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Vocational Education Training Armenia Training Course for Teachers in Service July 2011 PowerPoint Presentation
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Vocational Education Training Armenia Training Course for Teachers in Service July 2011

Vocational Education Training Armenia Training Course for Teachers in Service July 2011

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Vocational Education Training Armenia Training Course for Teachers in Service July 2011

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  1. Vocational Education Training Armenia Training Course for Teachers in Service July 2011

  2. Formación Profesional Technical and Vocational Education Training Training Course for Teacher in-service July 2011 • Introduction to State Educational • Standards; Development and revision of modular programme • Policies the base for the Curriculum • Connection with CurricuIum Development, methodology, quality of VET and Labor Market

  3. Vocational Education and Taining Armenia 1. Regulation Framework

  4. Vocational Educationa and Training Armenia 2. VET yesterday, today, tomorrow

  5. Vocational Education and Training Armenia 3. RELATION TRAINING AND AND LABOUR MARKET The VET systemmustrespondtovariousdemandsbycontinuousadjustments The VET system is only justificated itself if is Focus on the labor market

  6. Vocational Educational Education Armenia 4. ASPECTS TO CONSIDER

  7. Vocational and Education Training Armenia 5. CURRENT CONTEXT VET EU • EUROPEAN SPACE OF LEARNING • SOCIETY OF KNOWLEDGE • PLURILINGUE SOCIETY • MULTICULTURAL SOCIETY • GLOBAL ECONOMY • FREE TRANSIT OF WORKERS

  8. Vocational Education and Training Armenia 6. MODELS OF QUALIFICATION IN EUROPE AND ARMENIA IN EUROPE the productive system is base over a intermediate qualifications IMPORTANCE OF VET Demand and offer in VET EU-A EU Armenia 2010 IN ARMENIA the cualification are base over a productive system of low and higuer cualifications The Armenian Labor market has a low efficiency in the use of a very good cualificated.

  9. Vocational Education and Training Armenia 7. Challenge in VET Armenia Toapproach VET toallcitizens, fromanyage, and conditiontrought flexible offers Reduce the nº of studentwho abandone theschool Increasethe nº citizensqhoobtain a qualification in VET Tomake compatible the labor lifewiththelong-learning Fuente: MEPSYD

  10. Vocational Education and Training Armenia 8. MODERN VET value the conjunction of formal and no formal education joined to no formals e informal. The students define their own training strategy. FP Value of experience to motivate the students to join to the permanent learning to update competences. Homs 2008

  11. Vocational Education and Training Armenia 9. LONGLIFE-LEARNING Importance BASIC AND SOCIAL COMPETENCIES Scholars citizens Young and Adult citizens PROFESSIONAL COMPETENCES LONG-LIFE LEARNING AND TRAINING

  12. Vocational Education and Training Armenia 10 . POLICIES Importance

  13. Vocational Education and Training Armenia 11. VET ARMENIA SYSTEM STANDARDS In coherencia with European Standars NQF National Qualification Framework NAQSF Quality Assurance of the System EQF European Qualification Framework EU Common Reference Framework Bologna 'competence-based' qualification

  14. Vocational Education and Training Armenia 12. VET SYSTEM COMPONENTS Related each others Industry Support context

  15. Vocational Education and Training Armenia COMPONENTS OF ANQF

  16. Vocational Education and Training Armenia STANDARS: Key elements of NQF (61 Standards) ( Formal Education, no formal Education and informal)

  17. Vocational Education and Training Armenia 15. QUALIFICATION EUROPEAN FRAMEWORK (EQF) Achievement of Credits 8 LEVELS of common reference to country members to improve the understanding of national qualifications, according common STANDARDS. From Lowest (primary ) to Higuest PhD Expected be common in 2010

  18. Vocational Education and Training Armenia LEVELS- QUALIFICATION EUROPEAN FRAMEWORK (EQF) EU Common Reference Framework 8 LEVEL DESCRIPTOR are DESCRIPTED in OUTCOMES , as the way to achieve the education models, institutions and national systems. OUTCOMES: The learning outcomes express what a learner knows, understands and is capable of when a learning process ends. VET, LEVELS 3, 4 AND 5 SHARING WITH HIGHER EDUCATION Qyualification: Objetives achieved= credits Credits: 1 credit 10 hours: (Units, cluster of Units Module of learning: a single of number of units

  19. Professional Training Technical and Vocational Education Training LEVELS- QUALIFICATION EUROPEAN FRAMEWORK (EQF) VET Armenia, EU Common Reference Framework- Annex VET Arm

  20. Vocational Education and Training Technical and Vocational Education Training LEVELS- Armenia NATIONAL QUALIFICATION FRAMEWORK Armenia Extend and Adapt the (EQF- Bologna) in Level Descriptors ( Annex ) VET Arm

  21. HIGHER EDUCATION: UNIVERSITY LABOUR MARKET WORLD HIGUER EDUCATION VET MIDDLELEVEL VOCATIONAL EDUCATION Before University 16-18 años EDUCACIÓN SECUNDARIA OBLIGATORIA 10-11 years Higher school PROGRAMMES OF SOCIAL GARANTY PRIMARY EDUCATION 6 - 12 years Basic education 4-9 PPRE-SCHOOL EDUCATION 3 - 6 years STRUCTURE OF EDUCATION SYSTEM IN ARMENIA Level 8 POST-GRADUATE EDUCATION Level 7 PROFESIONAL FORMACIÓN GRADO SUPERIOR Level 6 Level 5 PRIMARY VOCATIONAL EDUCATION Level 4 V.E.T Level 3 Level 2 Level 1

  22. Vocational Education and Training Technical and Vocational Education Training STANDARS KEY COMPONENTS OF LEVEL DESCRIPTION. Formal learning / Non formal Learning / Informal Education

  23. Vocational Education and Training Armenia CREDIT TRANSFER SYSTEM The objective is that all European countries use this system in 2012 in Education and VET for the transfer, recognition and accumulation of the learning outcomes To facilitate the recognition of the outcomes in the mobility framework to get a qualification A system of points (credits 1 credit= 10 hours) complement the system, so every Organism gives a number of credits to each qualification and distributes between weight units equivalent to the global qualification. This points could be transferred from a country to other associated to a Unit of compentency

  24. Vocational Education and Training Armenia 13. APPLICATION OF COMPETENCES TO THE EDUCATION VET System based on professional qualification with independency of acquisition process National Catalogue of Professional Qualifications, of the modular Training programmes for each Unit of competencies that form a qualification. The modules are defines by capacities or competencies and assessment criteria of those capacities. Armenia EU

  25. Vocational Education and Training Armenia 14. GENERAL CONCEPT OF COMPETENCE A first dimension of competition as conceived initiative andthe individual assumes responsibility to professional situationsfacing. From this point of view, competition depends on the individual and their willingness to mobilize their capacity for initiative and responsibility to ensure specific results A second dimension conceived competition "as intelligencepractical situations, "which is based on knowledge acquired and transformed much stronger with increasing the diversity of situations The third dimension refers to the ability to mobilize networks of actors around the same situation, to share the challenges and to assume responsibility areas

  26. Vocational Education and Training Armenia 15. TYPES OF COMPETENCIES

  27. Vocational Education and Training Armenia 16. VET: An INTEGRATED EDUCATIONAL SYSTEM Initial Training Training for labour UNIT OF COMPETENCES Accreditation of professional competencies acquired by labour experience and by other no formal Education ways

  28. Vocational Education and Training Armenia Diferent ways of learning with a same outcome Outcomes Fuente: MEPSYD

  29. Formación Profesional Technical and Vocational Education Training 18. National System of Qualification and VET NSQ is formed by instruments and actions to promote and develop the integration of VET offer, as much as assessment and accreditation of the professional competences, according with the demand of persons and business in continous process of change and innovation

  30. Vocational Education and Training Armenia 19. National Catalogue of Qualifications NATIONAL CATALOGUE OF PROFESSIONAL QUALIFICATIONS – 61 PROFESIIONAL FAMILIES The National Catalogue of Professional Qualifications (CNCP) is the instrument of the National Vocational Qualifications and ordering professional qualifications, capable of recognition and accreditation as identified in the productive system, based on appropriate competencies for professional practice.The CNCP has among its main objectives to enable the integration of vocational training opportunities, tailored to the needs and demands of the production system and serve as a benchmark for assessing the professional competence

  31. Vocational Education and Training Armenia 20. Professional Qualification DATE OF IDENTIFICATION OF TH QUALIFICATION The National Qualifications and Vocational Training (SNCFP), consists of tools and actions needed to promote and develop the integration of vocational training offerings as well as evaluation and accreditation of relevant skills.The SNCFP is created to meet the demands of qualified persons and businesses in a society in constant process of change and innovation OFFICIAL DENOMINATION Its related with the main function and is recognize in the sector. Its not indicated Professional category 8 levels (5 in VET) LEVEL qualifications can systematically locate in the Catalogue 7 digits (Amenia)* PROFESSIONAL FAMILY CODE Where is classified the professional Qualification 4 digits*

  32. Vocational Education and Training Armenia 21. Structure of Professional Qualification

  33. Vocational Education and Training Armenia 22. Unit of Competency STRUCTURE OF THE UNIT OF COMPETENCY • ´Classification • Level • -Code Date of identification • PR1 • PR2 • PR3 Professional realization Criteria • Ways of production • Products and Outcomes • Iusd and generated Inofrmation ProfessionalContext Each Qualification is organized in Unit of Competency (UC) The Unit of competence is a Professional (PR) they Set the outcomes of learning of the activities. Each Realization is evaluated through criteria of realization (CR) The competencies are developed in a professional context what describes ,product obtained, outcomes of work, and information used and generated Each Unit of Competency bring associated a training module, where the necessary training are describes to gain that unit of competency.

  34. Vocational Education and training Armenia 23. Structure: Modular programme -Occupation name -Level Unity of Competence associated -Code -Hours Date of Identification Competencies Criteria of assessment Competence to develop in a real work Contents Context of training Space and Material Resources Professional profile of the teacher The Modular programme is the coherent block of training associated to each units of competency elaborated in the qualification. Each modular training programme has a regulated what includes datas of identification, specifications of the training in order to gain certificates and qualification titles

  35. Vocational Education and training Armenia 24. Initial Training and Technical training Initial Training • Its VET integrated in Educational System. • Its addressed to Youth but not exclusively. • It includes complementary training to get the key or basic competencies. * • 2000 Hours Both complement each others and recognize • Its addressed to workers who wish to update o to enhance theirs training, and to unemployed persons. • His objective is the immediate labor insertion, so the contents are based on technical competences Technical training

  36. Vocational Education and Training Armenia 25. VET Education System Professional qualifications

  37. HIGUER EDUCATION VET MIDDLELEVEL VOCATIONAL EDUCATION Formación Profesional Technical and Vocational Education Training 26. Armenia VET STRUCTURE The system is developed as a step wise approach where students can continue from the preliminary to the middle and the higher professional programmes. The professional vocational education and training (VET) programmes in Armenia encompass: POST GRADUATE PRIMARY VOCATIONAL EDUCATION Fuente: MEPSYD

  38. OBJETICTIVES OF THE TRAINING CYCLE PROFESSIONAL PROFILE General Competencies PROFESSIONAL MODULES ASSOCIATED TO A UNIT OF COMPETENCY Professionals Knowledges • Units of Competency: • Professional Skills TRANVERSAL PROFESSIONAL MODULES EVOLUTION OF PROFESSIONAL COMPETENCY PROFESSIONAL MODULES AND LABOR ORIENTATION POSICION IN THE PRODUCTIVE PROCESS TEACHER TEAM SPACE FOR TRAINING-RESOURCES OUTCOMES TO GET THE TITLES 27. PROFESSIONAL CERTIFICATES REFERENCE MINIME EDUCATION PROFESSIONAL MODULES IN THE WORK CENTRE

  39. Vocational Education and Training Armenia 28. Professional Families

  40. FamilyQualification: TEACHING OF A FOREIGN LANGUAGE 0304 order nº10-28 N UNIIT OF COMPENTENCY PROFESSIONAL MODULES SYLLABU GENERAL PROFESSIONALS GENERAL PRACTICE SKILLS” MODULE GENERAL HUMANITIES, SOCIAL AND ECONOMIC COMUNICATION SKILLS MODULE SAFETY AND FIRST AID” MODULE TITLE T T Training in Real Workplacement

  41. Title award: TEACHING OF A FOREIGN LANGUAGE 0304 order nº10-28 N standards specialization PROFESSIONAL MODULES Caracteristicas etc. 0304-01 "TEACHING ENGLISH LANGUAGE 0304-02 "TEACHING GERMAN LANGUAGE" 0304-03 "TEACHING FRENCH LANGUAGE T T Training in Real Workplacement

  42. Vocational Education and Training Armenia 29. Títles and Qualifications in VET system Taking into account that the model of vocational training which characterized The Framework is its adaptation to the geographical, social and economic environment, the State Administration (Ministry of education and science) According with the Policies

  43. Vocational Education and Training Armenia 30 Structure of VET System Distribution of VET The teaching is distributed in Cycles or levels (4) primary-posgraduate Duration of the Cycle or Level out 2.000 hours, to achieve in a maxim of 2 academic years Cycle or LevelsThe contents or competences of the cycle of level are distributed in professional module = subject or field Professional ModulesThey are constituted by subjects of knowledge theory-practical, according with the role of the professional competencies. The overcoming of one o more modules, will be certificated in order to performance a job or occupation. Training in Work-placement centers. It undertaken in a company once the student has overcoming the professional modules, taken at the School centre. The duration is variable, between 380 and 700 hours

  44. Vocational Education and Training Armenia Module index Length/Duration of Module Entry requirement Training Modules Evaluation procedure Learning outcome 1, 2, 3, 4, 5 Performance criteria, a, b, c, d

  45. Vocational Education and Training Armenia They consist of areas of theoretical and practical knowledge In those Ciclo formativo *training courses which required professional profile, will be incorporated into specific professional training module on information technology and communication, language and occupational risk prevention Training Modules The upper level training modulewill incorporate a professional project, which is defined according to the characteristics of work activity within the training cycle and aspects of practice and business management All training courses ciclos formativos* include training for learning about the opportunities, employment opportunities, the creation and management of companies and self-employment, work organization and relations within the company, know the basic labor law, relative to equal opportunity and nondiscrimination of people with disabilities

  46. Vocational Education Training Armenia 32. VET for Adults Regular Assis E-learning You will organize a flexible and open methodology, base on the self-learning. Through an adaptated offer what combine the learning with other activities and responsabilities. Offer professional modules

  47. Formación Profesional Technical and Vocational Education Training "The society we live in, marked by an unstoppable technological progress, demand, to the qualification requirements set by the current job market changing, dynamic and flexible educational responses that today we think much can be satisfied by this vocational training system, because it is an essential investment in human capital and integration of employment policies "

  48. 33. GLOSSARY Annex R. Abril 2009

  49. Practical Exercises Start to prepare our Didactic programme See Annexes (Policies) R. Abril 2009