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Standardisation and Quality Development in the Hungarian Vocational Training

Standardisation and Quality Development in the Hungarian Vocational Training

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Standardisation and Quality Development in the Hungarian Vocational Training

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  1. Standardisation and Quality Development in the Hungarian Vocational Training Mrs. Ildikó Görgényi Modla National Institute of Vocational Education Hungary

  2. Present in practice • Public Education Act • Vocational Education Act • Tertiary Education Act • Adult Education Act    

  3. Basis for standardisation • registered trades, vocational qualifications • National Qualification Register • vocational and exam requirements corresponding to labour-market needs

  4. Process National Qualification Register

  5. Basis for standardisation • organisation and arrangement of vocational examinations • tasks of institutes authorized for examinations • work of independent board of examiners

  6. Basis for standardisation school-based training: vocational school vocational secondary school schools can be maintained by: the local government, the church, foundations non-school-based training: companies, economic organizations

  7. Present in practice • general subjects in the stage of general education •   in the 9.-10. grades of the vocational school • in the 9.-12. grades in the vocational secondary school • provision of vocational preparation in accordance with 21 tradegroups • stage of vocational training

  8. Present in practice

  9. Present in practice

  10. Present in practice Technical Vocational Education and Training

  11. Present in practice • the tradegroup leads from the stage of • general education to the stage of vocational • training • previous studies and vocational pre-training • is especially important at the stage of general education

  12. Present in practice

  13. Present in practice • Example • The main structure of electrotechnics-electronics • tradegroup: • adequate distribution of theory and practice • level of vocational qualificationcorresponding to the ISCED

  14. Present in practice Entrance requirements

  15. Present in practice

  16. Present in practice

  17. Present in parctice Electrotechnics-electronics tradegroup

  18. Present in parctice

  19. Present in practice electrotechnics – electronics vocationalqualifications: • 63 vocational qualifications belong to • the electrotechnics – electronics tradegroup • development of the vocational and examination requirements for the different vocational qualifications standard

  20. Targets in presentand in future development Focus on human-resource development, modernization, transparency, permeability, mobility, employment policy and the validationof principles of the European Union was stressed in the Hungarian National Development Plan approved in February 2003.

  21. Present development • Modularization development • better consistency and coherence amongst thedifferent vocational qualifications • better recognition of knowledge already acquired • permeability between different forms ofvocational training

  22. Present development

  23. Present development

  24. Present development • Development program: • in order to create the modular system, we haveto build up the vocational and examination requirements on the grounds of requirement moduls • we have to start off from the results of job-analysis

  25. Present development • development of vocational qualification sub-groups • additional tasks: • creation of full correspondence between moduls • development of part-vocational • qualifications

  26. Present development • There are 164 moduls of tradegroups alltogether, • of which • 6 are common vocational requirement moduls in more than one tradegroups, • 82 are common requirement moduls in the vocational qualification group, •  76 are special vocational requirement moduls.

  27. Development • In the modularization development contain: • exam system innovation • harmonized and constracted • certificate supplement composition (in Hungary)

  28. Public education act Target of quality development • self-assessment • partner-centred approach • measurement of partners’ needs • service development • planning • evaluation of planning • result of evaluation for use in on-going innovation

  29. Public education act School workplan for execution of quality development Bases for workplan are plans for raising and training students and pedagogical plan

  30. Public education act Schools have to prepare the programme of quality control: • quality policy • system of quality development

  31. Public education act This programme determintes the operating process management • planning • controlling • measuring • evaluation The regulations of organisation and operation • school rules

  32. Thank you Mrs. Ildikó Görgényi Modla igorgeny@nive.hu www.nszi.hu Info@nszi.hu