|Reference||Study branches in the Czech Republic|
|What works well in this scheme?||1.
There is a high level of interest in educational programmes with dual orientation
in the Czech Republic. Relative numbers of those who apply for admission
and who are admitted continually rise.
2. A broad general and basic vocational background involved into educational programmes, which is suited with special vocational content and qualifications acquired, gives an appropriate flexibility in a large field of working functions and an appropriate level of competitiveness in admission procedures for tertiary level of education for graduates of the DQ programmes.
3. A supply of three types of educational programmes, which are tailored for two important groups of professions (middle level technicians (managers) and high skilled workers (craftsmen)) and for adults with vocational qualification, makes our educational system flexible and adaptable to changes at our labour market. This combination of different types of DQ programmes with some common features could be seen as a worth applying approach.
|What are the problems with this scheme?||1.
Functioning of labour market without major problems especially
important gaps in qualifications leads to lack of interest of social partners
in changes of vocational education and training. Social partners are interested
in participating in debates but not in real activities leading to substantial
progress directed on future of vocational education and training. The result
is that a lot of progressive ideas strike against conservative, looking
back opinions of those who do not understand trends of vocational
education on the one hand and against attempts to introduce some inorganic
elements, which can make confusions on the other hand.
2. Above mentioned lack of interest of social partners also weakens stress on practical training on working place (methodology, syllabuses, training of instructors and teachers, etc.)
can be learned from other schemes?
(see extended version)
appreciate all reform activities leading to:
developing of VET programmes at advance level for those, who possess lower level vocational qualifications (Austria, France).
Our labour market, despite of a general problem with rising unemployment, did not notice some important gaps in qualifications. There are no important incentives for further progress of vocational education from our social partners and their support of practical training is very weak. The progress in practical training, which was made in pilot projects (methodology and training of instructors and teachers etc.), can enrich not only vocational education in Germany but it can also be useful for us.
|Further reading||> Analysis of scheme > topic study (A) > topic study (B) > National conclusions > Lessons (extended)|
|Author||Petr Viceník, Kveta Lejcková & Anna Konopásková (September 1999)|
to all schemes
Back to notes
of the page
First set up 10/12/1999
Latest update: 13/12/1999
Contact: Sabine Manning