Professional Improvement Is Our Niche Prior to approaching the development of a programme, Klett DUAL School first determines the needs of employers.
Lecturers are experts in their fields, with numerous training courses for the implementation of dual vocational education programmes.
What does teaching look like at the Klett DUAL School?
– Klett DUAL School is a school of vocational education for adults. Our target group is aged over 18 and has completed secondary school. They can be unemployed, but can also be employees who need professional training.
At our school, two days are spent at a school where knowledge is acquired through theoretical lectures, but skills are acquired to a greater extent through practical exercises in didactic equipment. The remaining three days of the week are for conducting practical work in partner companies. Teaching programmes at two locations are harmonised during the contracting of programme attendance. Agreements are reached with both students and companies.
If we want to ensure that someone is equipped to work, i.e. to perform a certain job, this is the right way, as proven through German tradition, to acquire professional competencies (knowledge, skills andattitudes)
Our teachers, or lecturers, are experts in their fields. However, given that quality is our business model, teachers first undergo numerous training courses in the implementation of dual vocational education programmes. They have also acquired professional competencies for working in adult education, which is specific in many ways compared to work with those aged under 18.
What drives dual education, apart from the proper combination of theoretical and practical work?
– Our approach is based on active learning and problem-solving. The programme is broken down into learning situations in which students construct their own knowledge by drawing conclusions from tangible working activities about what they are doing, thereby personally abstracting reality.
The approach consists of a work order that the teacher submits to the student and six steps that the student takes themselves in order to properly complete the task. The student first collects information about the work order, i.e. the problem they’ve been given to resolve and sets the goal, then plans the activities they will implement and evaluates possible alternative solutions to the problem.
After that, with the guidance of the teacher, they decide which activities to carry out. In the fourth step, the student independently undertakes the work assignment using didactic equipment or, in short, by working! In the end, the student conducts controls of the task performed and then, together with the teacher, evaluates work processes and results.
To what extent are curricula adapted to our market and the needs of employers in Serbia?
– Klett DUAL School, prior to approaching the development of a programme, determines the needs of employers. The knowledge and skills lacking among employees in companies are very precisely determined, as well as the qualifications that are essential for the Serbian economy.
The curriculum is adapted to the market and specific employers because the content of practical work can’t be defined without input information from companies. The company where practical work will be carried out is the only able to say which devices and machines are available, which reflects directly reflected on the outcomes of learning.
