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Evaluation
In the Operational Programme’s ex ante evaluation,
the advantages, weaknesses and the new challenges that exist or
that are expected to arise during the development of the area of
education and initial vocational training were identified in the
SWOT analysis.
The new opportunities (challenges) that demark
the areas where the programme’s action plans should weigh more heavily
are shown summarily below
|
STRENGTHS OPPORTUNITIES (S/O) |
| S/O 1 |
Creation of an Open and Inclusive Society |
| S/O 2 |
Lifelong Learning |
| S/O 3 |
Creation of the Information Society |
| S/O 4 |
Qualitative improvement of education
provided |
| S/O 5 |
Connection of education and production |
| S/O 6 |
Creation of innovation and inventiveness |
| S/O 7 |
Flexibility of educational system and
its capability for adaptation |
| S/O 8 |
Access to all educational levels |
| S/O 9 |
Promotion of Employment – Improvement
of employment for women |
| S/O 10 |
Modernization of educational institutions |
| S/O 11 |
Improvement of Administrative Organisation
of Educational Institutions |
| S/O 12 |
Limit dropping out of school |
|
These calls are based on data obtained from quantitative
estimates from the existing situation as well as qualitative characteristics
that cannot be portrayed with the use of an indicator.
The weaknesses that have been detected in the educational
system are summarized as follows:
|
WEAKNESSES THREATS (W/T) |
| W/T 1 |
High dropout levels during compulsory
education |
| W/T 2 |
Limited access of illiterates to education |
| W/T 3 |
Low performance by educational staff |
| W/T 4 |
Low quality of provided services |
| W/T 5 |
Insufficient educational institution
infrastructure |
| W/T 6 |
Non-modernization of educational system |
| W/T 7 |
Educational system passive to change |
| W/T 8 |
Limited access to higher education |
| W/T 9 |
Insufficient public funding |
| W/T 10 |
Lack of information on aspects of vocational
placement |
| W/T 11 |
Administrative rigidity, concentration
of power and lack of evaluation mechanisms |
|
Tables 1 and 2 below present the Evaluation Consultant’s
estimate regarding the correlation the measures of the Programme
have with the strengths/opportunities and the weaknesses/threats
of the educational system.
Table 1: Correlation of strengths/opportunities
with the Programme Complement’s Measures
| WT |
M1.1 |
M1.2 |
M2.1 |
M2.2 |
M2.3 |
M2.4 |
M2.5 |
M2.6 |
M3.1 |
M4.1 |
M4.2 |
M5.1 |
M5.2 |
M6.1 |
|
| 1 |
1 |
1 |
|
|
|
|
|
|
|
1 |
1 |
|
|
|
4 |
| 2 |
1 |
|
|
|
|
|
1 |
|
|
|
|
|
|
|
2 |
| 3 |
|
|
|
1 |
|
|
|
|
|
|
|
|
|
|
1 |
| 4 |
|
|
1 |
1 |
|
1 |
1 |
1 |
|
|
|
1 |
1 |
|
7 |
| 5 |
|
|
|
|
1 |
1 |
|
|
1 |
|
|
|
|
|
3 |
| 6 |
|
|
|
1 |
|
|
|
|
1 |
|
|
|
|
|
2 |
| 7 |
|
|
1 |
1 |
|
1 |
|
1 |
|
|
|
|
|
|
4 |
| 8 |
|
|
|
1 |
|
|
1 |
|
|
1 |
1 |
|
|
|
4 |
| 9 |
|
|
|
|
1 |
1 |
|
|
|
1 |
1 |
|
|
|
4 |
| 10 |
|
|
|
|
|
|
|
|
|
|
|
1 |
1 |
|
2 |
| 11 |
|
|
1 |
|
|
|
|
|
|
|
|
|
|
|
1 |
| 12 |
1 |
1 |
1 |
|
|
|
|
|
|
|
|
|
|
|
3 |
|
3 |
2 |
4 |
5 |
2 |
4 |
3 |
2 |
2 |
3 |
3 |
2 |
2 |
0 |
|
|
Table 2: Correlation of weaknesses/threats
with the Programme Complement’s Measures
| No |
M1.1 |
M1.2 |
M2.1 |
M2.2 |
M2.3 |
M2.4 |
M2.5 |
M2.6 |
M3.1 |
M4.1 |
M4.2 |
M5.1 |
M5.2 |
M6.1 |
|
| 1 |
1 |
1 |
1 |
1 |
|
1 |
|
|
|
|
|
|
|
|
5 |
| 2 |
1 |
1 |
|
|
|
|
1 |
|
|
|
|
|
|
|
3 |
| 3 |
|
|
1 |
|
1 |
|
|
1 |
|
|
|
|
|
|
3 |
| 4 |
1 |
1 |
1 |
1 |
|
1 |
|
1 |
1 |
|
|
|
|
|
7 |
| 5 |
|
|
|
|
|
|
|
|
|
|
|
1 |
1 |
|
2 |
| 6 |
|
|
1 |
1 |
1 |
1 |
|
1 |
1 |
|
1 |
1 |
1 |
|
9 |
| 7 |
|
|
1 |
|
|
1 |
1 |
|
|
|
|
|
|
|
3 |
| 8 |
|
|
|
1 |
|
|
|
|
|
1 |
1 |
|
|
|
3 |
| 9 |
|
|
1 |
1 |
1 |
|
|
|
|
1 |
1 |
|
|
|
5 |
| 10 |
|
|
1 |
|
1 |
1 |
|
|
1 |
|
|
|
|
|
4 |
| 11 |
|
|
|
1 |
|
|
|
|
|
|
|
|
|
|
1 |
|
3 |
3 |
7 |
6 |
4 |
5 |
2 |
3 |
3 |
2 |
3 |
2 |
2 |
0 |
|
|
|