MODULAR TRAINING IN BULGARIA

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MODULAR TRAINING IN BULGARIA

• Zagreb, 19 October 2006

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WHY?

• Modular training appears as a result of necessity
  to initiate new approaches in VET on purpose to
  improve its quality.
• Primary experience in the system of vocational
  education

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WHEN?

• 1995 Project Phare Program
• Upgrading of vocational education and training
• Piloting elaborated modular curricula for 18
  professions
• 36 piloting vocational high schools
• National standards for acquiring qualification on
  each of the piloting professions

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PROVIDERS OF VOCATIONAL EDUCATION AND TRAINING

• FOR STUDENTS
• Vocational schools
• Vocational high schools
• FOR ADULTS
• Centers for Vocational Training

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MODULE

• Each module is packet of themes and tasks for
  acquiring skills, knowledge and
  vocational-personal competences.
• Modular training is based on the credit system.
• The Credit is a unit for acquired vocational
  competence and it equalizes to 72 classes of
  training in the training institution.

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SYSTEM FOR EVALUATION

• For each module is elaborated a system for
  evaluation, in which are specified the number and
  the type of the tests and the percent assistance
  of everyone of them in the final mark for the
  module.
• For each test are specified criteria for
  evaluation.
• THE AIM IS objectivity in the evaluation

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TODAY

• Modular curricula
• 20 in Vocational high schools
• In all Centers for Vocational training
• Modular curricula for vocational schools are
  elaborated by the Ministry of Education and
  Science, and the curricula for Centers for
  Vocational Training by the training institution

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ARGUMENTS OF THE TRAINERS

• FOR
• Optimal balance between theory and practice
• Enhance the quality of teaching
• Objectivity of evaluation
• Enhance the quality of the acquired skills and
  knowledge
• AGAINST
• The system for evaluation doesnt stimulate the
  individual to prepare himself regularly
• Necessary additional preparation of the teachers
  for the development of tools for evaluation
• Bigger loading of the teachers

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ARGUMENTS OF THE INDIVIDUALS

• FOR
• Objectivity and precision in evaluation
• Bigger share of practical training
• Satisfaction by the individual of the achieved
  outcomes in resolving practical tasks
• AGAINST
• Difficulties in examination only by tests
• Fear of personal responsibility in implementation
  of practical modules

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COMPLETION OF MODULAR TRAINING

• EXAMINATIONS
• State examinations for acquiring a degree of
  vocational qualification - National examination
  programs are held, approved by the Minister of
  Education and Science
• Examinations for acquiring vocational
  qualification the organization and the content
  are specified by the training institution

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State examinations for acquiring vocational
qualification

• Theory of the profession
• Practice of the profession
• State examinations in theory and practice of
  the profession are held on national examination
  programs, which are elaborated in compliance with
  the State Educational Requirements (Standards)
  for acquiring qualification

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National examination program content

• The organization of implementation of the state
  examinations in theory and practice
• Vocational competences, acquired as a result of
  the training
• Thematical areas, according to which are formed
  the necessary vocational competences
• A list with examinational themes and a plan of
  the educational content of each one of the themes
  (for examination in theory)
• A content of individual examinational task for
  the examination in practice
• System for evaluation
• Recommended literature for preparation (for the
  examination in theory)

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National examination programs priorities

• Ensure a complex evaluation of acquired
  vocational competences .
• Create conditions for the applying of unified
  criteria for evaluation.
• Ensure a high degree of objectivity in
  evaluation.
• Achieve a correspondence between the evaluated
  vocational competences and the requirements of
  the employers, by the assistance of their
  representatives in the process of preparation and
  implementation of the examinations.

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COMMISSIONS

• Equal quotas from
• Representatives by the training institution
• Representatives by the employers organizations
  from the concrete branch
• Representatives by branch syndicates

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Difficulties

• In the organization of the state examinations for
  acquiring vocational qualification
• Forming of the commissions
• The regional structures of the social partners
  are not motivated to participate
• According to recent researches only 33 were
  involved in the implemented state examinations
  for the acquiring a degree for vocational
  qualification
• There are some reasons
• Discontinuing work of good, highly paid
  professionals for 7-10 working days
• Unwillingness from the specified for
  participation representatives, because of not
  knowing well the legal base in the field of
  vocational education and training

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Thank you for your attention!

• s.raleva_at_minedu.government.bg