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CZ
 Study branches 
Conclusions (> Národní záveri)
National conclusions: Czech Republic

Petr Viceník
Research Institute of Technical and Vocational Education (VÚOŠ)

April 2000

Comparison of VET programmes with dual orientation
Future development of our VET programmes with dual orientation
 

Reference to national case study on CZ: Study branches and to topic workshop (CZ/FI) on scope of qualifications.


Comparison of VET programmes with dual orientation in the Czech Republic with other European schemes

Results of the Leonardo programme DUOQUAL present expose our VET programmes with dual orientation as VET programmes complying with challenging criteria of an ideal model of VET programme with high quality. Very high societal acceptance as well as success of their graduates at labour market and/or at the entrance to higher education could serve as an example of the successful conception of VET, which has been developed for a long period. The VET programmes cover different qualifications of technicians and high skilled workers for a broad range of our national economy and give upper secondary education level irrespective of different vocational parts of education involved into the VET programmes. 
    Many countries have developed their own VET programmes with dual orientation. They differ in many features. The qualifications provided by them are immediately accepted at labour market or facilitate acquiring of recognised qualification at working place. The differences are also in an extent of integration of general and vocational contents in curricula of the VET programmes.
Our VET programmes with dual orientation are based on a very good type of integration of general and basic vocational contents with vocational education giving an approved qualification. The type of integration gives a room for the future development of our VET curriculum to meet prospective demands. 
    However, a profit from this positive feature of our VET at the level of upper secondary education is kept down by low level of an understanding the conception in everyday practice. Mutual comparisons, which are involved in comparative studies and surveys, can help us in   a deeper understanding of our positive and/or negative features. For instance, some results of the DUOQUAL programme show that the development of VET programmes with dual orientation is closely connected with changes in teaching methods, with introducing and acquiring new important components, which lead to acquisition of key and generally applicable skills. Many of our teachers have not been prepared for such task yet. 


Future development of our VET programmes with dual orientation

Proposals for a future development of our VET curriculum continue in the conception mentioned above. They enable further development of general and key skills for higher adaptability of graduates according to some specific and prospective qualification demands. The conception can give a space for broader influence of teachers on the contents of education and for rising of responsibility of schools for the quality of education and training and also for the level of qualification acquired by their graduates. 
Adoption of the proposal will definitely need to abolish inertia in teaching practice of teachers, ad hoc management of schools at all levels management of schools. The result of small and non-systematic exchange of experience between teachers now is that teaching methods have not been adapt to the fact that the quantity of those who enter into VET programmes with dual orientation rapidly grew and an average preparedness of pupils changed. Presupposed changes of our final examinations can not give any positive results without very serious in-service teachers training. 
    Practical training play an important role in future adaptability of graduates. A rising importance for future adaptability has its function in the process of applying of theoretical knowledge and acquiring of the basic know-how. Proportions of practical training in school facilities (workshops, laboratories etc.) are adequate and training is in a close connection with aims of education of individual branches of study but connections between schools and enterprises deteriorate. It results in weaken position of practical training. 
Researchers and policy makers will have to evaluate, propose and enforce programmes of a closer cooperation between schools and enterprises earlier than the acquired qualifications will be criticised. Such criticism could lead to a decrease of high standing of our VET programmes with dual orientation. We could lose one from our comparative advantages and get to the position of a country, which is behind other countries from the point of reform processes.

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