VET VS GENERAL EDUCATION IN MACEDONIA: EDUCATION POLICY PERSPECTIVE “VET for social inclusion in the Western Balkans and Turkey: towards Regional Actions”, Torino, 12-13 December 2011 Prepared by: Prof. Suzana Bornarova PhD Institute for Social Work and Social Policy Faculty of Philosophy, Skopje, Macedonia
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VET vs general education in macedonia : Education policy perspective
VET vs general education in macedonia : Education policy perspective. “VET for social inclusion in the Western Balkans and Turkey: towards Regional Actions”, Torino, 12-13 December 2011 Prepared by: Prof. Suzana Bornarova PhD Institute for Social Work and Social Policy - PowerPoint PPT Presentation
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VET VS GENERAL EDUCATION IN MACEDONIA:
EDUCATION POLICY PERSPECTIVE
“VET for social inclusion in the Western Balkans andTurkey: towards Regional Actions”, Torino, 12-13 December 2011
Prepared by:Prof. Suzana Bornarova PhD
Institute for Social Work and Social PolicyFaculty of Philosophy, Skopje, Macedonia
VET system Delivered through 173 VET programmes
within 110 USS and 6 higher vocational schools (2 public; 4 private; 6 semesters)
VET available for 30 occupations Qualifications:- I-st level: training for jobs with lower
requirements (up to 2 years)- II-nd level: vocational training for
Pupils in general and vocational secondary schools per gender
2009/2010
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Effective educational practices Programmes overburdened with theory:- II-nd level qualifications: The general
education takes up 50% of the three year vocational education, the vocational theory 30% and the practical training 20%
- III-rd level qualifications: general education takes up 45% technical education, the vocational theory 35%, the practical training 10 % and elective instructions 10% (final+matura exam).
Low level of provision of work place training opportunities by businesses and firms
rural/urban, ability- Homogeneous : in some cases per ethnicity Family/community involvement: parental
meetings/school boards/individual contacts; disengagement of parents; no impact on decision-making in school; no involvement in curriculum development or evaluation; no internet/phone communcation; no involvement of community members nor community education
Academic expectations (of students, teachers, families): low aspirations; no individualised help to stimmulate academic endeavors
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Effective educational practices VET teaching: insufficient teacher training
(traditional teaching methods, authoritarian relations with students/families); human resources; technical/financial resources; ex-catedra instead of interactive approach; low student participation
Strategies used by VET schools to reduce school failure and increase social cohesion in school neighbourhood and communities are nearly non-existent
Cooperative learning (no peer-mentors/peer learning groups)
Democratic values in curriculum: citizen’s education instead of cross-culturalism; multiculturalism
Diversity consideration: gender stereotyping10
VET status Reserved for students with lower educational
achievements Attracts minority students Less strict entry criteria and study
requirements (high pass rates) Stigmatisation (VET for poor/GE for elite/well-
off) Related to lower socio-economic status of
students
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Labour market supply Apprenticeship School-labour market transfers
Vocational schools (terminal)
General education schools
Universities Labour market
Primary schools
Arts schools
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VET vs General education: Educational policy perspective
Education as ALTERNATIVE to social protection:
Higher investments in education lower investments in social protection and vice versa!
Education as INSTRUMENT for prevention of social exclusion
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VET vs General education: Educational policy perspective
Type of welfare
state
Ideology Education Investments in education as % of
total public expenditure
Pupils in VET
Pupils in GE
Liberal Social welfare is individual responsibility
An opportunity for independence, and entry into the labour market; promotor of social mobility; protection from social risks
Highest investments
√
Conserva-tive
Social rights are based on the participation in the labour market; interests to maintain the status-quo, the system and its socio-economic stability
Due to the importance of labour market – accent to VET
Lowest investments
√
Social-democratic
Wide/universal coverage; social rights irrespective of the labour market participation
Opportunity for individual development; respect for individual aspirations
Lower investments than liberal, higher than conservative (highest investments as % of GDP; highest real expenditures per capita and per student)