vocational education and training in the german (dual) system · 2015-05-11 · 29 vocational...

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

23.04.2015 UNIVERSITÄT ROSTOCK | PHILOSOPHISCHE FAKULTÄT | 2 23.04.2015

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

UNIVERSITÄT ROSTOCK | PHILOSOPHISCHE FAKULTÄT g 23.04.2015

knowledge

Acting competence

Shaping competence

Acquiring of acting competence or better shaping competence instead of imparting knowledge

UNIVERSITÄT ROSTOCK | PHILOSOPHISCHE FAKULTÄT | 23.04.2015 5

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

UNIVERSITÄT ROSTOCK | PHILOSOPHISCHE FAKULTÄT | 23.04.2015 7

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)

UNIVERSITÄT ROSTOCK | PHILOSOPHISCHE FAKULTÄT | Technische Bildung 23/04/2015 8

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

23.04.2015 UNIVERSITÄT ROSTOCK | PHILOSOPHISCHE FAKULTÄT | Technische Bildung

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Teaching and learning conditions at school

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Example of the Project „Building Automation“

23.04.2015 UNIVERSITÄT ROSTOCK | PHILOSOPHISCHE FAKULTÄT | 11 23.04.2015 11

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“


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

23.04.2015 UNIVERSITÄT ROSTOCK | PHILOSOPHISCHE FAKULTÄT | 13

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


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


UNIVERSITÄT ROSTOCK | PHILOSOPHISCHE FAKULTÄT | Technische Bildung 23.04.2015 23.04.2015 25 UNIVERSITÄT ROSTOCK | PHILOSOPHISCHE FAKULTÄT | Technische Bildung

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

5 5 UNIVERSITÄT ROSTOCK | PHILOSOPHISCHE FAKULTÄT | Technische Bildung

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

UNIVERSITÄT ROSTOCK | PHILOSOPHISCHE FAKULTÄT | Technische Bildung

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?

UNIVERSITÄT ROSTOCK | PHILOSOPHISCHE FAKULTÄT | Technische Bildung 23.04.2015 30

technical progress

Classical guiding principle: adaption to …

Alternative guiding principle: Shaping of work


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


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


23.04.2015 UNIVERSITÄT ROSTOCK | PHILOSOPHISCHE FAKULTÄT | Technische Bildung 35

„7 steps“ to a tuition‘s project for shaping- and competence-oriented

teaching and learning in learning fields

7 steps

„7 steps – method“:


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


„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


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


Thank you for your attention

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!!!!!! Our contact addresses:

[email protected]

gesine.haseloffuni-rostock.de

mailto:[email protected]



vocational education and training in the german (dual) system · 2015-05-11 · 29 vocational...

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