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TVET teacher education courses at University of Bremen

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The study courses for TVET teachers at University of Bremen have recently been reconfigured to Bachelor and Master structures in the framework of the so-called “Bologna-Process”

The study courses for TVET teachers at University of Bremen have recently been reconfigured to Bachelor and Master structures in the framework of the so-called “Bologna-Process”

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  • 1. 1/19 TVET teacher education courses at University of Bremen (as of 30 April 2007, Joachim Dittrich) Introduction The study courses for TVET teachers at University of Bremen have recently been reconfigured to Bachelor and Master structures in the framework of the so-called “Bologna- Process”1 . All study courses have an accreditation of one of the German accreditation agencies that are accredited by the German Accreditation Council, which itself is a member of the "European Consortium for Accreditation in Higher Education" (ECA). In the following the TVET teacher study courses are described where ITB is directly involved. These are in the fields of • electrical engineering and information technology and • mechanical engineering. At University of Bremen there also exist study courses in nursing that are not presented here. TVET teacher education in general In Germany all issues of public education, including teacher education, are in the hand of the governments of the 16 federal states. The state ministries for culture and education try to coordinate their individual regulations, but nonetheless, regulations defer slightly from state to state. Degree level and additional education TVET teachers must have at least a Master degree in order to be employed as TVET teacher in a public TVET school. TVET Bachelor degree holders are supposed to work in other employment sectors, such as in companies as training expert, in non-public training centres, or in employers’ or employees’ associations. In this paper I will concentrate on the career of a TVET teacher in public TVET schools. However, the Master degree is not sufficient to be employed as a teacher at a public TVET school. Following the Master degree that usually is recognized as a so-called “first state examination”, there is a compulsory two-year traineeship under supervision of a state-run teacher training institute, which ends with a “second state examination” (see Figure 1). Such a traineeship is compulsory for all professions that perform duties that are considered vital for the state, e.g. higher civil servants, lawyers, medical doctors, etc. This internship is intended to provide practical knowledge and experiences under supervision and has is roots in the intention of the state to develop commitment of his employees towards the state and the constitution, after universities were granted freedom in teaching and research beginning of the 19th century. To be employable at public schools TVET teachers are required to pass this “second state examination”. 1 This is due to an agreement between the from 1999 between the Ministers of Culture and Education of the European Countries to create a “European Higher Education Area” to unify degree structures in higher education throughout Europe.
  • 2. 2/19 Bachelor degree in engineering (mech. or el.) Master degree ≈ 1. state examination 4semesters 2. State examination 2 years traineeship (in the vocational schools) Bachelor degree in TVET Master-Program Teacher in voc. schools Work in the field of HRD, techn. training … (e.g. in Chambers, industry [heads of training], … Bachelor degree in engineering (mech. or el.) Master degree ≈ 1. state examination 4semesters 2. State examination 2 years traineeship (in the vocational schools) 2 years traineeship (in the vocational schools) Bachelor degree in TVET Master-Program Teacher in voc. schoolsTeacher in voc. schools Work in the field of HRD, techn. training … (e.g. in Chambers, industry [heads of training], … Work in the field of HRD, techn. training … (e.g. in Chambers, industry [heads of training], … Figure 1: Structure of TVET teacher education in Germany Compulsory second subject All teachers in Germany, including TVET teachers have to study two teaching subjects. In case of TVET teachers the main subject always is a vocational subject, the other one normally is a general subject like a natural science subject, German or foreign language, sports, etc. In some federal states it is also possible to study a second vocational subject as the second subject, or even to get a specialisation in the vocational subject recognised as a second subject. Vocational discipline (One specialization) Vocational discipline (One specialization) Vocational discipline (One specialization) General subject (German language English language, Sports, Politics) Second vocational discipline or Math or Physics Same vocational discipline (Other specialization) Figure 2: Combinations of first and second subject
  • 3. 3/19 Study volume To earn a Master degree at least 300 Credits have to be earned, which usually requires 10 semesters2 . Bachelor is either 6 semester (180 credits) or 8 semester (240 credits). The corresponding Master courses have 4 semester (120 credits) or 2 semester (60 credits). Usually it is not possible to combine a 60 credit Master with a 180 credit Bachelor. An example for the credit distribution between major and minor (first and second subject) is shown in Figure 3. The distribution of the different study areas (major, minor, vocational pedagogy) between Bachelor and Master may vary in different programmes for different target groups, but the sum over Bachelor plus Master is largely fixed. For Bachelor plus Master these are 120 credits for the major, 75 credits for vocational pedagogy and 105 credits for the minor. There are close linkages between the vocational subject and vocational pedagogy. Vocational discipline with specialization Vocational education/ pedagogic Minor (second) subject (incl. didactics and internship) 30 Credits 30 Credits 60 Credits Structure of the Master-program Vocational discipline Vocational education/ pedagogic (incl. didactics and internship) Minor (second) subject 90 Credits 45 Credits 45 Credits Structure of the Bachelor-program Figure 3: Structure of Bachelor and Master Programmes (Example) Courses at University of Bremen There are Bachelor and Master courses in “electrical engineering and information technology” and in “mechanical engineering”. Specialisations in electrical engineering and information technology are building equipment, production systems, IT systems, and media systems. Specialisations in mechanical engineering are production technology, automotive technology, building equipment, and environmental engineering. 2 One credit is equivalent to a students’ workload of 25 to 30 hours, one full-time study semester has 30 credits according to the definition of the European Credit Transfer and Accumulation System (ECTS).
  • 4. 4/19 Electrical engineering and information technology, Bachelor 1. Semester CP 2. Semester CP 3. Semester CP 4. Semester CP 5. Semester CP 6. Semester CP Gesamt- CP GTW-ETI 1 Mathematics 1 6 GTW-ETI 1 Mathematics 2 7 GTW-ETI 3 Applied informatics 1 6 GTW-ETI 3 Applied informatics 2 + practical programming 6 GTW-ETI 5 Control technology + Laboratory 4 GTW-ETI 7 IT-systems 3 Alternative GTW- ETI 1 Physics 1 6 Alternative GTW- ETI 1 Physics 2 7 GTW-ETI 4 System theory 4 GTW-ETI 3 Technical informatics 4 GTW-ETI 7 Production systems 3 GTW-ETI 7 Media systems 3 GTW-ETI 2 Electrical Engineering 1 4 GTW-ETI 2 Electrical Engineering 2 4 GTW-ETI 6 Application of vocational educational scientific methods (work or case study) 4 EW – L2 Teaching-learning theory and general didactics 6 GTW-ETI 7 Building systems 3 PB Course on key competences 3 GTW-ETI 8 The occupational field of electrical engineering and information technology 3 GTW-ETI 2 Laboratory basics of electrical engineering 3 GTW-ETI 6 Human machine interaction 4 EW – L2P Practical training in learning environments vocational school and training company 6 GTW-ETI 8 Didactical analysis and shaping of corporate initial and further training 3 GTW-BT: Final module: Bachelor thesis and colloquium 15 PB EW–L1 Introduction into educational sciences / vocational pedagogy 3 GTW-ETI 6 Scientific methods of vocational educational 4 GTW-ETI 6 Learning and working in the occupational field 3 GTW-ETI 8 Specialist didactical practical training at a school 6 PB Introductory practical studies 6 GTW-ETI 8 Genesis of the occupations and ordinances in the occupational field 3 PB Course on key competences 3 PB Course on key competences 3 22 21 24 22 22 24 135
  • 5. 5/19 Mechanical engineering, Bachelor 1st semester CP 2nd semester CP 3rd semester CP 4th semester CP 5th semester CP 6th semester CP Total CP GTW-MT 1 Mathematics I 6 GTW-MT 1 Mathematics II 7 As an alternative GTW- MT 1.1 Thermodynamics I or Introduction to process engineering 5 GTW-MT 3 Construction / design 5 GTW-MT 4 Basics of electronic data processing 4 GTW-MT 7 Automotive technology 3 As an alternative GTW- MT 1.1 Chemistry 4 As an alternative GTW- MT 1.1 Physics 4 GTW-MT 3 Construction / design 4 GTW-MT 8 Genesis of the occupations and ordinances in the occupational field 3 GTW-MT 7 Service 3 GTW-MT 7 Production technology 3 GTW-MT 2 Technical Mechanics 4 GTW-MT 2 Material technology 4 GTW-MT 5 Production technology 3 EW – L2 Teaching-learning theory and general didactics 6 GTW-MT 7 Supply and environmental technology 3 GTW-MT 7 House and building technology 3 GTW-MT 8 The occupational field of metal 3 GTW MT 6 Man-Machine Interface 4 GTW-MT 5 Work science and science of management 3 EW – L2P Practical training in learning environments vocational school and training company 6 GTW-MT 8 Didactical analysis and shaping of corporate initial and further training 3 GTW-BT: Final module: Bachelor thesis and colloquium 15 PB EW–L1 Introduction to the educational sciences/ vocational pedagogy 3 GTW-MT 6 Vocational educational scientific methods 4 GTW-MT 6 Application of vocational educational scientific methods (work or case study) 4 PB Course on key qualifications 3 GTW-MT 8 Specialist didactical practical training at a school 6 PB Practical training for orientation 6 GTW-MT 6 Learning and working in the occupational field 3 GTW-MT 4 Basics of electro-technology 5 PB LV on key qualifications 3 PB Course on key qualifications 3 22 22 22 23 22 24 135
  • 6. 6/19 Master modules Master modules vocational pedagogy Code Title CP VP-01 Fundamentals of vocational pedagogy 9 VP-01-1 Introduction in initial and further vocational education and training 3 VP-01-2 Development, learning, and socialization 3 VP-01-3 Education and society 3 VP-02 Pedagogical school development, evaluation and quality assurance 6 VP-02-1 School development - international comparisons 3 VP-02-2 Evaluation and quality assurance - international comparisons 3 Master modules electrical engineering and information technology Code Title CP ETI-08 Didactics of the vocational discipline electrical engineering - information technology 15 ETI-08-1 Introduction into the didactics of the vocational discipline 3 ETI-08-2 Genesis of the occupations and ordinances in the occupational field 3 ETI-08-3 Didactical analysis and development of company-based initial and further education and training 3 ETI-08-4 Practical course in didactics in the occupational field electrics/electronics and IT 6 ETI-09 Technical specifics in manufacturing systems and building equipment 15 ETI-09-3 Professional work and technology in the area of manufacturing systems 5 ETI-09-2 Professional work and technology in the area of building equipment 5 ETI-09-3 Practical exercises in the areas of manufacturing systems and building equipment 5 ETI-09a Didactical specifics related to the fields of manufacturing systems and building equipment 15 ETI-09a-1 Didactical specifics related to the fields of manufacturing systems 6 ETI-09a-2 Didactical specifics related to the fields of building equipment 6 ETI-09a-3 Didactical internship in the field of manufacturing systems or in the field of building equipment 3 ETI-10 Technical specifics in media systems and IT systems 15 ETI-10-1 Professional work and technology in the area of media systems 5 ETI-10-2 Professional work and technology in the area of IT systems 5 ETI-10-3 Practical exercises in the areas of media systems and IT systems 5 ETI-10a Didactical specifics related to the fields of media systems and IT systems 15 ETI-10a-1 Didactical specifics related to the fields of media systems 6 ETI-10a-2 Didactical specifics related to the fields of IT systems 6 ETI-10a-3 Didactical internship in the field of media systems or in the field of IT systems 3
  • 7. 7/19 Master modules mechanical engineering Code Title CP MT-08 Didactics of the vocational discipline mechanical engineering 15 MT-08-1 Introduction into the didactics of the vocational discipline 3 MT-08-2 Genesis of the occupations and ordinances in the occupational field 3 MT-08-3 Didactical analysis and shaping of corporate initial and further education and training 3 MT-08-4 Specialist didactical practical training at a school 6 MT-09 Technical specifics in manufacturing systems and building equipment 15 MT-09-1 Professional work and technology in the area of production technology / mechatronics 5 MT-09-2 Professional work and technology in the area of automotive technology and service 5 MT-09-3 Practical exercises in the areas of production technology and automotive technology 5 MT-09a Didactical specifics related to the fields of manufacturing systems and building equipment 15 MT-09a-1 Didactical specifics related to the fields of production technology / mechatronics 6 MT-09a-2 Didactical specifics related to the fields of automotive technology and service 6 MT-09a-3 Didactical internship in the field of production technology or automotive technology 3 MT-10 Technical specifics in media systems and IT systems 15 MT-10-1 Professional work and technology in the area of building equipment / supply technology 5 MT-10-2 Professional work and technology in the area of environmental technology 5 MT-10-3 Practical exercises in the areas of building equipment / supply technology and environmental technology 5 MT-10a Didactical specifics related to the fields of media systems and IT systems 15 MT-10a-1 Didactical specifics related to the fields of building equipment / supply technology 6 MT-10a-2 Didactical specifics related to the fields of environmental technology 6 MT-10a-3 Didactical internship in the field of building equipment / supply technology or environmental technology 3
  • 8. 8/19 Master modules electrical engineering / information technology and mechanical engineering ETI/MT-11 Learning in work processes of the occupational fields electrical engineering - information technology and metal technology 9 ETI/MT-11-1 Learning with work orders; learning and working tasks 3 ETI/MT-11-2 Assessment of professional competences 3 ETI/MT-11-3 Learning in professional work-processes 3 ETI/MT-12 Analysis and design of vocational education and training processes 6 ETI/MT-12-1 Shaping/design of vocational education and training processes 3 ETI/MT-12-2 Analysis and evaluation of vocational education and training processes 3 Final Thesis 15 Master study plans For the Master study courses there are different study plans available for different target groups and combinations of subjects. The listing of options is not separated for the two vocational disciplines because combinations of the two are possible (one vocational subject as major, the other as minor). Models are distinguished by whether the students have a TVET teacher Bachelor (consecutive model)3 or whether they have an engineering Bachelor degree4 . Please note the nomenclature explained in the previous footnotes. Sorry for the possible confusion. Option 3: Study plan Master-Programme Major: Mechanical Engineering, Minor: general subject (e.g. German, Sports, Politics) (consecutive model) 1. Semester CP 2. Semester CP 3. Semester CP 4. Semester CP Total-CP EW L BP-01-1 3 EW L BP-02-1 3 GTW-MT/ETI 11-1 3 Master thesis 15 EW L BP-01-2 3 EW L BP-02-2 3 GTW-MT/ETI 11-2 3 EW L BP-01 3 GTW-MT 9a-2 6 GTW-MT/ETI 11-3 3 GTW-MT 9a-1 6 GTW-MT 9a-3 3 GTW-MT/ETI 12-1 3 GTW-MT/ETI 12-2 3 15 15 15 15 60 Instead of module GTW-MT 9a it is also possible to choose module GTW-MT 10a. 3 In terms of the nomenclature used at the project meeting in Barcelona this ist he „integrated model“. 4 In terms of the nomenclature used at the project meeting in Barcelona this ist he „consecutive model“.
  • 9. 9/19 Option 4: Study plan Master-Programme Major: Electrical engineering and information technology, Minor: general subject (e.g. German, Sports, Politics) (consecutive model) 1. Semester CP 2. Semester CP 3. Semester CP 4. Semester CP Total-CP EW L BP-01-1 3 EW L BP-02-1 3 GTW-MT/ETI 11-1 3 Master thesis 15 EW L BP-01-2 3 EW L BP-02-2 3 GTW-MT/ETI 11-2 3 EW L BP-01-3 3 GTW-ETI 9a-2 6 GTW-MT/ETI 11-3 3 GTW-MT 9a-1 6 GTW-ETI 9a-3 3 GTW-MT/ETI 12-1 3 GTW-MT/ETI 12-2 3 15 15 15 15 60 Instead of module GTW-ETI 9a it is also possible to choose module GTW-ETI 10a. Option 5: Study plan Master-Programme Major: Mechanical engineering (consecutive model) und Minor: Electrical engineering and information technology 1. Semester CP 2. Semester CP 3. Semester CP 4. Semester CP Total -CP EW L BP-01 3 EW L BP-02 3 GTW-MT/ETI 11 3 GTW-ETI 10a 6 EW L BP-01 3 EW L BP-02 3 GTW-MT/ETI 11 3 GTW-ETI 10a 6 EW L BP-01 3 GTW-ETI 9 5 GTW-MT/ETI 11 3 GTW-ETI 10a 3 GTW-MT 9a 6 GTW-ETI 9 5 GTW-MT/ETI 12 3 Master thesis 15 GTW-MT 9a 6 GTW-ETI 9a 6 GTW-MT/ETI 12 3 GTW-MT 9a 3 GTW-ETI 9a 6 GTW-ETI 10 5 GTW-ETI 9 5 GTW-ETI 9a 3 GTW-ETI 10 5 GTW-ETI 10 5 29 31 30 30 120 Instead of module GTW-MT 9a it is also possible to choose module GTW-MT 10a. Option 6: Study plan Master-Programme Major: Electrical engineering and information technology und Minor: Mechanical engineering (consecutive model) 1. Semester CP 2. Semester CP 3. Semester CP 4. Semester CP Total -CP EW L BP-01-1 3 EW L BP-02-1 3 GTW-MT/ETI 11-1 3 GTW-MT 10a-1 6 EW L BP-01-2 3 EW L BP-02-2 3 GTW-MT/ETI 11-2 3 GTW-MT 10a-2 6 EW L BP-01-3 3 GTW-MT 9-3 5 GTW-MT/ETI 11-3 3 GTW-MT 10a-3 3 GTW-ETI 9a-1 6 GTW-MT 9-2 5 GTW-MT/ETI 12-1 3 Master thesis 15 GTW-ETI 9a-2 6 GTW-MT 9a-1 6 GTW-MT/ETI 12-2 3 GTW-ETI 9a-3 3 GTW-MT 9a-2 6 GTW-MT 10-1 5 GTW-MT 9-1 5 GTW-MT 9a-3 3 GTW-MT 10-2 5 GTW-MT 10-3 5 29 31 30 30 120 Instead of module GTW-ETI 9a it is also possible to choose module GTW-ETI 10a.
  • 10. 10/19 Option 7: Study plan Master-Programme Major: Mechanical Engineering, Minor: Electrical engineering and information technology (model for engineering Bachelors) 1. Semester CP 2. Semester CP 3. Semester CP 4. Semester CP Total-CP EW L BP-01 3 EW L BP-02-1 3 GTW-MT/ETI 11-1 3 GTW-ETI 10a-1 6 EW L BP-01-1 3 EW L BP-02-2 3 GTW-MT/ETI 11-2 3 GTW-ETI 10a-2 6 EW L BP-01-2 3 GTW-ETI 9-2 5 GTW-MT/ETI 11-3 3 GTW-ETI 10a-3 3 GTW-ETI 9a-1 6 GTW-ETI 9-3 5 GTW-MT/ETI 12-1 3 Master thesis 15 GTW-ETI 9a-2 6 GTW-MT 8-3 3 GTW-MT/ETI 12-2 3 GTW-ETI 9a-3 3 GTW-MT 8-4 6 GTW-ETI 10-1 5 GTW-MT 8-2 3 GTW-ETI 9-1 5 GTW-ETI 10-2 5 GTW-MT 8-1 3 GTW-ETI 10-3 5 30 30 30 30 120 Option 8: Study plan Master-Programme Major: Electrical engineering and information technology Minor: Mechanical engineering (model for engineering Bachelors) 1. Semester CP 2. Semester CP 3. Semester CP 4. Semester CP Total -CP EW L BP-01-1 3 EW L BP-02-1 3 GTW-MT/ETI 11-1 3 GTW-MT 10a-1 6 EW L BP-01-2 3 EW L BP-02-2 3 GTW-MT/ETI 11-2 3 GTW-MT 10a-2 6 EW L BP-01-3 3 GTW-MT 9-1 5 GTW-MT/ETI 11-3 3 GTW-MT 10a-3 3 GTW-MT 9a-1 6 GTW-MT 9-3 5 GTW-MT/ETI 12-1 3 Master thesis 15 GTW-MT 9a-2 6 GTW-ETI 8-3 3 GTW-MT/ETI 12-2 3 GTW-MT 9a-3 3 GTW-ETI 8-4 6 GTW-MT 10-1 5 GTW-ETI 8-2 3 GTW-MT 9-2 5 GTW-MT 10-2 5 GTW-ETI 8-1 3 GTW-MT 10-3 5 30 30 30 30 120 Option 9: Study plan Master-Programme Major: Mechanical engineering, Minor: related subject (Mathematics, Chemistry or Physics), (Model for engineering Bachelors) 1. Semester CP 2. Semester CP 3. Semester CP 4. Semester CP Total-CP EW L BP-01-1 3 EW L BP-02-1 3 GTW-MT/ETI 11-1 3 Master thesis 15 EW L BP-01-2 3 EW L BP-02-2 3 GTW-MT/ETI 11-2 3 EW L BP-01-3 3 GTW-MT 8-3 3 GTW-MT/ETI 11-3 3 GTW-MT 8-1 3 GTW-MT 8-4 6 GTW-MT/ETI 12-1 3 GTW-MT 8-2 3 GTW-MT/ETI 12-2 3 15 15 15 15 60 Option 10: Study plan Master-Programme Major: Electrical engineering and information technology Minor: related subject (Mathematics, Chemistry or Physics), (Model for engineering Bachelors) 1. Semester CP 2. Semester CP 3. Semester CP 4. Semester CP Total -CP EW L BP-01-1 3 EW L BP-02-1 3 GTW-MT/ETI 11-1 3 Master thesis 15 EW L BP-01-2 3 EW L BP-02-2 3 GTW-MT/ETI 11-2 3 EW L BP-01-3 3 GTW-ETI 8-3 3 GTW-MT/ETI 11-3 3 GTW-ETI 8-1 3 GTW-ETI 8-4 6 GTW-MT/ETI 12-1 3 GTW-ETI 8-2 3 GTW-MT/ETI 12-2 3 15 15 15 15 60
  • 11. 11/19 Example module descriptions Below are given some selected module descriptions. These are meant to show, to what detail the content of modules is formally prescribed. Module descriptions are part of the accreditation documents and therefore are binding. Lecturers can shape the courses they give by respecting these definitions and by arrangement with the other lecturers who teach in that specific module and with the module coordinator. The selection of module descriptions is due to the availability of translations into English language. Didactics of the vocational discipline GTW-ETI 8 Study program Vocational discipline electrical engineering - information technology Module type Compulsory Credits / Student’s workload 15 CP, 450 h • attendance: 112 h (8 h/week x 14 weeks) • preparation and post-processing 112 h • conduct and evaluate practical course: 160 h • practical course report including documentation of instruction pilots: 66 h Modes of learning and teaching Conceptual aspects 4 courses (combination of lecture, seminar, and practical course) The high complexity of the field of occupational specialisation in electrics/electronics, the group of occupational profiles in IT, as well as the interrelation between the numerous forms of initial and further education and training (types of schools, study programs, learning venues, and combinations of learning venues) constitutes the need for a comprehensive lecturing block combined with practical studies that include hospitations and own teaching pilots in different school types and in company-based and supra-company learning venues. The students take over significant duties of vocational education and training in schools and companies (planning, organisation, execution and evaluation of learning and teaching assignments in schools and in companies. Preparation and evaluation of visits and excursions in the framework of the practical course in didactics serve on the one hand for study and professional orientation, on the other hand as introduction into empirical educational research. Courses • Introduction into the didactics of the vocational discipline (3 CP) • Evolutionary history of occupational profiles/professions and the related legal regulations (3 CP) • Didactical analysis and development of company-based initial and further education and training (3 CP) • Practical course in didactics in the occupational field electrics/electronics and IT (6 CP) Duration 2 Semester Contents 3 lectures in this module provide foundations for the study program, which have to be elaborated theoretically and practically – by means of practical studies and excursions. Introduction into the didactics of the vocational discipline: The occupational field electrical engineering - information technology covers the legally regulated skilled work in the domains of electrical engineering and information technology: • occupational profiles (Berufe) according to the vocational education law,
  • 12. 12/19 • school-based vocational education and training programmes according to regional law, • curricula, • legal regulations and wage agreements governing the development of the occupational domain, • institutions taking part in the development of the occupational domain (e.g. social partners), • committees in charge according to law. Evolutionary history of occupational profiles/professions and the related legal regulations: • the development process of occupational profiles and curricula (construction of occupational profiles and education and training law) • historical development of occupational profiles in the domain of electrical engineering - information technology (including regulations for further education and training) • evolutionary history and development of skilled work due to technological development in the occupational domain • methodologies and findings of the relevant qualification and curriculum research Didactical analysis and development of company-based initial and further education and training This course deals with contents and ways of learning in company-based initial and further education and training (in craft trade and industries) under the influence of the automation in information technologies in work processes. Practical course in didactics in the occupational field electrics/electronics and IT Supported by a mentor and by the lecturer in charge the students give lessons and evaluate them. Students get acquainted with the reality of school-based and company-based education and training practices and with the various types of cooperation between vocational schools and companies. Learning objectives • Fundamental knowledge of the occupational field, of the occupational profiles and their evolutionary history. • Influence of organisations, social partners, vocational education research, and legislation on the development of occupational profiles and curricula. • Significance of the technological development for the change of contents and organisation of work in the occupational domain. • Understanding of the interrelation of between technological development, organisation of work, and vocational education and training. • Knowledge of methods to assess strengths and weaknesses of company-based and supra-company education and training approaches. • During the practical studies the students will make experiences how they themselves as teachers interact with learners, • The students get to know planning, execution, and evaluation of school- based and company-based vocational education and training processes. Frequency The module will be offered once a year Requirements for participation No formal requirements Award of credits Cumulative examinations of different type related to the various courses.
  • 13. 13/19 Technical specifics in manufacturing systems and building equipment GTW-ETI 9 Study program Vocational discipline electrical engineering - information technology Module type Compulsory Credits / Student’s workload 15 CP, 450 h • attendance: 140 h (10 h/week x 14 weeks) • preparation and post-processing of courses 140 h • preparation and post-processing of laboratory tutorials 170 h Modes of learning and teaching Conceptual aspects For each subject area three courses are offered. During the courses on professional work and technology students acquire the technical foundations and exemplarily apply them during laboratory sessions. That way students themselves elaborate on substantial parts of the content, in particular regarding the topics of professional work and of the application of the relevant technologies. In laboratory sessions the students can deal with manufacturing and mechatronic systems as well as with systems of building equipment, explore their functioning, design, components, etc., and study practical applications in an action-oriented way. Therefore the courses are a mixture of lecturing, seminar, and practical exercises with real technology. They are supplemented by excursions. Courses • Professional work and technology in the area of manufacturing systems (5 CP) • Professional work and technology in the area of building equipment (5 CP) • Practical exercises in the areas of manufacturing systems and building equipment (5 CP) Duration 2 Semester Content The students acquire fundamental knowledge related to the application of technologies, the technologies, the professional work, the social implications, and their interrelations. Manufacturing systems • Configuration, structures and components of automated manufacturing systems, including flow of materials, production techniques, assembly techniques, materials handling, control systems, and data flow. • Control systems (feed forward and feedback control, control modes, control devices, programming) • Application and types of sensors (including actuators and sensor interface, ASI) • Actuators, particularly electrical drives • Equipment for data processing, data transmission, and communication: data networking and BUS systems (distinguish, assess, and implement systems). • Maintenance of manufacturing systems, as well as diagnostics, trouble shooting, and repair. • Concepts of company and work organisation, division of labour and layout of work tasks in computer aided manufacturing. • Procedures and methods of production planning and control, work preparation, and quality assurance. • Process optimisation and layout of work processes with respect to costs, humanisation of work, protection of natural resources, in particular with respect to computer aided professional work. Building equipment: • User-related, economic, ecologic, and legal demands made on a building (comfort, usability, energy efficiency, regulations and standards)
  • 14. 14/19 • Interconnection and interaction of building equipment including lighting, heating, ventilation, air-conditioning, safety equipment. • Renewable and decentralised energy supply of buildings, Technology, ecology, cost effectiveness, operation. • Control of building equipment systems • Building control systems and their application in the operation of buildings, in maintenance and in the provision of user-related features (including BUS systems like e.g. Konnex, EIB) • Fundamental structures of technical facility management including structures of work organisation for the operation of buildings. Learning objectives Student shall acquire fundamental technical knowledge and skills that are relevant for professional work in both areas of application. They become familiar with the technical products, processes, and systems of the area and acquire and understanding for technical applications and services in the area. They identify the relation between the properties of technical systems and the development of professional competencies and gain an insight in the social and material fundamentals of the development of technological innovations. They learn to analyse and to assess the impact of technological innovations on society and environment. Frequency The module will be offered once a year Requirements for participation No formal requirements Award of credits Cumulative examinations of different type related to the various courses.
  • 15. 15/19 Didactical specifics related to the fields of manufacturing systems and building equipment GTW-ETI 9a Study program Vocational discipline electrical engineering - information technology Module type Compulsory Credits / Student’s workload 15 CP, 450 h • attendance: 140 h (10 h/week x 14 weeks) • preparation and post-processing of courses 140 h • didactical placement: 110 h • report on didactical placement and documentation of instruction exercises: 60 h Modes of learning and teaching Conceptual aspects 3 courses (combination of lecture, seminar, practical studies) Vocational education and training relies heavily on action-oriented and experimenting learning. This leads to a layout of laboratories and workshops in TVET institutions, which is specific to the respective occupational domain. The module emphasises self-reliant analysis and evaluation of vocational curricula, concepts of learning, learning and teaching material and layout of laboratories and workshops in 2 of the 4 areas of professional specialisation. Another major part of the module is a didactical internship where the above competences are applied and deepened. The students take over significant duties of vocational education and training in schools and companies (planning, organisation, execution and evaluation of learning and teaching assignments in schools and in companies. Courses Analysis, Planning and Evaluation of vocational education and training processes related to the professional areas of specialisation • Didactical specifics related to the fields of manufacturing systems (6 CP) • Didactical specifics related to the fields of building equipment (6 CP) • Didactical internship in the field of manufacturing systems or in the field of building equipment (3 CP) Duration 2 Semester Contents The about 20 occupational profiles that exist in Germany in the occupational filed of electrics/electronics and IT can be grouped in 4 subject areas: building equipment, manufacturing, IT and media systems. The initial and further education and training concepts are highly influenced by schools’ and companies’ own developments, and by developments of the federal institute for vocational education and training as well as of the teaching aid industries on the other side. Due to the seminar-like organisation of the studies, students are able to acquire overview knowledge and to develop criteria for the assessment, selection and development of education and training concepts that are specific for the respective occupational field. Supported by a mentor and by the lecturer in charge the students give lessons and evaluate them. Students get acquainted with the reality of school-based and company-based education and training practices and with the various types of cooperation between vocational schools and companies. Learning objectives The students • will understand the interrelation between technological innovation, the development of occupational work, and the layout of initial and further education and training, • avoid the development of reductionism-type learning and teaching layouts, • understand the concept of social shaping of labour and technology as the central idea of vocational education and training, • acquire deeper technical knowledge in the framework of the concept of multiple competences
  • 16. 16/19 • develop and apply methods of evaluation target to education and training processes specific to occupational subject areas • by teaching will make experiences how they themselves interact with learners, • Get to know planning, execution, and evaluation of school-based and company-based vocational education and training processes. Frequency The module will be offered once a year Requirements for participation No formal requirements Award of credits Cumulative examinations of different type related to the various courses.
  • 17. 17/19 Technical specifics in media systems and IT systems GTW- ETI 10 Study program Vocational discipline electrical engineering - information technology Module type Compulsory Credits / Student’s workload 15 CP, 450 h • attendance: 140 h (10 h/week x 14 weeks) • preparation and post processing of courses 140 h • preparation and post processing of laboratory tutorials 170 h Modes of learning and teaching Conceptual aspects Lectures and laboratory sessions During the lectures students acquire the technical foundations and exemplarily apply them during laboratory sessions. That way students themselves elaborate on substantial parts of the content, in particular regarding IT-systems and media-systems. In laboratory sessions the students can explore the above mentioned systems under technological, organisational and developmental aspects and study practical applications in an action-oriented way. Courses • Professional work and technology in the area of media systems (5 CP) • Professional work and technology in the area of IT systems (5 CP) • Practical exercises in the areas of media systems and IT systems (5 CP) Duration 2 Semester Content IT systems: Development of human-machine and human-process communication, respectively, their relevance, and examples of application (e.g. knowledge on machines and processes, human-machine-process interfaces, process control systems, operation and supervision of technical processes) Get to know internet technologies (e.g. state-of-the-art internet technologies, content management systems, electronic commerce systems, planning of web-based applications). Structures of communication systems and networks (e.g. mobile telephone systems, satellite transmission networks, tv, video, coding principles). Media systems Technical aspects of multimedia systems (e.g. entry, recording, transmission of multimedia data, data compression algorithms, storage, processing and playback of multimedia data). Developing multimedia systems (e.g. development models for multimedia applications, development of learning and teaching software, software development environments, graphic user-interface design, storyboard). Development of learning and teaching conceptions using (technical) media (e.g. online and offline learning, virtual classroom, media and intellectual property rights legislation). Learning objectives Students shall acquire fundamental knowledge and skills that are relevant for professional work in both areas of application. They shall acquire competences in order to professionally apply media and IT systems in their future professional work, and to take part in the development of the respective applications. Frequency The module will be offered once a year. Requirements for participation No formal requirements. Award of credits Cumulative examinations of different type related to the various courses.
  • 18. 18/19 Didactical specifics related to the fields of media systems and IT systems GTW- ETI 10a Study program Vocational discipline electrical engineering - information technology Module type Compulsory Credits / Student’s workload 15 CP, 450 h • attendance: 140 h (10 h/week x 14 weeks) • preparation and postprocessing of courses 140 h • didactical placement: 110 h • report on didactical placement and documentation of instruction exercises: 60 h Modes of learning and teaching Conceptual aspects 3 courses (combination of lecture, seminar, practical studies) Vocational education and training relies heavily on action-oriented and experimenting learning. This leads to a layout of laboratories and workshops in TVET institutions, which is specific to the respective occupational domain. The module emphasises self-reliant analysis and evaluation of vocational curricula, concepts of learning, learning and teaching material and layout of laboratories and workshops in 2 of the 4 areas of professional specialisation. Another major part of the module is a didactical internship where the above competences are applied and deepened. The students take over significant duties of vocational education and training in schools and companies (planning, organisation, execution and evaluation of learning and teaching assignments in schools and in companies. Courses Analysis, Planning and Evaluation of vocational education and training processes related to the professional areas of specialisation • Didactical specifics related to the fields of media systems (6 CP) • Didactical specifics related to the fields of IT systems (6 CP) • Didactical internship in the field of media systems or in the field of IT systems (3 CP) Duration 2 Semester Contents The about 20 occupational profiles that exist in Germany in the occupational filed of electrics/electronics and IT can be grouped in 4 subject areas: building equipment, manufacturing, IT and media systems. The initial and further education and training concepts are highly influenced by schools’ and companies’ own developments, and by developments of the federal institute for vocational education and training as well as of the teaching aid industries on the other side. Due to the seminar-like organisation of the studies, students are able to acquire overview knowledge and to develop criteria for the assessment, selection and development of education and training concepts that are specific for the respective occupational field. Supported by a mentor and by the lecturer in charge the students give lessons and evaluate them. Students get acquainted with the various types of cooperation between vocational schools and companies. Learning objectives The students • will understand the interrelation between technological innovation, the development of occupational work, and the layout of initial and further education and training, • avoid the development of reductionism-type learning and teaching layouts, • understand the concept of social shaping of labour and technology as the central idea of vocational education and training, • acquire deeper technical knowledge in the framework of the concept of multiple competences • develop and apply methods of evaluation target to education and
  • 19. 19/19 training processes specific to occupational subject areas • by teaching will make experiences how they themselves interact with learners, • Get to know planning, execution, and evaluation of school-based and company-based vocational education and training processes. Frequency The module will be offered once a year Requirements for participation No formal requirements Award of credits Cumulative examinations of different type related to the various courses.

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