Dual education experimental programme

In 2019/20, the experimental programme in dual education was piloted in six programmes (CROQF level 4.1 - salesperson, glazier, chimney sweeper, painter-decorator; CROQF level 4.2 - beautician, hairdresser). In the second year of pilot implementation, 451 students were enroled in dual education programmes in 19 VET schools.
In the same school year, the Committee for monitoring and evaluation of experimental programmes in vocational education, appointed by the Minister, developed the Model for monitoring and evaluation of experimental programmes, and an associated schedule of activities. The Committee monitored and evaluated experimental VET programmes from June 2019 until March 2020, according to planned activities. The Committee is expected to send its report and the conclusion on the implementation of experimental programmes by the beginning of April 2020. It was agreed that the experimental implementation of vocational curricula would be extended for the qualifications of cook, waiter and CNC operator as of 2020/21 in line with the dual model of education.

In 2020/21, the experimental programme in dual education was piloted in nine programmes (CROQF level 4.1 - salesperson, glazier, chimney sweeper, painter-decorator, cook, waiter and CNC operator; CROQF level 4.2 - beautician, hairdresser). In the third year of experimental implementation, 892 students were enroled in dual education programmes in 26 VET schools.

The Committee for external evaluation of experimental programmes evaluated the programmes for the qualifications of salesperson, chimney sweeper, glazier and beautician. The evaluation process indicated the need to revise these programmes. In 2020/21, programmes for the qualifications of salesman, chimney sweeper, glazier and beautician were adopted for regular delivery in VET and introduced in 14 schools.

By the end of the school year 2020/21, the Committee is expected to evaluate the programmes for the qualifications of painter-decorator and hairdresser and, by the end of 2021/22, for the qualifications of CNC operator, cook and waiter, for formal adoption and introduction into regular delivery by VET providers.

In 2021/22 the dual education continued in nine qualifications:

1. adopted: CROQF level 4.1 - salesperson, glazier, chimney sweeper; and CROQF level 4.2 - beautician
2. piloted: CROQF level 4.1 - painter-decorator, cook, waiter, CNC operator; and CROQF level 4.2 - hairdresser.

In the fourth year of implementation, 1 257 students enroled in dual education programmes in 28 VET schools.

The Committee for external evaluation of experimental programmes evaluated the programmes for the qualifications of painter-decorator and hairdresser. The evaluation process indicated the need to revise these programmes. They have been revised and their adoption is expected in the second quarter of 2022.

The implementation of the dual education involved 548 employers with 2 204 places for students for work-based learning who are registered in the Register of employers involved in the implementation of dual education maintained by the ministry responsible for education. The Register is updated every month.

In February 2022, the Commission began evaluating the experimental programmes for qualifications of cook, waiter and CNC Operator and their adoption is expected for the school year 2023/24.
In 2022/23, 1 556 students were enrolled in dual education programmes in 26 VET schools. ASOO and the ministry responsible for education delivered professional development training for three VET teachers and 15 in-company trainers involved in dual education for the qualification of salesperson. The training was organised in line with the concept for a new model of CPD for VET teachers developed by ASOO, specifically the module Cooperation and partnership with employers. The module is directed at developing skills for establishing and maintaining effective cooperation with employers and in-company trainers in guiding learners during work-based learning in companies. The module also intends to improve the pedagogical competences of teachers and in-company trainers in dual education. The topics of the training module included:

1. planning and designing outcome-based teaching and learning,
2. monitoring and assessing learning progress,
3. supporting application and enrolment in dual education programmes,
4. teaching learners with disabilities in dual education.

To ensure uniform structure and standards across VET qualifications, dual education curricula were revised in 2023 in line with the Methodology for developing sector curricula, vocational curricula and VET provider curricula for the following qualifications: chimney sweeper, hairdresser, cook, waiter, beautician, salesperson, glazier, CNC operator and painter-decorator. In 2023/24, 1 680 students were enrolled in dual education programmes across 24 VET schools. Continuous efforts are made to ensure high participation of employers in the delivery of dual education programmes, involving 827 companies in 2023.

ASOO held training for 11 company trainers involved in dual education for the salesperson qualification in July 2024. In 2024/25, 1 845 students were enrolled in dual education programmes in 25 VET schools. Company involvement in dual education programmes remained high in 2024, with 892 companies involved in the delivery of programmes.

The training for company trainers is designed in line with the new model of CPD for VET teachers (see related policy development). It lasts for 30 hours (at least 12 hours of guided education and up to 18 hours of independent learning activities). Completing independent learning assignments is a requirement for obtaining a certificate of professional development. The training goal is to enhance the pedagogical competencies of trainers in dual education.

The training covers four main topics:

1. Planning of teaching and learning in the dual education model
2. Monitoring and assessing student progress in work-based learning
3. Conducting motivational conversation with learners in the dual education model, as part of preparation for work-based learning at employers
4. Teaching students with special needs in the dual education model.