Comment by Aleksandra Pejatović
Department for Pedagogy and Andragogy, University of Belgrade, Serbia
- Although Serbia is not yet a member of the EU the largest number of the identified problems, in the text, relating to the competence and qualifications of the labour force are highly expressed in Serbia. For this reason, the guidelines recommended by the European Commission in the document a new Skills Agenda for Europe (adopted last year), are very useful for Serbia. The need to work in accordance with the recommendations is reinforced by the intention to reduce the unemployment rate in the country. Among the basic reasons of unemployment is the mismatch of needs and demand for personnel of certain occupations, qualifications and competences in the labour market.
- Bearing in mind the proposal for the provision of a Skills Guarantee, a new model of Functional elementary adult education (FEAE) can be indicated as an example of good practice from Serbia. FEAE stands for outcome-based education and education oriented towards development of certain sets of competencies. The three years teaching plan and programme of FEAE should lead to a double result: the ending of elementary education (in terms of the key and subject specific competencies) and initial vocational training (which programmes have been prepared in a way to respond to the local labour market needs, attendees’ needs, and special jobs/occupations needs).
- Experience with the work of training centers – RTCs (for different categories of adults) in secondary vocational schools within the formal education system (have been developed in Serbia since 2003) shows good results in the employment of participants. Training programs of these centers are based on the need analysis for skills and trainings and are oriented towards the learning outcomes, formulated in terms of vocational competences.
- In addition to a whole range of activities that are necessary for the implementation of the recommendations of Agenda, we should particularly emphasize the necessity of professional training of personnel who need to work on their adaptation to the specific context and implementation. First, we think on activities, such as lifelong career guidance and counseling; increasing opportunities for participation in formal education; preventing early school leaving; skills and training needs analysis; programming and increase in the supply of vocational training based on the needs analysis; recognition of prior learning, etc.
 See more in: Procena ostvarenosti ciljeva i ishoda Programa ogleda funkcionalnog osnovnog obrazovanja odraslih, (2013), Beograd: Zavod za vrednovanje kvaliteta obrazovanja i vaspitanja Republike Srbije; Pravilnik o nastavnom planu i programu osnovnog obrazovanja odraslih, (2013), Beograd: Ministarstvo provete, nauke i tehnološkog razvoja Republike Srbije
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