Montenegro Qualification Framework Crnogorski Kvalifikacioni Okvir

National Qualification Framework and Quality Assurance in Education An EU funded project managed by the Delegation of the European Union
to Montenegro
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National Qualification Framework and Quality Assurance in Education An EU funded project managed by the Delegation of the European Union to Montenegro
A..reviations / Skra0enice 1 E'(123 1EDE)3% EAM(77718 E1 E' E1'2 E:)(E;3 EU =E( 3 >3(IU MI2 M12 M:?(1;' M:)(1;3 M:) I2 MoE2(M%I@ Mo>2A(MBI22 I>3 E1(E; I1' @:)(@3; 3E1D 32 I21ED I' 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 1entre for ocational Education ( 1entar 5a stru6no obra5ovanje European 1entre for the Development of ocational 'raining ( Evropski centar 5a ra5voj stru6nog obra5ovanje Employment Agency of Montenegro ( 7avod 5a 5apo9ljavanje 1rne 8ore European credit system for vocational education and training ( Evropski sistem prenosa kredita 5a stru6no obra5ovanje i osposobljavanje European 1redit 'ransfer 2ystem ( Evropski sistem prenosa kredita European :ualification )rame<ork ( Evropski kvalifikacioni okvir European Union ( Evropska unija =igher Education ( isoko obra5ovanje >earning 3utcome ( Ishodi u6enja Management Information 2ystem ( Upravlja6ki informacioni sistem Montenegro 1redit 2ystem ( 1rnogorski sistem prenosa kredita Montenegro :ualification ?ody ( 1rnogorsko kvalifikaciono tijelo Montenegro :ualification )rame<ork ( 1rnogorski kvalifikacioni okvir Montenegro :ualification )rame<ork Information 2ystem ( Informacioni sistem 1rnogorskog kvalifikacionog okvira Ministry of Education and 2cience ( Ministarstvo prosvjete i nauke Ministry of >abour and 2ocial Aelfare ( Ministarstvo rada i socijalnog staranja International >abour 3rgani5ation ( MeCunarodna organi5acija rada European 1ommission ( Evropska komisija Information and 1ommunications 'echnologies ( Informacione i komunikacione tehnologije @ational :ualifications )rame<ork ( @acionalni okvir kvalifikacija 3rgani5ation for Economic 1oDoperation and Development ( 3rgani5acija 5a ekonomsku saradnju i ra5voj 3ccupational 2tandards ( 2tandardi 5animanja International 2tandard 1lassification of Education ( MeCunarodna standardna klasifikacija obra5ovanje Information 'echnology ( Informacione tehnologije
A Accreditation of 1roviders of Montenegrin National Qualifications 'he process by <hich a governmental body evaluates the Euality of a provider of education and training as a <hole or as a provider of a specific Eualification or group of Eualifications in order to formally recognise it as having met certain predetermined minimal criteria or standardsF 'he result of this process is the a<arding of a status Ga yes(no decisionH, of recognition and a licenceF Akreditaci,a organi2atora o.ra2ovan,a i/ili os1oso.l,avan,a 2a stican,e crnogorski3 nacionalni3 kvalifikaci,a %roces u kojem drIavni organ sprovodi evaluaciju kvaliteta organi5atora obra5ovanja i osposobljavanja u cjelini ili evaluaciju organi5atora obra5ovanja konkretne kvalifikacije ili grupe kvalifikacija, sa ciljem njegovog formalnog pri5navanja, a u5 uslov da su ispunjeni unaprijed postavljeni minimalni kriterijumi ili standardiF Be5ultat ovog procesa je dodjela Gda(ne odlukeH akreditacije, odnosno licenceF Access arrangements Arrangements that are approved in advance of an e*amination or assessment to allo< attainment to be demonstrated by students <ith a permanent or a longDterm disability& learning difficulty& temporary disability, illness, indisposition or medical condition& or a special educational need, including <here the studentJs first language is not official languageF 'ose.ni uslovi 2a 1ristu1 %osebni uslovi koji se unaprijed odobravaju prije ispita ili provjere, kako bi se kandidatima sa trajnim ili dugoro6nim invaliditetom, mentalnim hendikepom, privremenim invaliditetom, bole9Ku ili odreCenim 5dravstvenim stanjem omoguKilo da pokaIu postignute ishode u6enja& kao i kandidatima sa posebnom obra5ovnom potrebom, uklju6ujuKi situacije u kojima maternji je5ik kandidata nije 5vani6ni je5ik u 1rnoj 8oriF A11eal A process through <hich an a<arding body(organisation may be challenged on the outcome of an enEuiry about results or, <here appropriate, other procedural decisions affecting a centre or individual studentsF 4al.a %roces u kojem tijelo(organi5acija nadleIna 5a i5davanje isprava moIe osporiti(preispitati ishod provjere, ili u odreCenim situacijama, druge proceduralne propuste koji imaju posljedice na kandidataF A11lied learning AcEuiring and applying kno<ledge, skills and understanding through tasks set in sector or subject conte*ts that have many of the characteristics of real <ork or are set <ithin the <orkplaceF Most importantly, the purpose of the task in <hich students apply their kno<ledge, skills and understanding must be relevant to the <orkplaceF 'rimi,en,eno u5en,e Usvajanje i primjenjivanje 5nanja, vje9tina i ra5umijevanja kro5 5adatke koji su dati u kontekstu sektora ili oblasti koji mogu imati mnoge karakteristike pravog rada ili su dati na radnom mjestuF 7a ovu vrstu u6enja je karakteristi6no i veoma vaIno da, tokom i5rade 5adataka, kandidat primjenjuje 5nanje, vje9tine i ra5umijevanje relevantne 5a radno mjestoF Assessment of ac3ievement/attainment of learning outcomes 'he methods and processes used to establish the e*tent to <hich a learner has in fact attained particular kno<ledge, skills and competenceF 'rov,era 1ostignuti3/ste5eni3 is3oda u5en,a Metode i na6ini provjere koji se koriste da se utvrdi mjera u kojoj je kandidat dostigao odreCeno 5nanje, vje9tine i kompetencijeF
Assessment centre A centre licensed for providing assessment using licensed assessorsF Centar 2a 1rov,eru >icencirani centar 5a provjere koje sprovode ovla9Keni ispitiva6iF Assessment criteria 2tatements of <hat a learner is e*pected to do, and the level of performance they are e*pected to fulfil to meet the set of learning outcomesF 'he criteria should be sufficiently detailed to support a consistent judgement that a learning outcome has been achievedF 1riteria needed for the a<ard of a particular mark form a part of these criteriaF 'he criteria should not dictate the method of assessment to be usedF &riteri,umi 2a 1rov,eru Iska5i o onome 9ta se od kandidata o6ekuje da radi, kao i o nivou u6inka koji se od kandidata o6ekuje kako bi ispunio skup ishoda u6enjaF ;riterijumi treba da budu dovoljno detaljni da omoguKe dosljednu provjeru postignuKa kandidataF ;riterijumi 5a ocjenjivanje takoCe treba da 6ine sastavni dio ovih kriterijumaF 3vi kriterijumi se meCutim ne odnose na metode provjereF Assessor 'he authorised person <ho makes a judgement on a learnerLs( candidates assessment evidenceF %s1itiva5 3vla9Keno lice koje procjenjuje evidenciju doka5a u6enika(studenta(pola5nika(kandidataF Award A type of certification conferred, granted or given by an a<arding body and <hich records that a learner has acEuired a standard of kno<ledge, skill or competenceF %s1rava rsta dokumenta koju i5daje, odobrava ili dodjeljuje tijelo nadleIno 5a i5davanje isprava, koje takoCe vodi evidenciju o tome da je kandidat dostigao standard 5nanja, vje9tina ili kompetencijaF Awarding institution A institution issuing Eualifications Gcertifi cates, diplomas or titlesH formally recognising the successful achievement(demonstration of learning outcomes Gkno<ledge, skills and competencesH of an individual, follo<ing an assessment and Euality assurance procedureF %nstituci,a/ustanova 2a i2davan,e is1rava Institucija koja dodjeljuje kvalifikacije Gsertifikate, diplome ili 5vanjaH i formalno pri5naje uspje9no posti5anje(poka5ivanje ishoda u6enja G5nanje, vje9tine i kompetencijeH pojedinaca, nakon provjere i sprovedene procedure 5a obe5bjeCivanje kvalitetaF Award6ty1e 'he type of a<ard reflects a catgory of McertificationM irrespective of the nature of the sector, subject area or other characteristicF 'ypes of a<ard in the Montenegrin system are& Diplomas, 1ertificates and 2tatements of AchievementF 7rsta is1rave rsta isprava odraIava kategoriju MsertifikovanjaM be5 ob5ira na prirodu sektora, predmetnu oblast ili druge odlikeF rste isprava u crnogorskom sistemu su+ diplome, sertifikati i potvrde i uvjerenjaF Aut3entication 1onfirmation that <ork has been produced by the candidate putting it for<ard for assessment, and that it has been produced under the reEuired conditionsF 'rov,era autenti5nosti %otvrda da je kandidat uradio ono 9to je traIeno i prijavio se 5a provjeru, a da je ono 9to je uradio u skladu sa traIenim uslovimaF
Autonomy and es1onsi.ility 8 Com1etence Autonomy means the right to their o<n management, and is the basis for determining oneJs responsibilityF Besponsibility means a commitment to the completing of the tasks undertaken in accordance <ith the independence of the completing and managementF Autonomy and accountability indicate the achieved application of specific kno<ledge and skills in accordance <ith given standardsF Samostalnost i odgovornost 8 kom1etenci,a 2amostalnost o5na6ava pravo na vlastito upravljanje i osnova je 5a odreCivanje ne6ije odgovornostiF 3dgovornost o5na6ava preu5imanje obve5e i5vr9enja preu5etih 5adataka, a u skladu je sa samostalnosti i5vr9enja i upravljanjaF 2amostalnost i odgovornost o5na6avaju postignutu primjenu konkretnih 5nanja i vje9tina, u skladu s datim standardimaF 9 9asic information and communication tec3nology :%C"; skills 'he skills needed to use effciently the elementary functions of information and communication technologies Gessentially <ord(image(data processing, Internet and eDmailHF 7,e<tine osnova informaciono6komunikacioni3 te3nologi,a :%C"; je9tine potrebne 5a efikasno kori9Kenje osnovnih funkcija informacionih i komunikacionih tehnologija Gprvenstveno tekst(slike(obrada podataka, internet i eDmailHF 9ureau for Educational Services 'he organisation <ith responsiblity for Euality assurance in educational institutions, development, consulting, research and professional activities in the areas of+ preschool education, primary education, secondary general education, general education in vocational education, education and upbringing of children <ith special needs and upbringing in studentLs dormitories in MontenegroF =avod 2a <kolstvo Ustanova nadleIna 5a obe5bjeCivanje kvaliteta u obra5ovnim institucijama, kao i 5a ra5vojne, konsultatske, istraIiva6ke i stru6ne aktivnosti u oblasti+ pred9kolskog obra5ovanja, osnovnog obra5ovanja, srednjeg op9teg obra5ovanja, op9teg obra5ovanja u stru6nom obra5ovanju, obra5ovanju i vaspitanju djece sa posebnim potrebama i vaspitanju u studentskim domovima u 1rnoj 8oriF 9ologna 'rocess 'he ?ologna %rocess is an instrument of the establishment and harmoni5ation of Eualifications in higher education gained in European countries that provide the basis for clarity, access patency, acEuisition and Euality of Eualifications, and applies only to formal educationF 9olon,ski 1roces ?olonjski process je instrument uspostavljanja i harmoni5acije kvalifikacija u sistemu visokog obra5ovanja ste6enih u evropskim 5emljama kojima se daju osnove 5a jasnoKu, pristupanje, prohodnost, sticanje i kvalitet kvalifikacija, a odnosi se samo na formalno obra5ovanjeF C Careers education and guidance 1areers education and guidance comprise+ careers information N information about career opportunities in Montenegro and aboradF Includes information on <ays of acEuiring learning and Eualifications that <ill eEuip the individual for the chosen career& careers guidance N individual or small group interventions that help young people understand themselves and the opportunities available to them and make decisions about learning and <ork that are right for themF careers education N activities <ithin the curriculum that help young people to develop the kno<ledge and skills they need to make choices and successful transitions, that is to understand themselves and the influences on them, to investigate opportunities, to make and adjust plans, and to manage change and transition throughout their livesF
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&ari,erno o.ra2ovan,e i usm,eravan,e ;arijerno o.ra2ovan,e i usm,eravan,e o.u3vata> informacije o karijeri D podaci o mogu0nostima 2a ra2vo, kari,ere u Crno, Gori i inostranstvu- "ako?e ukl,u5u,u informaci,e o na5inima usva,an,a 2nan,a i stican,a kvalifikaci,a ko,i 0e 1o,edinca 1ri1remiti 2a odar.ano 2animan,e@ kari,erno usm,eravan,e 8 intervenci,a ili man,i sku1 intervenci,a ko,i 1omaAe mladim l,udima da s1o2na,u svo,e mogu0nosti kao i mogu0nosti ko,e im se nude( kako .i mogli da donesu odluku o tome ko,e im o.ra2ovan,e i 1osao na,vi<e odgovara,u karijerno o.ra2ovan,e 8 nastavne aktivnosti ko,e 1omaAu mladim l,udima da una1re?u,u svo,a 2nan,a i v,e<tine ko,i su im 1otre.ni 2a 1rave i2.ore i 1rom,ene( odnosno da ra2umi,u sami se.e i utica,e ko,e se vr<e na n,ima( da istraAu,u mogu0nosti( da 2na,u da 1lanira,u i 1ri3vata,u 1rom,ene kro2 AivotCentre for 7ocational Education 'he institution <ith responsibility for the development, advising, research and professional <ork in fields of vocational education and adult education and training in Montenegro up to and including Eualifications at level " of the M:)F Centar 2a stru5no o.ra2ovan,e Ustanova nadleAna 2a ra2vo,ne( sav,etodavne( istraAiva5ke i stru5ne 1oslove u o.lasti stru5nog o.ra2ovan,a i o.ra2ovan,a i vas1itan,a odrasli3 u Crno, Gori( do i ukl,u5u,u0i kvalifikaci,e na nivou B Crnogorskog kvalifikacionog okviraCertificate 1ertificate is proof of a Eualification or part of a Eualification, not achieving an education levelF Sertifikat 2ertifikat je doka5 o ste6enoj kvalifikaciji ili dijelu kvalifikacije i nije potvrda nivoa obra5ovanjaF Classification of Qualifications 'he methodology of providing a uniEue identifier for each Eualification according to a standard means of classification based on the published methodologyF :ualificaiotns may be broad at sector level or narro< at sub field level depending on sectoral reEuirementsF Areas of classifying Eualifications+ )irst level of classifying+ 2ector 2econd level of classifying+ 2ub D sector 'hird level of classifying+ )ield )ourth level of classifying 2ub D field &lasifikaci,a kvalifikaci,a Metodologija pronalaIenja jedinstvenog identifikatora 5a svaku kvalifikaciju u skladu sa standardnim na6inima klasifikacije ba5iranim na objavljenoj metodologijiF ;valifikacije mogu biti 9iroko klasifikovane na sektorskom nivou ili usko klasifikovane na podru6ja, 5avisno od sektorskih potrebaF 2fere klasifikovanja kvalifikacija su+ %rvi nivo klasifikovanja+ sektor Drugi nivo klasifikovanja+ podDsektor 'reKi nivo klasifikovanja+ podru6ja Oetvrti nivo klasifikovanja+ podDpodru6ja Cognitive skills Denotes a set of cognitive skills acEuired logical and creative thinkingF &ognitivne :s1o2na,ne; v,e<tine 35na6avaju skup ste6enih logi6kih i kreativnih ra5mi9ljanjaF Com1ara.ility of Cualifications 'he e*tent to <hich it is possible to establish eEuivalence bet<een the level and content of
Eualifications at sectoral, regional, national or international levelsF D1oredivost kvalifikaci,a Mjera do koje je moguKe uspostaviti jednakost(usklaCenost i5meCu nivoa i sadrIaja kvalifikacija na sektorskom, regionalnom, nacionalnom ili meCunarodnom nivouF Com1etence 'he proven ability to use kno<ledge, skills and personal, social and(or methodological abilities, in <ork or study situations and in professional and personal developmentF In the conte*t of the European :ualifications )rame<ork, competence is described in terms of responsibility and autonomyF 1ompetence outcomes can be stated in the form, QIn a specified range of circumstances, a learner <ill be able to RQF &om1etenci,a Doka5ana sposobnost upotrebe 5nanja, vje9tina i li6nih, dru9tvenih i(ili metodolo9kih sposobnosti, na radnom mjestu ili tokom u6enja, kao i tokom stru6nog i li6nog usavr9avanjaF U kontekstu Evropskog kvalifikacionog okvira, kompetencija je opisana u smislu odgovornosti i samostalnostiF Ishodi kompetencije mogu se formulisati na sljedeKi na6in SU odreCenim prostornim, vremenskim i drugim okolnostima, onaj koji u6i Ke biti sposoban daFFFFMF Com1etent %nstitution An institution responsible for development of Eualifications, the recognition of Eualifications or the preperation of learners for EualificationsF 'his may include those responsible for levelling and assigning credit to a EualificationF NadleAna instituci,a Institucija nadleIna 5a ra5voj kvalifikacija, pri5navanje kvalifikacija ili pripremu kandidata 5a kvalifikacijeF 3vo moIe uklju6iti i one koje su odgovorni 5a odreCivanje nivoa i dodjeljivanje kreditnih bodova kvalifikacijiF Continuing education and training Education or training after initial education or entry into <orking life, aimed at helping individuals to+ improve or update their kno<ledge and(or skills acEuire ne< skills for a career move or retraining& &ontinuirano o.ra2ovan,e i o.u5avan,e 3bra5ovanje ili obuka nakon inicijalnog obra5ovanja ili stupanja u rad, 6iji je cilj da se osobi pomogne da+ usavr9i i unaprijedi svoje 5nanje i(ili vje9tine& stekne nova 5nanja 5a napredovanje u karijeri ili doobuka& Credits 8enerally agreedDupon value used to measure a learner <orkload in terms of learning time reEuired to complete units, resulting in learning outcomesF 3ne M:) credit <ill take the LaverageL learner appro*imatelty #" hours of learning activitiesF ?ased on the achievement of learning outcome and associated <orkload measured in time, the credit enables learners and teachers to assess the volume and level of learningF A credit may be a<arded to a learner in recognition of the verified achievement of designated outcomes at a specific level through <ork based learning or prior learning as <ell as through course<orkF 1redit cannot normally be lost once achieved, although in particular circumstances an institution can lay do<n that credits must have been a<arded <ithin a certain timeframe to be recogni5ed as part of the EualificationF 'his <ill be the case in subject areas <here kno<ledge and skills are subject to rapid change, eFgF medicine, informatics, etcF &rediti ;oristi se 5a mjerenje radnog optereKenja osobe koja u6i s ob5irom na vrijeme koje je potrebno 5a 5avr9etak jedinice u6enja odnosno, ostvarivanje ishoda u6enjaF Tedan kredit 1;3 se odnosi na #" sati aktivnosti u6enja Sprosje6nogM kandidataF ;redit omoguKava kandidatima i nastavnicima utvrCivanje obima i nivoa u6enja pola5eKi od postignutih ishoda u6enja i
procijenjenog optereKenja i5raIenog u satima radaF ;redit se moIe dodijeliti 5a pri5navanje postignutog ishoda na specifi6nom nivou i na osnovu radnog iskustva u prethodnom u6enje ili na osnovu obavljanja 5adataka u toku u6e9Ka u reali5aciji programskie jediniceF 2te6eni kredit se ne moIe poni9titi iako u posebnim okolnostima ustanova moIe postaviti pravilo da se krediti moraju steKi u odreCenom vremenskom periodu kako bi se mogli pri5nati kao dio kvalifikacijeF 'o je obi6no slu6aj u podru6jima u kojima se 5nanje br5o mijenja, kao u medicina, informatika i slF Credit accumulation and "ransfer %rocess of collecting credits for learning <ithin learning programmesF In a credit accumulation system a specified number of credits must be obtained in order to complete successfully a Eualification or part thereof, according to the reEuirements of the Eualification specificationF 1redits are a<arded and accumulated only <hen the successful achievement of the reEuired learning outcomes is confirmed by assessmentF >earners can use the credit accumulation system to transfer or Mcash inU credits achieved from <orkbased learning(different Eualifications <ithin and bet<een institutionsF 1redits are also transferable bet<een programmes in the same institution, bet<een different institutions <ithin the same country, or intentionally Goften <ith certain limits about the proportion of the total that can be transferredHF 1redit gained by a learner in a given institution may be recogni5ed in another institution, depending upon the commonality in terms of level and conte*tF 'he process allo<s learners to study individual units and modules <ithout immediately achieving an a<ard, and also allo<s for the a<ard of interim certification <here learners do not complete a full Eualification leading to the a<ard of the full EualificationF Akumulaci,a i transfer kredita %roces sakupljanja kredita unutar programa kvalifikacijeF U sistemu akumulacije kredita potrebno je skupiti odreCen broj kredita, u skladu sa standardom kvalifikacije, kako bi se stekla kvalifikacija ili dio kvalifikacijeF ;rediti se dodjeljuju i akumuli9u samo onda kada je postignut odreCen ishod u6enja koji je potvrCen u procesu vrednovanjaF ;andidati mogu koristiti sistem akumulacije kredita 5a prenos kredita sakupljenih u toku prakti6nih programa ili kredita ste6enih na drugoj ustanoviF ;rediti se mogu prenositi i5meCu kvalifikacija u istoj ustanovi, i5meCu ra5li6itih ustanova u 5emlji ili na meCunarodnom nivou Gobi6no sa ograni6enjem ukupnog broja kredita koji se mogu prenositiHF ;redit koji je kandidat stekao na odreCenoj ustanovi moIe se pri5nati na drugoj ustanovi 5avisno od 5ajedni6kih elemenata u odnosu na nivo i kontekstF 'aj proces kandidatu omoguKava sticanje odreCenih jedinica i modula, a da pritom ne mora odmah postiKi i pri5nanje Gdiplomu, potvrduH, ali isto tako omoguKava dobijanje potvrda 5a djelimi6no sertifikovanje na osnovu prikupljenih bodovaF Credit system An instrument designed to enable accumulation of learning outcomes gained in formal, nonD formal and(or informal settings, and facilitate their transfer from one setting to another for validation and recognitionF A credit system can be designed by describing a Eualification using learning outcomes units and attaching credit points to every unitF &reditni sistem Instrument di5ajniran 5a akumulaciju ishoda u6enja sakupljenih u formalnom, neformalnom i(ili informalnom okruIenju, i njihov lak9i transfer i5 jednog okruIenja u drugo u cilju validacije i pri5navanjaF ;reditni sistem moIe biti di5ajniran opisivanjem kvalifikacije koristeKi pritom jedinice ishoda u6enja i dodavanjem kreditnih poena u svaku jedinicuF Criteria 1heckpoints or benchmarks determining the attainment of certain objectives and(or standardsF 1riteria describe to a certain degree of detail the characteristics of the reEuirements and conditions to be met Gin order to meet a standardH and therefore provide the GEuantitative and EualitativeH basis on <hich an evaluative conclusion is dra<nF &riteri,umi Mjerilo, kontrolna ta6ka i referentna vrijednost kojom se ispituje ostvarenje postavljenog cilja i(ili standardaF ;riterijum relativno detaljno opisuje obiljeIja 5ahtjeva i uslova koje je potrebno ispuniti Gkako bi se 5adovoljio standardH i time pruIa Gkvantitativnu i(ili kvalitativnuH osnovu 5a dono9enje 5aklju6ka o vrednovanjuF
Content 'he range of kno<ledge, understanding, skills or area of competence to be achieved in a Eualification as described in the specificationF SadrAa, 3pseg 5nanja, ra5umijevanja, vje9tina ili kompetencija koje treba dostiKi u kvalifikaciji kako je predviCeno stPandardom kvalifikacijeF Core unit A mandatory unit that is sector or subjectDrelated and that forms an essential part of the kno<ledge, understanding, skills and attitudes that support progress through the line of learning into the sectors and subjects concernedF 3pportunities to develop and apply generic skills should also be integrated into core unitsF &l,u5na ,edinica Tedinica koja je obave5na i u ve5i je sa sektorom ili predmetnom oblasti, a koja 6ini osnovni dio 5nanja, ra5umijevanja, vje9tina i shvatanja koja uti6u na usavr9avanje u sektoru ili predmetnoj oblasti kro5 proces u6enjaF Ba5voj i primjena generi6kih vje9tina takoCe treba da budu sastavni dio ove jediniceF E Eata.ase of 7alidated Qualifications 'his database sits <ithin the M:) information systemF A list of all validated Eualificaitons can be found via the M:) I2 <ebsite N <<<FckoFeduFme 9a2a 1odataka kvalifikac,a ukl,u5eni3 u C&O 3va ba5a podataka se nala5i u okviru informacionog sistema 5a 1;3F 2pisak kvalifikacija se moIe naKi na sljedeKoj 1;3 internet stranici+ <<<FckoFeduFme Eetermination of results 'he process by <hich a<arding bodies use the information from assessments to determine individual candidatesJ resultsF Dtvr?ivan,e re2ultata %roces u kojem tijela nadleIna 5a i5davanje isprava koriste informacije i5 procesa provjere sa ciljem da utvrde re5ultate kanidataF Eigital literacy 'he competence to use information and communication technology GI1'H in its broadest sense Gie not just %1sHF Eigitalna 1ismenost 2posobnost kori9Kenja informacionoDkomunakcionih tehnologija GI1'H u naj9irem smislu Gne samo po5navanje rada na ra6unaruHF Ei1loma/Certificate su1lement A report of the units and Eualifications that have been acheived and that make up the Eualification or part of a EualificationF It lists the learnerJs units G<ith the level and credit value for eachH and grades for each of the components of their Eualification and also records <ork e*perience and key competencesF It can include details of learning outcomesF 'he suplement must accompany the official Diploma, 1ertificate or Becord of Achievement in order to validateF Eodatak di1lomi/sertifikatu %rika5 jedinica i kvalifikacija koje su ste6ene i koji 6ine kvalifikaciju ili dio kvalifikacijeF %rika5uje spisak jedinica kandidata Gsa nivoom i kreditnom vrijedno96u 5a svaku posebnoH, 5atim ocjene 5a svaku komponentu kvalifikacije, a takoCe biljeIi radno iskustvo i klju6ne kompetencijeF MoIe sadrIati i detalje o ishodima u6enjaF Dodatak mora pratiti 5vani6nu diplomu, sertifikat ili potvrde i uvjerenja u cilju vrednovanjaF
E Educational Accessi.ility Educational accessibility means access to the education system open to all members of society on eEual and reasonable termsF Eostu1nost o.ra2ovan,a Dostupnost obra5ovanja o5na6ava otvorenost pristupanja sistemu obra5ovanja svim 6lanovima dru9tva pod jednakim i prihvatljivim uslovimaF Em1loya.ility 'he combination of factors <hich enable individuals to progress to<ards or get into employment, to stay in employment and to progress during careerF =a1o<l,ivost ;ombinacija faktora koji pojedincu omoguKavaju da napreduje ili ostvari po6etno 5aposlenje, ostane 5aposlen i napreduje tokom karijereF Euro1ean credit system for vocational education and training :EC7E"; E1 E' is a technical frame<ork for the transfer, recognition and, <here appropriate, accumulation of individualsL learning outcomes <ith a vie< to achieving a EualificationF E1 E' tools and methodology comprise the description of Eualifications in terms of units of learning outcomes <ith associated points, a transfer and accumulation process and complementary documents such as learning agreements, transcripts of records and E1 E' usersL guidesF A device in <hich Eualifications are e*pressed in units of learning outcomes to <hich credit points are attached, and <hich is combined <ith a procedure for validating learning outcomesF 'he aim of this system is to promote+ N mobility of people undertaking training& N accumulation, transfer and validation and recognition of learning outcomes Geither formal, nonD formal or informalH acEuired in different countries& N implementation of lifelong learning& N transparency of Eualifi cations& N mutual trust and cooperation bet<een vocational training and education providers in EuropeF Evro1ski sistem 1renosa kredita 2a stru5no o.ra2ovan,e i os1oso.l,avan,e :EC7E"; E1 E' je tehni6ki okvir 5a transfer, pri5navanje i gdje je prikladno, akumulaciju ishoda u6enja pojedinca sa ciljem sticanja kvalifikacijeF E1 E' instrumenti i metodologija obuhvataju opis kvalifikacija u smislu jedinica ishoda u6enja sa prateKim kreditnom bodovima, 5atim transfer i proces akumulacije kao i prateKa dokumenta kao 9to su spora5umi o u6enju, kopije arhiviranih dokumenata i E1 E' upustva 5a korisnikeF 3vo je sredstvo u kojem su kvalifikacije i5raIene u vidu jedinica ishoda u6enja u5 prateKe kreditne poene, u kombinaciji sa procesom vrednovanja ishoda u6enjaF 1ilj ovog sistema je da propagira+ D mobilnost ljudi koji u6estvuju u obuci& D akumulaciju, transfer i vrednovanje i pri5navanje ishoda u6enja Gbilo formalnog, neformalnog ili informalnogH koji su ste6eni u ra5li6itim 5emljama& D primjenu cjeloIivotnog u6enja& D transparentnost kvalifikacija& D obostrano povjerenje i saradnju i5meCu organi5atora stru6nog obra5ovanja i obuke u EvropiF EC7E" 1oints E1 E' points mean a numerical representation of the overall <eight of learning outcomes in a Eualification and of the relative <eight of units in relation to the EualificationF EC7E" .odovi E1 E' bodovi predstavljaju numeri6ki prika5 ukupnog obima ste6enih ishoda u6enja u okviru kvalifikacije kao i relativnog obima jedinica u ve5i sa kvalifikacijomF
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Euro1ean Credit "ransfer System :EC"S; E1'2 is an outcome of the European 1ommunity project initially established under the EBA2MU2 %rogramme G0/--D0//"HF It <as developed more broadly bet<een 0//"D0/// under the higher education component of the 231BA'E2 %rogramme, EBA2MU2, and proved to be an effective tool for creating curricular transparency and facilitating academic recognitionF 'he activity of E1'2 is t<ofold+ on the one hand, it guarantees academic recognition to students of studies completed abroad and furthermore enables studies abroad& on the other hand, it provides higher education institutions <ith curricular transparency by offering detailed information regarding the respective curricula and their relevance in terms of an earned degree and by enabling higher education institutions to preserve their autonomy and responsibility for all decisions regarding student achievementF 'he ?ologna Declaration takes E1'2 as the common frame<ork for curriculum design and student mobility <ithin the envisaged European =igher Education AreaF Evro1ski sistem 1renosa kredita :EC"S krediti; E1'2 krediti predstavljaju re5ultat projekta Evropske 5ajednice 5apo6et u okviru programa EBA2MU2 G0/--D0//"HF 2istem je, u 9irem smislu, ra5vijen u periodu od 0//"F do 0///F godine u sklopu organi5acije visokog obra5ovanja programa 231BA'E2 i programa EBA2MU2 i poka5ao se kao efikasan alat 5a posti5anje transparentnosti kurikuluma i akademsko pri5navanjeF Efekat E1'2Da je dvostruk+ sa jedne strane studentima koji su studije 5avr9ili u inostranstvu obe5bjeCuje akademsko pri5navanje i time podsti6e mobilni pristup studiranju, a sa druge strane pruIa ustanovama transparentnost kurikuluma nudeKi detaljne informacije u ve5i sa kurikulumima i njihovom relevantno9Ku u pogledu ste6enog akademskog stepenaF 'ako se ustanovi omoguKava 5adrIavanje autonomije i preu5imanje odgovornosti 5a sve odluke u ve5i s dostignuKima studenataF ?olonjska deklaracija smatra E1'2 5ajedni6kim okvirom 5a i5radu kurikuluma i studentsku mobilnost u okviru Europskog prostora visokog obra5ovanjaF Montenegrin credit transfer and accumulation system 'he Monteengrin credit transfer systemF 3ne Montenegrin credit is eEual to #" nominal hours of learningF 'he M:)1 is compatible <ith the European credit systems for higher education GE1'2H and E' GE1 E'HF 3ne M:)1 V one E1'2 or one E1 E' creditF Crnogorski sistem 1renosa i akumulaci,e kredita 1rnogorski sistem prenosa kreditaF Tedan crnogorski kredit i5nosi #" nominalnih sati u6enjaF ;?1;3 je usklaCen sa Evropskim kreditnim sistemima 5a visoko obra5ovanje GE1'2H i E' GE1 E'HF Tedan ;?1;3 V jedan E1'2 ili jedan E1 E' kreditF Euro1ean Cualification framework for lifelong learning :EQF; A reference tool for the description and comparison of Eualification levels in Eualifications systems developed at national, international or sectoral levelF 'he E:)Ls main components are a set of - reference levels described in terms of learning outcomes Ga combination of kno<ledge, skills and(or competencesH and mechanisms and principles for voluntary cooperationF 'he eight levels cover the entire span of Eualifications from those recognising basic kno<ledge, skills and competences to those a<arded at the highest level of academic and professional and vocational education and trainingF E:) is a translation device for Eualification systemsF Evro1ski kvalifikacioni okvir 2a c,eloAivotno u5en,e :E&O; E;3 je instrument 5a opis i uporeCivanje nivoa kvalifikacija u sistemima kvalifikacija ra5vijenih na nacionalnom, meCunarodnom ili sektorskom nivouF 3snovne komponente E;3Da 6ini skup od - referentnih nivoa opisanih u vidu ishoda u6enja Gkombinacija 5nanja, vje9tina i(ili kompetencijaH kao i mehani5ama i principa 5a saradnju na dobrovoljnoj osnoviF 3sam nivoa pokriva 6itav opseg kvalifikacija po6ev od onih koje prepo5naju osnovno 5nanje, vje9tine i kompetencije do onih koje se dodjeljuju na najvi9em nivou akademskog i stru6nog obra5ovanja i obukeF E;3 je instrument ra5umijevanja u sistemima kvalifikacijaF EFamination Centre of Montenegro 'he institution <ith the legal responsibility for providing e*ternal assessment of students and adult learners, development of assessment instruments and for overseeing t3e management
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of assessment and issuing of certification for Cualifications u1 to( and including level B of t3e MQF%s1itni centar Crne Gore Ustanova koja ,e 2akonski nadleAna 2a s1rovo?en,e eksterne 1rov,ere u5enika i odrasli3 kandidata( 2atim 2a ra2vo, instrumenata 2a 1rov,eru( nadgledan,e u1ravl,an,a 1roc,enom( kao i i2davan,e o.ra2ovni3 is1rava 2a kvalifikaci,u do( i ukl,u5u,u0i( nivo B C&O6aEFternal assessment A form of assessment in <hich Euestion papers, assignments, practical and other tasks are set by the a<arding body, taken under specified conditions Gincluding details of supervision and durationH and marked by assessors licensed by the a<arding bodyF An agreed element of E*ternal assessment is mandatory for achievement of all Eualifications in the M:)F It may be combined <ith a proportion of appropriately validated internal assessmentF Eksterna 1rov,era @a6in provjere u kome upitnike, testove, prakti6ne i druge 5adatke odreCuje tijelo nadleIno 5a i5davanje isprava, i koji se sprovodi u odreCenim uslovima Guklju6ujuKi detalje o nad5oru i trajanjuH, a koju ocjenjuju ovla9Keni ispitiva6i institucije nadleIne 5a i5davanje ispravaF UtvrCeni element eksterne procjene je obave5an 5a sticanje svih kvalifikacija u okviru 1;3DaF MoIe se kombinovati sa dijelom adekvatno vrednovane interne provjereF F Factual knowledge A set of factual kno<ledge acEuired separate informationF $in,eni5na 2nan,a Oinjeni6na 5nanja o5na6avaju skup ste6enih 5asebnih informacijaF Final assessment 'he process of making judgements about the e*tent to <hich a candidateLs <ork meets the assessment criteria for a Eualification, unit or part of a unitF &ona5na 1rov,era %roces dono9enje odluke o mjeri do koje kandidatov rad ispunjava kriterijume provjere 5a kvalifikaciju, jedinicu ili dio jediniceF Formal learning >earning that occurs in an organised and structured environment Gin a school(training centre or higher education institution and is e*plicitly designated as learning Gin terms of objectives, time or resourcesHF )ormal learning is intentional from the learnerLs point of vie<F It typically leads to certificationF Formalno u5en,e U6enje koje se i5vodi u organi5ovanom i strukturiranom okruIenju Gu 9koli(centru 5a obuku ili instituciji visokog obra5ovanjaH i eksplicitno je di5ajnirano kao u6enje Gu smislu cilja, vremena i resursaHF )ormalo u6enje je sa kanidatove ta6ke gledi9ta namjenskoF G Grade/mark A point on a scale of performance used to differentiate achievement <ithin a Eualification Gfor e*ample, 0,#,!,.," or percentage marksHF Oc,ena ?odovanje na skali postignuKa koje se koristi 5a diferenciranje postignuKa u okviru kvalifikaci,e :na 1rim,er +()(G(H(B ili 1rocentaulni i2nosi;Grading/award of mark 'he process of determining the grades(marks to be issued to learners for a unit or EualificationF
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Oc,en,ivan,e %roces dodjeljivanja ocjene kandidatu 5a jedinicu ili kvalifikacijuF I Iig3er education :IE; All types of courses of study, or sets of courses of study, training or training for research at the post secondary level <hich are recogni5ed by the relevant national authorities of a participating country as belonging to its higher education systemF 7isoko o.ra2ovan,e 2ve vrste ili odreCen broj studijskih kurseva(programa ili istraIiva6kih obuka na nivou nakon srednjeg obra5ovanja koji su prepo5nati od strane relevantnih drIavnih institucija u 5emlji i koji pripadaju sistemu visokog obra5ovanjaF Accredited Iig3er education institution :IE%H An institution <hich has been licensed by the =igher Education 1ouncil to offer higher education coursesF Akreditovana visoko<kolska instituci,a Institucija koja je ovla9Kena od strane 2avjeta 5a visoko obra5ovanje 5a pruIanje visokoobra5ovnih kursevaF % %nformal learning >earning resulting from daily activities related to <ork, family or leisureF It is not organised or structured in terms of objectives, time or learning supportF Informal learning is in most cases unintentional from the learnerLs perspectiveF It typically does not lead to immediate certification though a learner may seek recognition of this learning at a later stageF %nformalno u5en,e U6enje koje je re5ultat svakodnevnih aktivnosti ve5anih 5a posao, porodicu ili slobodno vrijemeF 3no nije organi5ovano niti struktuirano u smislu cilja, vremena ili usvajanja 5nanjaF Informalno u6enje je sa kandidatove ta6ke gledi9ta nenamjensko u veKini slu6ajevaF 3no obi6no ne vodi ka neposrednom sertifikovanju, premda kandidat moIe traIiti pri5navanje ovakvog u6enja u kasnijoj fa5iF %nformation and communication tec3nology :%C"; 'echnology <hich provides for the electronic input, storage, retrieval, processing, transmission and dissemination of informationF Information and communication technology GI1'H skills are those needed for efficient use of information and communication technologies GI1'HF %nformaciono6komunikacione te3nologi,e :%C"; 'ehnologije koje omoguKavaju elektornski upis, pohranjivanje, pronlaIenje, obradu, prenos i ra5mjenu informacijaF je9tine ve5ane 5a informacione i komunikacione tehnologije GI1'H potrebne su 5a efikasnu upotrebu informacionih i komunikacionih tehnologija GI1'HF %nternal assessment Assessment tasks <here learnersJ evidence is assessed by the learning provider(centre against criteria provided by the a<arding body(organisation and subjected to e*ternal moderationF 'he assessment tasks may be set internally at the centre or be provided by the a<arding body(organisationF %nterna 1rov,era 3blici provjere kandidata od strane organi5atora obra5ovanja i osposobljavanja koji se sprovode u skladu sa kriterijumima koje utvrCuje tijelo(institucija nadleIna 5a i5davanje isprava, u5 eksterni nad5orF 7adaci provjere se mogu odrediti interno u centru ili ih odreCuje tijelo(institucija nadleIna 5a i5davanje ispravaF %nternal standardisation %rocesses carried out by centres in relation to internally assessed <ork to ensure consistency
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<ithin each line of learning in relation to the setting of tasks, conduct of tasks and marking of learnersJ assessment evidenceF Internal standardisation thereby ensures that all learners are judged against the same standards regardless of <hich teaching group they are in or <hich assessor marks their <orkF %nterna standardi2aci,a %roces koji sprovode centri koji se odnosi na internu provjeru rada kako bi se obe5bijedila dosljednost u okviru svakog segmenta u6enja s ob5irom na postavku 5adataka, i5voCenje 5adataka i ocjenjivanje provjere evidencije doka5aF 2toga, interna standardi5acija omoguKava da svi kandidati budu ocijenjeni na osnovu istih standarda be5 ob5ira kojoj nastavnog grupi pripadaju ili koji ispitiva6 ocjenjuje njihov radF %SCEE :%nternational Standard Classification of Education; I21ED provides a frame<ork for the collection and reporting of internationally comparable education statisticsF 'he basic unit of classification in I21ED remains the educational programmeF 'he follo<ing I21ED levels can be distinguished+ 0 Pre-primary education, 1 Primary education, 2 Lower secondary education, 3 Upper secondary education, 4 Postsecondary non-tertiary education, 5 Tertiary education (first stage , ! Tertiary education (second stage F 'he Montenegro :ualification )rame<ork is not e*plicitly aligned <ith I21EDF %SCEE :Me?unarodna standardna klasifikaci,a o.ra2ovan,a; I21ED predstavlja okvir 5a prikupljanje i prika5ivanje meCunarodno uporedivih obra5ovnih statisti6kih podatakaF 3snovna jedinica klasifikacije u I21EDDu je obra5ovni programF Mogu se ra5likovati sljedeKi I21ED nivoi" 0 Pred#$o%s$o o&ra'o(an)e, 1 *sno(no o&ra'o(an)e, 2 +i,e sredn)e o&ra'o(an)e, 3 -i#e sredn)e o&ra'o(an)e, 4 +e-terci)arno o&ra'o(an)e na$on sredn)e #$o%e, 5 Terci)arno o&ra'o(an)e (pr(a fa'a , ! Terci)arno o&ra'o(an)e (druga fa'a . 1rnogorski kvalifikacioni okvir nije i5ri6ito usklaCen sa I21EDDomF %SCO )**J I213 #$$- is an updated version of International 2tandard 1lassification of 3ccupations GI213HF 'he occupational classification system of major, subDmajor, minor and unit groups are designated the International 2tandard 1lassification of 3ccupations, #$$- GI213D$-HF I213 classifies jobsF A Tob is defined for the purposes of I213D$- as a set of tasks and duties performed, or meant to be performed, by one person, including for an employer or in self employmentF An occupation is defined as a set of jobs <hose main tasks and duties are characteri5ed by a high degree of similarityF A person may be associated <ith an occupation through the main job currently held, a second job or a job previously heldF Tobs are classified by occupation <ith respect to the type of <ork performed, or to be performedF 'he basic criteria used to define the system of major, subDmajor, minor and unit groups are the Mskill levelU and Mskill speciali5ationU reEuired to competently perform the tasks and duties of the occupationsF I213D$- major groups+ 0 Managers # %rofessionals ! 'echnicians and associate professionals . 1lerical support <orkers " 2ervice and sales <orkers P 2killed agricultural, forestry and fishery <orkers 7 1 raft and related trades <orkers - %lant and machine operators, and assemblers / Elementary occupations $ Armed forces occupations %SCO )**J I213 #$$- je aIurirana ver5ija MeCunarodne standardne klasifikacije 5animanja GI213HF MeCunarodnu standardnu klasifikaciju 5animanja #$$- GI213D$-H 6ini sistem klasifikacije koji se sastoji od glavne grupe profesija, podDgrupe profesija, manje grupe profesija i grupe jedinica profesijaF I213 klasifikuje posloveF 7a svrhe I213D$-, SposaoM je definisan kao skup 5adataka i 5aduIenja koja je neki pojedinac i5vr9io ili treba da i5vr9i 5a njegovog poslodavca ili u svojoj
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privatnoj sluIbiF 7animanje je definosano kao skup poslova gdje su osnovni 5adaci i 5aduIenja okarakterisani kao veoma sli6niF %ojedinac se moIe pove5ati sa 5animanjem kro5 glavni posao kojim se trenutno bavi, pomoKni posao ili posao koji je prethodno obavljaoF %oslovi su klasifikovani po 5animanju s ob5irom na rad koji se obavlja ili koji Ke se obavljatiF 3snovni kriterijumi koji se koriste 5a definisanje sistema glavne grupe profesija, podDgrupe profesija, manje grupe profesija i grupe jedinica profesija su tk5F Sstepen vje9tineM i SunapreCiavnje vje9tineM koji su potrebni 5a kompetentno i5vr9avanje 5adataka i 5aduIenja u okviru 5animanjaF 8lavne I213D$- grupe profesija su+ 0F #F !F .F "F PF 7F -F /F $F # #o. A Tob is defined for the purposes of I213D$- as a set of tasks and duties performed, or meant to be performed, by one person, including for an employer or in self employmentF 'osao %osao se, 5a potrebe I213D$-, defini9e kao skup 5adataka i 5aduIenja koje obavlja ili treba da obavi jedna osoba, bilo 5a nekog poslodavca ili 5a sebeF & &nowledge 'he outcome of the assimilation of information through learningF ;no<ledge is the body of facts, principles, theories and practices that is related to a field of <ork or studyF In the conte*t of the European :ualifications )rame<ork, kno<ledge is described as theoretical and(or factualF =nan,e 7nanje je re5ultat asimilacije podataka ste6enih u6enjemF 7nanje se sastoji od 6injenica, principa, teorija i prakse i5 domena rada ili u6enjaF U kontekstu Evropskog kvalifikacionog okvira, 5nanja se opisuju kao teorijska i(ili 6injeni6naF &nowledge society/knowledge6.ased society A society <hose processes and practices are based on the production, distribution and use of kno<ledgeF Eru<tvo 2nan,a/Eru<tvo .a2irano na 2nan,u Dru9tvo u kojem su postupci i prakse ba5irani na stvaranju, distribuciji i upotrebi 5nanjaF &ey com1etences for life6long learning ;ey competences for lifelong learning means set the appropriate level of competence that are necessary for individual involvement in community life and are the basis for the acEuisition of competencies throughout life for personal, social and professional needsF &l,u5ne kom1etenci,e 2a c,eloAivotno u5en,e ;lju6ne kompetencije 5a cjeloIivotno u6enje o5na6avaju skup kompetencija odgovarajuKeg nivoa, koje su neophodne pojedincu 5a uklju6enost u Iivot 5ajednice, a osnova su 5a sticanje kompetencija tokom Iivota 5a sve li6ne, dru9tvene i profesionalne potrebeF L Learning
MenadIeri 2tru6njaci 'ehni6ari i profesionalni saradnici ;ancelarijski sluIbenici i srodna 5animanja UsluIni radnici i prodavci ;valifikovani radnici u poljoprivredi, 9umarstvu i ribarstvu 7anatlije i ostali sli6ni radnici 3perateri i monteri postrojenja i ma9ina Tednostavne profesije ojna 5animanja
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A process by <hich an individual assimilates information, ideas and values and thus acEuires kno<ledge, kno<Dho<, skills and(or competencesF D5en,e %roces tokom kojeg osoba sakuplja informacije, ideje i vrijednosti i sti6e 5nanje, ra5umijevanje, vje9tine i(ili kompetencijeF Learning outcomes 2tatements of <hat a learner is e*pected to kno<, understand, and be able to demonstrate after completion of a process of learning as <ell as the specific intellectual and practical skills gained and demonstrated by the successful completion of a unit or EualificationF >earning outcomes, together <ith assessment criteria, specify the minimum reEuirements for the a<ard of creditF %s3odi u5en,a Iska5 o6ekivanih 5nanja, sposobnosti ra5umijevanja i(ili sposobnosti koje bi kandidat trebao uspje9no da demonstrira nakon procesa u6enja, kao i opis posebnih intelektualnih i prakti6nih vje9tina ste6enih ili demonstriranih uspje9nim 5avr9etkom jedinice u6enja ili kvalifikacijeF Ishodi u6enja, 5ajedno sa kriterijumima ocjenjivanja, odreCuju minimalne 5ahtjeve 5a sticanje kreditaF Learner :in t3e conteFt of MQF; An individual <ho is studying for, or <ho has completed a Eualification or unitGsH of a EualificationF Oso.a ko,a u5i :u kontekstu C&O; 3soba Gu6enik, student, pola5nik, kandidatH koja se priprema 5a sticanje, ili je 5avr9ila proces sticanja kvalifikacije ili dijela kvalifikacijeF Level >evels are a series of seEuential stepsF >evels are defined in terms of comple*ity, autonomy and range of achievement of kno<ledge, skills and competence demonstrated by learnersF >evels are not in themselves standards but indicators of a range of standards and can be described in an ordered seEuenceF Nivo @ivoi predstavljaju ni5 u5astopnih stepenaF Definisani su u smislu nivoa sloIenosti, samostalnosti i ste6enih 5nanja, vje9tina i kompetencija koje kandidat moIe da demonstriraF @ivoi nijesu standard sami po sebi, ali uka5uju na odreCeni opseg i mogu biti opisani prema odreCenom redosljeduF Level Eescri1tors 2tatements that provide a broad indication of learning appropriate to attainment at a particular level, describing the characteristics and conte*t of learning e*pected at that levelF 'hey are designed to support the revie<ing of specified learning outcomes and assessment criteria in order to develop particular modules and units and to assign credits at the appropriate levelF 'he descriptors guide the developers of Eualifications and curricula, the learner, teachers and trainers <ith respect to the comple*ity, relative demand and learner autonomyF 'hese general descriptors can be applied to specific subject and vocational disciplines and <ays of learningF >evel descriptors are useful for curriculum design, assignment of credits, validation, guidelines for recognition of learning from e*perience and of non formal learning and for staff developmentF O1is nivoa 'vrdnja koja poka5uje dubinu i opseg u6enja na odreCenom nivouF 2luIe kao vodi6 5a vrstu 5ahtjeva ili o6ekivanja kojima kandidat mora udovoljiti na svakom nivouF 3pisi se odnose na sloIenost, relativne 5ahtjeve i samostalnost kandidataF 3p9ti opisi se mogu primijeniti i na specifi6ne discipline i na6ine u6enjaF 3pisi nivoa su korisni pri i5radi obra5ovnih programa i programa osposobljavanja, dodjeljivanju kredita, potvrCivanje programa i 5a pri5navanje u6enja na osnovu iskustva i i5 neformalnog u6enja, kao i 5a planiranje profesionalnog ra5voja nastavnog osobljaF Licensing
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'he process by <hich a governmental agency grants official permission+ aH to persons meeting preDdetermined Eualifications to engage in a given occupation and(or use of a particular title N for e*ample in regulated professions& bH to programmes to be offered by providers, based on the evaluation of appropriate plans, to operate before obtaining accredited status& cH to institutions to perform specified functionsF dH to individuals for e*ample as licensed assessorsF eH >icensing to institutions that have met the criteria specified for licensing as a provider of learning linked to the achievement of Eualifications <ithin the M:)F Licenciran,e %roces u kojem drIavni organ dodjeljuje 5vani6nu do5volu+ aH 3sobama koje posjeduju kvalifikaciju da se bave odgovarajuKim 5animanjem i(ili da koriste odreCenu titulu N na primjer, regulisane profesije& bH 7a programe koji Ke biti ponuCeni od strane organi5atora obra5ovanja i osposobljavanja, a koji su pro9li odgovarajuKe procedure usvajanja& cH Institucijama 5a obavljanje odreCene djelatnosti& dH %ojedincima na primjer, licenciranim ispitiva6ima& eH Institucijama koje ispunjavanju predviCene kriterijume 5a organi5aciju u6enja koje vodi sticanju kvalifikacija u okviru 1;3F Lifelong learning All learning activity undertaken throughout life, <hich results in improving kno<ledge, kno<D ho<, skills, competences and(or Eualifi cations for personal, social and(or professional reasonsF It appplies to all ages of learner and all types of learningF C,eloAivotno u5en,e 1jeloIivotno u6enje o5na6ava aktivnosti svih oblika u6enja koje se obavljaju tokom Iivota s ciljem unapreCenja 5nanja, vje9tina i kompetencija u uIem smislu 5a li6ne, dru9tvene i profesionalne potrebeF 3dnosi se na sve starosne grupe kandidata i na sve vrste kvalifikacijaF Line Ministries :e-g- Ministry of "ourism( Ministry for s1atial 1lanning and environment; 'hese Ministries have an important role in ensuring that the Eualifications linked to the sectors for <hich they are responsible are appropriateF 'hey are members of the 2ectoral 1ommission for :ualifications for their sector and contribute to the development and maintenance of an appropriate Eualification frame<ork for their sectorF 'his includes a role in sourcing and providing adeEuate information about needs on the labour marketF esorna ministarstva :n1r- Ministarstvo turi2ma( Ministarstvo ure?en,a 1rostora i 2a<tite Aivotne sredine; Besorna ministarstva imaju vaInu ulogu da osiguraju da sektorske kvalifikacije odgovaraju realnim potrebama drIave i dru9tvaF %redstavnici resornih ministarstava su uklju6eni u rad sektorskih komisija 5a kvalifikacije i u6estvuju u procesu ra5voja i odrIavanja odgovarajuKeg okvira kvalifikacija 5a svoj sektorF Anali5iraju dostupne i5vore i obe5bjeCuju relevantne informacije o potrebama na trIi9tu radaF M Ma,or award6ty1es Major a<ardDtypes are the principal class of a<ards made at each levelF At most levels, such a<ardDtypes capture a typical range of achievements at the levelF 'he major a<ard type in Montenegro is the DiplomaF Glavne vrste is1rava 8lavne vrste isprava su isprave koje se i5daju 5a kvalifikacije nivoaF @a najveKem broju nivoa, odreCena vrsta isprave obuhvata karakteristi6ne opsege postignuKa 5a taj nivoF 8lavna vrsta isprave 5a kvalifikacije nivoa u 1rnoj 8ori je diplomaF Minor award6ty1es A minor a<ardDtype <ill provide recognition for learners <ho achieve a range of learning outcomes, <ithout achieving the specific combination of learning outcomes reEuired for a major
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a<ardF S1oredne vrste is1rava 2poredne vrste isprava omoguKavaju pri5navanje u6enja osobama koje su dostigle odreCeni skup ishoda u6enja na nekom nivou, ali nisu postigle ukupnu kombinaciju ishoda u6enja predviCenu 5a dodjeljivanje diplomeF Management information system :M%S; A general term for the computer systems in an organisation that provide information about its business operationsF 'he management information for the M:) is located at <<<FckoFeduFmeF D1ravl,a5ki informacioni sistem 3p9ti pojam koji se koristi 5a informacione sisteme u organi5acijama koji sadrIe podatke o poslovnim operacijamaF Upravlja6ki informacioni sistem 5a 1;3 je smje9ten na internet adresi <<<FckoFeduFmeF Mark sc3eme A mark scheme describes ho< marks are to be a<arded in relation to a particular assessment taskF Kema oc,en,ivan,a Wema ocjenjivanja je vodi6 5a dodjeljivanje ocjena u skladu sa 5adacima 5a procjenu postignuKaF Ministry of Education and Science :MoES; 'he Ministry <ith overall coDordination role for the development and maintenance of the M:)F 'he MoE2 provides the secretariat function to the @ational 1ouncil for :ualifications and the Eualifications unit <ithin the Ministry carries out the coDordination function and activitiesF Ministarstvo 1rosv,ete i nauke :M1iN; Uloga Ministarstva prosvjete i nauke je da koordinira ra5voj i odrIavanje 1rnogorskog kvalifikacionog okviraF Ministarstvo obe5bjeCuje podr9ku @acionalnom savjetu 5a kvalifikacije u formi sekretarijata, a kancelarija 5a kvalifikacije koordinira aktivnostiF Ministry of La.or and Social Lelfare Ministry of >abour and 2ocial Aelfare have a responsibility for helping to ensure that Eualifications and training are available to support the ongoing development of skills for the <orkforceF 'hrough the Montenegrin Employment Agency they are responsible for providing advice and guidance to young people and to the unemployed and for arranging appropriate training for the unemployedF Ministarstvo rada i soci,alnog staran,a Ministarstvo rada i socijalnog staranja je odgovorno da osigura da kvalifikacije i dostupna osposobljavanja odgovaraju potrebama tekuKeg ra5voja vje9tina radne snageF ;ro5 aktivnosti 7avoda 5a 5apo9ljavanje 1rne 8ore, ovo ministarstvo je 5aduIeno i 5a pruIanje savjetodavne podr9ke mladima i ne5aposlenim licima odnosno, 5a organi5aciju odgovarajuKih obuka 5a ne5aposleneF Mo.ility 'he ability of an individual to move and adapt to a ne< occupational or geographical environmentF 3ne of the main aims of the establishment of the M:) is to promote and facilitate mobility both <ithin Montenegro and abroadF 'okretl,ivost 2posobnost pojedinca da promijeni i da se prilagodi novom 5animanju odnosno, novom geografskom okruIenjuF Tedan od osnovnih ciljeva uspostavljanja 1;3 je promocija i omoguKavanje pokretljivosti kako u 1rnoj 8ori, tako i u inostranstvuF Montenegro Qualifications Framework :MQF; A vehicle to understand and compare Eualifications and sho< the links bet<een different types and levels of EualificationsF Crnogorski kvalifikacioni okvir :C&O;
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1;3 predstavlja ureCen skup principa i referenci koji odreCuju nivo kvalifikacija, omoguKavaju svrstavanje, uporeCivanje, ra5vijanje i ra5umijevanje kvalifikacija, pove5anost i jasan pregled puteva sticanja kvalifikacijaF Montenegrin Cualifications system All aspects of MontenegroLs activity related to the recognition of learning and other mechanisms that link education and training to the labour market and civil societyF 'his includes the development and implementation of institutional arrangements and processes relating to Euality assurance, assessment and the a<ard of EualificationsF 'he national Eualifications system includes several subsystems and includes the national Eualifications frame<ork for Montenegro GM:)HF Crnogorski kvalifikacioni sistem 2ve vrste aktivnosti koje se odnose na pri5navanje u6enja i ostale mehani5me koji pove5uju obra5ovanje i osposobljavanje sa trIi9tem rada i dru9tvomF Aktivnosti uklju6uju ra5voj i sprovoCenje usagla9enih institucionalnih procedura koje se odnose na obe5bjeCivanje kvaliteta, provjeru i vrste ispravaF @acionalni kvalifikacioni sistem obuhvata vi9e podsistema i 1rnogorski kvalifikacioni okvir G1;3HF Mutual recognition of Cualifications 'he recognition by one or more countries or organisations of Eualifications Gcertificates, diplomas or titlesH a<arded in Gor byH one or more other countries or other organisationsF D2a,amno 1ri2navan,e kvalifikaci,a %ri5navanje kvalifikacija Gsertifikata, diploma ili 5vanjaH ste6enih u jednoj ili vi9e 5emalja odnosno, u nekoj organi5aciji od strane jedne ili vi9e 5emalja odnosno, organi5acijaF N Name of Cualification @ame of a Eualification indicates the type of Eualification, <ith the precise indication of the sectorF Na2iv kvalifikaci,e @a5iv kvalifikacije o5na6ava vrstu kvalifikacije, s ta6nom na5nakom sektora, koju je pojedina osoba steklaF National Cualifications framework :NQF; An instrument for the classification of Eualifications according to a set of criteria for specified levels of learning achieved, <hich aims to integrate and coordinate national Eualifications subsystems and improve the transparency, access, progression and Euality of Eualifications in relation to the labour market and civil societyF Nacionalni kvalifikacioni okvir @acionalni kvalifikacioni okvir je instrument 5a klasifikaciju kvalifikacija u skladu sa setom kriterijuma 5a odreCeni nivo dostignuKa u6enja, sa ciljem da integri9e i koordinira nacionalne kvalifikacione podsisteme i unaprijedi jasnoKu, pristupanje, prohodnost, sticanje i kvalitet kvalifikacija u skladu sa potrebama trIi9ta rada i dru9tva u cjeliniF National 7ocational Qualification A vocational Eualification shall be a <orking or vocational competence necessary for practising an occupation or specific activities <ithin an occupation based on competencies and an occupation standardF Nacionalna stru5na kvalifikaci,a 2tru6na kvalifikacija je radna, odnosno stru6na osposobljenost potrebna 5a obavljanje 5animanja ili pojedinih poslova u okviru 5animanja, 5asnovana na kompetencijama i standardu 5animanjaF Non6formal learning >earning archived through programmes offered by providers other that educational institutions,
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eFgF employers, community groups etcF >earning may be structured but not necessarily specified in terms of learning outcomesF Becognition of learning in this mode of delivery <ould reEuire assessment of the evidence of learningF Neformalno u5en,e U6enje ste6eno putem pohaCanja programa ponuCenih od strane organi5atora osposobljavanja Gposlodavci, udruIenja i slHF 3vaj vid u6enja moIe, ali ne mora da bude iska5an putem ishoda u6enjaF %ri5navanje neformalnog u6enja 5ahtijeva provjeru evidencije doka5aF O Occu1ation An occupation is defined as a set of jobs in <hich the main tasks and duties are characterised by a high degree of similarityF A person may be associated <ith an occupation through the main job currently held, a second job or a job previously heldF =animan,e 7animanje je skup poslova i 5adataka koji su sadrIajem i vrstom srodni i meCusobno pove5aniF >ice moIe biti pove5ano sa 5animanjem kro5 glavni, sporedni ili prethodno obavljani posaoF Occu1ational standards :OS; 3ccupational standards are statements of the skills, kno<ledge and understanding needed in employment and clearly define the outcomes of competent performanceF 'hey are developed by e*pert groups established as needed by the E' 1entreF 'hey are developed on a MontenegroD<ide basis and inform vocational EualificationsF Standardi 2animan,a 2tandard 5animanja je dokument koji sadrIi skup tvrdnji o vje9tinama, 5nanjima i ra5umijevanjima neophodnim 5a 5aposlenje i jasno preci5ira ishode kompetentnog i5vr9avanjaF 2tandarde 5animanja ra5vijaju stru6ni timovi u5 koordinaciju 1entra 5a stru6no obra5ovanjeF Off6t3e6,o. training 'raining undertaken a<ay from the normal <ork situationF It is usually only part of a <hole training programme, in <hich it is combined <ith onDtheDjob trainingF O.uka van 1osla 3buka koja se sprovodi van radnog okruIenjaF 3bi6no je to samo dio ukupnog programa obuke i u tom slu6aju se kombinuje sa obukom u5 radF On6t3e6,o. training 'raining given in the normal <ork situationF It may constitute the <hole training or be combined <ith offDthejob trainingF O.uka na 1oslu 3buka koja se sprovodi tokom radaF MoIe biti organi5ovana kao posebna GsamostalnaH obuka ili u kombinaciji sa obukom koja se organi5uje van poslaF O1en learning >earning <hich gives to the learner a degree of fle*ibility in the choice of topics, place, pace and(or methodF Otvoreno u5en,e 3blik u6enja koji osobi koja u6i pruIa fleksibilnost u pogledu predmeta i5u6avanja, mjesta i(ili metodaF ' 'olicies 'he basic factors determining ho< the @ational ?ody responsible for Eualifications and the M:) <ill construct the frame<orkF 'olitike 3snovni 6inioci koji odreCuju kako Ke @acionalno tijelo odgovorno 5a kvalifikacije i 1;3 i5graditi okvirF
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'rofessional recognition Befers to the right to practice and the professional status accorded to a holder of a EualificationF 3<ing to different regulations for the recognition of degrees or titles, a differentiation of t<o groups should be made+ aH Xde Ture %rofessional BecognitionL applies to the right to <ork in a specific country in a legally regulated profession GeFgF as a medical doctorHF bH XDe )acto %rofessional BecognitionL refers to situations of unregulated professional recognition, such as situations in <hich no national legal authori5ation e*ists or is reEuiredF 'rofesionalno 1ri2navan,e 3dnosi se na pravo obavljanja prakse i profesionalni status usklaCen s kvalifikacijom koju nosilac posjedujeF 7bog ra5li6itih pravila 5a pri5navanje akademskih stepena ili titula potrebno je ra5likovati dvije grupe+ aH profesionalno pri5navanje de )ure, koje se primjenjuje na pravo rada u odreCenoj 5emlji u pravno ureCenoj profesiji GnprF doktor medicineH, bH profesionalno pri5navanje de facto, koje se odnosi na situacije kada nacionalna pravna autori5acija ne postoji ili se ne 5ahtijevaF 'rogression 'he process by <hich learners may transfer from achievement of one Eualification either hori5ontally <ithin the same level of the )rame<ork or vertically to a higher levelF Na1redovan,e @apredovanje je proces koji kandidatu omoguKava prela5 od jedne kvalifikacije ka drugoj N hori5ontalno, u okviru istog nivoa okvira ili vertikalno, na vi9i nivoF 'rovider :of a 1rogramme of education and training; A person <ho, or body <hich, provides, organi5es or procures a programme of education and trainingF 'ruAalac :1rograma o.ra2ovan,a i/ili os1oso.l,avan,a; 3soba ili tijelo koje ra5vija, organi5uje ili priprema programe obra5ovanja i osposobljavanjaF 'syc3omotor skills %sychomotor skills indicate the physical de*terity and the use of preDkno<n methods, instruments, tools and materialsF 'si3omotori5ke v,e<tine %sihomotori6ke vje9tine o5na6avaju ste6enu fi5i6ku spretnost i upotrebu unaprijed po5natih metoda, instrumenata, alata i materijalaF Q Qualification 'he term Eualifi cation covers different aspects+ GaH formal Eualifi cation+ the formal outcome Gcertifi cate, diploma or titleH of an assessment and validation process <hich is obtained <hen a competent body determines that an individual has achieved learning outcomes to given standards and(or possesses the necessary competence to do a job in a specifi c area of <orkF A Eualifi cation confers offi cial recognition of the value of learning outcomes in the labour market and in education and trainingF A Eualifi cation can be a legal entitlement to practice a trade G3E1DH& GbH job reEuirements+ the kno<ledge, aptitudes and skills reEuired to perform the specifi c tasks attached to a particular <ork position GI>3HF &valifikaci,a 'ermin kvalifikacija se odnosi na sledeKe aspekte+ GaH formalna kvalifikacija Gdiploma, sertifikat, titulaH je re5ultat formalne provjere i procesa potvrCivanja i sti6e se kada kompetentno tijelo odlu6i da je kandidat postigao ishode u6enja u skladu sa predviCenim standardima i(ili posjeduje neophodne kompetencije 5a obavljanje posla u odreCenoj oblastiF 3be5bjeCuje pravo na 5vani6no pri5navanje ishoda u6enja na trIi9tu rada i 5a nastavak obra5ovanja i osposobljavanjaF ;valifikacija moIe da omoguKi sticanje legalnog prava 5a obavljanje neke djelatnosti G3E1DH&
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GbH radni uslovi G5ahtjeviH+ 5nanja, vje9tine i stavovi potrebni 5a i5vr9avanje specifi6nih 5adataka ve5anih 5a odgovarajuKe radno mjesto GI>3HF Qualification levels and su.6levels :ualification levels and subDlevels indicate the comple*ity and range of the acEuired competencies, and are described by a set of measurable indicatorsF :ualifications in the M:) can be categori5ed into eight levels of Eualifications, <hich demonstrate the comple*ity of learning outcomes achieved, <hich are described through the kno<ledge, skills and competenciesF >evel 0, ., P have subDlevelsF Nivoi :i 1odnivoi; kvalifikaci,a @ivoi Gi podnivoiH kvalifikacija o5na6avaju sloIenost i doseg ste6enih kompetencija, a opisuju se skupom mjerljivih poka5ateljaF ;valifikacije u 1;3 se ra5vrstavaju u osam nivoa kvalifikacija, koji poka5uju sloIenost postignutih ishoda u6enja, opisanih kro5 5nanje, vje9tine i kompetencijeF @ivoi 0, ., P imaju podnivoeF Qualification standard A detailed document that defines the purpose, content, structure and assessment arrangements for a EualificationF :ualification standard includes+ D @ame of a Eualification, D 'he type of Eualifications, D 'he level and sublevel Eualifications D A reference code, D 1redit value of a Eualification, D Description of a Eualification, D :ualification content Gthe number of compulsory and optional modules, assessment methods and criteria for assessment of learning outcomesH D A prereEuisite for entrance, D BeEuirements for mobility and advancement, and moreF Standard kvalifikaci,e Dokument koji propisuje svrhu, sadrIaj, strukturu i procedure provjere 5a odreCenu kvalifikacijuF 2tandard kvalifikacije sadrIi+ - na5iv kvalifikacije, - tip kvalifikacije, - nivo odnosno podnivo kvalifikacije, - referentni kod, - kreditno vrednovanje kvalifikacije, - opis kvalifikacije, - sadrIaj kvalifikacije Gbroj obave5nih i i5bornih predmeta odnosno modula, na6ine provjere i kriterijume provjere ishoda u6enjaH, - ula5ni uslovi 5a prohodnost i napredovanje u 1;3 i drugoF Qualification system All activities related to the recognition of learning outcomes and other mechanisms that link education and training to the labour market and civil societyF 'hese activities include+ N defi nition of Eualifi cation policy, training design and implementation, institutional arrangements, funding, Euality assurance& N assessment, validation and certifi cation of learning outcomesF &valifikacioni sistem 2ve aktivnosti koje se odnose na pri5navanje ishoda u6enja i ostali mehani5mi koji pove5uju obra5ovanje i osposobljavanje sa trIi9tem rada i dru9tvom u cjeliniF 3ve aktivnosti uklju6uju sljedeKe+ N definisanje politika 5a kvalifikacije, ra5voj programa osposobljavanja i njihovo sprovoCenje, institucionalna usagla9avanja, finansiranje, osiguranje kvaliteta& N provjeru, potvrCivanje i uvjerenja o postignutim ishodima u6enjaF
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Quality assurance An allDembracing term referring to an ongoing, continuous process of evaluating Gassessing, monitoring, guaranteeing, maintaining, and improvingH EualityF As a regulatory mechanism, Euality assurance focuses on both accountability and improvement, providing information and judgments Gnot rankingH through an agreed upon and consistent process and <ellDestablished criteriaF Many systems make a distinction bet<een internal Euality assurance and e*ternal Euality assurance :uality assurance activities depend on the e*istence of the necessary institutional mechanisms preferably sustained by a solid Euality cultureF O.e2.,e?ivan,e kvaliteta 2veobuhvatan pojam koji se odnosi na stalan proces vrednovanja Gocjenjivanja, praKenja, garancije, odrIavanja i pobolj9anjaH kvalitetaF ;ao regulatorni mehani5am, obe5bjeCenje kvaliteta se bavi odgovorno9Ku i pobolj9anjem, pruIajuKi informacije procjene putem dogovorenog i kon5istentnog postupka i utvrCenih kriterijumaF U mnogim sistemima ra5likuje se unutra9nje obe5bjeCivanje kvaliteta od spolja9njeg obe5bjeCivanja kvalitetaF Aktivnosti osiguranja kvaliteta 5avise od postojanja potrebnih institucionalnih mehani5ama koji se mogu odrIati u okruIenju ra5vijene kulture kvalitetaF
easona.le ad,ustments Beasonable steps to ensure disabled people are not placed at a substantial disadvantage in comparison <ith nonDdisabled people, JsubstantialJ being more than minor or trivialF A reasonable adjustment <ill generally lead to an access arrangement being made for the studentF O1ravdana 1rilago?avan,a 3pravdani koraci kojima se omoguKava da osobe sa invaliditetom budu u ravnopravnom poloIaju u odnosu na drugeF 3va usklaCivanja se odnose, prije svega na dostupnost u6enja 5a u6enike i studenteF ecognition of learning outcomes GaH )ormal recognition+ the process of granting official status to skills and competences either through the+ N a<ard of Eualifi cations Gcertificates, diploma or titlesH& or N grant of eEuivalence, credit units or <aivers, validation of gained skills and(or competences& and(or GbH 2ocial recognition+ the ackno<ledgement of the value of skills and(or competences by economic and social stakeholdersF 'ri2navan,e is3oda u5en,a GaH )ormalno pri5navanje je proces 5vani6nog pri5navanja ste6enih vje9tina i kompetencija putem+ N dodjeljivanjem obra5ovne isprave Gsertifikat, diploma ili 5vanjeH ili N oslobaCanja od odreCenih djelova kvalifikacije, dodjeljivanjem odgovarajuKeg broja kredita, potvrCivanjem ste6enih vje9tina i kompetencija i(ili GbH Dru9tvenim pri5navanjem+ prepo5navanje vrijednosti ste6enih vje9tina i kompetencija od strane dru9tvenoDekonomskih partneraF ecognition of 'rior Learning Becognition of prior achievement of learning outcomes through both formal and informal methodsF Becognition of nonDformal and informal achievements must include a valid method of assessmentF 'ri2navan,e 1ret3odnog u5en,a %ri5navanje prethodno dostignutih ishoda u6enja, ste6enih putem formalnih ili neformalnih metodaF %ostupak pri5navanja mora biti sproveden primjenom prethodno utvrCenih procedura provjereF ecognition of Qualification Becognition of Eualification means the formal recognition of Eualifications <ith the aim of
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continuing education or employment, <hich is proving by a public document and other necessary documents issued by a competent institutionF 'ri2navan,e kvalifikaci,e %ri5navanje kvalifikacije o5na6ava formalno pri5navanje kvalifikacije s ciljem nastavka obra5ovanja ili 5apo9ljavanja, koja se doka5uje javnom ispravom i drugim potrebnim dokumentima i5datim od nadleIne ustanoveF eference Code Each Eualification or a Eualification unit is allocated a uniEue reference codeF 'he code contains characters representing, for e*ample, reference to type, level, sector, date of e*piry of validation and I21ED levelF eferentni kod 2vakoj kvalifikaciji ili dijelu kvalifikacije se dodjeljije referentni kodF ;od se sastoji od karaktera koji upuKuju na vrstu, nivo, sektor, datum isteka kvalifikacije i I21ED nivoF egulated 1rofession %rofessional activity or group of professional activities access to <hich, and the practice of <hich Gor to one of its formsH is directly or indirectly subject to legislative, regulatory or administrative provisions concerning the possession of specific professional EualificationsF egulisane 1rofesi,e %rofesionalna aktivnost ili grupa profesionalnih aktivnosti 5a koje je bavljenje direktno ili indirektno predmet 5akonskih akata, propisa i administrativnih odredbi koje se odnose na posjedovanje odgovarajuKe profesionalne kvalifikacijeF elia.ility of assessment 'he e*tent to <hich assessment results are an accurate measure of a candidateJs demonstration of the abilities specified by the assessment criteriaF 'ou2danost 1rov,ere %ou5danost provjere je opseg koji uka5uje na to u kojoj mjeri demonstrirane sposobnosti kandidata odgovaraju utvrCenim kriterijumima provjereF etraining 'raining enabling individuals to acEuire ne< skills giving access either to a ne< occupation or to ne< professional activitiesF Eoo.uka 3buka koja omoguKava sticanje novih vje9tina i bavljenje novim 5animanjem ili profesionalnom aktivno9KuF S Secondary sc3ool Matura An e*amination administered at the end of upper secondary education to validate and certify the learning outcomes of learners follo<ing an assessment procedureF Sredn,o<kolska matura %rovjera koja se sprovodi po 5avr9etku srednjo9kolskog obra5ovanja i kojom se potvrCuju ste6eni ishodi u6enja u6enikaF Sector A grouping of professional activities on the basis of their main economic function, product, service or technologyF In relation to the Eualifications, the term sector refers to an employerDled line of learning in a specific area of <ork, such as construction or engineeringF Sektor 8rupisanje profesionalnih aktivnosti u skladu sa osnovnom ekonomskom funkcijom, vrstom proi5voda, uslugama ili tehnologijomF U smislu kvalifikacija, termin sektor o5na6ava oblast 5apo9ljavanja 5a obavljanje odgovarajuKih poslova, na primjer graCevinarstvo ili ma9instvoF Sector commisssion
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'he 2ectoral 1ommission is an advisory body, established as a partnership bet<een employers, government and social partnersF 'he 2ectoral 1ommission is responsible for advising on, and submitting proposals, on Eualifications at all levels Gfrom >evel I to IIIH needed by the sectorF Sektorska komisi,a 2ektorska komisija je savjetodavno tijelo, ustanovljeno u formi partnerstva i5meCu poslodavaca, lade i socijalnih partneraF 2ektorska komisija ima savjetodavnu funkciju, predlaIe kvalifikacije na svim nivoima GID IIIH i u svim sektorimaF Self6directed study or learning >earning or study <here the students select and carry out their o<n learning goals, objectives, methods and means to verify that their goals are metF At higher levels, the learner takes increasing responsibility for initiating the learning, by making decisions about <hat training and development e*periences <ill occur and ho<F Samousm,eravano u5en,e rsta u6enja 5a koju je karakteristi6no da osoba koja u6i sama bira i ostvaruje ciljeve u6enja, 5adatke, metode i sredstva 5a provjeru postignuKaF @a veKem nivou u6enja je i veKa odgovornost i odnosi se na odluke o odabiru vrste osposobljavanja i na na6ine u6enjaF Skills 'he ability to apply kno<ledge and use kno<Dho< to complete tasks and solve problemsF In the conte*t of the M:), skills are described as cognitive Ginvolving the use of logical, intuitive and creative thinkingH or psychomotor Ginvolving manual de*terity and the use of methods, materials, tools and instrumentsH and(or social skills Gestablishing and maintaining of interpersonal realtionsHF 7,e<tine je9tine obuhvaKaju primjenu 5nanja i upotrebu propisanih na6ina rada u i5vr9enju 5adaKa i rje9avanju problemaF U 1;3Du vje9tine Ke se odnositi na kognitivne Glogi6ko, intuitivno i kreativno ra5mi9ljanjeH, psihomotori6ke Gfi5i6ka spretnost te upotreba metoda, instrumenata, alata i materijalaH i(ili socijalne Gstvaranje i ra5vijanje meCuljudskih odnosaH vje9tineF Skills audit Analysis of kno<ledge, skills and competences of an individual, including his or her aptitudes and motivations to define a career project and(or plan professional reorientation or training projectF 'he aim of a skills audit is to help the individual+ N analyse career background& N selfDassess position in the labour environment& N prepare themselves to validation of nonDformal or informal learning outcomesF N plan career path<ayF 'rov,era v,e<tina Anali5a 5nanja, vje9tina i kompetencija, uklju6ujuKi stavove i motivaciju osobe da preci5ira plan karijere i profesionalnog orjentisanja odnosno, profesionalnog usavr9avanjaF 1ilj provjere vje9tina je da pomogne pojedincu da+ N anali5ira osnovne informacije o vrsti karijere& N obavi samoDprocjenu po5icije na trIi9tu rada& N se pripremi 5a potvrCivanje neformalno ili informalno postignutih ishoda u6enja& N planira pravce karijereF Social inclusion 'he integration of individuals N or groups of individuals N into society as citi5ens or as members of various public social net<orksF 2ocial inclusion is fundamentally rooted in labour market or economic inclusionF Soci,alna ukl,u5enost Integrisanje pojedinca N ili grupe pojedinaca N u dru9tvo kao graCanina ili 6lana ra5li6itih javnih dru9tvenih mreIaF 2ocijalna uklju6enost je fundamentalno pove5ana sa ekonomskom i uklju6eno9Ku na trIi9te radaF
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Social skills Denote the set of acEuired skills needed to create and develop interpersonal relationshipsF Eru<tvene v,e<tine 2ocijalne vje9tine o5na6avaju skup ste6enih vje9tina koje su potrebne 5a stvaranje i ra5vijanje meCuljudskih odnosaF Stake3older Any person or party <ho has an interest in the frame<ork of EualificationsF =ainteresovane strane 3soba ili grupa koja ima interes da bude uklju6ena u procese koji se odnose na okvir kvalifikacijaF Standard 'he standard is the output reflected in the >earning 3utcomesF 3nce achieved the learning outcome the standard has been metF Standard 2tandard je re5ultat i5raIen kro5 ishode u6enjaF 2tandard je ispunjen ako su dostignuti ishodi u6enjaF Standardisation A process to ensure that the assessment criteria for a Eualification or unit are applied consistently by assessors, moderators and verifiersF Standardi2aci,a %roces koji osigurava primjenu utvrCenih procedura provjere 5a sticanje kvalifikacije ili dijela kvalifikacije od strane ispitiva6a, moderatora i verifikatoraF Strand >earning outcomes are divided into three strands of kno<ledge, kno< and skill, and competenceF &om1onenta is3oda u5en,a Ishodi u6enja su podijeljeni na tri komponente+ 5nanja, ra5umijevanje i vje9tine i kompetencijeF Su.6strand >earning outcomes are divided in to eight subDstrandsF 2ubDstrands identify the sources of order <ithin the kinds of learning outcomes associated <ith a<ards at the various levelsF 'od6kom1onenta Ishodi u6enja su podijeljeni na osam podDkomponentiF %odDkomponente odreCuju redosljed i na6in kako su ishodi u6enja pove5ani sa tipom isprave na odreCenom nivouF Su11lemental award6ty1es 2upplemental a<ardDtypes are for learning <hich is additional to a previous a<ardF Eo1unske vrste is1rava Dopunske vrste isprava se dodjeljuju 5a dodatno u6enje i predstavljaju dopunu prethodno dobijenoj ispravi Gdiploma, sertifikatHF " "3eoretical knowledge A set of theoretical kno<ledge acEuired in separate link informationF "eori,ska 2nan,a 2kup teorijskih 5nanja ste6enih i5 ra5li6itih i5voraF "ransfera.ility of learning outcomes 'he degree to <hich kno<ledge, skills and competences can be used in a ne< occupational or educational environment, and(or to be validated and certifiedF 'renosivost is3oda u5en,a
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2tepen u kojem ste6ena 5nanja, vje9tine i kompetencije mogu biti upotrijebljeni 5a novo 5animanje ili nastavak obra5ovanja odnosno, mogu biti potvrCeni i sertifikovaniF "rans1arency of Cualifications 'he degree of visibility and legibility of Eualifications, of their content and value on the Gsectoral, regional, national or internationalH labour market and in the education and training systemsF "rans1arentnost kvalifikaci,e 2tepen u kojem je kvalifikacija vidljiva i jasna, u smislu njenog sadrIaja i vrijednosti na trIi9tu rada Gu sektoru, regionu, na nacionalnom ili meCunarodnom nivouH odnosno, u sistemu obra5ovanja i osposobljavanjaF "y1e of Cualification 'ypes of Eualification are+ Educational level Eualification iFeF a Eualification that is deemed to satisfy the reEuirements for recognition of achievement of sufficient volume of learning to justify certification of an overall educational level& ocational, general or higher level Eualification iFeF a Eualification that proves successful achievement of the reEuired criteria but that is not of sufficient volume to satisfy the reEuirements for achievement of the <hole educational levelF "i1ovi kvalifikaci,a 'ipovi kvalifikacija su+ ;valifikacija nivoa obra5ovanja N kvalifikacija koja 5adovoljava uslove 5a pri5navanje ili posti5anje dovoljnog obima u6enja 5a dobijanje doka5a o ste6enom nivou obra5ovanja& 2tru6na, op9ta ili kvalifikacija visokog nivoa D kvalifikacija koja 5adovoljava uslove 5a uspje9no dosti5anje 5ahtijevanih kriterijuma, a nije dovoljnog obima da se 5adovolje 5ahtjevi 5a ukupni GcijeliH obra5ovni nivoF D Dnit A set of kno<ledge, skills and competence <hich constitute a part of a EualificationF A unit can be the smallest part of a Eualification that can be assessed, validated and certifiedF A unit can be specific to a single Eualification or common to several EualificationsF 'he characteristics of units Gcontent, si5e, total number of units composing a Eualifi cation, etcFH are defi ned by the competent body responsible for the Eualifi cation at the appropriate levelF 'he definition and description of units can vary according to the Eualifi cations system and the procedures of the competent bodyF )or evey unit the follo<ing information should be provided+ the generic title of the unit& the kno<ledge, skills and competence <hich are contained in a unit& the criteria for assessment of the corresponding learning outcomes& the number of M:) 1redits for the unitF #edinica 2kup 5nanja, vje9tina i kompetencija koji formiraju komponentu kvalifikacijeF Tedinica je najmanji dio kvalifikacije 5a koji je moguKe organi5ovati provjeru, potvrCivanje postignutih ishoda u6enja i 5a koju je moguKe dodijeliti sertifikat Gpotvrdu, uvjerenjeHF Tedinica moIe da bude dio jedne kvalifikacije ili 5ajedni6ka 5a vi9e kvalifikacijaF ;arakteristike jedinice GsadrIaj, obim, ukupan broj jedinica koje 6ine kvalifikacijuH odreCuje kompetentno tijelo koje se bavi kvalifikacijama na odreCenom nivouF Definicija i opis jedinice se ra5likuju u 5avisnosti od kvalifikacionog sistema i usvojenih procedura nadleInih tijelaF 3snovni podaci koji treba da budu obe5bijeCeni 5a svaku jedinicu kvalifikacije su+ @a5iv jedinice& 3buhvaKena 5nanja, vje9tine i kompetencije& ;riterijumi provjere u skladu sa ishodima u6enja koje treba postiKi& ;reditna vrijednost jedinice Gbroj kredita 1;3HF
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Dnit grade/mark 'he grade a<arded for each unitF 'his applies to the principal learning EualificationF Oc,en,ivan,e ,edinice 3cjena dobijena 5a svaku od jedinicaF 3dnosi se na glavne segmente kvalifikacijeF 7 7alidation of a Cualification for inclusion in t3e MQF 'he process through <hich the Eualifications regulators confirm that a Eualification and the associated specification conform to the relevant regulatory criteriaF 'otvr?ivan,e :validaci,a; kvalifikaci,e radi ukl,u5ivan,a u C&O %ostupak kojim nadleIno tijelo 5a kvalifikacije odlu6uje da li je odreCena kvalifikacija ispunila uslove 5a uklju6ivanje u 1;3F 7alidation of non formal and informal learning 'he process of assessing and recognising a <ide range of kno<ledge, kno<Dho<, skills and competences, <hich people develop throughout their lives <ithin different environments, for e*ample through education, <ork and leisure activitiesF 'otvr?ivan,e neformalnog i informalnog u5en,a %roces provjere i pri5navanja 9irokog spektra 5nanja, ra5umijevanja, vje9tina i kompetencija koje osoba sti6e i ra5vija tokom Iivota na ra5li6ite na6ine N kro5 obra5ovanje, rad ili slobodno vrijemeF 7alidity 'he fitness for purpose of an assessment tool or schemeF 7al,anost %rikladnost na6ina i vrste provjereF 7alues and 'rinci1les A set of statements underpinning the development of the Montenegrin frame<ork of EualificationsF 7ri,ednosti i 1rinci1i 2kup tvrdnji i i5java ra5vijenih u svrhe podr9ke i5gradnje 1rnogorskog kvalifikacionog okviraF 7olume olume of standards of kno<ledge, skill and competence refers to the amount of kno<ledge, skill and competence at a particular level or levelsF 'he more the amount of kno<ledge, skill and competence, the greater the volumeF olume is reflected in terms of the number of Montenegrin creditsF O1seg 3pseg standarda 5nanja, vje9tina i kompetencija se odnosi na koli6inu 5nanja, vje9tina i kompetencija na odreCenom nivouF eKa koli6ina 5nanja, vje9tina i kompetencija upuKuje na vi9i nivoF 3pseg se i5raIava brojem ;1;3F L Lorkload A Euantitative measure of the learning activities that may be reEuired for the achievement of learning outcomes GeFgF lectures, seminars, practical <ork, private study, information retrieval, research, e*aminationsHF adno o1tere0en,e rijeme 5a koje se o6ekuje da Ke ga kandidat utro9iti kako bi postigao o6ekivane ishode u6enjaF 'o vrijeme uklju6uje sve aktivnosti ve5ane u5 u6enje koje se o6ekuju od kandidata Gpredavanja, seminari, vjeIbe, samostalno u6enje, pronalaIenje informacija istraIivanja, rad u grupi, prakti6ni rad, stru6ne posjete, ispitiHF
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9i.liogra13y and %nternet sources =igher Education in Europe #$$/+ Developments in the ?ologna %rocessF Education, Audiovisual and 1ulture E*ecutive Agency, #$$/F ?ologna %rocess 8lossary+ http+((<<<FbolognaDbergen#$$"Fno(E@(8lossary(8los0F='M 'erminology of European education and training policy, a selection of 0$$ key termsF 1EDE)3%, #$$:uality Assurance and Accreditation in the European =igher Education Area N 8lossaryF University of Montenegro Discussion paper+ Development of @ational :ualification )rame<ork in Montenegro, Ministry of Education and 2cience, %odgorica #$$%erspectives paper on @ational :ualification )rame<ork, Ministry of Education and 2cience, %odgorica #$$P 'o<ards a European :ualifications )rame<ork for >ifelong >earningF ?russels, -F7F#$$", 2E1G#$$"H /"7, 1ommission of the European 1ommunities European 1redit system for ocational Education and 'raining GE1 E'H ?russels, !0F0$F#$$P, 2E1G#$$PH 0.!0, 1ommission of the European 1ommunities 'he European :ualifications )rame<ork for >ifelong >earning GE:)H, European 1ommission D Education and 1ulture, #$$Becommendation of the European %arliament and of the 1ouncil of 0- Tune #$$/ on the establishment of a European 1redit 2ystem for ocational Education and 'raining GE1 E'H, 3fficial Tournal of the European Union 8lossary of 1roatian :ualification )rame<ork, Zagreb, 2009. >a< on @ational ocational :ualifications, %odgorica #$$2trategy for Establishment of @ational :ualification )rame<ork in Montenegro Gfor the period #$$-D#$0$H, %odgorica #$$Adult education la< GQ2lF list B18Q, brF P.($#, #-F00F#$$#& ./($7, 0$F$-F#$$7 >a< on ocational Education GQ3fficial ga5ette B18Q, @oF P.($#, #-F00F#$$#& ./($7, 0$F$-F#$$7H >a< on 8ymnasium GQ3fficial ga5ette B18Q, @oF P.($#, #-F00F#$$#& ./($7, 0$F$-F#$$7H Amendatory la< on 8eneral Education #$$" GQ3fficial ga5ette B18Q, @oF P.($#, #-F00F#$$#, !0($"& 0-F$"F#$$", ./($7, 0$F$-F#$$7H 'he >a< on =igher Education, %arliament of Montenegro, %odgorica #$$!
9i.liografi,a i i2vori sa interneta isoko obra5ovanje u Evropi #$$/+ Ba5voj ?olonjskog procesaF I5vr9na agencija 5a obra5ovanje, audioDvi5uelni sektor i kulturu, #$$/F %ojmovnik ?olonjskog procesa+ http+((<<<FbolognaDbergen#$$"Fno(E@(8lossary(8los0F='M 'erminologija i5 oblasti evropskog obra5ovanja i osposobljavanja, i5bor 0$$ klju6nih pojmovaF 1EDE)3%, #$$ 3siguranje kvaliteta i akreditacija u evropskom visokom obra5ovanju N pojmovnikF Univer5itet 1rne 8ore Dokument 5a diskusiju+ Ba5voj nacionalnog okvira kvalifikacija u 1rnoj 8ori, Ministarstvo prosvjete i nauke, %odgorica #$$ Dokument o perspektivama 5a nacionalni okvir kvalifikacija, Ministarstvo prosvete i nauke, %odgorica #$$P U pravcu Evropskog kvalifikacionog okvira 5a cjeloIivotno u6enjeF ?risel, -F7F#$$", 2E1G#$$"H /"7, ;omisija Evropske 5ajednice Evropski kreditni sistem 5a stru6no obra5ovanje i obuku GE1 E'H ?risel, !0F0$F#$$P, 2E1G#$$PH 0.!0, ;omisija Evropske 5ajednice
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Evropski kvalifikacioni okvir 5a cjeloIivotno u6enje GE:)H, Evropska komisija N obra5ovanje i kultura, #$$%reporuke Evropskog parlamenta i 2avjeta od 0-F juna #$$/F godine 5a formiranje Evropskog kreditnog sistema 5a stru6no obra5ovanje i obuku GE1 E'H, 7vani6ni Iurnal Evropske unije %ojmovnik =rvatskog kvalifikacionog okvira, 7agreb, #$$/F 7akon o nacionalnim stru6nim kvalifikacijama, %odgorica #$$-F 2trategija uspostavljanja @acionalnog okvira kvalifikacija u 1rnoj 8ori G5a period #$$-D#$0$H, %odgorica #$$7akon o obra5ovanju odraslai GQ2lF list B18Q, brF P.($#, #-F00F#$$#& ./($7, 0$F$-F#$$7 7akon o stru6nom obra5ovanju GQ2lF list B18Q, brF P.($#, #-F00F#$$#& ./($7, 0$F$-F#$$7H 7akon o gimna5ijama GQ2lF list B18Q, brF P.($#, #-F00F#$$#& ./($7, 0$F$-F#$$7H I5mjene i dopune 7akona o op9tem obra5ovanju #$$" GQ2lF list B18Q, ?rF P.($#, #-F00F#$$#, !0($"& 0-F$"F#$$", ./($7, 0$F$-F#$$7H 7akon o visokom obra5ovanju, 2kup9tina 1rne 8ore, %odgorica #$$!
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Montenegro Qualification Framework Crnogorski Kvalifikacioni Okvir

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National Qualification Framework and Quality Assurance in Education An EU funded project managed by the Delegation of the European Union

'odgorica( #uly )+ 'odgorica( ,ul( )+- godine

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