in its structure, and there is a signifi-
cant technological gap between Serbia and the European Union. Definitive technological develop-
ment and improvement in this sense could be expected only through transfer of technologies. By all
means, it requires stabilisation of the political situation and an appropriate economic policy which
would enable better attraction? of foreign funds and companies to the Serbian economy and market.
A second requirement is an adequately trained and flexible work force, capable of coping with
technological innovations, new production methods, organisation of work and new products.
Without new technologies and a work force capable of using them, Serbia will be threatened by
serious transitional recession.
The birth rate is dramatically decreasing, while the average life span is extending, consequently
causing the constant growth of the elderly population above 60. According to data from 2002, ¼ of
the total population in Serbia is over 60 years of age.
Regardless of the significant percentage of highly educated and qualified human resources, the
educational structure of the population is unfavourable. Almost 50% of the adult population has only
the elementary educational level or less. This means that around 3 million people above 15 are
without adequate working skills and competences and that huge percentage has serious problems
to find and keep jobs.

6 Ministry of Education and Sports Republic of Serbia

 Policy and Strategy of adult education development

The decrease of the employment rate in Serbia during the last decades is evident. The considerable
reduction of vacancies and the rising unemployment rate are caused by structural and ownership
changes. There is a considerable number of educated and skilled workers in the system but the
percentage of unskilled workers is still very high. In the unemployment figures, unqualified and semi
qualified workers are dominant, but the percentage of highly qualified unemployed workers is rising
dramatically. Unemployment, and above all, inflexibility of the labour market (lack of programmes
which are fulfilling the labour market demands for specific knowledge and skills, career guidance
and counselling, a system for recognition of competences and qualifications and active employment
measures) is a major obstruction for the entire social-economic development. In the modern business
environment enterprises, employers and those looking for employment are confronted with
demands for high levels of competence and adaptability which implies that more flexibility in the
labour market is crucial for the social-economic transformation and transition towards new technologies
and a highly productive economy.

The key problems related to the understanding and development of adult education in
Serbia are
ƒ Low level of economic development (GDP per capita is 990$);
ƒ Huge economic, demographic, and educational disparities;
ƒ Stagnating population growth, a decrease in the number of children/youth and
increase in the number of elderly (approximately ¼ of Serbia’s present population is
over the age of 60);
ƒ Poverty (nearly 1/3 of Serbia’s population lives below the poverty line, or hovers near
the poverty line, which is the equivalent of earning less than $30 USD per month);
ƒ The number of unemployed people living in Serbia is large (in December 2003 there
were 944,000 unemployed people in Serbia);
ƒ A significant unemployment rate amongst individuals under the age of 30 (37%);
ƒ Poor education and training among individuals over 15 (nearly 47% are not properly
educated or trained);
ƒ A poorly trained work force (21% are unskilled);
ƒ The unemployed are generally uneducated/undereducated (nearly 39% are without
a qualification, or skilled and trained at the lowest level);
ƒ There is no systematic approach to adult education development (political, strategic,
legislative, institutional, related to human resources and financial).

Adult education and training, improvement of the knowledge, skills and professional mobility is
a key instrument for social-economic transformation, acceptance of technological innovations,
improvement of competences and competitiveness of the labour market, rise of employment, social
cohesion and development of individual needs and competences for a better life. It should:
y Respond to labour market and individual needs for knowledge and skills;
y Increase the value of human resources and create basic support for the national social-
economic development and integration with the global, especially European economy;
y Enable complete social and individual participation and improve employability and compe-
tences enabling the adult workforce to be active and competitive in the labour market;
y Improve the professional mobility and flexibility of the work force (mobility in work, profession
and qualification);
y Anticipate social exclusion and marginalisation, enhance social cohesion and perception of
identity and participation;
y Support individual development and personal satisfaction.

Vocational Education and Training Reform Programme 7

Group of authors

BASIC PRINCIPLES OF ADULT EDUCATION

The Adult Education Policy and Strategy and identification of immediate goals and tasks are
based on the assumption that adult education is:
y A manifestation of lifelong learning and an integrated part of the entire educational system;
y An important factor in economic development, the raising of productivity and economical
competitiveness, the improvement of employment and employability;
y A correction of the regular education system (provides a second opportunity for acquiring
relevant knowledge and skills);
y An innovative education and learning mechanism (an area with prompt reaction to the needs
of the economy and labour market, technological innovations, testing and introduction of new
profiles, programmes, skills, competences, which is flexible and open for new methods and
forms of work and learning);
y A basic way to support self development (personal satisfaction) to enable an individual to:
- Be employed,
- Have a better income,
- Acquire independence,
- Remain active and in good health,
- Have better jobs,
- Strengthen the family and encourage the independence of family members.

PURPOSE OF THE ADULT EDUCATION POLICY

The basic purpose of adult education policy is the development of appropriate social conditions
for adult education and the creation of an education and training system for adults (including
support and development institutions and mechanisms) whose basic characteristics are
relevance, flexibility, efficiency, effectiveness, accessibility and sustainability.

Relevance

The adult education system is relevant if it provides knowledge and skills corresponding to the
needs of potential users, or demands of an individual, the labour market, or the broader community.
Relevance is secured through a high percentage of participation of all interested agents (social
partners) in the adult education system (policy, programmes, finance, verification etc.) and through
monitoring and identification of labour market needs and the institutional articulation of these
demands and requirements.

Flexibility

At the core of adult provision is flexibility that is the ability to respond adequately and in time to
the demands for knowledge and skills. Mainly, flexibility is secured through modularisation, or pro-
grammes based on labour market needs, job requirements and interests of enterprises, specific
groups and individuals. Modularisation and modules are the most adequate response to the incon-
stancy (modernisation) of the world of labour and social environment and the necessity of harmonising
education with the needs of the economy and civil sector.

Efficiency and effectiveness

Efficiency and effectiveness refer to the maximum utilisation of adult education capacities and
resources and the management of the system of adult education through quality categories. These
emphasise the maximum usage of existing educational institutions (regular schools and adult edu-
cation providers), establishing educational standards and the joint capacities and efforts (material,
financial, human and institutional) of various management channels (ministries and agency).

8 Ministry of Education and Sports Republic of Serbia

 Policy and Strategy of adult education development

Accessibility

The tendency to establish a system based on needs and demands (demand driven) does not
exclude the need for its accessibility for different categories of the population. It is open to various
social categories and groups: poor, refugees, adults with special needs, people unemployed for a
long time, young people without qualifications, women, elderly workers faced with the possibility of
losing job, minority groups, highly educated people losing jobs such as army staff etc.

Sustainability

Relevance, flexibility, efficiency, effectiveness are the roads towards the sustainability of the
adult education system. However, the system is sustainable only if it is secured the required financial
means. The sustainability of the adult education system is not based on traditional budget oriented
financing of education and training institutions, but on development of an adequate model of financial
management at national and local level (the possibility of adult education institutions to act on educational
market, and respond to demands of enterprises, public services, and individual for knowledge and
skills and to develop new form of financial support to the educational programmes such as grants,
vouchers etc.)

GOALS OF ADULT EDUCATION POLICY

Adult education policy is one of the instruments for solving many key social and economic
problems in Serbia. Through adult education, Serbia has to restructure and improve human
resources. It means:

y Securing the accessibility of education and training to all categories of adults through estab-
lishing institutional and programme pluralism in the adult education system;
y Decentralisation and a partnership approach in management and implementation activities in
adult education;
y Quality assurance in adult education through legislation and the establishment of educational
standards;

If we have in mind the urgent need for faster economic development, improvement of employment,
social cohesion and democratisation of social relations, the main goals and objectives of the adult
education policy in Serbia will be:

Vocational Education and Training Reform Programme 9

10
STRATEGIC OBJECTIVES OF ADULT EDUCATION

Objective 1 Objective 2 Objective 3 Objective 4

Group of authors

Creating an effective means Distribution of responsibility Development of various Development of capacity and
of participation of social for adult education among programme options and quality of adult education and
partners in adult education relevant ministries and their upgrading of the availability training
agencies of adult education

Tasks: Tasks: Tasks: Tasks:

1.1. Establishment of an 2.1. Capacity development for 3.1. Development programme 4.1. Creating a law on adult
agreement regarding social management and support for elementary adult education and relevant
partnership within to adult education education regulations;
vocational education
and training; 2.2. Definition of financing 3.2. Development programme 4.2. Establishment of a financing

Ministry of Education and Sports Republic of Serbia

models and mechanisms for vocational education system for adult education;
1.2. Establishment of a National for adult education and training;
Council for Education and programmes 4.3. Definition of educational and
Training; training standards;
2.3. Definition of monitoring and
1.3. Establishment of a Local management in adult 4.4. Establishment of an
Council for human education institutions; accreditation and certification
resources development; system;

4.5. Establishment of a
consultation and
management system;

4.6. Establishment of a system

for supervision of quality and
relevance of education and
training programmes
 Policy and Strategy of adult education development

1. CREATING AN EFFECTIVE MEANS FOR THE PARTICIPATION OF

SOCIAL PARNTERS IN ADULT EDUCATION

Adult education is a partnership activity and, furthermore, the joint responsibility of a variety of
actors (government, employers and employees, businesses, professional associations, NGOs, sci-
entific and educational institutions, and individuals).

Social partnership is the response to the challenges of socio-economic development. It is also

the answer to the need for knowledge and skills for both individuals and corporations/businesses
and is the basic mechanism for the planning and development of vocational adult education and
training. Partnership between government, employers, and employees, is the basis for human
resource development and planning, along with adult education and training. Partnership is being
established at all levels of social organisation (national, regional/municipal, and local) and in all
domains of organisation and realisation of education (planning, program creation, financing,
accreditation, certification etc.). The expected results of establishing a dialogue and partnership is
the creation of a dynamic and sustainable system of institutions and programmes for adult educa-
tion and learning that is based on the needs of the economy, of the labour market, and on the realizable
possibilities of society and the individual.

TASKS

In order to establish effective participation of social partners in adult education it is necessary to

develop the preliminary conditions and framework for institutional dialogue and action, which will
require the following:

1.1 There must be an agreement on cooperation among the social partners regarding vocational
education and training.

The agreement will regulate the relationship between the partners, their duties and responsibilities,
the way in which the partners cooperate, the goals of education policy and the manner in which pol-
icy related to adult education is implemented.

1.2 Establishment of a National Council for Education and Training.

Members of the National Council are representatives from government, trade unions, and
employers. Their main responsibilities are to:

y Establish a national system and national standards for qualifications and competencies;
y Create a national policy and strategy for adult education;
y Analyse, monitor and control the education and training of adults;
y Define priorities in the area of adult education and training; and
y Establish models and mechanisms for financing institutions and programmes for adult education
and training and for investing in adult education and human resources development.

The National Partnership Council provides guidance regarding the following measures and pro-
cedures:

y Standardisation for education and training;

y Accreditation and certification; and
y Financing of adult education.

Vocational Education and Training Reform Programme 11

Group of authors

1.3 Establishing Local Councils for Human Resources Development.

Members of the Local Councils are representatives of local government, employers, Trade
Unions, Chamber of Commerce, professional associations, educational institutions and/or
providers, and NGOs. The main purposes of Local Partnership Councils are to support economic
and employment policy development at local level, decrease unemployment, develop individual initiatives
and entrepreneurship, and help the restructuring of the economy through the development of a
local strategy for adult education and the development of human resources.

The Local Partnership Councils are responsible for:

y Analyzing and monitoring the current state of adult education;

y Identifying the needs and priorities of adult education and human resource development;
y Collecting and distributing information regarding adult education and training programmes
and, furthermore, distributing information regarding the needs of the labour market, such as
required competencies and qualifications; and
y Suggesting models and measures for financing and investing in adult education and training.

Strategic steps

1.1.1. Agreement on the establishment of social partnership within the adult education and
training sector through the Ministry of Education and Sports, the Ministry of Labour,
Employment and Social Policy, the Union of Employers and representative Trade Unions;
1.2.1 According to the Agreement on social partnership the social partners make the decision
to establish a National Council for vocational education and training;
1.3.1. Establishment of Local Councils for Human Resources Development in Belgrade,
Zrenjanin, Kragujevac, Bor and Nis initiated by Centres for continuing adult education
through Chambers of Commerce

2. DISTRIBUTION OF RESPONSIBILITY FOR ADULT EDUCATION

AMONG THE RELEVANT MINISTRIES AND THEIR AGENCIES

Adult education is a basic instrument for the implementation of the Government’s socio-economic
reform programmes. More precisely, these programmes are related to:
* Improvement of the productivity and competitiveness of the economy;
* Increase of employment and greater mobility of the labour/work force;
* Increase of social cohesion; and
* Reduction of poverty and social marginalisation.

Taking into consideration the above, the engagement of public institutions is necessary. It is a
responsibility and priority for the government, especially as this relates to its financing, co-financing,
regulation, management, and spending for programmes. In the light of its multi-faceted nature the
elements of adult education are an integral part of policies related to economy, society, and employment
which involves various government sectors. This means that the implementation and operation of
adult education is the responsibility of a number of ministries, which include:
y The Ministry of Education and Sports;
y The Ministry of Labour, Employment and Social Policy;
y The Ministry of Economy;
y The Ministry of Finance; and
y The Ministry of Public Administration and Local Self-Government.

12 Ministry of Education and Sports Republic of Serbia

 Policy and Strategy of adult education development

TASKS:

Establishment of public interest and efficient distribution of assignments and responsibilities for
adult education through:

2.1. Capacity development for management and support to adult education

The Ministries of Education and Sports and of Labour, Employment and Social Policy need to
establish a system of financing, development, monitoring and management in adult education insti-
tutions and programmes.

2.2. Definition of financing models and mechanism for adult education programmes

The Ministry of Finance, the Ministry of Education and Sports, the Ministry of Labour,
Employment and Social Policy and the Ministry of Local Self-government need to define resources,
procedures and criteria for funding.

2.3. Establishment of co-operation and co-ordination between relevant ministries related to

adult education development;

The Ministry of Education and Sports and Ministry of Labour, Employment and Social Policy
define ways and procedures of management and monitoring of adult education institutions/organisation.

Strategic steps

2.1.1. Establishment of an Adult Education Unit within the Ministry of Education and Sports,
and the Ministry of Labour, Employment and Social Policy;
2.2.1. Establishment of an inter-ministerial team for financing models and a financial management
strategy for different adult education programmes (the more detailed in task no.3);
2.3.1. Establishment of an inter-ministerial team for strategic co-ordination, monitoring and
evaluation of the effects of the policy and strategy within adult education;
2.3.2. Establishment of an inter-ministerial team for the provision of information related to adult
education programmes and training as well as labour market needs for work force,
knowledge and skills.

Vocational Education and Training Reform Programme 13

Group of authors

DEVELOPMENT OF VARIOUS PROGRAMME OPTIONS AND

UPGRADING OF THE AVAILABILITY OF ADULT EDUCATION

Adult education and learning is a starting point for achieving social aims and goals that relate to
developing social organizations. Such social organizations, in turn, allow greater social participa-
tion, support initiatives, openness, and an entrepreneurial spirit and, furthermore, enhance the
value of human capital, productivity, and efficiency. Consequently, it is necessary to provide a variety
of institutions and programmes and diverse means of obtaining adult education (e.g. a spectrum
ranging from formal education to distance learning).

The creation of a wide-ranging network of institutions and organisations for adult education has
the following aims:

y To widen the realistic possibilities for adult learning and education;

y To create a well organised market of educational programmes and services where institutions
would provide and offer educational and training programmes to organisations under equal
conditions and adopted standards
y To meet the need for knowledge and skills of both the labour market and the individual.

It is necessary to secure, in accordance with standards and equal conditions, the implementa-
tion of adult education programmes and trainings in:

y Schools for primary adult education and in common primary school with licence to work with
adults;
y VET schools and Centres for Continuing Adult Education;
y Higher education institutions and their subsidiary institutions (Training and continuous education
centres);
y People’s universities, worker universities and open universities;
y Enterprises and their associations;
y NGOs;
y Cultural institutions;
y Private organisations for education and training;
y Professional associations.

If we have in mind the present educational profile of the work force and the large unemployment
rate, the creation of proper conditions for the development of educational programmes will be necessary
as well as training that would meet requirements for knowledge and skills of the following groups:

y Illiterate persons and persons without primary education;

y Persons without occupation or qualification;
y Unemployed persons;
y Redundant employees;
y Employees – especially categories with risk of losing job;
y Entrepreneurs and persons planning to start private business;
y Persons with special needs;
y Ethnical minorities and Gipsy population;
y Women
y People from villages

It is necessary to secure the availability of education and learning for these target groups via
three basic groups of programmes.

14 Ministry of Education and Sports Republic of Serbia

 Policy and Strategy of adult education development

y Elementary education programmes;

y Vocational education programmes; and
y Training programmes for the Labour Market

TASKS

3.1. Developing elementary adult education programmes

Literacy programmes and elementary education programmes are the key to the distribution of
social justice and rights. Apart from gaining basic knowledge and skills, these programmes are
designed to advance the capacity for:

y Social integration;
y Obtaining the right to work, more specifically, the right to obtain and retain employment;
y Understanding cultural and ethnic diversity and the need for tolerance;
y Improving health and health care; and
y Continuing individual development.

In order to increase employment opportunities and expedite entrance into the world of work, it is
necessary to develop programmes and institutions that address the specific literacy and educational
needs of the adult population that varies in age and social standing. These programmes are dedicated
to employed and unemployed people, with a particular emphasis on certain target groups that
include youth (up to the age of 25), women, refugees, groups with special needs, and ethnic minorities
all of whom lack basic education and qualifications. There are two main programmes for elementary
adult education that are specifically designed to replace the existing system which is both expensive
and ineffective. These programmes are:

3.1.1 Preparatory programmes for achieving standards of basic elementary education. These
programmes are built on elementary education standards, more specifically; they lead to
certain elementary education outcomes. The Ministry of Education and Sports is responsible
for standards development and for creating tests designed to evaluate these standards,
as well as for financing the programmes.
3.1.2 Integrative (work oriented) programmes of elementary education and training. These
programmes combine elementary education with training for specific jobs – i.e. personal and
social competencies required for certain jobs and skills related to job searching. The purpose
of these programmes is to provide entry into the labour market/further education, more
specifically, into different programmes of vocational education. Simultaneously, gaining ele-
mentary education and vocational training has a motivational value for adults and contributes
to solving the problem of unemployment. These programmes are financed through the
Ministry of Education and Sports and the Ministry of Labour, Employment, and Social Policy,
and employers, but are realized through accredited institutions and organisations. Integrative
programmes may be conducted through a school, or via internship programmes. In that
case, the company is accredited for training in certain specified fields (it has trained and
accredited instructors and technical equipment for specific professions and jobs).

Strategic steps

3.1.1.1. Regional departments (12) within the Ministry of Education and Sports develop regional
plans for literacy courses and elementary adult education;
3.1.1.2. The Ministry of Education and Sports develops a methodology of formal elementary
education adjusted to adult education
3.1.1.3. The Centre for Evaluation develops standards of elementary adult education and tests
for its verification of achievement,

Vocational Education and Training Reform Programme 15

Group of authors

3.1.1.4. Schools for elementary education (16) and formal elementary schools in regions where
schools for adult education do not exist develop preparatory programmes for adults in
order to achieve standards of elementary adult education ;
3.1.2.1. The Centre for Vocational and Artistic Education develops methodology for integration
of vocational education programmes into adult education programmes;
3.1.2.2. Schools for elementary adult education (16) and formal elementary schools in co-operation
with Working, National and Open Universities, and vocational schools implement the
integrated programme for adult education.

3.2 Development of vocational education and training programmes.

Establishing a flexible and dynamic system of adult education, more specifically, continuing education
and training that is capable of responding quickly to needs for knowledge and skills, that will allow
each individual to acquire an initial vocational education and pre-qualification, in addition to further
training, and which refreshes knowledge, skills, work and life competencies that are crucial to the
economy and the overall social development of the country. Different groups of vocational education
and training programmes are developed in the field of vocational training and education:

3.2.1 Initial vocational education programmes. These are adapted modular programmes of secondary
vocational education for adults that lead to a qualification, a certain level of education for
certain jobs/professions. These programmes are adapted according to outcomes, content,
duration, and method of organisation and implementation of learning. They are first and
foremost designed for young people from age 18 to 30, who dropped out of the formal
educational system for various individual and social reasons and who would like to complete
their secondary vocational education and acquire a qualification for certain professions.
These programmes are financed through interested individuals, companies, and local and
regional agencies for employment.

3.2.2 Labour market programmes. These are short-term programmes and learning packages
forming specific work competencies that are organised to meet labour market needs, for
certain employers, specific target groups, or the individual. Through these programmes
individuals are trained for jobs/work places that provide them with fast entrance into the
labour market, especially when it comes to:

y Those who have lost their jobs, or are at risk of losing their jobs; and
y Individuals who lack professional qualifications or competencies (especially women, youth
without qualifications, and those who have special needs).

Programmes for the market include:

y Programmes for entrepreneurial skills and management skills;

y Programmes for operational jobs in all areas of work;
y Programmes for quality assurance.

The main purpose of these programmes is the reduction of the qualitative and quantitative imbalance
between offer and demand on the labour market, especially improvement of the attitude to the
labour market and preparation of individuals to return to the working world. Apart from that, these
programmes are designed to reduce gender and generational differences and to help specific
categories in following the structural changes (women, refugees, officers and military personnel,
marginalised and ethnic groups). These are accredited/ certificated programmes that are found in
the Ministry of Labour, Employment and Social Policies, and they have an important role in identi-
fying the needs for certain knowledge and skills and for the design and accreditation of pro-
grammes.

16 Ministry of Education and Sports Republic of Serbia

 Policy and Strategy of adult education development

In this group Key competency/personal qualifications’ programmes are included as well. These
are short term training and learning programmes that are geared towards developing work effec-
tiveness, flexibility, and employability. These programmes enable the individual to gain different
skills, such as:

y Information and communication skills (foreign languages, computer skills etc.);

y Personal skills (critical thinking, problem-solving, and decision-making);
y Interpersonal skills (team work, empathy, and conflict resolution); and
y Self-employment skills (active job searching, planning, guiding own career, and how to start
one’s own business).

These programmes are co-financed through the Ministry of Education and Sports, the Ministry
of Labour, Employment and Social Policy, local communities, businesses, and individuals.

3.2.3 Continuing education programmes. These programmes are reflecting and responding to
labour market needs as well as to public sector and individual needs in different educational
sectors. These programmes offer a wide spectrum of knowledge and skills that have an
impact on the professional development of employed people and are conducted through
educational institutions from secondary schools to universities, specifically in their centres
for continuing education and training. The important place within this type of programmes
belongs to programmes that have a huge economic impact and are intended for employed
people with a university degree, such as: entrepreneurship, technical (internet) work, personal
business start-up, management of small and medium-sized companies, management of
production, financial management, quality assurance etc.

Labour market and continuing education programmes may be combined with key
competency/personal qualification and job searching programmes and are presented as a uniform
learning package that meets the needs of the employer, labour market, and the individual.

Strategic steps

3.2.1.1. The Centre for Vocational and Artistic Education within the Institute for the Improvement
of Education develops an adjusted methodology for adult education programmes;
3.2.1.2. According to the Ministry of Education and Sports’ decision the Adult Education Centres
(5) implement adjusted programmes of initial elementary adult education;1
Upon the establishment of an accreditation and certification system these programmes
are conducted in formal secondary vocational schools, Working, National and Open
Universities and other institutions/organisations which implement adult education stan-
dards if there is an interest among the young population ( age 18-30) ;
3.2.2.1. The Centres for Continuing Adult Education (5) develop and implement programmes/modules
for labour market needs in accordance with information on the social economic situation in
the region, training needs and the unemployed population. Upon establishment of an
accreditation and certification system these programmes are conducted in formal secondary
vocational schools, Working, National and Open Universities and other institutions/
organisations which implement adult education standards;

1 The Centres for Continuing Adult Education within the secondary vocational schools are specialized educational
units intended for professional education and training of adults focused on economic growth and the development
of the region through quick response to economy and labour market needs for a mobile and flexible work force and
qualitatively meeting needs for knowledge, skills and work competences of employees as well as of unemployed.
The staff of the centres mostly consist of teachers with necessary knowledge and skills for research, creating
curriculum/modules of education and training and instructors capable of working with adults. Their operation is also
based on co-operation and partnership with enterprises and associations. They provide curricula/modules that are
based on the economy and needs of the regions where they operate. (see: Centres for adult education within sec-
ondary vocational schools - concept and strategy development, VET Programme Reform-PIU, Belgrade, 2004.)

Vocational Education and Training Reform Programme 17

Group of authors

3. DEVELOPMENT OF CAPACITY AND QUALITY OF ADULT

EDUCATION AND TRAINING
Capacity improvement in adult education and training means the development of the legislative
framework and financial possibilities for the work of institutions and organisations for adult education
and training. Obtaining quality in adult education and training means:

y Meeting the needs of the individual, local community, and labour market;
y Developing education and training standards;
y Attaining the goals and outcomes of adult education and learning; and
y Achieving equality among different educational institutions and the means by which educa-
tion and training may be obtained

TASKS

4.1 Passing a law on adult education and relevant regulations. In order to develop adult education,
there must be a legislative framework and because of this a special law must be introduced
that regulates the work of institutions and organizations for adult education and training.
Such a law would, furthermore, regulate the institutional norms and standards, education
and training standards, issues of accreditation or certification, financing, and any other
issues related to the functioning and development of adult education and training.

4.2. Establishment of a financial system for adult education. Adult education is financed by:

ƒ Government,
ƒ Local self government,
ƒ Enterprises and private employers,
ƒ Individuals
ƒ NGOs,
ƒ International organisation and programmes

In the area of adult education it is necessary to:

ƒ Implement relocation of budget resources and allocate one part to adult education. Decrease
the school population and reduce the number of schools in Serbia which is opening the
possibility for financing adult education;
ƒ Change from a passive to an active employment policy including the allocation of resources
for conducting training for the unemployed and training aimed at retaining jobs;
ƒ Apply a stimulating tax policy for employers and individuals that invest in adult education and
for institutions and organisations who implement programmes of adult education that are of
crucial importance for economic development and increase of employment;
ƒ Form training funds together with introduction of loans for obtaining initial qualifications and
pre-qualification;
ƒ Establish an accreditation system for institutions and programmes and stimulate individuals
and companies to invest in education and training;
ƒ Increase investments in training for unemployed people in nationally accredited programmes
at the level of local community and enterprises.

4.3. Establishment of education and training standards. Quality assurance in adult education,
effective management of institutions and programmes, monitoring and control, are all
based on a standard system. In the field of adult education and training institutional and
organizational standards are established, in addition to standards for programmes, teachers,
teaching, organizers, assessment, and evaluation. These standards include:

18 Ministry of Education and Sports Republic of Serbia

 Policy and Strategy of adult education development

4.3 Establishment of an accreditation and certification system. Development of work force

Mobility, quality assurance, and recognition of qualifications and competencies require the
establishment of a system of accreditation for education and training programmes.

4.4 Establishment of a system for supervision of quality and relevance of education and training
programmes. In order to ensure quality in adult education and training, it is necessary to
establish:

y Systematic monitoring – regularly obtaining information on projects, programmes, and other

activities of adult education institutions;
y Assessment of the efficiency and effectiveness of adult education and training programmes;
and
y Evaluation, i.e. formal assessment of achievements of programme, institutional, social and
individual aims and outcomes of the adult education and training programmes.

Strategic steps

4.1.1 Establishment of a working group for the production of a draft Law on Adult Education.
Members of the working group would be representatives of the Ministry of Education and
Sports, the Ministry of Labour, Employment and Social Policy, the Union of Employers,
Chambers of Commerce, Adult Education Centres, Union of Working, National and Open
Universities.
4.2.1. Establishment of a Committee for Educational and Training Standards within the Centre
for Vocational and Artistic Education
4.3.1. Establishment of a Centre for accreditation and one committee for standards per occupa-
tional sector in accordance with the relevant reform documentation;2
4.4.1. Establishment of an Inspectorate for Adult education within the Ministry of Education and
Sports unit for adult education. Its purpose is monitoring and consultation within the sector
of adult education and training.

2 Policy and strategy , accreditation and certification in secondary vocational and adult education in the Republic of
Serbia, Adult educational centres within vocational education schools – concept and development strategy, VET
Programme Reform-PIU, Belgrade, 2004

Vocational Education and Training Reform Programme 19

 STRATEGIC PLAN FOR IMPLEMENTATION OF POLICY FOR DEVELOPMENT

20
OF ADULT EDUCATION IN THE REPUBLIC OF SERBIA
The strategy for the implementation of the “Policy for Development of Adult Education in the Republic of Serbia” defines the concrete activities
related to realisation of the policy for development, steps in the realisation of strategic goals and objectives, key actors, the time frame, indicators
and measures of accomplished tasks.
Group of authors

Strategic goals Key actors Steps in realisation of strategic goals

Time frame3
and tasks and objectives Indicators / Measures
When?
What? Who? How? (By what Procedure?)

1. CREATE AN Mediation of the

EFFECTIVE Social-economic Council of the
MEANS OF Government of Serbia
PARTICIPATION
FOR SOCIAL
PARTNERS IN
ADULT

Ministry of Education and Sports Republic of Serbia

EDUCATION

1.1. Establish an Reform Programme – From month a. Write Text of “Agreement” Text on agreement written and ready
“Agreement” on Activity no. 1.9. in coopera- 1 to 9 for discussion.
cooperation tion with: Ministry of Education
between social and Sports, Ministry of Labour,
partners regarding Employment and Social Policy
b. Inform relevant social partners Social partners informed. Positive
adult vocational (MOLESP), Ministry of
about “Agreement” and about their attitude developed, as manifested in
education and Finance, National agency for
roles in the processes of its signing of the agreement.
training. Employment, Chamber of
imlementation
Commerce, Union of
Employers, employers and c. Reach Agreement with Social Agreement reached by all social
representatives of trade partners about signing of partners.
unions. “Agreement”

3 The strategic plan covers a period of three years. The time frame for individual strategic objectives and tasks is expressed across months in sequence. The first month
represents the beginning of the first year, the thirteenth month – the beginning of the second year and the twenty fifth month – the beginning of the third year.
 d. All relevant social partners sign Agreement signed by all social partners.
“Agreement”

e. Assist relevant state bodies in Documents on adoption of agreement

adopting “Agreement” available.

f. Take effective action to promote Plans for promotion of agreement

“Agreement”. available. Actions taken. Relevant
documentation.
g. Develop annual action plan on social Annual action plan developed, with
partners’ activities for the implementa- analytical description of partners’
tion of the “Agreement” with clearly activities and clearly defined goals
defined roles
1.2. Create National Reform Programme – Activity no. From month a. Develop relevant materials for Relevant materials developed and
Council for Adult 1.2 in cooperation with: Ministry 1 to 12 creation of National Council for adult ready for use
Education and of Education and Sports, MOLE- education and training (mission, goals,
Training SP, Ministry of Finance, National tasks, rules and regulations).
Agency for Employment,
Chamber of commerce, Union of b. Proper action is taken for the Members of National Council selected.
employers, employers and selection of the members of the List available
representatives of trade unions. National Council
c. Proper action is taken for the adoption Council adopted by relevant state bodies.
of the Council by relevant state bodies Relevant documentation available

d. Proper action is taken for the estab- Council is established as a body.

lishment of the National Council Relevant decisions, minutes and pro-
ceedings are available
e. Develop and implement public Programme materials and implementa-
promotion programme for National tion documentation available.
Council Promotion plans and materials.

Vocational Education and Training Reform Programme

f. Develop annual action plan for the Annual action plan of National Council
Council with clearly defined roles is developed and adopted.
Policy and Strategy of adult education development

21
 1.3. Create Local Reform Programme – Activity First part: a. Prepare relevant materials for the Relevant materials prepared and ready

22
Councils for no. 1.2 in cooperation with central December creation of Local Councils (mission, for use
development of and regional services and agencies: 2004 – goals, tasks, rules and regulations...)
human resources. Ministry of Education and Sports, September
b. Take proper action for the selection Local Councils members selected in 5
MOLESP, Ministry of Finance, 2005. Second
of local council members, starting in 5 regions. Perspective selection of other
National agency for employment, part:
regions where centres are active and Councils. Lists of members available.
Group of authors

Chamber of commerce, Union of from month 1

also in regions where there is already
employers, employers, to 12
good cooperation established between
Professional associations, trade
local actors and the reform pro-
unions, military, relevant unions,
gramme.
centres for continuing adult
education, scientific c. Establish Local Councils, in regions Local councils established and adopted
organisations, NGOs, educational as above. by relevant state, regional and municipal
(and similar) organisations and bodies. Establishment decisions.
institutions on local level.
d. Develop a programme for the public Plan for promotion of Local Councils.
promotion of local councils in the Description of promotional activities.
regions
e. Take proper action for the develop- Annual action plan of the Local
ment of annual action plan of the Local Councils is developed and adopted.

Ministry of Education and Sports Republic of Serbia

Councils with clearly defined roles

2. ACHIEVE
DISTRIBUTION OF
RESPONSIBILITY
FOR ADULT
EDUCATION
AMONG
RELEVANT
MINISTRIES AND
AGENCIES

2.1. Develop
capacities
 for management
and support of adult
education processes

2.1.1. Establish Reform Programme – Activity From month 3 a. Organise meetings in both ministries Minutes from the meetings about
Units for adult no. 1.2 in cooperation with: to 13 in order to form units for adult education process and other documents about
education in the Ministry of Education and Sports, formation of units, relevant actions in
Ministry for Ministry of Labour, Employment Ministries
Education and and Social Policy.
Sports, and Ministry b. Develop draft proposal on form of Draft proposal for the organisation of
of Labour organisation, area of work, human the two units
Employment and resources and how they should fit into
Social Policy. the existing structure of units for adult
education

c. Develop strategic and business plan Strategic and business plan of joint
for joint activities and cooperation of activities and cooperation of two units
units for adult education in two ministries in two ministries
d. Take proper action for the establish- Establishment decisions. Units for adult
ment of two Units in two ministries education established in both ministries,
and both units are working in accor-
dance with strategic and action plans.

2.2. Develop models

and mechanisms for
financing of adult
education
programmes

2.2.1. Set up Inter- Reform Programme – From month a. Establish inter-ministerial team of Decision of ministry. List of team
ministerial team for Activity no. 1.4 3. to 14 experts for the development of models members approved.
development of in cooperation with: Ministry of and strategy of financing

Vocational Education and Training Reform Programme

models and strategy Education and Sports, MOLESP,
for financing of adult Ministry of Finance, Ministry of
education Local Self government, Ministry
program-mes of Economy
Policy and Strategy of adult education development

23
 b. Develop financial models and Written proposals of models and

24
strategy for various adult education strategies available
programmes
c. Stimulate public debate about Documentation on monitoring of positions
suggested models and strategy and ideas identified in the debate
Group of authors

d. Summarise results of public debate Summary results of debate available to

be used as input.

e. Assist the ministries in adopting Decision from the ministries on adop-

proposal about financial models and tion of the proposal
strategy
f. Proposal of model and strategy Governmental decision obtained
adopted by the Government of the
Republic of Serbia
2.3. Create
mechanism for control
and management of
adult education

Ministry of Education and Sports Republic of Serbia

institutions

2.3.1. Create joint Reform Programme – Activities From month a. Secure commitment for setting up Decisions on setting up body
(inter-ministerial) no. 1.2 and 1.9 in cooperation 5. to 15. inter-ministerial coordination body in
body for coordina- with: Ministry of Education and relevant ministries
tion and monitoring Sports, MOLESP, Ministry of
b. Prepare relevant material for creation Written draft proposal ready
of impact of strategy Finance, Ministry of Economy
of joint, inter-ministerial body (mission,
and policy related to
goals, tasks, rules and regulations)
adult education.
c. Assist in selection of representatives Relevant documents and proposal
for inter-ministerial body available.

d. Work on establishment and adoption Actions and documents for the estab-
of the Inter-ministerial body lishment and adoption of the
Inter-ministerial body
 e. Take proper action and measures Documents and materials related to
for the promotion of inter-ministerial promotion of the body
body
f. Develop and assist adoption of Annual action plan of inter-ministerial
annual action plan of inter-ministerial body. Documentation on adoption.
body with clearly defined roles
2.3.2. Create Reform Programme – From month 5 a. Collect relevant information Reliable information collected prior to
information centre Activities 1.2 and 3.5 in to 15 available on market and in society set-up of specific data base format
(data base), managing cooperation with: Ministry of
and providing education and sports, b. Work on collection of information Survey materials and information
information about Pedagogical Institute, Centre for that are not available in final version available
the programmes of vocational and artistic education,
education and
and MOLESP, National agency c. Create database on adult education Database ready and operative, with
training and needs
of labour market for for employment. programmes, educational profiles, skills up-dating mechanism set up
work force or and needs of labour market Create
educational profiles, also mechanism for database updating
occupations and
required knowledge d. Take measures and actions for Documents on actions and measures
and skills database promotion for database promotion.

3. DEVELOP From month 9

VARIOUS to 24
PROGRAMME
OPTIONS AND
UPGRADING OF
AVAILABILITY
OF ADULT
EDUCATION
3.1. Develop Ministry of Education and Sports From month 9 a. Assess current situation in the area Analytical report on situation in the
elementary adult (implementing authority), to 24 of elementary education of adults: area of elementary adult education
education Regional departments of MoES, schools, participants, programmes etc.

Vocational Education and Training Reform Programme

programmes Republic Institute for Statistics,
b. Produce records, on the basis of the Detailed records of illiteracy level
(programmes for schools for elementary adult
latest census, of the population without (people without elementary education)
basic skills). education.
elementary education
Policy and Strategy of adult education development

25
 c. Produce records of actual situation Detailed records of supply and demand

26
regarding demands and needs in the in the area of basic skills for adults
area of basic skills of adults
d. Develop regional plans for teaching Regional plans ready for circulation
of illiterates and elementary education
of adults. The main work agents – 12
Group of authors

regional units of Ministry of Education

and Sports

e. Take action for the adoption of Document of adoption of regional plans

regional plans

f. Develop action plans for realisation Action plans for implementation of

of regional plans regional plans ready

3.1.1. Develop Ministry of Education and Sports From month 9 a. Develop, at MoES, methodology for Methodology handbook ready for use.
preparatory (implementing authority), to 24 adaptation of regular elementary
programmes for Pedagogical Institute, Centre for education to serve the needs of
achieving standards Evaluation, schools for adult education
of basic elementary elementary adult education,
b. Develop new model for general New model presented in writing. Model

Ministry of Education and Sports Republic of Serbia

education elementary schools.
elementary education for adults. Take is based on legislation. Documentation
action for new model to be adopted by on adoption of new model also
relevant actors. available.
c. Centre for Evaluation develops standards Standards of general elementary adult
of elementary education for adults education available

d. Centre for Evaluation develops Achievement òests ready and available

achievement tests on the basis of for use
standards
e. Develop programmes for preparation Programmes ready
of the adults for standards achieve-
ment. Programmes are developed by
16 schools for regular elementary
education for adults or by regular
elementary schools from the regions
where elementary schools for adults do
not exist
 f. Stimulate public debate about new Materials on Public debate collected
model of elementary education of and ideas monitored
adults
g. Act for the adoption of the new Adoption accomplished and adoption
model among stakeholders documents available

h. Make plan for and take steps for the Plan and documents on undertaken
promotion of new way of elementary activities
adult education
i. Train staff for the implementation of Staff is trained. Relevant training
the processes of general elementary programmes and materials, and lists of
education for adults. trainees available.
3.1.2. Develop Ministry of Education and Sports From month a. Centre for Vocational and Artistic Methodology developed and available
integrative (work (implementing authority), 13 to 29 Education develops methodology for in handbook form
oriented) pro- Pedagogical Institute, Centre for integration of vocational programmes
grammes of Vocational and Artistic education, into the elementary adult education
elementary Centre for Evaluation, MOLESP, programmes
education and Ministry of Finance, Ministry of
training. Economy, National agency for b. Develop integrative programmes for Elementary integrative programmes for
employment, Chamber of com- elementary adult education, which are adult education developed and ready
merce, Union of employers, tripartite in nature and character: They for implementation
employers and representatives include three components: an obligato-
of trade unions, schools for ry general component, a component
elementary adult education, with specific general contents, and a
elementary schools, VET high component with vocational training
schools, enterprises. c. Develop programmes for the Programmes developed and ready for
preparation of adults for achievement use
of standards
d. Stimulate public debate about Monitoring and summary of main ideas
integrative programmes for elementary of public debate
education
e. Act for the adoption of new model Documents on new model adoption are

Vocational Education and Training Reform Programme

and creation of curricula and business available. Curricula are ready, and
agreements between relevant stake- business agreements are available
holders
Policy and Strategy of adult education development

27
 f. Take action for the promotion of new Documents on actions related with

28
way of elementary and vocational adult promotion
education
g. Train staff for realisation of the Training programmes and list of
programmes trainees
Group of authors

3.2. Develop
vocational education
and training pro-
grammes

3.2.1. Develop initial Reform Programme – Activity From month a. Develop legal framework for transfor- Legal framework developed and ready
vocational no. 1.2 in cooperation with: 15 to 32 mation of regular programmes of voca- for implementation
education Ministry of Education and Sports, tional education into programmes for
programmes Pedagogical Institute, Centre for adults and introduction into formal sys-
Vocational and Artistic tem of vocational education for adults.
Education, centres for continuing
adult education, VET high b. Develop methodology for the adap- Handbook presenting the methodology
schools, workers’, peoples’ and tation of the vocational programmes for adaptation of programmes
open universities, and other into programmes for adults

Ministry of Education and Sports Republic of Serbia

relevant institutions and c. Develop new model of vocational New model of initial vocational educa-
organisations which are working education for adults (including the tion for adults developed.
according to standards. standards for realisation). This model is Plan and action for adoption described.
based on Methodology of experiential
learning. Take action so that it is
adopted by relevant actors.
d. Develop methodology of experiential Draft of methodology / system
learning (accreditation / certification of developed
informal knowledge)
e. Train first group of teachers (future Teachers trained. Training packages
trainers) for module development on and trainee lists available
the basis of subjects from initial
vocational education and of the
demands of the labour market

f. Create dissemination plan for Dissemination plan drafted

trainings
 g. Evaluate module transformation Report on evaluation of process
process

h. Stimulate public debate on the Public debate initiated and monitored.

programmes of initial vocational Main ideas summarised and recorded
education for adults
i. Act for the adoption of new model of Documents on adoption
initial vocational education for adults

j. Act on Initial vocational education for Promotion materials and documents.

adults

3.2.2.1. Develop Reform Programme – First part: a. Secure agreement at the national Agreement achieved, as manifested in
programmes for Activities no. 1.9, 1.10, 2.2, November level of business cooperation between related documents
Labour Market 2.5, 3.1-3.6 in cooperation with: 2003 – National Employment service, and
Ministry of education and sports September Training Centres and other accredited
Pedagogical Institute, Centre for 2005. institutions about offering educational
vocational and artistic education, Second part: services to the Employment Service at
MOLESP, National agency for from month 1 regional level
employment, centres for to 15
b. Secure joint work of the Adult Joint work secured, as manifested in
continuing adult education, VET
Training Centres with the branch reports and design of SNA and TNA
high schools, workers’, people’s
offices of the Employment service in
and open universities, and other
monitoring of the employment in the
relevant institutions and
region; jointly conduct SNA and TNA
organisations which are working
aiming at employment promotion.
according to standards.
c. Centres and other accredited Programmes created and related
institutions for adult education create materials available
programmes
d. Joint plan and joint programme of Based on “Agreement” about
educational activities with relevant cooperation, a number of programmes
social partners for labour market are implemented as
joint ventures

Vocational Education and Training Reform Programme

e. Proceed to accreditation of Programme accreditation decisions
programmes on the basis of outcomes available
which are recognisable on labour
market
Policy and Strategy of adult education development

29
 f. Conduct continuing evaluation of the Evaluation reports

30
goals of implemented programmes

3.2.2.2. Create Reform Programme – From month a. Survey and record the existing state Data acquired and report ready
Programmes for the Activities no. 1.10, 2.5, 3.4, 3.5 20 to 36 of art in supply of such programmes
development of in cooperation with: Ministry of
personal Education and Sports,
Group of authors

b. Set up network among relevant Network established, including data-

competencies and Pedagogical Institute, Centre for
stakeholders base with related information for facili-
personal vocational and artistic education,
tating networking
qualifications MOLESP, local communities,
employers, educational institu- c. Develop strategy for raising of level Strategy ready and well described
tions and organisations of key competences / personal qualifi-
cation of Serbian population
d. Train human resources for the work Training of human resources, on the
with the adults in this area basis of estimated needs, carried out.
Training materials and lists of trainees
available
e. Evaluate existing offer (taking into Report on evaluation with clear results
consideration overview of situation in a)

Ministry of Education and Sports Republic of Serbia

f. Accredit institutions, programmes and Accreditation accomplished. Relevant
human resources data available

g. Secure related legislation Needed legislation created and passed

h. Take action for the promotion of Promotion plan and activities in place
philosophy of raising level for key
competencies / personal qualifications
– «towards the learning society»
3.2.3. Develop Reform Programme – From month a. Record situation in existing offer of Data collected and report ready
Continuing Activities no. 1.10, 2.5, 3.4, 3.5 21 to 36 such programmes
Education in cooperation with: Ministry of
programmes Education and Sports, b. Conduct training of human Training of HR carried out based on
Pedagogical Institute, Centre for resources for development and evaluated needs. Training materials
vocational and artistic education, implementation of continuing education and lists of trainees in file
 MOLESP, other relevant social c. Evaluate state of art in relation to Report on evaluation with clear results
partners, a large number of existing programmes (recorded in a).
educational institutions and
organisations. d. Accredit institutions, programmes Accreditation accomplished. Relevant
and human resources data available

e. Organise networking of stakeholders Network set up, including database

with related information for facilitating
networking
f. Create a plan for the development of Plan outline ready
continuing education strategy

g. Draft relevant legislation Relevant legislation drafted

h. Promotion of continuing education Plan for the promotion of continuing

«towards the learning society” education implemented. Promotion
documentation available

4. DEVELOP
CAPACITY ON
AND IMPROVE
QUALITY
OF ADULT
EDUCATION
AND TRAINING
4.1. Prepare law Reform Programme – Activity From 13. to a. Establish Technical Working Group Technical Working Group established.
and relevant no. 1.10 in cooperation with: 24. month. to create Adult Education law and Relevant decision and list of members
regulation on adult Ministry of Education and Sports, relevant regulationñ available
education MOLESP, Union of employers,
b. TWG designs first draft of the Adult Adult Education Law and relevant
Chamber of commerce, centres
Education Law and relevant regulation. regulation draft ready
for continuing adult education,
Business association of workers’, c. Organise public debate on the draft Public debate carried out, inputs
people’s and open universities.

Vocational Education and Training Reform Programme

of the new law and relevant regulation summarised and addenda to law
and use input from debate for draft made.
improvement
Policy and Strategy of adult education development

31
 d. Submit the draft of the law and Law regarding adult education and

32
relevant regulation for adoption. relevant regulation are adopted.

e. Take proper measures for the New law properly promoted. Relevant
promotion of the new law documentation.
Group of authors

4.2. System of Reform Programme-activity no From month 9 a) Form Working Group for production a) Working Group for production of
financing adult 1.4 with: Ministry of Education to 24 of draft system of financing adult draft is formed. Documentation on for-
education and Sports; Ministry of Labour, education mation and list of members are avail-
Employment and Social Policy; able
Ministry of Finance; Employers b) Produce draft system of financing
Associations adult education b) Text for draft financing of adult edu-
cation is prepared
c) Carry out expert discussion on draft
system of financing adult education. c) Expert discussion carried out. Draft
finishing done. Relevant materials
d) Submit final version of system of available
financing adult education for adoption
to authorities. d) System of financing adult education
adopted by authorities

Ministry of Education and Sports Republic of Serbia

4.3 Develop adult Reform Programme – From month a. Establish committee responsible for Committee is established. Relevant
education / training Activities no. 1.10, 2.4 and 2.6 13 to 30 definition and development of stan- decision and list of members.
standards in cooperation with: Ministry of dards for adult education and training.
Education and Sports, Committee to operate in the Centre for
Pedagogical Institute, Centre for Vocational and Artistic Education.
vocational and artistic education,
MOLESP. b. Define Accreditation Standards for General standards defined (institutional,
training providers (including standards for teachers, trainers and managers of
for institution, for teachers / trainers education and training, for educational
and managers of education and train- process, assessment and evaluation),
ing, for educational programmes, for as are standardisation procedure and
assessment and evaluation of training) implementation authorities
c. Describe procedure for implementing Procedure described and available
accreditation

d. Draft Legislation related to accredita- Legislation drafted

tion process, main actors in the
procedure and standards
 e. Take measures for the promotion of Accreditation process promoted.
the accreditation process, main actors Related documentation in file
in the process and standards
f. Train teachers, trainers and organisers All groups of actors trained. Related
of education and training for inclusion programmes and materials available
in the accreditation process with the
appliance of relevant materials
4.4 Create Reform Programme – Activities From month a. Establish Centre for accreditation of Centre established and in operation.
Accreditation and no. 1.10, 2.5, 3.6 in cooperation 13 to 30 training providers and programmes. Relevant decisions available
Certification System with: Ministry of Education and
Sports, Pedagogical Institute, b. Establish Committees for Committees are established. Relevant
Centre for vocational and artistic development of occupational standards decisions and lists of members
education, MOLESP.
c. Draft model of accreditation and Model draft ready. Handbook
certification describing model available

d. Organise public debate on the draft Public debate carried out. Main
model positions summarised and used

e. Have proper legislation for Relevant legislation ready and

accreditation and certification passed. available

f. Work on adoption and promotion of Model of accreditation and certification

model and process of accreditation and adopted and promotion activities in
certification place
g. Conduct training of all actors to be All needed materials created, and
involved in accreditation and proper training conducted. Training
certification process (teachers, trainers materials and training lists and
and organisers). programmes available
4.5 Create System Ministry of Education and Sports From month a. Establish in MoES an Inspectorate in Inspectorate in charge of adult
for supervising the (implementing authority), 25 to 36 charge of adult education (as a part of education established.
quality of MOLESP. Adult education Unit). Relevant setting up materials in place.
the total Adult - For this purpose, develop relevant Regulations ready. Members selected.

Vocational Education and Training Reform Programme

Education delivery. materials for setting up the Yearly action plan ready. Constitutive
Inspectorate and regulations for its meeting held. All documentation of the
operation and its duties and above available
responsibilities.
Policy and Strategy of adult education development

33
 - Selection of the members for the

34
inspection body and the promotion of
new body.
- Create yearly action plan
- Hold constitutive meeting

b. Create legal framework - legislation Framework created and ready for

Group of authors

for the work of inspection application

c. Make official and promote duties of Actions necessary for the recognition
Inspectorate in the field of system and promotion of the new Inspectorate
monitoring, assessment of efficiency carried out. Recognition and promotion
and effectiveness of programme and achieved. Relevant documentation
evaluation necessary for system of available
quality assurance

5. ADOPTION OF Reform Programme – Activity First part: a. Develop draft Policy and strategy for A draft of strategic approach ready for
ADULT EDUCA- no. 1.10 in cooperation with: January 2005 adult education development implementation
TION STRATEGY Ministry of Education and Sports, - September
MOLESP, Ministry of finance, 2005 b. Initiate professional debate on the Professional debate initiated and carried
draft of the strategy out. Main ideas summarised and used

Ministry of Education and Sports Republic of Serbia

Ministry of economy, Ministry of Second part:
international economic relations, from month 1
National agency for employment, to 6 c. Develop Policy and Strategy version Draft of approach ready for implemen-
Chamber of commerce, Union of to be used in public debate tation.
employers, employers and
d. Organise public debate according to Public debate started and carried out.
representatives of trade unions.
draft Main ideas summarised and used.

f. Achieve adoption of the Strategy for The Adult education strategy is adopt-
Adult education, after public debate ed. Adoption The documentation.
and also after summarising the results
of public debate.
g. Take action for the promotion of the The strategy is promoted by relevant
strategy actors. Promotion materials available

Due to the large number of goals and objectives, a list of priorities can be created during the process of implementation.