Decision On Elements And Criteria For Candidate Selection For High-School Enrolment In 2011/2012
Subject of the Policy document
Decision On Elements And Criteria For Candidate Selection For High-School Enrolment In 2011/2012
Reference data
Adopted/Released by Ministry of Science, Education and Sports
Year of adoption 2012/2013
Reference number KLASA: 602-03/11-06/00213, URBROJ: 533-09-12-0011
Available at http:// http://public.mzos.hr/Default.aspx?sec=3339
Available in English at http://
1. Additional narrative description of the reference to Lifelong Guidance
Enrolment of candidates with difficulties
XVI.
Candidates with developmental disabilities
a) Candidates with developmental disabilities (physical or mental disability as a result of health issue) are candidates whose disabilities, due to their intensity and duration, had significant effect on their previous primary education, and who have finished primary school in the regular curriculum with individualised approach or in the adjusted curriculum.
Candidates can be enrolled in regular secondary education programs with individualised approach (methods and teaching aids), or in adjusted programs.
b) Pupils who finished their primary education in special programs, or adjusted programs (exception), continue their secondary education in special educational programs in high-schools or special educational institutions, i.e. social welfare institutions authorised to carry out secondary education programs for pupils with developmental disabilities.
Candidates with developmental disabilities from paragraphs 1 and 2 of this item have the right of direct enrolment.
To achieve these rights, candidates from paragraphs 1 and 2 enclose their documents, as well as:
- expert opinion of the career guidance service on the candidate's available abilities and motivation to continue their education, with a list of recommendations (list of occupations)...
XVII.
Candidates with health difficulties, learning difficulties and behavioural issues
Candidates with health difficulties, learning difficulties, behavioural issues and emotional issues are pupils whose previous primary education and achievement have been influenced by one of the abovementioned factors or a combination thereof, and who have finished their primary education in the regular curriculum with individualised approach.
Candidates with health difficulties, learning difficulties, behavioural issues and emotional issues receive 3 points to the score set in the valuation process. The candidates receive their ranking at the school with this score.
Candidates from paragraph 1 have the right to apply to a school if they have a score that meets the school enrolment threshold (pursuant to criteria in item IV of this Decision and paragraph 2 of this item), and if they pass the entrance exam that some schools have to test ability and talent.
To achieve these rights, candidates from paragraph 1 of this item, enclose their documents, as well as:
- expert opinion of the career guidance service on the candidate's available abilities and motivation to continue their education, with a list of recommendations (list of occupations).
Enrolment of candidates based on the Croatian National Programme for the Roma
XIX.
Candidates from the Roma minority, who live in such conditions that can affect their success in primary school, receive 2 points to the score set in the valuation process. The candidates receive their ranking at the school with this score.
Candidates from paragraph 1 have the right to apply to a school if they have a score that meets the school enrolment threshold (pursuant to criteria in item IV of this Decision and paragraph 2 of this item), and if they pass the entrance exam that some schools have to test ability and talent.
To achieve these rights, candidates from paragraph 1 of this item, enclose their application, as well as:
- expert opinion of the career guidance service on the candidates' abilities and motivation for up to three appropriate educational programmes.
Attached files
This information was provided/updated by:
Croatian Employment Service (CES), Employment Preparation Department
No comments by users.
policy, primary education, career guidance, disabilities, health difficulties, children, learning difficulties, behavioural issues, adjusted education programs, special education programs, social welfare institutions, valuation process, CroatiaNational level, Croatia, legislation, access, co-operation and co-ordination, quality assurance and evidence-base, schools, VET
Transfer of Innovative Methodology for Assessment of VET Teachers’ Prior Learning
Name of the good/interesting practice/initiative/policy
Transfer of Innovative Methodology for Assessment of VET Teachers’ Prior Learning
Country
Lithuania
I am proposing that this example will be published also in the KSLLL database
No
1. Background
What makes this an example of good/interesting practice/initiative/policy?
- The motivation of the initiative (What is the history/background of the policy?)
- Linkages with LLG policy priorities (Please add references to other national/EU policies or documents)
- Participants
In three partner countries – Lithuania, Latvia and Estonia – there are modular study programmes based on the acquisition of competencies, but there is no possibility for VET teachers to assess and recognize their non-formal and informal learning achievements. Project activities and results will promote the development of VET teachers’ education system by establishing the methodology for the assessment of the prior (non-formal and informal) learning and the study module based on this methodology. The possibility to recognize non-formal and informal learning achievements would increase the access to formal education and personalize studies for VET teachers, having practice and pedagogical experience, but having no formal teaching qualification.
Aims and targets
- Objectives of the initiative (What did the policy set out to achieve?)
- Target group
- Methods applied to reach the objective (technological and /or pedagogical)
The aim of the project is to enrich the existing VET teachers’ education programmes in three partner countries – Lithuania, Latvia and Estonia by developing introductory module for Assessment of Prior Learning (APL). The possibility to recognize non-formal and informal learning achievements will increase the access to formal education and personalize studies for VET teachers, having practice and pedagogical experience, but having no formal teaching qualification. Expected project results:
• study of APL in VET teachers’ education systems in partner countries;
• methodology for assessment of VET teachers’ prior learning, basing on “donor” – partner (Jyvaskyla University of Applied Sciences) experience;
• study module for assessors of VET teachers’ prior learning developed and tested in partner countries;
• trained groups of assessors of VET teachers’ prior learning in three partner countries – Lithuania, Latvia and Estonia;
• introductory module for assessment of VET teachers’ prior learning developed and tested in partner countries.
Target groups:
•VET teacher educators.
•VET teachers.
•Researchers of education.
•Education policy makers.
2. Implementation
Strategy and actions (Please describe the approach adopted to make the reform work and any actions taken.)
- Level of implementation (national, regional etc.)
- Implementation (description)
Monitoring and evaluation
- What has been put in place for monitoring and evaluation?
- What actors are involved?
3. Outcomes
Achievements (Please describe the main outcomes/results according to the following headings. Each option can be answered - up to 50 words)
- Specific results
- Cost effectiveness
- Budget
- Innovative aspects
•A study of APL in VET teacher education systems in partner countries (EN) (LT) (LV) (EE)
•Methodology for assessment of VET teachers’ prior learning (EN) (LT) (LV) (EE)
•Study module for assessors of VET teachers’ prior learning
◦Handbook (EN) (LT) (LV) (EE)
◦Study module description (EN) (LT) (LV) (EE)
•Trained groups of assessors in three partner countries (LT, LV, EE).
•Introductory module for assessment of VET teachers’ prior learning
◦Handbook for APL candidates (EN) (LT) (LV) (EE)
•Special issue of scientific journal "Quality of Higher Education"
The material is available on-line: http://projects.ambernet.lt/timabalt/en/7415
Success factors (What key success factors have led to or prevented success?)
- Lessons learnt
- Unintended impacts (Have there been any unintended impacts? Positive or negative?)
Strengths and weaknesses
- What areas of the policy can we learn lessons from?
- Are there still challenges ahead?
4. Additional narrative description of the policy/practice/initiative
Additional information
Name of contact
Aušra Fokienė
Role (in policy initiative)
Project manager
Organization name
Vytautas Magnus University, Centre for Quality of Studies
Address
S. Daukanto st. 27-314, LT-44249 Kaunas, Lithuania
Phone
0037037327973
Fax
0037037327973
a.fokiene@skc.vdu.lt
Website address
http://projects.ambernet.lt/timabalt/en/7415
Documents and publications
•A study of APL in VET teacher education systems in partner countries
•Methodology for assessment of VET teachers’ prior learning
•Study module for assessors of VET teachers’ prior learning
◦Handbook
◦Study module description
•Trained groups of assessors in three partner countries
•Introductory module for assessment of VET teachers’ prior learning
◦Handbook for APL candidates
A special issue of the scientific journal The Quality of Higher Education No. 6 - http://skc.vdu.lt/index.php/en/journal/archive/no6
All documents and publications are available in LV, LT, EE and EN languages online: http://projects.ambernet.lt/timabalt/en/7415
Attached files
- File: Handbook_Eng_0.pdf (1 361 KB)
- File: HB_APL_candidate_EN.pdf (950 KB)
- File: methodology_EN.pdf (261 KB)
- File: studija_EN.pdf (251 KB)
- File: TB_Assessor_Training_description.pdf (75 KB)
Links
http://projects.ambernet.lt/timabalt/en/7415
This information was provided/updated by:
Euroguidance LT
No comments by users.
good practice, initiative, interesting practice, policy, competence assessment, competence recognition, competence-based qualifications, competences, continuing education, education planning, education provision, educational development, evaluation of informal learning, evaluation of non-formal learning, further vocational qualifications, lifelong learning, quality, validation of non-formal and informal learning, valuation process, vocational education and training, vocational studies teacher, vocational teacher education college, career management skills, co-operation, tertiary education, employed, qualifications, effectiveness, Lithuania