Slovenia - A focus on employability

The Biotechnical educational centre of Ljubljana, Slovenia is a publicly-funded school offering upper secondary VET courses, higher VET courses and adult education. Two of school’s most important objectives are employability and the ability of learners to acquire the skills they need for the work place and in continue their education.

The school introduced a quality assurance system in 2001 (in advance of the 2006 legislation which required all VET schools to introduce a systematic approach to quality assurance). The focus has been on the four stages of the quality cycle and measuring performance against two of hard to measure indicators: employability and the utilisation of acquired skills at the work place and in further education. Information on these two indicators is collected once per year by a member of the teaching staff. Using a sample of students, a telephone survey takes place six months after they complete their training. Information is collected on issues such as student destination, type of employment contract (long or short term, part time etc.), how they got the job, whether the job is at the company where they were placed during the practical training. For those who are continuing with their studies, information is collected on which programme has been chosen and the reasons for continuing with education.

This case study focuses on initial VET, continuing VET and adult education.

This case study demonstrates the following Building Blocks:

  • develop a culture of self assessment
  • use data and feedback to improve VET
  • ensure VET is based on the involvement of external and internal stakeholders

This case study shows the following indicators are being met:

  • Placement rate in VET programmes
  • Utilisation of acquired skills at the workplace

 

This case study shows the following indicative descriptors are being met:

  • European, national and regional VET policy goals/objectives are reflected in the local targets set by the VET providers
  • Ongoing consultation with relevant stakeholders takes place to identify specific local/ individual needs
  • There is an early involvement of staff in planning, including with regard to quality development
  • Providers plan cooperative initiatives with other VET providers
  • The relevant stakeholders participate in the process of analysing local needs
  • Relevant and inclusive partnerships are explicitly supported to implement the actions planned
  • Staff undertake regular training and develop cooperation with relevant external stakeholders to support capacity building and quality improvement, and to enhance performance
  • Self-assessment/self-evaluation is periodically carried out under national and regional regulations/frameworks or at the initiative of VET providers
  • Evaluation and review covers processes and results/outcomes of education including the assessment of learner satisfaction as well as staff performance and satisfaction
  • Evaluation and review includes adequate and effective mechanisms to involve internal and external stakeholders
  • Learners’ feedback is gathered on their individual learning experience and on the learning and teaching environment. Together with teachers’ feedback this is used to inform further actions
  • Procedures on feedback and review are part of a strategic learning process in the organisation
  • Results/outcomes of the evaluation process are discussed with relevant stakeholders and appropriate action plans are put in place

For more information on this case study, click here or contact:

VET PROVIDER: Educational centre of Biotechnology Ljubljana

www.bic-lj.si

Contact: bostjan.ozimek@guest.arnes.si or the Slovenian National Reference Point at www.siqa-vet.si, contact: darko.mali@cpi.si

CITY: Ljubljana, Slovenia

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