vocational education and training in the german (dual) system · 2015-05-11 · 29 vocational...
TRANSCRIPT
Friedhelm Eicker & Gesine Haseloff
23.04.2015 UNIVERSITÄT ROSTOCK | PHILOSOPHISCHE FAKULTÄT |
Vocational Education and Training
in the German (dual) System
Shaping of human character with and through
(technical) vocational education and training
&
VET-projects and concepts
Short Introduction
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Federal state:
Mecklenburg-Vorpommern
Located at the coast of the
Baltic Sea
About 200.000 Inhabitants
ROSTOCK
… founded 1419
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The German System
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Science + research/development for the prevocational education, the transition from the general education to the working world and the vocational further- and advanced education
Teacher- / Trainer / -further-/-additional Education
Prevoca-
tional
education
Vocational
school company
Full time school
Initial training Further education
General (technical) school
Transition from (general technical) school in the
world of working) World of working
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knowledge
Acting competence
Shaping competence
Acquiring of acting competence or better shaping competence instead of imparting knowledge
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Modern vocational education and training allows to expect:
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Learning arrangements + lesson‘s projects
Projects instead
of the lessons
teaching- / learning
arrangements
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What is a project ?
“Projects ..., because of that real, (social and individual) sought-after and
meaningful (working-, teaching-/learning-, searching- and/or developing-)
processes are initiated, in which self-determination, autonomy, auturgy
and so on are promoted. It is about complex, planned, organised and
product oriented intentions, about (subjects and working fields)
comprehensive, events motivated by serious situations“
(Eicker, F.: Vernetztes Gestalten – eine Perspektive in der kompetenzbezogenen Berufsbildung,
in: Universität Rostock / Technische Bildung (Hrsg.): Technical Education for a Co-shaping
Working in Building Automation, Universität Rostock, Band I u. II, Draft, Rostock 2006, S. 96 ff.,
insbesondere S. 105)
New ways to competence acquisition
Commonalities of different new concepts:
6 steps, in which important vocational tasks are solved…and because of that
shaping competence is acquired Learners inform themselves
about possible vocational
(fields of) tasks
Learners define and
give reasons for
– alternative – learning-
tasks and develop
first plans for solutions
Learners decide about the
learning tasks
which are to be solved
and future solving plan(s)
Learners actually solve the learning task(s) practically
Learners check
their learning
progress
continuously
Learners evaluate the
process and the
learning performance
(with the help of the
tutors)
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Common characteristics to differentiate
new concepts: 1. Information
4. Executing
2. Planning
3. Deciding
6. Evaluating
5. Checking
Modified by Richter / Meyer, Troisdorf 2004, p. 31
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Learning fields instead of
traditional curricula
Example from Project„ErkunDa“
Learning field: Selecting, planing and realizing of
Bus – controlled systems for
modern house installations
3rd year of training
Estimated limit of time: 50 hours
Verbalisation of learning task: Die Auszubildenden analysieren einen Auftrag und beziehen bereits in der Vorbe-reitungsphase alternative Realisierungsmöglichkeiten mit ein. Sie beherrschen Ver-fahren zur Analyse und Dokumentation von Funktionszusammenhängen in der Ge-bäudesystemtechnik und diskutieren technische Realisierungsmöglichkeiten. Sie nutzen verschiedene Informationsquellen und können diese mittels branchenüblicher Software aufbereiten und dokumentieren. Sie können die Arbeit im Team organisie-ren und bei der Erstellung der Planungsunterlagen kooperativ zusammen arbeiten. Sie erkennen die Notwendigkeit in einer Gewerke übergreifenden Zusammenarbeit für die Integration aller Bestandteile der modernen Hausinstallation in eine Gesamt-lösung. Die Schülerinnen und Schüler überprüfen Systemparameter, stellen sie ein und können kleine Einheiten selbst realisieren und in Betrieb nehmen. Sie nutzen die Möglichkeiten von Diagnosesystemen und interpretieren Funktions- und Fehler-protokolle.
Die Auszubildenden können den potentiellen Kunden über die Sinnhaftigkeit des Einsatzes von Systemen der Gebäudesystemtechnik informieren und beraten. Sie können die für den Betrieb der Anlage notwendigen Service-unterlagen Kunden gerecht gestalten.
Possible contents: - Analyse von Aufträgen und Grundlagen der Angebotserstellung
- Nutzung von Informationsquellen und deren Bewertung (Internet, Werbebroschüren, Kataloge, Fachbücher, Fachzeitschriften ...)
- Grundlagen der Bustechnik
- Gemeinsamkeiten aller Systeme der Gebäudesystemtechnik (unabhängig vom Übertragungsmedium)
- Besonderheiten der Übertragungsmedien: Netz, Twisted Pair, Funk
- Besonderheiten bei der Installation und Inbetriebnahme von
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Teaching and learning conditions at school
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Example of the Project „Building Automation“
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Paul Sun
Beach Avenue 45 / Warnemünde 03.03.2012
Electric Company „Photo-voltaic“ / Wheather Road 54 / Rostock
Dear Sir or Madam,
Referring to our conversation at the environmental fair I show you my interest in
solarenergy.
I am planning to build up a self-sustaining supply unit of energy for my weekend bunglow. I
have got some information about photovoltaic equipments and would like to expect an offer
for the erecting of these equipments.
Please, visit my bungalow and make two different offers. I would like to discuss their
advantages and disadvantages with you. I lay value on the fact that the arrangement does
not become too expensive and the environment is spared. It would be good if you could also
show me that the arrangements will work.
I come with pleasure to you and will decide. Then your company can install the selected
arrangement.
Best regards Paul Sun
Example from Learning
Project „Photo-voltaic“
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Example from Learning
Project „Photo-voltaic“
Company working
assignments are
pivots in vocational
teaching and
learning projects
Such a working process oriented learning task is very important
Varied learning potential:
• Students have to inform themselves about Photo-Voltaic
arrangements
• Students have to concretize and to identify learning tasks
• Students have to plan different solutions
• Students have to discuss advantages and disadvatages
• Students have to consider not only technical conditions
(also economic and financial and other terms)
• Students have to control the practical feasibility of their
solutions – at least in the lab
• Students have to prepare presentations of learning products
• Students have to control and to steer their learning progress
• Students (College) have to cooperate with customer and
company
• Students have to value their learning success
• Students have to learn independently and actively – with help
of the teacher
• Students have to find their approach in the learning
process
• And so on
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New learning – New teaching
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• continuous work during a longer time with the same
learners on one task
• possibility for individual learning with single students or
groups of students
• reality-related learning situations are planned and executed in a team
• the resources of vocational schools, universities, companies etc. have to be used
together in networks
• necessity of orientation at regional demands in a supra-regional context
The teachers …
Modified after Richter / Meyer
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The teacher …
• has to know the work, the involved
techniques and the processes in
the special working field
• has to understand and to reflect
new developments and has to
make decisions for the teaching
• has to work out an (adapted)
curriculum together with all the
other involved educators
• has to design and to
organize learning
arrangements which
support a competence
development
• has to know about
individual learning
processes under different
circumstances
• has to evaluate individual
learning and competence-
developing processes
• has to improve the
own competence
continuously
New learning – New teaching
Modified after Richter / Meyer
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Expections in (scientific) vocational education & training
VET-projects and -concepts
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Examples:
Some transregional and international projects in the last years …
… beside many regional and local projects
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ErkunDa
Entwicklung von regional- und kundenorientiertem
Dienstleistungsverhalten am Beispiel der Gebäudeautomation
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Cooperation of universities with schools, companies and other institutions
Not devided/“integrated“
learning, teaching
and working
Euroinno Partners: 22 institutions in 7 countries, 2003 - 2006
European Competence Field:
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MANO Partner FH Brandenburg | FHTW Berlin | Forschungsverbund Berlin e.V. | Fraunhofer Institut für Zuverlässigkeit und Mikrointegration |
Kompetenzzentrum Mikroelektronik Frankfurt (Oder) | Lise-Meitner-Schule Berlin | Siemens Professional Education | Staatliche Technikerschule Berlin | TU
Berlin Service Ausbildung | TU Berlin, Technologien der Mikroperipherik | Universität Rostock | ZEMI Berlin
Microsystem technology (MST) -
education in North-East Germany
Institutions of education,
research, industry
Creating and extending of a
network
development of a MST-
dialogue
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Experiences in China …
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Beijing Normal University & University of Tianjin
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& Central Institute of Vocational and Technical Education in Beijing (CIVTE)
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Shaping of learning competences – shown on a Chinese Learning field-project*
Shaping and competence oriented teaching
and learning – the Chinese LFC-project
* LFC–Projekt: The Learning Field-Curriculum – A Method of Teaching Design (IVAE / Institute
for Vocational and Adult Education of the Beijing Academy of Educational Sciences) und TB /
Universität Rostock – Technische Bildung
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Experiences in Africa …
Development of a Further Education and Research Network for VET Professional Pedagogues in Sub-Saharan-Africa
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Mozambique
South Africa
Ethiopia Jimma
Nampula
Beira/Chimoio
Maputo
Johannesburg
Cape Town / Malmesbury
Addis Abeba
Rostock
Germany
Adana
Port Elizabeth
Development of a Further Education and
Research Network for VET Professional
Educators in Sub-Saharan-Africa (VET-Net)
– state: April 2013
Instruments
Mutual
Workshops and
Further Trainings
Mutual
(small) R&D
Projects
Mutual basic
activities
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In all countries and regions vocational education and training are more or less recognized
and promoted as a vehicle for economic and social development – this causes a change of
an adaptation concept to a creation concept – of working and learning in networks
... independently / actively
& learning
of competences for
shaping in
working processes
in networks
From teaching
with the „funnel“ to ...
AA adapting
shaping
6
schools
others
companies universities
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Working Tasks
Learning Tasks
Work /
Fields of Work
Tuition Learning and Teaching
Learning an Teaching Process
(Higher) educational
Learning Fields
In-company
Learning Fields
Administrative Conditions
Co-operation with Partners
Learning Environment/Organisation
In-company and (higher)
educational learning tasks
Competence and shaping and network oriented teaching / learning
and research / development
expects to look at the "complete way" from the work / working
processes to the teaching and learning:
About the Justification and Discussion:
Analysing working
processes
Identfying
learning tasks
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Describing
learning fields Creating
learning situations
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Vocational (technical) education and training must not be a „mini-professional
science“, not of the engineer's science electrical engineering, civil engineering etc.!
The objects of the engineer's sciences and the vocational education and training are
different !
Technics
„Mini“-Technics
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Vocational education and training – Roots and objects
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Methods Educational Theory,
Didactics
Technical
Sciences
Mathematics etc.
Vocational
education and
training
Psychology etc.
Facts,
Concepts /
Ideas / Laws
Frei nach Saglamer, Melezinek, Incecik (Hrsg.): „Engineering Education in the Third Millenium“
A dead-end road:
Just-in-time-education
More differentiated and more specialised education
More basic education and more general education
... these are no answers!
The standard responses ...
Knowledge
time
How can the
vocational education
and training re-act to
the continuously
rising knowledge?
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technical progress
Classical guiding principle: adaption to …
Alternative guiding principle: Shaping of work
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Analysis
and
Shaping from ...
W
T E
The Triangle: Work W - Technics T – Education E
E
W
T
The Cube: Education E - Work W - Technics T
Especially in the
VET-Net-Project the
partners tried to go
forward from the
simple – well known –
competence–model
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Wholistic
Learning
Content-
related-technical
learning -
professional
competence
Affective-ethical
learning -
individual
competence
Methodical-
problem solving
learning -
methods‘ competence
Social-
communicative
learning -
social competence
4-steps-method:
1. Teacher / educator names a – special scientific – topic, thinks about the
related knowledge
2. Teacher / educator imparts the knowledge to the learners
3. Occasional explanations of the knowledge by demonstrations etc.
4. Testing of the knowledge, normally by test papers
Not a traditional teaching/learning any longer:
... in the vocational education
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„7 steps“ to a tuition‘s project for shaping- and competence-oriented
teaching and learning in learning fields
7 steps
„7 steps – method“:
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The teachers analyse important substantial basic conditions
for the tuition‘s project Individual teaching-/learning-conditions General + working/academic teaching-/learning-
conditions
The teachers express their own requirements about the evolving shaping
competence in the tuition‘s project (the unit)
The teachers explain, by which essential features the lesson‘s project is characterized
The teachers concretise the general principle
for the tuition‘s project
1
2
„7 steps“ to a tuition‘s project
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„7 steps“ to a lesson‘s project
The teachers set up a (total-) task for the learners
and name what the learners can do and can learn
3
The teachers illustrate a possible process of the tuition‘s project
(the unit) as a cycle of sequences 4
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The teachers develop „applications / guidance for experiments“
(no „recipes“) and the material for the tuition for the single
lessons / units.
5
The teachers discuss the intended (later) analysis of the tuition‘s
project How does it work to analyse and evaluate the quality of the lessons
related to the intended requirement?
What are the expected individual and general (professional/academic)
outcomes?
6
The teachers summarize their outcomes in a tuition‘s first draft. 7
„7 steps“ to a lesson‘s project
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Thank you for your attention
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!!!!!! Our contact addresses:
gesine.haseloffuni-rostock.de