In pilot classes in 22 vocational schools involved in VET Reform Programme, teaching will be carried out according to the new curricula, starting September. There are 8 pilot profiles, 2 of which have completely new names (technician for mechatronics and technician for telecommunications) and the remaining 6 retained the old names, but new curricula have been developed (technician for primary wood processing, upholster-decorator, cook, confectioner, waiter and tourist technician).

The new curricula are the result of the labour market need for new knowledge and skills or upgrading the existing knowledge - due to changes at the labour market. In the process of curriculum development DACUM analysis - technique for the development of occupational standards and curriculum development according to job description - has been used. Occupational standards have been developed in cooperation with employers and employees from the leading companies from the three sectors. Curricula development was monitored by the representatives of VET Centre.

New occupational profiles belong to what is known as " outcome-based education ". Based on thorough analysis, it had been defined first what the students would do at their future work place, i.e. competences to be acquired at schools had been defined. Then, by "going backwards", modular curricula were developed. In other words, the essential part of curriculum, apart from standard subjects, represents a set of modules (special learning packages); after completing a module, students gain certain competence. Each module is a whole, functional unit which contains special skills, upg rade d with knowledge, which directly ensure gaining competences necessary for future occupation.

Given that the new curricula are to be implemented, special methods and techniques for monitoring their implementation are being prepared. This implies the development of a system for professional development of advisors for professional-pedagogical supervision, quality assurance and continuous improvement of the system of vocational education and training.

Moreover, activities of the Component for curriculum development include the development of a system for the assessment of students' and teachers' achievements and the assessment of success of curricula. Project activities also include the development of teaching materials and development of occupational standards.

REALISED ACTIVITIES

New curricula have been developed and submitted to the Ministry of Education for approval >>