1 romania ministry of education, research and youth national centre for vocational education and...

11

ROMANIA

MINISTRY OF EDUCATION, RESEARCH AND YOUTH

NATIONAL CENTRE FOR VOCATIONAL EDUCATIONNATIONAL CENTRE FOR VOCATIONAL EDUCATION AND AND TRAINING DEVELOPMENTTRAINING DEVELOPMENT

ww

w.t

vet.

ro

MadlenMadlen SerbanSerbanTirana - October, 2007Tirana - October, 2007

““Training workers and Raising Citizens: Training workers and Raising Citizens: Curriculum Reforms in upper-secondary education and TVE”Curriculum Reforms in upper-secondary education and TVE”

22

ROMANIA



ww

w.t

vet.

ro

TVETTVET is delivered through the is delivered through the formal education formal education and training systemand training system and, in the near future, and, in the near future, also through also through apprenticeship schemesapprenticeship schemes by by enterprises in cooperation with education enterprises in cooperation with education and training providersand training providers

Policies for TVE should be seen as integrated within the overall national development

context defined through the strategic papers referring to the economic and social development at national, regional and local level

within the education and training system – LLL perspective (secondary general education, HE, CVT)

33

ROMANIA



ww

w.t

vet.

ro

• • terminal and preparatoryterminal and preparatory• • compulsory and post-compulsorycompulsory and post-compulsory• • uniform and diverseuniform and diverse• • meritocratic and compensatorymeritocratic and compensatory• • geared to serving both individual needs and interests and societal and geared to serving both individual needs and interests and societal and

labor market needslabor market needs• • involved in integrating students and offsetting disadvantages but also, involved in integrating students and offsetting disadvantages but also,

within the same institution, in selecting and screening students according within the same institution, in selecting and screening students according to academic abilityto academic ability

• • charged with offering a common curriculum for all students and a charged with offering a common curriculum for all students and a specialized curriculum for some”.specialized curriculum for some”.

The Policy Paradox of Secondary Education: The Policy Paradox of Secondary Education: ambiguous and complex ambiguous and complex policy choices because of the intrinsic duality of secondary education, policy choices because of the intrinsic duality of secondary education, which is at oncewhich is at once::

44

1.1. assurance of students personal and professional development so that assurance of students personal and professional development so that they are able to become they are able to become active citizens of their communityactive citizens of their community;;

2.2. assurance of assurance of equal chances/equitable access equal chances/equitable access to technical and to technical and vocational education, as well as professional development of each vocational education, as well as professional development of each student, depending on her/his individual aspirations and learning student, depending on her/his individual aspirations and learning potential;potential;

3.3. assurance of assurance of professional developmentprofessional development chances for each student for chances for each student for achieving achieving qualification and competences qualification and competences in line with existentin line with existent employment opportunitiesemployment opportunities, and in a, and in a lifelong learning lifelong learning perspective; perspective;

4.4. assurance of assurance of the quality conditions in organization and development the quality conditions in organization and development of education and training processesof education and training processes in every school providing TVET. in every school providing TVET.

TVE main goals mirroring the double role of TVE main goals mirroring the double role of education and training – social and economiceducation and training – social and economic

ww

w.t

vet.

roROMANIA



66

TVE system structure is facilitating TVE system structure is facilitating Career development (progressive pathway with no dead ends)Career development (progressive pathway with no dead ends) lifelong learning through multiple exists and entrances, based on lifelong learning through multiple exists and entrances, based on

prior learning acquisitions (prior learning acquisitions (not yet operational the recognition of not yet operational the recognition of achievements from non formal and informal learning contextsachievements from non formal and informal learning contexts))

Lifelong learning due to its organisation based on the NQF (under Lifelong learning due to its organisation based on the NQF (under construction) – TVE is design as part of a training package: job construction) – TVE is design as part of a training package: job readiness means adding on-the-job training readiness means adding on-the-job training

TVE curriculum premises: TVE curriculum premises: Comprehensive curriculum (academic and vocational)Comprehensive curriculum (academic and vocational) Double qualification opportunities, academic and professional Double qualification opportunities, academic and professional

recognition – upper secondary TVE graduates passing academic recognition – upper secondary TVE graduates passing academic examination (examination (baccalaureatebaccalaureate) entitle to continue studies through ) entitle to continue studies through tertiary university educationtertiary university education

ww

w.t

vet.

roROMANIA



77

ROMANIA


NATIONAL CENTRE FOR TVET DEVELOPMENTNATIONAL CENTRE FOR TVET DEVELOPMENT

The comprehensive and demanding TVET mission – integrated learning outcomes:

TVET impart modern occupation-related skills and knowledge but also cross-occupational key skills such as

independence and communication skills, the ability for networked thinking, openness towards other cultures and the ability to deal with contradictions and conflicts. A holistic and integrated human resource development programme for TVET aims to prepare the individual to become a responsible, free and mature person, equipped also with deep human and spiritual values and attitudes – a sense of self-worth, self-esteem and dignity; an ability to work by oneself and with others in teams, with integrity and honour, with honesty, punctuality and responsibility; to adapt to varying situations; to know and understand problems and issues; to work out solutions creatively. In this sense, vocational education and training promotes the ability to recognise and use opportunities for sustainable action at the workplace. Furthermore, it enables people, as consumers and politically mature citizens, to take responsibility for other people and for the conservation of the environment.

88

ROMANIA



Elements of TVET policies, practices, and strategies consequent to the shift in emphasis from professional skills to process skills, above mentioned .

• Learner-centred and learning-oriented curriculum• Contextualised learning• Holistic and innovative methods of assessing educational outcomes

Problem-Based and Project-Based Learning (PBL) is both a curriculum and a process.

The shift to PBL cannot be accomplished as a sudden change. It should be considered as a strategic change and the necessary measures should be taken for successful completion of change.

In a PBL setting, the role of the teacher is drastically changed from a lecturer to facilitator.

History tells us that many of the world’s problems are due not to the lack of knowledge

but to inappropriate skills, values and

attitudes.

99

Curriculum has two main components: Curriculum has two main components: (i) core curriculum core curriculum and (ii) local developed curriculumlocal developed curriculum

CORE CURRICULUMCORE CURRICULUM Content relevancy: Training Standards based on Occupational Content relevancy: Training Standards based on Occupational

StandardsStandards validated by Employers and other Social Partners (Sectoral validated by Employers and other Social Partners (Sectoral

Committees/National Authority for Qualifications)Committees/National Authority for Qualifications) based on competences and related learning outcomesbased on competences and related learning outcomes

Curriculum structure: Curriculum structure: modular modular based on units of competences reflected by units of learning based on units of competences reflected by units of learning

outcomes (1 module=1 learning and evaluation unit)outcomes (1 module=1 learning and evaluation unit) credits allocated (similar to ECVET)credits allocated (similar to ECVET)

Social and economic responsiveness and relevance of the Social and economic responsiveness and relevance of the curriculumcurriculum

ww

w.t

vet.

roROMANIA



1010

TRAINING STANDARDS (TRAINING STANDARDS (TS)TS) - - a document describing the a document describing the competences units of a qualification which is an aggregated competences units of a qualification which is an aggregated result of competences specific to result of competences specific to oneone or or more occupations, as more occupations, as defined by occupational standard(s)defined by occupational standard(s)

IncludesIncludes:: Competences unitCompetences units s –– statements based on statements based on a a

coherent set of learning outcomescoherent set of learning outcomes Reference levelReference level Credit valueCredit value Competences/ related learning outcomesCompetences/ related learning outcomes Performance criteriaPerformance criteria Learning environment conditions Learning environment conditions Assessment criteriaAssessment criteria


ww

w.t

vet.

roROMANIA



1111


ww

w.t

vet.

roROMANIA



QUALIFICATION STRUCTUREQUALIFICATION STRUCTURE

Key skills units – common for all qualifications from all the Key skills units – common for all qualifications from all the domains the TVE is organised - domains the TVE is organised - to assure a common ground to assure a common ground to build foundation working and learning capacities to build foundation working and learning capacities

General technical units – common for all qualifications within General technical units – common for all qualifications within the same domain as employability predictorthe same domain as employability predictor

Specialized technical units – specific for each qualification Specialized technical units – specific for each qualification supporting labour market immediate responsiveness supporting labour market immediate responsiveness

1212

Curriculum responsiveness and relevanceCurriculum responsiveness and relevance

ww

w.t

vet.

roROMANIA



DOMAIN A DOMAIN B

qualificationqualification

Q 1Q 2 Q 3 Q 4 Q 5 Q 6

KEY SKILLS UNITS

GENERAL TECHNICAL UNITS GENERAL TECHNICAL UNITS

SPECIALIZED

TECHNICAL

UNITS

SPECIALIZED TECHNICAL UNITS





1313

Curriculum has two main components: Curriculum has two main components: (i) core curriculum core curriculum and (ii) local developed curriculumlocal developed curriculum

LOCAL DEVELOPEDLOCAL DEVELOPED CURRICULUMCURRICULUM Content relevancyContent relevancy: based on local labour market studies and : based on local labour market studies and

enterprise survey enterprise survey validated by Employers and other Social Partners (Local validated by Employers and other Social Partners (Local

Development Committees for Social Partnership – county Development Committees for Social Partnership – county level)level)

Curriculum structure: Curriculum structure: same as the one of the core curriculum


ww

w.t

vet.

roROMANIA



1414

ww

w.t

vet.

roROMANIA



Curriculum organization and learning contexts include:

• school based learning for all kinds of competences achievement – skills (functional competences) achievement mainly refers to the foundation skills

• work based learning (work placement as result of the school –enterprise learning agreements) – action learning / problem based learning

1515

HowHow??

ww

w.t

vet.

ro

by efficient and sustainable partnerships

Based on stakeholders empowerment, intensive teachers and school managers training, quality assurance development at system and provider level, through research, studies and surveys for informing the decisions leading to coherent and responsive developments, governance and management at regional, county and local level

through networking

ROMANIA



based on public-private partnerships

1616

ww

w.t

vet.

ro

Regional Virtual Academy

ROMANIA



Playing new roles and responsibilities:Including us!

1717

ww

w.t

vet.

roROMANIA



Anticipation

prospective studies

Action

Shared strategic decisions

Ownership

Participatory planning

Based on: UNESCO-IIEP

Skills shortage and skills gap

Quality assured policies

1818

Thank you for your attentionThank you for your attention!!

[email protected]@tvet.ro

Fax: Fax: 00400400 21 312 54 21 312 54 9898

TelTel..:: 004 00400 21 31121 311 1111 62 62 oror

00400400 21 312 116121 312 1161

ww

w.t

vet.

roROMANIA

MINISTRY of EDUCATION, RESEARCH AND YOUTH


1 romania ministry of education, research and youth national centre for vocational education and...

Documents

development of education

vocational education

formal education

training development

romania ministry of

uppersecondary education

double role of education

social development