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ToT Wokshop -- Presentation on ToT by Mr. Jonathan Geale
ToT Wokshop -- Presentation on ToT by Mr. Jonathan Geale
ToT Wokshop -- Presentation on ToT by Mr. Jonathan Geale
ToT Wokshop -- Presentation on ToT by Mr. Jonathan Geale
ToT Wokshop -- Presentation on ToT by Mr. Jonathan Geale
ToT Wokshop -- Presentation on ToT by Mr. Jonathan Geale
ToT Wokshop -- Presentation on ToT by Mr. Jonathan Geale
ToT Wokshop -- Presentation on ToT by Mr. Jonathan Geale
ToT Wokshop -- Presentation on ToT by Mr. Jonathan Geale
ToT Wokshop -- Presentation on ToT by Mr. Jonathan Geale
ToT Wokshop -- Presentation on ToT by Mr. Jonathan Geale
ToT Wokshop -- Presentation on ToT by Mr. Jonathan Geale
ToT Wokshop -- Presentation on ToT by Mr. Jonathan Geale
ToT Wokshop -- Presentation on ToT by Mr. Jonathan Geale
ToT Wokshop -- Presentation on ToT by Mr. Jonathan Geale
ToT Wokshop -- Presentation on ToT by Mr. Jonathan Geale
ToT Wokshop -- Presentation on ToT by Mr. Jonathan Geale
ToT Wokshop -- Presentation on ToT by Mr. Jonathan Geale
ToT Wokshop -- Presentation on ToT by Mr. Jonathan Geale
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ToT Wokshop -- Presentation on ToT by Mr. Jonathan Geale

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Presentation on ToT by Mr. Jonathan Geale, Yorkshire and Humber TVET consortium in the Special Workshop on …

Presentation on ToT by Mr. Jonathan Geale, Yorkshire and Humber TVET consortium in the Special Workshop on
‘Training of Trainers: Models & Case Studies from UK’
On the occasion of the
4th FICCI Global Skills Summit 2011

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  • 1. Training of Trainers – UK Model Yorkshire & Humber Technical, Vocational, Education Consortium
  • 2. Introduction <ul><li>Q. Why do we need vocational skills training? </li></ul><ul><li>To competently perform work tasks and: </li></ul><ul><li>Raise quality of products/services </li></ul><ul><li>Improve economic performance </li></ul><ul><li>Develop competitive workforce </li></ul><ul><li>Improve efficiency </li></ul><ul><li>Reduce health &amp; safety risks </li></ul><ul><li>Enhance growth and improvement </li></ul>
  • 3. How do you achieve vocational competence? <ul><li>Through a world class education and training programme which incorporates national standards and meets industry needs </li></ul>
  • 4. What are the elements of successful training &amp; education? <ul><li>Identified Competences -National Occupational Standards informed by employers </li></ul><ul><li>Qualifications- that build knowledge, assess competence and are accredited by awarding bodies </li></ul><ul><li>Delivery and Assessment- by teachers, trainers and assessors </li></ul><ul><li> </li></ul><ul><li>Training the Trainers programme </li></ul>
  • 5. The UK Model <ul><li>A variety of models for vocational training &amp; education. </li></ul><ul><li>Work-based, training institution or combined. </li></ul><ul><li>Short or long. </li></ul>
  • 6. The UK Model <ul><li>Competency based. </li></ul><ul><li>Candidates can repeatedly perform specified tasks to the agreed standard. </li></ul><ul><li>May involve skills acquisition. </li></ul><ul><li>May certify an existing level of skill </li></ul>
  • 7. The UK Model <ul><li>Knowledge based. </li></ul><ul><li>Candidates need to know why they have to perform tasks in a specified manner and understand the consequence of their actions </li></ul><ul><li>A level of literacy, numeracy and IT competence may be needed to build a flexible workforce which can progress </li></ul>
  • 8. The UK Model <ul><li>Apprenticeships </li></ul><ul><li>The UK model which combines all these elements of vocational training is the Apprenticeship. </li></ul><ul><li>Need to assess whether elements of the UK Apprenticeship model are appropriate to the various Indian sector needs. </li></ul><ul><li>Which elements translate to an Indian application and which need to be adapted. </li></ul>
  • 9. Apprenticeship Model <ul><li>National occupational standards and level of knowledge informed by employers </li></ul><ul><li>Qualifications to build and assess skills and knowledge derived by Deliverers, Awarding Bodies and National Quality Authorities </li></ul><ul><li>Skills competence assessed in the work environment </li></ul><ul><li>Prescribed competence for trainers and assessors – informs ToT requirement </li></ul>
  • 10. What is competence based assessment? <ul><li>Assessment of SKILL not just knowledge i.e. practical demonstration </li></ul><ul><li>Assessment against NOS over a period of time, range of tasks </li></ul><ul><li>Predominantly takes place in the work environment </li></ul><ul><li>Uses a range of methods e.g. observation of performance, question &amp; answer </li></ul><ul><li>Provides opportunity to validate existing skills of experienced workers </li></ul><ul><li>Provides opportunity to train and upskill new entrants to industry </li></ul>
  • 11. Quality Management <ul><li>Standardisation via National Occupational Standards </li></ul><ul><li>External quality control via awarding bodies (External Verifier) </li></ul><ul><li>Trained Internal Verifier to monitor quality of assessment by the Assessor </li></ul><ul><li>Trained Assessor to assess levels of competence of candidates </li></ul>
  • 12. Train the Trainer <ul><li>Trainers must be vocationally competent </li></ul><ul><li>Trainers need to understand teaching theory and methodology at an appropriate level </li></ul><ul><li>Trainers need to understand assessment theory and methodology </li></ul><ul><li>Trainers need to understand internal and external quality assurance methodology </li></ul>
  • 13. Train the Trainer <ul><li>Programmes exist at a variety of levels to suit training need. </li></ul><ul><li>All programmes address: </li></ul><ul><li>Effective communication </li></ul><ul><li>Planning &amp; performance </li></ul><ul><li>Programme design – Topic, Content, Aims / Objectives, Resources, Learning Checks </li></ul>
  • 14. Train the Trainer <ul><li>Trainers must know and demonstrate competence in: </li></ul><ul><li>Their own role </li></ul><ul><li>Delivery approaches in their specialist area </li></ul><ul><li>Session planning </li></ul><ul><li>Inclusive and motivational delivery skills </li></ul><ul><li>Assessment methods and record keeping </li></ul>
  • 15. Train the Trainer <ul><li>Judgments – Trainers must know when evidence is: </li></ul><ul><li>Sufficient </li></ul><ul><li>Authentic </li></ul><ul><li>Current </li></ul><ul><li>Are judgements: </li></ul><ul><li>Valid </li></ul><ul><li>Reliable </li></ul><ul><li>Fair </li></ul>
  • 16. Train the Trainer <ul><li>Assess vocational skills knowledge </li></ul><ul><li>Simulated environment </li></ul><ul><li>Skills tests </li></ul><ul><li>Oral &amp; written questions </li></ul><ul><li>Assignments / projects </li></ul><ul><li>Case studies </li></ul><ul><li>Prior learning </li></ul>
  • 17. Train the Trainer <ul><li>Assess Occupational Competence </li></ul><ul><li>Observe performance </li></ul><ul><li>Examine products of work </li></ul><ul><li>Questions / discussions </li></ul><ul><li>Witness testimony </li></ul><ul><li>Learner statements </li></ul><ul><li>Holistic assessment </li></ul>
  • 18. Challenge <ul><li>UK has vocational programmes designed to meet UK training needs. </li></ul><ul><li>Programmes are supported by Employer Organisations, Awarding Bodies and Regulatory Authorities. </li></ul><ul><li>UK Institutions have considerable experience in delivering Train the Trainer programmes to meet the need of vocational programmes at all levels </li></ul>
  • 19. Challenge <ul><li>To adapt skills and experience gained in the UK to meet the India’s demand for vocational education and training. </li></ul><ul><li>Determine education &amp; training models </li></ul><ul><li>Determine required outcomes of “Train the Trainer” programmes </li></ul><ul><li>What translates directly from UK experience? </li></ul><ul><li>What needs re-designing to meet the demands of India’s vocational education and training requirement? </li></ul>

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