Your SlideShare is downloading. ×
GSS Session III Ms Heike Hoeher -- Structuring Sector Skill Council: Experience Sharing
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×

Introducing the official SlideShare app

Stunning, full-screen experience for iPhone and Android

Text the download link to your phone

Standard text messaging rates apply

GSS Session III Ms Heike Hoeher -- Structuring Sector Skill Council: Experience Sharing

482
views

Published on

Published in: Technology, Business

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
482
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
2
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. Responsibilities of the German Chambers of Skilled Crafts in Vocational Education & Training - Conclusions for the Formation of SSCs in India FICCI Global Skills Summit 2011 Heike Hoeher-Crohn Frankfurt Rhein Main Chamber of Skilled Crafts
  • 2. What India is looking for: National Skill Development Policy 2009: Key tasks of SSC 6. Identifying ‘technology’ to be taken up for teaching 5. Productivity analysis of human resources 4. Accreditation of sector specific and related course 4. Develop training delivery mechanisms 4. Benchmark international standards 3. Certification test for trainers at institutes 3. Train existing employees 3. Act as Career Guidance Centre for Industry 2. Certification tests for employees 2. Train trainers in Industry & Institutes 2. Develop sector specific competency standards 1. Streamline certification framework 1. Develop & update existing course modules 1. Create skill database Quality Assurance Delivery Mechanism Conducting Research
  • 3. Contents
    • Legal Framework
    • Dual training
    • Competent Body=chamber
    • Curricula development
    • Results
    • Train-the-trainer
    • accreditation
  • 4. 1. Legal Framework
  • 5. Legal Framework: Vocational Training Act (BBiG): http://www.bmbf.de/pubRD/BBiG_englisch_050805.pdf Information on Crafts Code (HwO): http://www.zdh.de/en/trade-and-crafts-code.html
  • 6. ..
  • 7. 2. Dual Training
  • 8.  
  • 9.  
  • 10.  
  • 11.  
  • 12.  
  • 13. 3. Competent Body
  • 14. National Law Länder Law Division of Responsibilities Federation - Länder Training within the Company Training at school Who decides? -Decision level- Who delivers training? -pedagogic decision level- Ministeries (BMBH, BMWi) KMK- Conference of the German cultural ministers Ministries of Education of the Länder Competent body (chamber) School supervisory board Who supervises? -Administration level- company Vocational school
  • 15.  
  • 16. Tasks of the competent body:
    • Establish vocational training committees
    • Reviewing the training agreement
    • Registering, modifying and deleting training agreements
    • • Issuing regulations pertaining to training (for example, issuing examination ordinances)
    • • Reviewing the suitability of instructors and training facilities;
    • Administering trainees' intermediate and final examinations;
    • • Advising instructors and trainees, monitoring execution of training via training advisors
  • 17. Vocational Training Committee: Elected by General Assembly of the chamber Vocational Training Committee 6 employers' representatives 6 employees' representatives 6 vocational-school instructors (advisory)
  • 18. The Vocational Training Committee
    • must be informed and heard about all important matters related to vocational training
    • adopts legal provisions which are then issued by the chamber
  • 19. 4. Curricula development
  • 20. 245 modernized since 1996 349 83
  • 21.  
  • 22. One occupation- many skills: Precision machinists
    • plan and control work processes, monitor and evaluate work results,
    • apply standards and guidelines for assuring product quality and contribute to the continual improvement of work processes in the company,
    • measure and test mechanical and physical parameters,
    • produce parts and components by means of manual and mechanical manufacturing processes,
    • create and optimize programmes and operate numerically-controlled machines, equipment and plant,
    • assemble, dismantle and take into operation machines, equipment, devicesand plant including associated control equipment and explain them to customers, carry out servicing work as well as fault-finding and malfunction searches and maintain machines, equipment, devices, systems and plant, including control equipment.
    • http://www.bibb.de/en/ausbildungsprofil_1881.htm
  • 23. Training Regulation (ABO) target
    • Broad basic qualification required for each occupation
    • Determine knowledge and skills
    • Flexible towards situation in company
    • Task-based learning
    minimum content 1) Designation of the occupation 2) Duration of training (according to law 2-3 years, but up to 3 ½ years possible) 3) Training occupation profile (occupational skills, knowledge, qualifications at a glance) 4) Overall training plan (syllabus and timetable) 5) Examination requirements (time, duration, contents of interim and final exams) „ Give me five!!“ central aim: promoting employability in a changing workplace
  • 24. Legal development process... Training Regulation (ABO) Application to define a new or change an existing training regulation (via employers‘ associations) BMBF BIBB experts (3 employers, 3 employees) KMK Conference of the German cultural ministers Expert teachers (6 teachers of different „Länder“) ABBi-Arbeitsstelle Keep in mind! draft Training regulation draft Framework curriculum Federal/Länder co-ordination committee Agreement? Employers‘ associations Approval? Responsible Federal Ministry: issuing and publishing the new training regulation (BMWi) KMK (Conference of the German cultural ministers): recommendation of framework curriculum 1 teacher of the Länder, 1 representative KMK, 1 observer Implementation via Länder! (education is not national but länder responsibility)
  • 25. How does a curriculum look like?
    • Training regulation for precision mechanic:
    • 2 parts:
    • Legal provisions
    • Structure with regard to contents and timeframes
    • 1) Designation of the occupation
    • 2) Duration of training (according to law 2-3 years, but up to 3 ½ years possible)
    • 3) Occupational profile (occupational skillsF+K+F des Berufes auf einen Blick!)
    • 4) Overall training plan (syllabus & timetable)
    • 5) Examination requirements (time, duration, contents of interim and final exam)
  • 26. 5. Comparing the results
  • 27. Some facts and figures:
    • Young people in dual training (2008): 1,613,343
    • Proportion of trainees offered permanent employment after completion of training: 61%
    • info: BiBB VET Data Report Germany 2010
  • 28. Quelle/Source: statistisches Bundesamt dual system
  • 29. 6. Train the trainers
  • 30. Train the trainers Instructor/ Master Teacher
  • 31. Who can be an instructor?
    • § 28 I 2 BBiG Vocational Training Act:
    • Trainees may only be trained by persons who have the necessary personal and technical qualifications .
    Suitable employers/ instructors Personal qualification Technical qualification: Vocational skills AND Teaching skills
  • 32. Technical qualification: Vocational skills (s.30 BBiG)
    • Instructors need to
    • have passed the final examination in a technical field corresponding to the training occupation
    • have been employed in a practical capacity for an appropriate period in their own occupation (he who does the job teaches the job)
  • 33. Technical qualification: Teaching skills (s.30 BBiG)
    • S.2 AEVO: Instructors need to be able to
    • plan execute supervise
    • the training independently
    • Which means:
    • Check conditions for training and plan training
    • Prepare training and take part in appointing trainees
    • Accomplish training and
    • Conclude training
  • 34. The role of the chamber (1):
    • Offering classes to obtain necessary technical and teaching skills:
    • Preparation for master craftsman‘s exam:
    • Professional Practice Part I
    • Profession related Theory Part II
    • Economics and Law Part III
    • Profession related pedagogy Part IV
    Vocational skills Teaching skills
  • 35. The role of the chamber (2):
    • Appoint examination committee ( 5 members):
    • 1 chairman (no training in relevant occupation)
    • 2 master craftsmen (relevant occupation with own business)
    • 1 expert worker with master craftsman’s exam and working in relevant occupation
    • 1 expert (economics/law, no training in relevant occupation)
  • 36. The role of the chamber (3):
    • organise examination, issue certificates, organise master craftsman awards ceremony etc…
  • 37. 7. Accreditation
  • 38. Accreditation Personal DIN 17024 Systemic DIN 17021
  • 39. How the German state supervises the quality of continual training in Germany
    • AZWV (Anerkennungs- und Zulassungsverordnung Weiterbildung) = recognition and accreditation concerning continual training
    • legal norm = overriding industrial norms
    • Without AZWV-accreditation educational institutions are not allowed to work for state agencies
    • The chamber has this accreditation
  • 40. What India is looking for: National Skill Development Policy 2009: Key tasks of SSC 6. Identifying ‘technology’ to be taken up for teaching Ch 5. Productivity analysis of human resources Nat 4. Accreditation of sector specific and related course Ch 4. Develop training delivery mechanisms Ch 4. Benchmark international standards Ch 3. Certification test for trainers at institutes Ch 3. Train existing employees Ch 3. Act as Career Guidance Centre for Industry Ch 2. Certification tests for employees Ch 2. Train trainers in Industry & Institutes Ch 2. Develop sector specific competency standards Nat 1. Streamline certification framework Nat 1. Develop & update existing course modules Ch 1. Create skill database Nat Quality Assurance Delivery Mechanism Conducting Research
  • 41. Contact 1:
    • Heike Hoeher-Crohn
    • Frankfurt-Rhein-Main Chamber of Skilled Crafts
    • Bockenheimer Landstr. 21
    • D-60325 Frankfurt am Main
    •     +49 69 97172-204 (Tel.)
    •   +49 69 97172-5204 (Fax)
    •   [email_address]
    •   www.hwk-rhein-main.de
  • 42. Contact 2:
    • Hans-Gerhard Reh
    • iMOVE Bundesinstitut für Berufsbildung (BIBB)
    • Robert-Schuman-Platz 3
    • D-53175 Bonn
    • Tel.: +49 (0)228 107-1767
    • Fax: +49 (0)228 107-2895
    • E-Mail: [email_address] www.imove-germany.de
    Juergen Maennicke Senior Consultant to iMOVE EDUCON - International Vocational Education Consultancy & Marketing Zur Marktflagge 35 D-10247 Berlin / GERMANY Phone: +49-30-4227190 Cellphone: +49-172-9793978 E-mail: [email_address] www.educon-berlin.de