Dual System.18.04.15

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
Friedhelm Eicker & Gesine Haseloff
23.04.2015
UNIVERSITÄT ROSTOCK | PHILOSOPHISCHE FAKULTÄT |
… founded 1419
ROSTOCK
Short Introduction
 Federal state:
Mecklenburg-Vorpommern
 Located at the coast of the
Baltic Sea
 About 200.000 Inhabitants
23.04.2015
UNIVERSITÄT ROSTOCK | PHILOSOPHISCHE FAKULTÄT |
2
The German System
3
23.04.2015
UNIVERSITÄT ROSTOCK | PHILOSOPHISCHE FAKULTÄT |
3
Science + research/development for the prevocational education, the
transition from the general education to the working world and the
vocational further- and advanced education
General (technical) school
Prevocational
education
Transition from
(general technical) school in the
world of working)
Vocational
school
World of working
company
Full time school
Initial training
Further education
Teacher- / Trainer / -further-/-additional Education
4
23.04.2015
UNIVERSITÄT ROSTOCK | PHILOSOPHISCHE FAKULTÄT |
Modern vocational education and training allows to expect:
Acquiring of
acting competence
or better shaping
competence instead of
imparting knowledge
Shaping competence
Acting competence
knowledge
23.04.2015
UNIVERSITÄT ROSTOCK | PHILOSOPHISCHE FAKULTÄT |g
5
Learning arrangements + lesson‘s projects
Projects instead
of the lessons
teaching- / learning
arrangements
23.04.2015
UNIVERSITÄT ROSTOCK | PHILOSOPHISCHE FAKULTÄT | T
6
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)
23.04.2015
UNIVERSITÄT ROSTOCK | PHILOSOPHISCHE FAKULTÄT |
7
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
Learners evaluate the
process and the
learning performance
(with the help of the
tutors)
Learners check
their learning
progress
continuously
Common characteristics to differentiate
new concepts:1. Information
6. Evaluating
2. Planning
5. Checking
3. Deciding
4. Executing
Learners actually solve the learning task(s) practically
23/04/2015
UNIVERSITÄT ROSTOCK | PHILOSOPHISCHE FAKULTÄT | Technische Bildung
about possible vocational
(fields of) tasks
Learners define and
give reasons for
– alternative – learningtasks and develop
first plans for solutions
Learners decide about the
learning tasks
which are to be solved
and future solving plan(s)
Modified by Richter / Meyer, Troisdorf 2004, p. 31
8
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:
Learning fields
instead of
traditional curricula
Die Auszubildenden analysieren einen Auftrag und beziehen bereits in der Vorbereitungsphase alternative Realisierungsmöglichkeiten mit ein. Sie beherrschen Verfahren zur Analyse und Dokumentation von Funktionszusammenhängen in der Gebäudesystemtechnik und diskutieren technische Realisierungsmöglichkeiten. Sie
nutzen verschiedene Informationsquellen und können diese mittels branchenüblicher
Software aufbereiten und dokumentieren. Sie können die Arbeit im Team organisieren 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 Gesamtlösung. 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 Fehlerprotokolle.
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:
Example from
Project„ErkunDa“
23.04.2015
- 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
9
Teaching and learning conditions at school
Example of the Project
„Building Automation“
10
23.04.2015
UNIVERSITÄT ROSTOCK | PHILOSOPHISCHE FAKULTÄT | Technische Bildung
10
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.
Example from Learning
Project „Photo-voltaic“
Best regards Paul Sun
23.04.2015
UNIVERSITÄT ROSTOCK | PHILOSOPHISCHE FAKULTÄT |
11
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 |
Such a working
process oriented
learning task
is very important
Company working
assignments are
pivots in vocational
teaching and
learning projects
Example from Learning
Project „Photo-voltaic“
12
New learning – New teaching
The teachers …
• 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
Modified after Richter / Meyer
23.04.2015
UNIVERSITÄT ROSTOCK | PHILOSOPHISCHE FAKULTÄT |
13
New learning – New teaching
The teacher …
• has to know about
individual learning
processes under different
circumstances
• has to know the work, the involved
techniques and the processes in
the special working field
• has to design and to
organize learning
arrangements which
support a competence
development
• 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 improve the
own competence
continuously
• has to evaluate individual
learning and competencedeveloping processes
Modified after Richter / Meyer
23.04.2015
UNIVERSITÄT ROSTOCK | PHILOSOPHISCHE FAKULTÄT |
14
VET-projects and -concepts
Expections in (scientific)
vocational education & training
15
23.04.2015
UNIVERSITÄT ROSTOCK | PHILOSOPHISCHE FAKULTÄT | Technische Bildung
15
Examples:
Some transregional and
international projects in
the last years …
… beside many regional and local projects
16
23.04.2015
UNIVERSITÄT ROSTOCK | PHILOSOPHISCHE FAKULTÄT | Technische Bildung
16
ErkunDa
Entwicklung von regional- und kundenorientiertem
Dienstleistungsverhalten am Beispiel der Gebäudeautomation
17
23.04.2015
UNIVERSITÄT ROSTOCK | PHILOSOPHISCHE FAKULTÄT | Technische Bildung
European Competence Field:
Not devided/“integrated“
learning, teaching
and working
Euroinno Partners: 22 institutions in 7 countries, 2003 - 2006
Cooperation of universities with 18
schools, companies and other institutions
23.04.2015
UNIVERSITÄT ROSTOCK | PHILOSOPHISCHE FAKULTÄT | Technische Bildung
18
Microsystem technology (MST) education in North-East Germany
 Institutions of education,
research, industry
 Creating and extending of a
network
 development of a MSTdialogue
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
19
23.04.2015
UNIVERSITÄT ROSTOCK | PHILOSOPHISCHE FAKULTÄT | Technische Bildung
Experiences
in China …
20
23.04.2015
UNIVERSITÄT ROSTOCK | PHILOSOPHISCHE FAKULTÄT | Technische Bildung
Beijing Normal University
&
University of Tianjin
&
Central Institute of
Vocational and Technical
Education in Beijing (CIVTE)
21
23.04.2015
UNIVERSITÄT ROSTOCK | PHILOSOPHISCHE FAKULTÄT | Technische Bildung
21
Shaping and competence oriented teaching
and learning – the Chinese LFC-project
Shaping of learning competences
– shown on a Chinese Learning field-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
22
23.04.2015
UNIVERSITÄT ROSTOCK | PHILOSOPHISCHE FAKULTÄT | Technische Bildung
Experiences
in Africa …
23
23.04.2015
UNIVERSITÄT ROSTOCK | PHILOSOPHISCHE FAKULTÄT | Technische Bildung
Development of a Further Education and
Research Network for VET Professional
Pedagogues in Sub-Saharan-Africa
23.04.2015
UNIVERSITÄT ROSTOCK | PHILOSOPHISCHE FAKULTÄT | Technische Bildung
Development of a Further Education and
Research Network for VET Professional
Educators in Sub-Saharan-Africa (VET-Net)
– state: April 2013
Mutual basic
activities
Mutual
Workshops and
Further Trainings
Addis Abeba
Ethiopia
Instruments
Adana
Jimma
Mutual
(small) R&D
Projects
Mozambique
Nampula
Rostock
Beira/Chimoio
Maputo
Johannesburg
South Africa
Germany
23.04.2015
UNIVERSITÄT ROSTOCK | PHILOSOPHISCHE FAKULTÄT | Technische Bildung
Port Elizabeth
Cape Town / Malmesbury
25
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
From teaching
with the „funnel“ to ...
AA
adapting
... independently / actively
& learning
of competences for
shaping shaping in
working processes
in networks
schools
companies
universities
others
UNIVERSITÄT ROSTOCK | PHILOSOPHISCHE FAKULTÄT | Technische Bildung
6
55
About the Justification
and Discussion:
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:
Identfying
In-company and (higher)
educational learning tasks
Work /
learning tasks
Working Tasks
Fields of Work
Analysing working
processes
Learning Tasks
Administrative Conditions
Co-operation with Partners
Learning Environment/Organisation
(Higher) educational
Learning Fields
In-company
Learning Fields
Tuition
Learning and Teaching
Learning an Teaching Process
23.04.2015
Creating
learning situations
Describing
learning fields
UNIVERSITÄT ROSTOCK | PHILOSOPHISCHE FAKULTÄT | Technische Bildung
27
Vocational (technical) education and training must not be a „mini-professional
science“, not of the engineer's science electrical engineering, civil engineering etc.!
Technics
„Mini“Technics
The objects of the engineer's sciences and the vocational education and training are
different !
28
23.04.2015
UNIVERSITÄT ROSTOCK | PHILOSOPHISCHE FAKULTÄT | Technische Bildung
28
Vocational education and training – Roots and objects
Psychology etc.
Educational Theory,
Didactics
Technical
Sciences
Mathematics etc.
Methods
Vocational
education and
training
Facts,
Concepts /
Ideas / Laws
Frei nach Saglamer, Melezinek, Incecik (Hrsg.): „Engineering Education in the Third Millenium“
29
23.04.2015
UNIVERSITÄT ROSTOCK | PHILOSOPHISCHE FAKULTÄT | Technische Bildung
29
A dead-end road:
Knowledge
How can the
vocational education
and training re-act to
the continuously
rising knowledge?
time
The standard responses ...
 Just-in-time-education
 More differentiated and more specialised education
 More basic education and more general education
... these are no answers!
23.04.2015
UNIVERSITÄT ROSTOCK | PHILOSOPHISCHE FAKULTÄT | Technische Bildung
30
Classical guiding principle:
adaption to …
technical
progress
Alternative
guiding principle:
Shaping of work
23.04.2015
UNIVERSITÄT ROSTOCK | PHILOSOPHISCHE FAKULTÄT | Technische Bildung
31
W
E
Analysis
and
Shaping from ...
T
W
E
The Triangle:
T
The Cube:
Work W - Technics T – Education E
Education E - Work W - Technics T
Contentrelated-technical
learning professional
competence
Affective-ethical
learning individual
competence
23.04.2015
VET-Net-Project the
partners tried to go
Wholistic
Learning
Methodicalproblem solving
learning methods‘ competence
Especially in the
forward from the
Socialcommunicative
learning social competence
simple – well known –
competence–model
UNIVERSITÄT ROSTOCK | PHILOSOPHISCHE FAKULTÄT | Technische Bildung
33
Not a traditional teaching/learning any longer:
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
... in the vocational education
23.04.2015
UNIVERSITÄT ROSTOCK | PHILOSOPHISCHE FAKULTÄT | Technische Bildung
34
„7 steps – method“:
„7 steps“ to a tuition‘s project for shaping- and competence-oriented
teaching and learning in learning fields
7 steps
23.04.2015
UNIVERSITÄT ROSTOCK | PHILOSOPHISCHE FAKULTÄT | Technische Bildung
35
„7 steps“ to a tuition‘s project
1
The teachers analyse important substantial basic conditions
for the tuition‘s project
 Individual teaching-/learning-conditions
 General + working/academic teaching-/learningconditions
2
The teachers concretise the general principle
for the tuition‘s project
 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
23.04.2015
UNIVERSITÄT ROSTOCK | PHILOSOPHISCHE FAKULTÄT | Technische Bildung
36
„7 steps“ to a lesson‘s project
3 The teachers set up a (total-) task for the learners
and name what the learners can do and can learn
4 The teachers illustrate a possible process of the tuition‘s project
(the unit) as a cycle of sequences
23.04.2015
UNIVERSITÄT ROSTOCK | PHILOSOPHISCHE FAKULTÄT | Technische Bildung
37
„7 steps“ to a lesson‘s project
5
The teachers develop „applications / guidance for experiments“
(no „recipes“) and the material for the tuition for the single
lessons / units.
6
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?
7
23.04.2015
The teachers summarize their outcomes in a tuition‘s first draft.
UNIVERSITÄT ROSTOCK | PHILOSOPHISCHE FAKULTÄT | Technische Bildung
38
Thank you for your attention
!!!!!!
Our contact addresses:
[email protected]
gesine.haseloffuni-rostock.de
23.04.2015
UNIVERSITÄT ROSTOCK | PHILOSOPHISCHE FAKULTÄT | Technische Bildung
39

Download Report