Lessons of mutual learning
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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.) 

What can be learned from other schemes?
(see extended version)
We appreciate all reform activities leading to:
  • closer co-operation between institutions of general and vocational education (Finland),
  • providing general and vocational education programmes, routes or streams within one institution (England, Norway),
  • providing different levels of vocational education programmes within one institution (Netherlands)
  • involving general or common parts of education (e.g.England, Norway,) or enriching methods of their education (Germany), 

  • developing of VET programmes at advance level for those, who possess lower level vocational qualifications (Austria, France).
Future development of our VET programmes is based on a curricular reform. This reform will keep our traditional broad general and basic vocational background for qualification offered in different orientations. This background and a common vocational part (theoretical and practical) for a principal branch will be supplemented by vocational part given by schools (educational institutions) in their responsibility to meet regional and innovative qualification demands.   From this point of view we follow carefully all activities of our partners which deal with the introduction of new concepts, contents and methods into curricula (e.g. core skills in England, new methods of teaching and learning in Germany). 
    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)

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 First set up 10/12/1999
Latest update: 13/12/1999
 Contact: Sabine Manning