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 . Overview. Demand approach in TVET Transfer - PowerPoint PPT PresentationTRANSCRIPT
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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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w.w
eb-tt
.org
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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eb-tt
.org
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
ww
w.w
eb-tt
.org
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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eb-tt
.org
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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w.w
eb-tt
.org
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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w.w
eb-tt
.org
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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w.w
eb-tt
.org
• 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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w.w
eb-tt
.org
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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w.w
eb-tt
.org
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
ww
w.w
eb-tt
.org
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
ww
w.w
eb-tt
.org
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
ww
w.w
eb-tt
.org
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
ww
w.w
eb-tt
.org
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
ww
w.w
eb-tt
.org
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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eb-tt
.org
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
ww
w.w
eb-tt
.org
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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w.w
eb-tt
.org
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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w.w
eb-tt
.org
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