Marija Pavkov, PhDEducation ConsultantCroatia

TEACHER AND TRAINER TRAINING

FOR WORK-BASED LEARNING IN CROATIA

„Progress towards the common European Progress towards the common European objectives in education and training objectives in education and training (2010/2011) „„

53,762 students39,166 VET st.

(73%) 2011/2012

Population:4,290,612

Policy and VET – Policy and VET – key steps in the last five years

•Agency for Vocational and Adult Education (since 2005)

•New Vocational Education and Training Act (2009)

•Croatian Qualification Framework

•Strategy for the Development of Vocational Education System (2008-2013)

Five key objectives of VET reformFive key objectives of VET reform

•To develop qualifications based on competencies and learning results

•To permanently harmonise education with the labour market needs

•To create a system of vocational education and training that allows for lifelong learning and mobility

•To define the role of teachers in the learning outcomes-oriented system

•To establish the quality assurance system

Strategy for the Development of Strategy for the Development of Vocational Education System (2008-Vocational Education System (2008-2013)2013)

•Define the role of teacher in the system oriented towards student results /achievements

•Teachers have a key role in successful realisation of the VET reform

•The system of pre-service and in-service teacher training should be oriented towards achievement of competences

•The system of initial teacher training (pre-service training), further teacher training (in-service training) and teacher advancement/progress inside the system has to go through a reform

Strategy for the Development of Strategy for the Development of Vocational Education System (2008-Vocational Education System (2008-2013)2013)

It is necessary:•To analyse the standard of occupation and qualification of VET teacher•To define levels, range and profile of knowledge, skills and competences of VET teachers•To define ways of their professional advancement•To develop a curriculum of initial and further VET teacher education, as well as of further training

Types of work-based learningTypes of work-based learning

• Traineeships and apprenticeships for VET students; for adults taking part in formal adult education programmes (CVET: vocational and professional retraining; training for specific occupation)

• Formal adult education and training programmes that lead either to the same qualification as those offered in initial VET or to specially designed ones

• On-going training – keeping the work force up-to-date with new technological achievements:

- new skills

- recognition of skills in a form of a statement of attainment

- achievement of qualifications in accordance to EQF (CROQF)

Teachers and trainers Teachers and trainers in WBLin WBL•KK

nowledge, skills and competences nowledge, skills and competences of teachers and trainers involved in VET and work-based training unequal

•Teachers involved in pre-service and in-service teacher training

•Trainers are obliged to obtain basic knowledge and minimum competences in the field of methodics and didactics, pedagogy at work; pedagogy and psychology of education (Croatian Chamber of Trade and Crafts)

•Educational reform – curriculum approach – new skills and competences new skills and competences in:

a) Developing learning programme:

- each learner's profile, characteristics and previous knowledge and experience

- job description- duties, responsibilities and obligations of the position held by learner

- competency and qualification standards associated with WBL (CROQF)

- methods of monitoring and evaluation of learner’s achievements

- strategies for fostering learner’s motivation and overcoming barriers to active participation

- on-going review of WBL programme

- transparent programme which describes the whole learning process

Teachers and trainers Teachers and trainers in WBLin WBL

b) Learning and teaching strategies:- Open and on-time communication with feedback as part of

teaching, learning and mentoring process- Understanding of the specific work-related requirements - Learning objectives and overall programmes goals of the training- Best practices from the work included into training- New pathways for new training approach

c) Establishing effective and pro-active working environment for learning

- Crucial for the overall success of the WBL- Adjustment of the work practice to the training needs

EU praEU practctiicece transferred to Croatia transferred to Croatia

EU-grant schemes – IPA (Instrument of Pre-Accession Assistance) – (2007-2013)

•„VET Quality Assurance”•„Implementation of new VET curricula”•„Strengthening Institutional Framework for the Development of the VET Occupational Standards / Qualifications & Curricula”•„Further Development of the Croatian Qualification Framework”•„Comprehensive strengthening of the Capacities of the Agency for Vocational Education and Training”•„Strengthening Institutional Framework for the in-service VET teacher training”

Project IUOUN – Learning outcomes in Project IUOUN – Learning outcomes in Teacher pre- Teacher pre- service Education service Education

•Project goal is development of  the conceptual framework and methodology for  defining learning outcomes as competencies in initial teacher education …. Project is in accordance with the priorities set by the National science foundation regarding the reform of higher education. Project goals are defined according to the propositions of the strategic program „Higher education based on learning outcomes“.

•Within this broader goal, the following specific objectives have been formulated: 1. Development of the institutional strategy for the development of competence based curricula with measurable learning outcomes, 2 Development of the matrix for identification of learning outcomes in terms of generic and specific competences, 3. Education of academic staff in the area of teacher education (staff development) 4. Education of academic staff who will train university teachers in other fields 5. Establishment of web portal supporting teaching and learning in higher education 6. Dissemination of project experiences and results. http://domus.srce.hr/iuoun/index.php

VETVET ProjectVETVET Project

„In the framework of Instrument for Pre-Accession Assistance (IPA) Component IV ˝Human Resources Development˝…

…This assistance is foreseen through the promotion of new innovative approaches to educational content and teaching methods in vocational schools as a means to secure harmonization between vocational education and changes in the economy and labour market, and to secure high quality education for students at vocational schools.

…This project aims at promoting the implementation of new vocational curriculum, strengthen the capacity of the school through procurement of modern equipment and tools for high quality teaching, and provide training for teachers for the implementation of a modern student- oriented approach in teaching.”

http://www.vetvet.net

GTZ-ABU Project (2007-2011)GTZ-ABU Project (2007-2011)

„VET oriented towards employment market”•Ministry of Economy, Labour and Entrepreneurship & Croatian Chamber of Crafts•Development of new pilot-programme for auto-mechanic, plumber, chef/cook for wellness and healthy diet•Further training of VET teachers and trainers•Quality assurance in VET

Cooperation VET teacher - trainCooperation VET teacher - trainerer

YES PARTIALY NO DON’T KNOW

Cooperation with teachers from the point of theoretical knowledge and with trainers from practice is intense and constructive.

65% 18% 0% 17%

Educational contents in the craft-workshop are adjusted with educational programmes in VET schools

15% 43% 16% 26%

There is permanent contact with VET teachers from VET school.

52% 26% 8% 14%

There are mutual projects being developed at more than one place of learning.

8% 31% 36% 25%

VET teacher visits the student during his practical work in the craft workshop.

53% 34% 10% 3%

Source: O. Lui: GTZ-ABU Project – First report on external evaluation of the project, January 2009

Future Future needsneeds

•Pedagogic and andragogic approaches to work-based learning•Organisation of VET curriculum to support work-based learning•Organisation of learning and working environment to support WBL•National and Sectoral Councils should support enterprises in creation of stimulating learning environment•Development of VET teacher qualifications oriented to work-based experience and practice; technological up-to-date knowledge and skills•Development of VET trainers qualifications oriented to knowledge transfer •Analysis and development of approaches for cooperation between VET teachers and trainers•Quality assurance in pre-service and in-service teacher and trainer training•Modernisation of higher education programmes for pre-service teacher education•Development of the system of in-service teacher and trainer training •Career structures/pathways for teachers and trainers in VET