FUTURE SKILLS NEEDS: INOVATION IN AGRI – FOOD

AND FORESTRY CHAINSLISBON, NOVEMBER 2006

ZORKA HUSOVÁNATIONAL INSTITUTE OF TECHNICAL AND VOCATIONAL

EDUCATION (NÚOV)CZECH REPUBLIC

2

National Institute of National Institute of Technical and Vocational Technical and Vocational

EducationEducation (NUOV)(NUOV)

NUOVNUOV run directly run directly by theby the Ministry of Ministry of Education, Youth and Sports of the Education, Youth and Sports of the Czech RepublicCzech RepublicWorks more than 55 yearsWorks more than 55 yearsBasic purpose: Conception and Basic purpose: Conception and strategy of VET development strategy of VET development in in wider contextwider context

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Main areas of activityMain areas of activity

Concept of VET in the Czech RepublicConcept of VET in the Czech RepublicAnalyses, informationAnalyses, information ((schools, schools, SPsSPs, , LM, LM, career guidance and counsellingcareer guidance and counselling, .), .)VET curriculumVET curriculum developmentdevelopmentProjects (national, EU)Projects (national, EU)National National EuropassEuropass centrcentree

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Education System of CREducation System of CR

Acrobat Document

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Access to Higher Level Access to Higher Level Education InstitutionsEducation Institutions

Type of programme

Duration(years)

Level (ISCED)

Access to higher level

Secondary vocational

Not direct, only through

follow-up courses

Yes

Yes

Secondary technicalFollow-up (extension) courses

3

4

2

3 C

3 A

4 A

6

The student population of the The student population of the SSecondaryecondary SchoolsSchools in CRin CR

0%

10%

20%

30%

40%

50%

60%

70%

1989 1995 2002 2005

Vocational Schools (ISCED 3C)

Technical Schools (ISCED 3A)

Gymnasium (general education - ISCED 3A)

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VET IN CR - LEVELS

Upper - secondary levelISCED 3C ~ apprenticeship certificate – occupation: f.e.miller, baker, confectioner, butcher, dairy-man, brewer, maltster, operator in canning industry, vintner, fisher, farmer, horticulturist, animal breeder, forest production, joiner, upholsterer, ...ISCED 3A ~ Maturita certificate

food –processing industry, analysis of foodstuffs (technology of meat; technology of milk; fermenting technology; canning industry technology, etc.); agriculture, veterinary, animal breeding, horticulture, forestry, furniture and wood production, etc.

Tertiary levelISCED 5B ~ Post secondary technical schools Dipl. Specialist certificate in – technology of foodstuffs, forestry, ..

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approxapprox. 45 % . 45 % economically active inhabitantseconomically active inhabitants~ 4 764 000 people4 764 000 people (2005)(2005)

3,2 % in agricultural sector3,2 % in agricultural sector2,9 % in food industry2,9 % in food industry

approx. approx. 6% economically active inhabitants 6% economically active inhabitants have at least minimalhave at least minimal qualificationqualification (1/7(1/7--1/8)1/8)

average average % % of unemployed peopleof unemployed people == 77,,55%%in some regions is very high in some regions is very high –– aboutabout 20%20%

Characteristic featuresCharacteristic features in in CCRR

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AGRICULTURE IN NUMBERS

Employed people inAgriculture: 2005 - 150 000 p.

2004 - 162 900 p.Forestry and fishery: 2005 – 38 700

2004 - 39 400Total = 188 700; reduction about 4,7 % every year from 1993 y.

Number of students - approx. 23 50011 500 students; 1000 – at HPS (VOŠ)11 400 apprentices5800 st. - finished study last year (1/6)

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FOOD INDUSTRY IN NUMBERS

Total: 138 800 employed people = approx. 10, 3% within processing industry sector (2004)

44 000 e.p. in comp.with …50-249 p. (big quotient on volume receipts)34 000 e.p. comp.with … 250-999 p.29 000 e.p. comp. with ……10-49 p.21 000 e.p. comp. with … > 1000 p.10 000 e.p. comp. with ……...0-9 p.

Number of students – approx. 9577 (stable in last 7 years)7 400 apprentices2050 students, 160 – in HPS (VOŠ)Cca 2700 of them finished study last years

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Rate of unemployment of graduates41 41 Agriculture and forestry

(April 2005, 2006)

0%

5%

10%

15%

20%

25%

30%

35%

Aprentices - E(lower) 3C

Aprentices - H(higher) 3C

Maturita(graduates) -

M (3A)

Maturita(graduates) -

M (3A)

Higherprofessionalschools - N

(5B)

IV.05IV.06

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Rate of unemployment of graduates29 29 Food and food chemistry

(April 2005, 2006)

0%

5%

10%

15%

20%

25%

30%

35%

Aprentices - E(lower) 3C

Aprentices - H(higher) 3C

Aprenticeswith Maturita -

L

Maturita(graduates) -

M (3A)

Higherprofessionalschools - N

(5B)

IV.05IV.06

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Rate of unemployment of graduates - April 2006

0%

5%

10%

15%

20%

25%

30%

Aprentices - E(low er) 3C

Aprentices - H(higher) 3C

Aprentices w ithMaturita - L

Maturita(graduates) - M

(3A)

Higherprofessional

schools - N (5B)

29 Food and food chemistry41 Agriculture and forestrySuma

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DEVELOPMENT TRENDS IN AGRICULTURE IN CR

Trends are in according to principles of common agricultural policy in EU and Conception of Agrarian policy in CR 2007 - 2013:

Sustainable development (and rural development)Organic farmingGrowing alternative cropsLandscape protectionAnimal welfareQuality assessment of productsModern technologyAgri – tourism, country developmentKnowledge of legislation

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DEVELOPMENT TRENDS IN FOOD INDUSTRY

According to principles of common EU policy 2007-2013:Safety food, system RASFFBio-productsMarketing strategy - high quality food, label „Klasa“ (support, agency)Use own agricultural productsAdaptation to needs of changing society (fast food, prepared meals,..)Effective control system – focused on process and productsNon genetic modified products Modern technology (environmental production - waste disposal)New machines, automation of productionQuality raw material in outputHygiene and safety workKnowledge of legislation

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Share of branches on sales for sale of own products and services (2004)

3,2%production of mill

and starch products

14,2%milk processing

production of dairy and ice products

4,5%production of oils

and fats

3,3%processing and

canning of fruit and vegetables and

potatoes

0,9%processing and

canning of f ishes and f ish products

22,1%production,

processing and canning of meat

and meat products

20,9%production of drinks

and beverages

8,3%feed production

22,7% production of other

food products

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DEVELOPMENT TRENDS IN FOOD EDUCATION

All trends – skills needs must be transformed to education (qualification standards -> FEPs)

General competencesteam work, ability for decision, communication, ICT, foreign language, marketing, management, personal developmentVocational competences

hygiene and safety work, ecological principlesproduce safety food (high quality products)produce new products – bio-products, non genetic modifieduse system of critical pointsmake analyses of process and productsuse new raw and technologyuse new equipment and operate safety modern machines

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3 3 kindkinds s of standards will be applied in VET (of standards will be applied in VET (at the at the secondary school level)secondary school level)

Qualification standardsQualification standards (QS)(QS)EducationalEducational standardsstandardsAssessmentAssessment standardstandardss (AS)(AS)

VET VET -- IInitial and nitial and FFurther urther VVocational ocational EEducationducation

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Qualification and Qualification and assessmentassessment standardsstandards

These standards will promote These standards will promote furtherfurthereducation and lifelong learningeducation and lifelong learning

Both the types of standards are a part of the Both the types of standards are a part of the new Actnew Act „„ Assessment and Recognition of Assessment and Recognition of Results of Further EducationResults of Further Education““

approved in February 2006approved in February 2006

will be in force from July 2007will be in force from July 2007

Legislative embeddingLegislative embedding

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Development of the National qualifications framework

A system project NQF(NSK) of MOE, ESF project A basis for linking initial a further education and support for lifelong learning (recognition of qualifications, non-formal, informal learning)Clearly describes qualifications (required in LM)Close co-operation with SPs (national, regional authority)The link between NQF and EQF

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Demands of labour market

QUALIFICATIONS INITIAL EDUCATION

FURTHER EDUCATION

ExamsDÍLČÍ

KVALIFIKACE

Type position

SEP

Type position

Type position

Courses, curricula

Occupation FEPEntire qualifications

Practical training,…

DÍLČÍKVALIFIKACE

Partial qualifications

National qualification framework Bridge between sphere of work and sphere of education

Structure and content of the NQF

The basic units of the NQF will be qualifications divided into two types:

Entire qualification – ability to perform an occupation; as a rule, it is connected with achievement of an appropriate level of education

Partial qualification – ability to perform a work activity or several work activities, which provide opportunity to apply for a job

NQF – work and learning

Activities required

on the LM

Entire qualificationsOccupations

Partial qualifications

Partial qualifications

Partial qualifications

Initial education and training

branches

Other forms of learning

N Q FFFEP + SEPEP + SEP

Educational modules

Educational modules

Further education

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Based on learning outcomes

NQF NQF levellevel

LearningOutcomes

Knowledge

SkillsPe

rson

al an

d

prof

essio

nal

com

pete

nces

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Qualification standards Qualification standards ((in in ActAct)) == a a structured description of structured description of vocational vocational capabilities,capabilities, which are which are rrecommended ecommended requirementrequirementss of a natural personof a natural person --knowledge, skills, competencesknowledge, skills, competencesEEntire and partial qualificationsntire and partial qualificationsQualification standards = Qualification standards = a starting point for a starting point for development of assessment anddevelopment of assessment andeducational standardseducational standards

QualificationQualification standardsstandards

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Qualification assignmentQualification assignment in NQFin NQF

NQF NQF levellevel

Entire qualification

Partial qualification

Single competence

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AssessmentAssessment standards:standards:Sets Sets oof criteria assessing students, f criteria assessing students, adults or whomever else adults or whomever else whowho have have particular competences which are set particular competences which are set by the qualification standardsby the qualification standardsThe standard will contain target and The standard will contain target and partial competences and criteriapartial competences and criteria, , methodological recommendation, methodological recommendation, authorityauthority, , etc.etc.

AssessmentAssessment standardsstandards

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NQF in CR

Project NQF/NSK/ focused on:At „national-wide and European level“

NQF conception and structureDevelopment of qualification standardsDevelopment of assessment standardsNQF information systemCredit transfer

At „regional level“Development of modules for partial

qualificationsWhat will bring NQF?

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Thank you for your attentionThank you for your attention

Zorka HusovaZorka HusovaDepartment of development curricula based on Department of development curricula based on

natural sciences and agriculturalnatural sciences and agriculturalzorkazorka.husova@.husova@nuovnuov..czcz