- 2015Implementation
- 2016Implementation
- 2017Implementation
- 2018Completed
Description
Slovenia also participated in Erasmus+ projects that refer to guidance:
- the 2015-17 Erasmus+ project Guidance and orientation for adult learners (GOAL) to improve guidance and orientation for adult learners. The project focused on those aged 50+, immigrants, and low-qualified job seekers and employees producing recommendations for guidance practitioners and policy-makers. Project partners included the ministry for education, SIAE and CPI;
- the 2015-17 Erasmus+ project LeadCareer in the scope of National School for Leadership in Education The main aim of the project was to develop school leadership knowledge and skills for career development of education staff. The project partners were from Croatia, Austria and Slovenia.
LeadCareer was concluded in 2017, having successfully achieved its five intellectual outputs:
- a comparative study of the lifelong learning in career guidance;
- a curriculum for capacity building of career development competences of the educational staff;
- sample pedagogical materials;
- recommendations for policy-makers;
- a publication as a source for relevant stakeholders and the general public with the intention of spreading and disseminating the results of the project.
The impact noticed:
- some project partners combined the LeadCareer project activities of similar theme/subject with other activities/projects;
- increased staff awareness in partner organisations has been detected.
The Goal project concluded in January 2018 with a final conference organised in December 2017 presenting the project results and recommendations for further development of guidance in adult education. In 2018, several publications were published:
- Guidance for adults in Education: National evaluation report (Svetovanje odraslim v izobraževanju: Nacionalno evalvacijsko poročilo);
- Councellor competences in adult education guidance (Kompetence svetovalca v svetovanju odraslih v izobraževanju);
- The process of guidance in adult education (Proces svetovanja odraslim v izobraževanju.
In 2018 a revised Adult Education Act was adopted, regulating the public interest in adult education and the way in which the public interest is exercised. This confirms the results of the project that organised counselling activity in adult education has a direct impact on the performance of adults involved in education. The results of the project will be used by the Ministry of Education and the Slovenia Institute of Adult Education to develop guidelines and standards that will form the basis for the operation, monitoring and financing of this public service.
Bodies responsible
- Institute of the Republic of Slovenia for Vocational Education and Training (CPI)
- Ministry of Education, Science and Sport (MIZŠ) (until 2023)
- Slovenian Institute for Adult Education (ACS)
- National School for Leadership in Education
Target groups
Learners
- Learners with migrant background, including refugees
- Adult learners
- Older workers and employees (55 - 64 years old)
- Persons in employment, including those at risk of unemployment
- Low-skilled/qualified persons
Education professionals
- School leaders
Thematic categories
Teachers, trainers and school leaders competences
Competent and motivated VET teachers in schools and trainers in companies are crucial to VET becoming innovative and relevant, agile, resilient, flexible, inclusive and lifelong.
This thematic category comprises policies and practices of initial training and continuing professional development approaches in a systemic and systematic manner. It also looks at measures aiming to update (entry) requirements and make teaching and training careers attractive and bring more young and talented individuals and business professionals into teaching and training. Supporting VET educators by equipping them with adequate competences, skills and tools for the green transition and digital teaching and learning are addressed in separate thematic sub-categories.
The measures in this category target teachers and school leaders, company trainers and mentors, adult educators and guidance practitioners.
This thematic sub-category refers to all kinds of initial and continuing professional development (CPD) for VET educators who work in vocational schools and in companies providing VET. VET educators include teachers and school leaders, trainers and company managers involved in VET, as well as adult educators and guidance practitioners – those who work in school- and work-based settings. The thematic sub-category includes national strategies, training programmes or individual courses to address the learning needs of VET educators and to develop their vocational (technical) skills, and pedagogical (teaching) skills and competences. Such programmes concern state-of-the-art vocational pedagogy, innovative teaching methods, and competences needed to address evolving teaching environments, e.g. teaching in multicultural settings, working with learners at risk of early leaving, etc.
Supporting lifelong learning culture and increasing participation
Lifelong learning refers to all learning (formal, non-formal or informal) taking place at all stages in life and resulting in an improvement or update in knowledge, skills, competences and attitudes or in participation in society from a personal, civic, cultural, social or employment-related perspective (Erasmus+, Glossary of terms, https://erasmus-plus.ec.europa.eu/programme-guide/part-d/glossary-common-terms). A systemic approach to CVET is crucial to ensure adaptability to evolving demands.
This broad thematic category looks at ways of creating opportunities and ensuring access to re-skilling and upskilling pathways, allowing individuals to progress smoothly in their learning throughout their lives with better permeability between general and vocational education and training, and better integration and compatibility between initial and continuing VET and with higher education. Individuals should be supported in acquiring and updating their skills and competences and navigating easily through education and training systems. Strategies and campaigns that promote VET and LLL as an attractive and high-quality pathway, providing quality lifelong guidance and tailored support to design learning and career paths, and various incentives (financial and non-financial) to attract and support participation in VET and LLL fall into this thematic category as well.
This thematic category also includes many initiatives on making VET inclusive and ensuring equal education and training opportunities for various groups of learners, regardless of their personal and economic background and place of residence – especially those at risk of disadvantage or exclusion, such as persons with disabilities, the low-skilled and low-qualified, minorities, migrants, refugees and others.
This thematic sub-category refers to providing high-quality lifelong learning and career guidance services, including making full use of Europass and other digital services and resources.
This thematic sub-category refers to making VET pathways and programmes inclusive and accessible for all. It concerns measures and targeted actions to increase access and participation in VET and lifelong learning for learners from all vulnerable groups, and to support their school/training-to-work transitions. It includes measures to prevent early leaving from education and training. The thematic sub-category covers measures promoting gender balance in traditionally ‘male’ and ‘female’ professions and addressing gender-related and other stereotypes. The vulnerable groups are, but not limited to: persons with disabilities; the low-qualified/-skilled; minorities; persons of migrant background, including refugees; people with fewer opportunities due to their geographical location and/or their socioeconomically disadvantaged circumstances.