Determinación de la infección por Plasmodium sp en anofelinos

3

The common reference levels of the European Qualification Framework (EQF) are defined through main characteristics of knowledge, skills and competences. That approach creates a valid basis for all national systems to be compared and to assess their devotion to the Human Resources development. This approach that is used in European Union is also a good guideline for regional countries, beca

them to connect with each other through education and training systems, to cover all levels of qualifications and promote the validation of learning outcomes.

Therefore, the Members of European Union have decided to adopt the learning outcomes approach over the specific needs of the EQF implementation. In addition to this, all countries have developed or are developing c

74 _{The Montenegrin government is currently also in the process of creating the National Qualifications} defop Overview, June 2010 Framework.

Assessment of the labour market in Montenegro

.6.2 Human Resources Development in regional countries

the area of Human Resources evelopment during recent years. The Strategy for Development of Vocational

stitutions, different centres for teacher training etc. Still, a National Qualification

ferent policies and establishing relevant

institutions. The Sectoral Strategy for Employment and Vocational Training is

developed. This strategy is connected to workforce skills needs and it is based on inputs from 36 labour offices across the country. A new vocational education and curriculum development and teacher training. Beside this institution,

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3.6.2.1 Serbia

Serbia has made significant policy progress in D

Education and Training was adopted in 2006, while an action plan for implementation of the strategy was introduced in 2009. This action plan defines the activities to be completed and the tools for financing and monitoring the strategy. Regarding the inclusiveness of strategy development on workforce skills, the Serbian Ministry of Education invites private sector representatives to participate in drafting laws, and such prepared drafts are presented to public, local governments, scientific in

Framework is being prepared slowly since the cooperation between relevant institutions needs to be strengthened.

Also, a progress was made because Serbian Government adopted the Strategy for Development of Adult Education in 2006, and the action plan for the implementation of this strategy was also introduced in 2009.

During recent years, internships have usually been the result of individual initiative, but the Serbian government has decided to finance a Program of internships for 90 000 pupils and students. Compared with Serbia, a pilot project currently promotes internship programs in Montenegro in order to help students gain more practical experience. However, there are no internship programs for more technical disciplines, and consideration could be given to enlarging the scope of this similar schemes.

Serbia also participated in Program for International Student Assessment-PISA and the results of that assessment, showed that there is a need for ongoing attention to the quality of investments in education. Montenegro is one of the few countries in the region that also participated in the Program for International Student

Assessment. However, Serbia was ranked as 41st _{country in this assessment, which}

is better result than Montenegro achieved. Namely, Montenegro was ranked as 48th

country out of 57 countries that participated in this program.

3.6.2.2 Albania

The progress in Human Resources Development that Albania made during recent years is mainly related to the bringing of dif

training agency was also established in 2006, and the main purpose of this agency is to address

Assessment of the labour market in Montenegro

olicies related to the development of the teaching workforce are designed. Thus, the Institute for created a National Strategy for Training Teachers and rincipals, while a National Strategy of Pre-University Education has been created for

tegy formulation on workforce skills and the

gro adopted the updated National

The first one is established in 2009 and the main purpose of this institution is tion. A second one also started with work in 2009 and it in charge of curriculum development, evaluation, quality assurance, teacher several new vocational training centres were established and the p

Curriculum and Training P

the period 2009-2013. Another improvement is related to the current development of a comprehensive education management information system, as well as stimulating employers and self-employees. The government gives the incentives to employers for 6-month to 1-year internships. Employers are obliged to pay interns, while social insurance is covered by the State.

However, the reform is still ongoing, and there are still a lot of challenges in educational system of Albania. These challenges are related to reduction of gap that exists between the needs of employers and the skills of graduated people, since there is a lack of some professionals such as engineers or professional technicians, and such a situation is not only in Albania, but also in other regional countries. Albania is very week in terms of stra

system of work related training. Currently, there is no medium and long term analysis of skills needs, and there is no strategy related to work-related training. In comparison with this country, Montene

Employment Strategy and Human Resources Development 2007-2011 was adopted at the end of July 2008 together with the corresponding National Action Plan for Employment 2008-2009 which means that these countries have developed employment strategies, but the implementation of these strategies should be strengthened in both, Albania and Montenegro.

3.6.2.3 Federation of Bosnia and Herzegovina

Federation of Bosnia and Herzegovina accepted the Bologna Process and the Lisbon Strategy and therefore made progress in secondary and higher education. Regarding the higher education, the Education Credit Transfer System has been adopted, and a goal of this system is to improve student mobility. Beside this institution, many institutions have also been established in order to improve the entire education system. Among them the most significant are the Agency for Quality Assurance in Higher Education and the Agency on Pre Primary, Primary and Secondary Education. addressing diploma recogni

is

training, certification and recognition. Another progress is made in the vocational education and training system, mainly through the different projects of European Commission.

Beside institutional development, many strategies related to educational system are adopted. The Strategic Directions of Education Development and implementation plan is adopted for period 2008-2015, and it is related mainly to the teacher recruitment, while Teacher recruitment Preparation of a National Qualification

Assessment of the labour market in Montenegro

hallenges in nearest future in terms of human resources development. The laws

.6.2.4 Former Yugoslav Republic of Macedonia (FYRM)

Framework is also finished at late 2009, as well as The State Strategy on Employment and the State Workforce Skills Strategy. If we compare this country with Montenegro, there is still a lack of legislative regarding the adult learning in Federation of Bosnia and Herzegovina, while Montenegrin government adopted A Strategy for Lifelong Entrepreneurship Learning 2008-2013. However, there are preparations of law which would be related to this topic in Federation of Bosnia and Herzegovina.

Federation of Bosnia and Herzegovina is faced and will be faced with many c

should be implemented properly and cooperation between institutions should be improved. This is not only related to the ministry level, but also cooperation and communication between governments, the private sector, schools and universities should be improved. Some institutions are fragmented which represents additional problem. Also, the system of data collection in educational sector is very poor, since there is no unique system which represents a huge problem for educational statistics and its comparison for example with statistics from EU countries.

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FYRM made significant progress in Human Resources Development. Progress is obviously seen in the fact that secondary-level education became compulsory for every citizen since 2007, while the evaluation of teachers is conducted during 2009. The Vocational Education and Training Council of FYRM is established in 2008 with an advisory role to the vocational education and training centres in this country. In

on t tenegro also made positive

ncluding the structure of

comparis o FYRM, it should be mentioned that Mon

changes in the educational system in some fields, i

educational institutions, curriculum development and the training of educational staff and teachers.

The new legislation made significant changes in the field of adult education. The Law

on Education of Adults was adopted and the Adult Education Centre was established

in 2008, and therefore the system of adult learning is improved. The Adult Education

Centre covers both, formal and informal learning for adults. In addition to this, the

Council for Education of Adults was established in 2009, along with a State Examination Centre.

The encouraging is the fact that there was a broad debate in the country when the National Program for Development of Education in the FYRM referring to period 2005-2015 is adopted, which means that consultative processes are well developed. Also, cooperation is much improved, since The Ministry of Economy prepares strategies for different sectors (industry, tourism etc.) together with involvement of all interested parties.

Also, a model for short-term labour market forecasts was established in 2006 with the main role to identify specific skills requirements in some sectors. This activity is

Assessment of the labour market in Montenegro

partially due to the emigrations of skilled workers. There is a need for additional

Croatia is the country that made the biggest progress among regional countries in ning. Currently, e activities on the creation of a National Qualifications Framework are ongoing conducted once per year by the Macedonian Employment Agency. In addition, a National Agency for European Educational Programs and Mobility was established in order to promote and implement the European Educational Programs in this country. Although it seems that FYRM made high progress in Human Resources Development, there are a lot of remaining challenges that are mainly related to the assessment of lacked skills since there is inappropriate structure of labour force. This is

sources for further reform and Human Resource Development in FYRM and that sources should correlated with the increase of quality. This is also case with Montenegro, since reported annual public expenditure on education as percentage of total government expenditure was at low level during recent years. In FYRM, Montenegro and all other economies in SEE, key strategic challenge will be to raise investment in education and to do so while raising efficiency.

3.6.2.5 Croatia

the area of Human Resources Development, i.e. education and trai th

while a national strategy on teacher development is prepared.

The Croatian Parliament adopted the new Vocational Education and Training Act in

2009, which is very significant because this act exclusively regulates the Vocational Education and Training System in this country. Also, the Croatian government

adopted the Development Strategy of the Vocational Education System in the

Republic of Croatia that relates to period 2008-2013. This strategy is adopted in 2008 and it is related to the ways in which aspects of the Vocational Education and Training system could develop in the medium term. In addition to this, it should be

mentioned that during recent years the Agency for Vocational Education and

r

Training built a new system of qualifications based on learning outcomes that better eflect labour market needs. Similarly to development of Vocational Education and

Training system in Croatia, Montenegrin government adopted the Vocational

Education Development Strategy (2010-2014) which was prepared by the Working roup consisting of the representatives of the numerous institutions.

n order to assure the G

quality, Croatian government established a National Centre for

require continued attention since the scores received on the I

External Evaluation of Education. Regarding the quality assurance, Croatia participated in the 2006 Program for International Student Assessment (PISA) and achieved the highest scores among the regional countries that participated in this assessment. In comparison with Montenegro, Croatia achieved much better results

and it was ranked as 26th _{out of 57 countries. That means that quality issues in}

Montenegrin education

Assessment of the labour market in Montenegro

ed to manage the m in Croatia. The Agency is currently undertaking reparatory measures for Croatia’s full participation in the Program and it is also

mazing success. In he forthcoming period challenges are awaiting Croatia.

The Croatian Government emphasizes the further challenges in the area of curriculum development and the improvement of the internship system. Also, priorities should be given to the strengthening of the linkages between employers and schools, improvement of advisory services and the expansion of recruitment events at schools and universities.

However, despite the fact that Croatia is entering great efforts in development of the education system, it has not developed system of lifelong learning, up till now. Croatia does not fully participate in the Lifelong Learning Program. However, some of the actions of the Program are open for Croatian institutions and individuals through pilot projects. Together with Former Yugoslav Republic of Macedonia, they were given chance in 2009 to begin the implementation of this extraordinarily challenging program.

The Agency for Mobility and EU Program is the Agency designat Life-Long Learning Progra

p

responsible for management of already mentioned pilot projects. These pilot projects have received good response from all stakeholders. However, for final evaluation and monitoring it is very important in which direction and how fast this process will be further developed. It is promising, but it's not guaranty for a

t

4. EMPLOYMENT SERVICES AND ACTIVE LABOUR MARKET POLICIES