Ministry of Education, Science and
Technological Development of the Republic
of Serbia
FRAME Project
Experience from
Serbia
Correlation between the FRAME Initiative
and the Development of Education in Serbia
• Line ministries and other partners have recognised the potential of the
FRAME project and foresight methods in the process of creating a skills
vision 2020 in Serbia.
• A document Skills vision 2020 – Serbia has been prepared; it defines
Serbia as a socially cohesive, flexible, innovative society, based on the
knowledge and skills required by modern economy, a society that
encourages entrepreneurship in the perspective of lifelong learning,
creates opportunities and conditions for realising the potential of
individuals and society as a whole.
• Skills vision 2020 – Serbia defines also the skills development
priorities.
• The vision is in line with the Strategy for the Development of Education
in Serbia 2012-2020 and incorporated into the Action Plan for the
Implementation of Strategy.
Role of Education in Skills Development as
Indicated during the Implementation of
Foresight Method
• In order to be a lever of social progress and economic growth,
education in Serbia must:
- develop the ability of comprehension and critical thinking
- encourages initiative, creativity and entrepreneurial spirit
- enable individuals to work in teams and develop other socially
desirable values.
• Free, open and high-quality education is available to everyone, at
any age, as a basic democratic right; it ensures the building of
ethical and aesthetic values ​of the individual and the improvement
of society as a whole, its competitiveness and its active
participation in the global market.
• In accordance with this role of education, the priorities have been
identified in the document Skills Vision 2020 Serbia.
Highlighted Main Priorities – Agreed by All
Participants
• Priority 1: Creating conditions to make
education more responsive to labour market
requirements.
• Priority 2: Easier transition from school to the
world of work.
• Priority 3: Improve entrepreneurial learning.
• Priority 4: Strengthen the sector-wide
approach in the development of skills.
• Actions, activities, responsible entities and expected
results have been defined for each priority.
• Each priority is directly linked to the relevant strategic
framework.
• The first priority that focuses on better responsiveness of
the education system to the labour market requirements
is fully harmonised with the Strategy for the
Development of Education in Serbia until 2020 and
aligned with the Action Plan for the Implementation of
Strategy.
• Current developmental activities in education in Serbia
are linked and coordinated with the planned activities
within each of the four priorities.
Current Education Development Activities in
Serbia related to the Priorities set out in the
Document
• Legislative changes (Law on Secondary
Education and new Law on Adult Education)
• NQF document is being finalised
• Systemic regulation of experimental profiles
(introduction into the system and preparation of
methodology for developing and introducing
experimental profiles in the system)
• New forms of cooperation with employers
Legislative Activity
• The priorities and measures defined in the NAD
2014-2017 have been recognised in new laws
• Priority: Building a knowledge-based society by strengthening
formal and informal education
Measure 1: Increasing the quality and effectiveness of general
education at pre-university level
Measure 2: Greater participation and access to education
Measure 3: Establishing a functional NQF for lifelong learning
Measure 4: Improving the quality and participation at the level of
higher education
National Qualifications Framework (NQF)
• The phase of drafting the NQF document for the levels 1-5 has been
completed.
(It was adopted by the Council and it is currently pending further
procedure.)
The NQF for the levels 6-8 is a separate document.
• The next step is the preparation of a single document for all levels (a
compiled NQF according to the EQF model) and finding an institutional
solution to the issues of administering and developing the NQF.
• The need for establishing sector councils for all sectors has been
identified (implementing useful experiences from the work of 4 sector
councils piloted within the framework of IPA 2008 project).
Methodology and experimental education
• The methodological framework has been developed for the development,
implementation, monitoring and evaluation of experimental programmes in
secondary vocational education. Public consultation has been carried out and
after considering suggestions, the Minister will include it as an official document
by a special decree. The methodology has multiple functions in any substantial
future innovation and experiment in the system of vocational education. The
shortened methodology was previously adopted and it has been successfully
applied to the existing experimental profiles.
• Experimental educational profiles – the process of introducing the experimental
profiles in the system is ongoing, the textile profiles are currently worked on
(additional engagement of social partners on the aviation profiles in cooperation
with the USAID)
• In the school year 2013/14, 9 experimental educational profiles were introduced
in the education system; 8 profiles were prepared for introduction into the
system; 3 experimental profiles were excluded from the system.
• 21 educational profiles are being evaluated (evaluation has already been
completed in 11 cases), and 14 educational profiles are being monitored.
• The curricula of new educational profiles include the subject Entrepreneurship
(Priority 3)
Cooperation with Employers and Other Stakeholders
• Planning enrolment to
secondary schools based
on the input from
employers and other
partners
• New forms of cooperation
with employers (textile,
mechanical engineering,
electrical engineering,
agriculture and food
processing...)
(Priority 2)
School
Firm find
instruments to
increase the interest
of employers in this
cooperation; the
change of ownership
caused a setback in
this segment
general subjects
vocational subjects
practice
practical
education
Quality Assurance in Education
STANDARDS
student achievements
Relevant regulations adopted:
quality of textbooks
• rulebooks that define standards
competence of directors
• rulebooks that regulate
application, monitoring and
evaluation of compliance with
standards
competence of teachers and
associates
quality of work of institutions
An additional set of quality
standards of secondary vocational
schools related to the quality of
practical teaching.
11
July 22, 2012
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