SOCIJALNA KOHEZIJA U ŠKOLAMA SREDNJEG STRUČNOG OBRAZOVANJA I OBUKE
SOCIAL COHESION IN VET SCHOOLS

Summary/Abstract: Secondary vocational education and training is an extremely important part in the socio-economic development of each country In its documents, the Council of Europe states that one of the main strategic goals of the European Union is the development of quality vocational education and training, especially in terms of social cohesion promoting, mobility, employment and competitiveness. The secondary vocational education and training school is a complex educational institution with its many specifics: a wide range of different professions, a lot of teachers who graduated from non-teaching faculties, quite large heterogeneity of students, various social and educational structure of their families, practical teaching with their characteristics and possibilities of performing in school workshops and/or in many companies and organizations, "sensitive" period in the development of young people, etc. That type of school can achieve the best results in its educational mission if all school members work together to achieve the educational teaching goals and established common values. Social cohesion in secondary vocational education and training school means the school's ability to ensure the long-term well-being of all its students, teachers and school staff, with fair access to available school resources, mutual respect for dignity and diversity, personal development and autonomy, and responsible participation in school's life. Given the great impact of social cohesion on the effectiveness of secondary schools, and vice versa, the great importance of well-organized, functional and efficient secondary vocational education and training for social cohesion in society, it is very important to monitor and assess the state of social cohesion in schools and continuously work on its improvement. The focus of this paper is on indicators of social cohesion in secondary vocational education and training school: school as a community, which includes participation and cooperation in school, and the relationship between school and local environment, approach to student assessment, access to teaching, key competencies for lifelong learning, empathy, interpersonal teacher-student relationship and school attendance.

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