VERN

VERN’ University of Applied Sciences started operating as a higher-educational institution in 2000. and it is the oldest and the biggest private higher institution in Croatia.

Today VERN’ has: more than 2.100 students and 4.000 alumni; around 200 lecturers and 13 study programs.

As the first Croatian private business school of higher education, VERN’ is pioneer in professional study programs and has started its academic existence with the professional studies of Entrepreneurship Economics. This is a study program that to this day represents the backbone of VERN’s undergraduate study programs and business culture promoted by the VERN’s educational programs as entrepreneurship is integrated as interdisciplinary part of every study program. It is our goal to develop transversal and entrepreneurial skills in all students.

VERN’s target product is the transferred knowledge; knowledge that can be highly applied in business practice. Skills that students obtain while studying are applicable multi-disciplinary business skills based on economic, legal, communications and other theories of essential significance for business practice, which are acquired through interactive study in one of the undergraduate and graduate studies through problem-solving concept of teaching in small study groups.

Our general and particular as well as educational, business and institutional goals are inspired and harmonized with the declared vision, mission and values. VERN’ is strategically focused on education that gives values and competences needed for students and teachers in the accomplishments of their personal life aspirations and career potentials, as well as the social community’s well-being. It is our institutional goal to enable good-quality, efficient and international higher education which contributes to competitiveness of the Croatia society.

CELJE SCHOOL OF ECONOMICS, HIGHER VOCATIONAL COLLEGE (ES CELJE)

Celje School of Economics, Higher Vocational College was established as an organizational unit of the business-comercial school in Celje in 2000. Today, it implements three study programmes: Economics, Social Network Organizer and Security. It offers two-year courses which are modulary designed and credited with 120 ECTS. Graduates obtain educational level 6/1.

All higher vocational programmes are designed with an emphasis on close association with practical work, which means 800 hours of practial training in two study years. Therefore the School has to collaborate with employers in implementing the practical training of students and preparation of their work places. Celje School of Economics, Higher Vocational College has been participating in the Erasmus mobility programs for students and staff for many years. Because the study programm includes 40 % of practical traning, students focus on mobility – traineeship.

APPRENTICETRACK

EURASHE is a leading partner in the SAT (Smart Electronic System for Tracking Apprenticeships) project.

Underneath are further information on:


The project SAT – Smart Electronic System for Tracking Apprenticeships (SmartApprenticeTrack system) – is addressing the Improvement of The Work Based Learning Quality. The high-quality apprenticeships are essential for Professional Higher Education (PHE) which are defined as a distinct form of Higher Education that offers a particularly intense integration with the world of work in all its aspects (including teaching, learning, research and governance) and at all levels of the overarching Qualifications Framework of the European Higher Education Area (i.e. EQF 5-8). Its function is to diversify learning opportunities, enhance employability, offer qualifications and stimulate innovation, for the benefit of learners and society.

The EC Communication on “Rethinking Education: Investing in Skills for Better socio-economic outcomes” highlights significant discrepancies between countries across Europe in their development of VET and PHE. It specifically points out that while some European countries have world-class VET and PHE systems (Germany, Austria, Denmark and the Netherlands), many others, typically in souther Europe, lag behind in terms of participation, quality outcomes and attractiveness. In countries with developed PHE systems, professional education is characterised by dual systems which have a high proportion of work-based learning, apprenticeships and other models which facilitate transition from learning to work. The communication further points out that excellence in PHE comes from systematically renewed curricula, constantly modernised delivery, and, crucially active involvement of businesses, especially small and medium enterprises (SMEs).

The differences in development of PHE across Europe is due to differences in socio-cultural traditions and perceptions, diverse structures of education and training systems and of the economy and labour market, reforms undertaken, the extent of involvement of social partners as well as the employment prospects of PHE graduates, and the preferences of individuals. Council conclusions on developing media literacy and critical thinking through education and training adopted on 30 May highlight digital competence, which encompasses the confident, creative and critical use of ICT as a crucial component of media literacy. A low level of digital competence can leave a person at a disadvantage, not just on the labour market where almost all jobs require some level of digital competence, but also in society at large. As such, there is a clear link between enhancing digital competence and efforts to create more inclusive and cohesive societies.

The project SAT takes particular note of these regional influencers, and attempts to tackle some of the problems present by grouping together institutions from the same region – South-Eastern Europe, to tackle commonly felt weaknesses in the organisation of their PHE systems, in particular, the cooperation with the business sector in the field of apprenticeships. Effective partnerships and strategic alliances between employers and institutions are key elements of successful apprenticeship schemes. The SAT will develop a toolkit on premises of collaborating with PHEIs, on-boarding apprentices and employers to enhance digital competence of all three stakeholders groups involved and to improve efficiency and transparency of apprenticeships.  The project aims to:

  • increase the capacity (competences) of staff (in particular supervisors) in universities and enterprises to provide high quality work experience
    (placements/internships, traineeships) and entrepreneurship,
  • support the accreditation of all kinds of work experience through ECTS and effective quality assurance,
  • ensure that the skills needs of employers are understood.

The project will review existing policy development and support further policy development in this field.

Horizontal Priorities

  • Open and innovative practices, in a digital era: priority will be given to actions that promote innovative methods and pedagogies, participatory governance where appropriate, develop learning materials and tools as well as actions that support the effective use of Information and Communication Technologies (ICTs) in education, training and youth. This includes supporting synergies with research and innovation activities and promoting new technologies as drivers of improvements in education, training and youth policies.

Field specific priorities

In the field of higher education, priority will be given to the following actions in line with the challenges identified in the public consultation on the review of the EU Modernisation Agenda for Higher Education:

  • enhancing the quality and relevance of students’ knowledge and skills, promoting more student-centred learning approaches, better use of ICT, better links between higher education institutions and employers or social enterprises;
  • improving institutional and system-level governance, transparency and feedback mechanisms.
Following are the partners of the project:

  • Association of Slovene Higher Vocational Colleges (Association HVC)- Skupnost višjih strokovnih šol Republike Slovenije (SKUPNOST VSŠ) Association HVC is the association of Slovene Higher Vocational Colleges offering 2-year professional programs awarded with 120 ECTS and dealing with applied... Read more
  • CELJE SCHOOL OF ECONOMICS, HIGHER VOCATIONAL COLLEGE (ES CELJE)- Celje School of Economics, Higher Vocational College was established as an organizational unit of the business-comercial school in Celje in 2000. Today, it implements three study programmes: Economics, Social Network... Read more
  • Czech Association of Schools of Professional Higher Education (CASPHE)- Sdružení profesního terciárního vzdělávání (SSVS)   The Czech Association of Professional Higher Education (CASPHE) is an independent organisation of colleges and institutes of professional higher education in the Czech Republic.... Read more
  • Knowledge Innovation Centre (Malta) (KIC-Malta)- The Knowledge Innovation Centre is a dynamic consultancy focusing on knowledge brokerage and innovation of knowledge transfer processes. The Centre brings together a variety of local and European experts from... Read more
  • VERN- VERN’ University of Applied Sciences started operating as a higher-educational institution in 2000. and it is the oldest and the biggest private higher institution in Croatia. Today VERN’ has: more... Read more
  • Czech Association of Schools of Professional Higher Education (CASPHE)

    Sdružení profesního terciárního vzdělávání (SSVS)
     
    The Czech Association of Professional Higher Education (CASPHE) is an independent organisation of colleges and institutes of professional higher education in the Czech Republic. It was founded in 1991. CASPHE represents interests of the particular type schools and education, contributes to their development. It plays a role in policy discussions as regards formulation of problems relevant to the development of professionally-oriented higher (tertiary) education sector faces and proposals of their solution. CASPHE facilitates mutual cooperation of member schools and exchange their experiences, facilitates contact individual for members seeking to create conditions for qualitative growth, creates a sense of belonging and mutual interest.

     

    CASPHE activities include:

    • conceptual and policy work on the development and structuring of professionally oriented tertiary education;
    • development of colleges and institutes of professional higher education including information on challenges, trends and developments at international level and promotion of experience from abroad;
    • promotion of the idea of professional higher (tertiary) education including communication with professional bodies and representation of employers;
    • preparation and coordination of international and Czech-based projects, seminars and conferences;
    • activities in the field of quality management and improvement.

    Association of Slovene Higher Vocational Colleges (Association HVC)

    Skupnost višjih strokovnih šol Republike Slovenije (SKUPNOST VSŠ)

    Association HVC is the association of Slovene Higher Vocational Colleges offering 2-year professional programs awarded with 120 ECTS and dealing with applied and professionally driven research within the first Bologna cycle at level 5 EQF. 29 such programs are provided in 33 towns across Slovenia. The Association HVC is focused on policy, quality and projects development in the field of higher vocational education, innovation and research with particular emphasis on applied and professional segments.

    Knowledge Innovation Centre (Malta) (KIC-Malta)

    The Knowledge Innovation Centre is a dynamic consultancy focusing on knowledge brokerage and innovation of knowledge transfer processes. The Centre brings together a variety of local and European experts from a variety of fields, and has worked extensively within Quality Assurance of Higher Education, Technology Enhanced Learning, Student Services and knowledge economy (as it relates to the Lisbon Agenda and Barcelona Process). The Centre has forged close relationships with a number of stakeholders in the regional innovation and Higher Education fields, and is active in leveraging such relationships to build multi-disciplinary, multi-country networks for knowledge transfer and capitalisation. The Centre also offers a variety of online solutions geared at maximising quality assurance mechanisms, public relations and services.