need approach for tvet transfer

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www.web-tt.org Need Approach for TVET Transfer First steps towards an appropriate curriculum design Dr. Stefan Wolf, The Need Approach for TVET Transfer, Symposium Sustainability for New Neighbourhoods & Buildings, El Gouna, Egypt, 6th to 9th may 2012

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Need Approach for TVET Transfer. First steps towards an appropriate curriculum design. Dr. Stefan Wolf, The Need Approach for TVET Transfer, Symposium Sustainability for New Neighbourhoods & Buildings, El Gouna , Egypt, 6th to 9th may 2012 . Overview. Demand approach in TVET Transfer - PowerPoint PPT Presentation

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Page 1: Need Approach for TVET Transfer

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Need Approach for TVET Transfer

First steps towards an appropriate curriculum design

Dr. Stefan Wolf, The Need Approach for TVET Transfer,

Symposium Sustainability for New Neighbourhoods & Buildings, El Gouna, Egypt, 6th to 9th may 2012

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Overview

• Demand approach in TVET Transfer• Concepts of curricula design in international TVET-

cooperation• Characteristics of knowledge and ability of

practice• Limits of current concepts for designing curricula

in TVET-cooperation • Procedures of the project WEB-TT

Topics

Dr. Stefan Wolf, The Need Approach for TVET Transfer,

Symposium Sustainability for New Neighbourhoods & Buildings, El Gouna, Egypt, 6th to 9th may 2012

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Demand Orientation

• Since the mid 1950th Germany is active in policy transfer in TVET and international TVET cooperation

• The base is always a demand from a taker-country for advice or support in TVET to a giver-country– Mostly the results of German TVET are requested, not the

prerequisite of the German success – From the German side the policy transfer in TVET has

focused for a long time on the transfer of the dual apprenticeship system with its very complex institutional order

Demand Approach in TVET -Transfer

Dr. Stefan Wolf, The Need Approach for TVET Transfer,

Symposium Sustainability for New Neighbourhoods & Buildings, El Gouna, Egypt, 6th to 9th may 2012

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Demand Orientation

• Since the 1950th the German side has conducted only little adaptation of the TVET activities to fit to the foreign condition

• The importance of policy transfer in TVET from Germany decrease dramatically since the late 1990th

• Therefore the activities to develop an appropriate curricula design were stopped

• The multiple strengths of the German TVET elements are not sufficiently adapted to well fitting the foreign conditions

Little adaption of German TVET to foreign countries

Dr. Stefan Wolf, The Need Approach for TVET Transfer,

Symposium Sustainability for New Neighbourhoods & Buildings, El Gouna, Egypt, 6th to 9th may 2012

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Demand Orientation

• The English concept of CBET/ DACUM dominate the international cooperation in TVET

• Better fitting by modular structure and orientation on small professional activities, based on the demands of companies by a functional perspective

• Curricula for trainings, systems of certification and national qualification frameworks could be developed

• Since the early 2000th the German policy transfers in TVET are obliged to follow the CBET/ DACUM concept

Adaption from the German’s rivals in international TVET transfer

Dr. Stefan Wolf, The Need Approach for TVET Transfer,

Symposium Sustainability for New Neighbourhoods & Buildings, El Gouna, Egypt, 6th to 9th may 2012

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Curricula Design

• Key method is the moderated group discussion (committee) of Expert-Workers

• External functional analysis of companies to identify the core work or business process could be done

• With additional steps a full training system could be arranged and implemented

• With the gained information from the analysis and the implemented training system it will be possible to derive a certification system with three up to five TVET levels

Competence based Education and Training - CBET

Dr. Stefan Wolf, The Need Approach for TVET Transfer,

Symposium Sustainability for New Neighbourhoods & Buildings, El Gouna, Egypt, 6th to 9th may 2012

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Curricula Design

1. Description of the job/ occupation by the expert-worker2. Description and explanation of the duties of a specific job/ occupation3. Collection of enablers during the group discussion

Analytic framework of CBET/ DACUM

General

Naming of occupation or job

Duty

Task

Duty Duty

Task Task Task Task Task

Different elements of tasks have to identify and

additionally enablers, i. e. knowledge, skills, tools and

activities and behaviour Particular

………

Result of DACUM-Analysis

Dr. Stefan Wolf, The Need Approach for TVET Transfer,

Symposium Sustainability for New Neighbourhoods & Buildings, El Gouna, Egypt, 6th to 9th may 2012

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• Expert-Worker-Workshops to identify the core tasks of any occupation

• Conduct sector analysis of the concerned industrial or business field in advance

• Work process analysis with accompanied observation • With the results the formulating of a curriculum with four

classification levels - from novice to expert - will be possible • It needs some supplementary steps to succeed

Work Process oriented Curricula Design

Curricula Design

Dr. Stefan Wolf, The Need Approach for TVET Transfer,

Symposium Sustainability for New Neighbourhoods & Buildings, El Gouna, Egypt, 6th to 9th may 2012

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Work Process oriented Curicula Design

Sector analysis of occupational field

Preselection of occupational profiles

Expert-Worker-Workshops

Identification of core tasks and skills

Professional task analysis

Draft of a didactical transmission of of the

core tasks

Round table to communicative validation of the results

Check of the draft of the didactical transmission and the settings of the sequences

Workprocess-Analysis

Detailed description of core tasks and skills and its

sequencing

Work Process oriented Curricula Design

Developing of a learn field approach curricula design* with four qualification levels by analysing the professional task

analysis

* The partition is in four qualification levels from novice to the expert, each of them are subdivided into up to 12 different learn fields

Curricula Design

Dr. Stefan Wolf, The Need Approach for TVET Transfer,

Symposium Sustainability for New Neighbourhoods & Buildings, El Gouna, Egypt, 6th to 9th may 2012

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Comparison of both concepts

CBET/ DACUM - Concept

Work process oriented Curricula Design

• Cheap, Quick and easy to handle• Group discussion as basis• Quick results• Functional fit to the demands of

companies• Only simple professional activities • Behaviourism as the theoretical

ground • Certification oriented, the

learning process, the input and the didactical methodological arrangements don’t matter to

• Costly, mixture of methods• Group discussion on biographical

basis• Accompanied observation, • Communicative validation• Work or business process as core

orientation of the concept• Complex activities to identify• Constructivism as theoretical

ground, action oriented learning• Importance of learning processes

and results

Dr. Stefan Wolf, The Need Approach for TVET Transfer,

Symposium Sustainability for New Neighbourhoods & Buildings, El Gouna, Egypt, 6th to 9th may 2012

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Specifics of knowledge of practice

• Craft knowledge and ability are very often incorporated and not easy to articulate

• The logic of practice (Bourdieu) differs substantially from the logic of understanding and order– It secures successful results and activities – It is always under the oppression of obligation to act and

under the oppression of results– The logic of practice is frugal and use the same pattern for

different situation, e.g. the meaning of the expression that metal sheet is living or the meaning of the nouns hot/could

Dr. Stefan Wolf, The Need Approach for TVET Transfer,

Symposium Sustainability for New Neighbourhoods & Buildings, El Gouna, Egypt, 6th to 9th may 2012

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Specifics of knowledge of practice

• Self-articulation of practice dissociate of “the truth of every own practice” (Bourdieu 1993), because the necessary theoretical distance distort the articulation of practice

• The articulations are blurred and difficult to decode • Use of heuristics and simple, but experience based

schemes, reduction of the quantity of knowledge, activation of no-knowledge

• And the knowledge of practice is an influential factor in the inner-company shaping of the work regime and therefore connected with inner-company power

Dr. Stefan Wolf, The Need Approach for TVET Transfer,

Symposium Sustainability for New Neighbourhoods & Buildings, El Gouna, Egypt, 6th to 9th may 2012

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Specifics of knowledge of practice

• Normally the knowledge of practice is called into question from outside, e.g. the results are bad, new requirements defined, etc.

• Cognitive knowledge is the foundation of any reflective abilities of a practitioner about his/her knowledge of practice

• Trainings and work practice determined by planning, carry out and check (complete action) will facilitate a modification of knowledge of practice

Generally we can state some problems of decoding the knowledge of practice

Dr. Stefan Wolf, The Need Approach for TVET Transfer,

Symposium Sustainability for New Neighbourhoods & Buildings, El Gouna, Egypt, 6th to 9th may 2012

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Decoding the knowledge of practice

• Only group discussion is insufficient, to little information to gain

• Necessity to communicate with the practitioner with confidence

• Professional knowledge, and at the same time professional distance needed

• Obligatory mixture of research methods, e.g.– In advance sector analysis,– Group discussion, – Accompanied observation, – Work process documentation by photo analysis, analysis of document

from site work or production work, – Analysis of failure by photo documentation and expert interviews

Dr. Stefan Wolf, The Need Approach for TVET Transfer,

Symposium Sustainability for New Neighbourhoods & Buildings, El Gouna, Egypt, 6th to 9th may 2012

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The project WEB-TT

• Appropriate qualification for the on-site work of Egyptian construction companies delivered by German TVET supplier

• Combination of qualification with innovative technologies in the construction field

• Coordinated qualification modules so a German TVET certificate will be possible

• Need approach means: (1) Adaptation to the contexts on location in Egypt, (2) Adaptation to the existing conditions of the participants and (3) Adaptation to the demands of the companies

Objectives

Dr. Stefan Wolf, The Need Approach for TVET Transfer,

Symposium Sustainability for New Neighbourhoods & Buildings, El Gouna, Egypt, 6th to 9th may 2012

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Dr. Stefan Wolf, The Need Approach for TVET Transfer,

Symposium Sustainability for New Neighbourhoods & Buildings, El Gouna, Egypt, 6th to 9th may 2012

Operator

models

Inventory analysiscomponent related market analysis

Conceptiondevelopment of components

identify the need of vocational training

Ient

ify t

he t

arge

t gr

oup

in

the

cult

ural

con

text

Identify the dem

and and offer

of technology and the demand

for qualification

build infrastructureand

check framework

I

III

IV IITesting

exportable training modules for egypt(for Vocational and

further training)

marketing concept

Evaluation

concept

innovative

technologies

rules andstandards

Models of

certificationscu

rricu

la, co

urse

,

conc

epts,

med

ia

Germ

an e

gypt

ian

trans

fer s

truct

ure

Clarify str

engths /

weaknesses

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The project WEB-TT

• On-site visits with photo documentation• Expert interviews with field excursion on location • Analysis of the structure of the Egyptian TVET system and the

certification system • Structured interviews with German civil engineers with

experiences in Egypt • Comparative analysis of German company based training

curricula (AVO) with Egyptian training curricula (EVQ)• Analysis of documents given by the company• Conduct of a structured survey of the participants of the

training measurements

Procedure

Dr. Stefan Wolf, The Need Approach for TVET Transfer,

Symposium Sustainability for New Neighbourhoods & Buildings, El Gouna, Egypt, 6th to 9th may 2012

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The project WEB-TT

• In the first step selected executive from the workmanship level of the on-site work will be trained in short courses

• Six different trades of on-site work are commonly selected to train

• Support by multi-media sequences specifically build for the on-site training

• The training will be organised by problem oriented learn-and-work-assignments, not by an instruction approach

• The general structure of the training is lead by didactic approach of complete action

Didactic-methodical concept

Dr. Stefan Wolf, The Need Approach for TVET Transfer,

Symposium Sustainability for New Neighbourhoods & Buildings, El Gouna, Egypt, 6th to 9th may 2012

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Résumé

• Demand Approach vs. Need Approach• Both CBET/ DACUM and Work Process oriented

Curricula Development work mainly with group discussions

• The specifics of the knowledge of practice impede the understanding of knowledge and ability of the workmanship level or of crafts level

• The project WEB-TT procedures pragmatically to develop need adapted qualification modules for the on-site work

• It uses a mixture of inquiring methods Dr. Stefan Wolf, The Need Approach for TVET Transfer,

Symposium Sustainability for New Neighbourhoods & Buildings, El Gouna, Egypt, 6th to 9th may 2012

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Thank you for your attention

Questions and more

Dr. Stefan Wolf, The Need Approach for TVET Transfer,

Symposium Sustainability for New Neighbourhoods & Buildings, El Gouna, Egypt, 6th to 9th may 2012