Your SlideShare is downloading. ×
0
Industry oriented Didactics in the German VE&T System Part of Modernisation Process of the  VE&T System in India Challenge...
The Sector Skill Councils <ul><li>Capacity building for curriculum development </li></ul><ul><li>Capacity building for Tra...
<ul><li>The rapid changes in technology and society are a matter of fact! </li></ul><ul><li>Consequence: </li></ul><ul><li...
Approach <ul><li>Training systematically applies didactical and methodical concepts to achieve pre-defined objectives.  </...
Skill-releated Training <ul><li>The skill constitutes the learning objective </li></ul><ul><li>The didactical planning def...
Action-Based Learning  The Learner‘s Perspective <ul><li>Learners </li></ul><ul><li>experience a meaningful learning envir...
Principle of a Complete Action Loop
Action-based Learning The Instructor‘s Perspective  <ul><li>Teachers / instructors  </li></ul><ul><ul><li>assist and guide...
Process-orientated training <ul><li>Need for  lifelong learning  competence  </li></ul><ul><li>Required skills and knowled...
Process-orientated Training Training follows and simulates real world work processes.
Mechatronic Components Development, Design, Manufacture Advanced Master Craftsman  Training Project Aachen/Germany Aug – N...
Upcoming SlideShare
Loading in...5
×

German workshop - Challenges for SSCs Dr.Franz Dunkel

365

Published on

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
365
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
3
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • CSI China Services International (Beijing) Co., Ltd.
  • CSI China Services International (Beijing) Co., Ltd.
  • Transcript of "German workshop - Challenges for SSCs Dr.Franz Dunkel"

    1. 1. Industry oriented Didactics in the German VE&T System Part of Modernisation Process of the VE&T System in India Challenges for Sector Skills Councils
    2. 2. The Sector Skill Councils <ul><li>Capacity building for curriculum development </li></ul><ul><li>Capacity building for Train-the-Trainer programs </li></ul><ul><li>Development and introduction of occupational standards </li></ul><ul><li>Design of examination and certification processes </li></ul><ul><li>Organisation of accreditation processes </li></ul>Key Issues How to effect and carry out -
    3. 3. <ul><li>The rapid changes in technology and society are a matter of fact! </li></ul><ul><li>Consequence: </li></ul><ul><li>The qualification profile of the trainer has continually developed and changed . </li></ul><ul><li>Result: </li></ul><ul><li>Within the VE&T system industry-oriented didactics have become increasingly difficult and much more demanding. </li></ul>
    4. 4. Approach <ul><li>Training systematically applies didactical and methodical concepts to achieve pre-defined objectives. </li></ul><ul><ul><ul><ul><li>Skill-related training </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Action-based learning </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Learning in operational work processes </li></ul></ul></ul></ul>In vocational education and training 3 different approaches can be distinguished:
    5. 5. Skill-releated Training <ul><li>The skill constitutes the learning objective </li></ul><ul><li>The didactical planning defines the learning activity </li></ul><ul><li>Consecutive learning of skills add up to a meaningful learning path </li></ul><ul><li>Useful to train untrained workers in the operation of work tasks </li></ul>
    6. 6. Action-Based Learning The Learner‘s Perspective <ul><li>Learners </li></ul><ul><li>experience a meaningful learning environment </li></ul><ul><li>act within the 6 phases of a complete professional action loop </li></ul><ul><li>encounter a reference to professional conditions </li></ul><ul><li>focus on planned action and problem-solving skills in their learning process </li></ul><ul><li>support each other, learn in teams </li></ul>
    7. 7. Principle of a Complete Action Loop
    8. 8. Action-based Learning The Instructor‘s Perspective <ul><li>Teachers / instructors </li></ul><ul><ul><li>assist and guide by asking questions </li></ul></ul><ul><ul><li>provide advice in the search for solutions </li></ul></ul><ul><ul><li>moderate group processes </li></ul></ul><ul><ul><li>stipulate the autonomuous learning activities </li></ul></ul>
    9. 9. Process-orientated training <ul><li>Need for lifelong learning competence </li></ul><ul><li>Required skills and knowledge specified by work processes and technologies used </li></ul><ul><li>Skills and knowledge follow technological changes and progress </li></ul><ul><li>Technology and work methods derive from real world work processes </li></ul><ul><li>Training starts with simple work processes </li></ul><ul><li>Complexity of learning processes increases continuously </li></ul>
    10. 10. Process-orientated Training Training follows and simulates real world work processes.
    11. 11. Mechatronic Components Development, Design, Manufacture Advanced Master Craftsman Training Project Aachen/Germany Aug – Nov 2010
    1. A particular slide catching your eye?

      Clipping is a handy way to collect important slides you want to go back to later.

    ×