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Working group presentation - former Yugoslav Republic of Macedonia, Bosnia and Herzegovina, Croatia - Policy makers
1. Coordination of vocational education and training (VET), employment, and social welfare policies is needed, including establishing sectoral committees and councils with representatives from all relevant stakeholders, including local communities and social welfare institutions. 2. VET schools are under-resourced and unattractive to disadvantaged pupils due to a lack of support systems like free transportation and textbooks. This leads to a negative selection of pupils in vocational programs. 3. Engaging employers more systematically, such as in policy development, governance, and teaching, and providing incentives for employers can help improve VET.
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Working group presentation - former Yugoslav Republic of Macedonia, Bosnia and Herzegovina, Croatia - Policy makers
- 1. Making VET ‘fitfor purpose” - Policymakers -
- 2. 1.1 Coordination ofpolicies for education and training, employment and social welfare • Legal environment – sectoral committees (professional curriculum) • Council for VET • Labour demand analysis • In some countries, no representatives from social welfare - Involve all relevant stakeholders in the sectoral committees/councils, including local communities and social welfare institutions - Legally regulated and protocol for cooperation
- 3. 1.2 Under-resourced andunattractive VET schools vs. disadvantaged pupils • Negative selection of pupils in 3-year programs • Modernization of school programs through extracurricular activities (specific competencies) • General lack of support system for young people with disadvantaged socio-economic background (free transport, textbooks) • Professional abilities for pupils at end of primary school • Issues: migration and declining fertility rates - Improve vertical and horizontal mobility - Greater use of EU funds for better equipment - Introduce tracer studies
- 4. 1.3 Engagement ofemployers and social partners • Involve systematically employers • Provide incentives for employers to engage in policy development, governance, management and provision
- 5. 1.4 Competent schoolprofessionals and relevant methods and materials • Insufficient support from teachers (embrace students) • In some cases, teachers are not motivated to undertake a social role - Change teachers’ education and training – include social inclusion aspects; instruction methods for pupils from socio-economic disadvantaged groups
- 6. 1.5 Support frameworkfor schoolleavers • Career guidance • Adult education systems • Expensive for school-leavers to go back on track - Free first occupation
- 7. HOW? • Legislation • Professionaldevelopment (and education) of teachers • Motivation