SELF RELIANT INTERNSHIPS TVET

Under the Patronage of
His Excellency the
President of Turkmenistan Gurbanguly Berdimuhamedov
International Conference and Exhibition
"Education and sports in the Prosperous Epoch of the Powerful
state"
Organizer of the Conference and
Exhibition Ministry of Education, Ministry of Sports and Youth
Policy of Turkmenistan and the
Chamber of Commerce and Industry of Turkmenistan
Contribution by
Karl Daniel Klee, Germany
“Self-Reliant-Internships in Higher and Vocational Education
and Training“
13-14 November 2018, Ashgabat
14/11/2018 daniel.klee@web.de 1

CONTENT
 HISTORIC ASPECTS
 CHALLENGES IN TVET
 SELECTED RESEARCH CONSIDERATIONS IN RELATION TO SELF-RELIANT-
INTERNSHIPS
 THE SO CALLED „THRID WAY“ IN TVET: SELF-RELIANT-INTERNSHIPS (SRI)
 THE SELF-RELIANT-INTERNSHIP PROCESS
 EXAMPLES
 COMPILATION OF RESULTS
LITERATURE (embeded)

HISTORIC ASPECTS

History
“Historical roots of the in-company training go back
to the Middle Ages. Individual craft and trade
associations, the guilds, regulated apprenticeships
for their enterprises. A systematic form of training in
enterprise and school, the so-called master
craftsmen training, developed out of those
occupational regulations. As the process of
industrialization began, the industries adopted the
concept of craft training and adapted it to their
needs. They regulated vocational training through
the establishment of a mandatory catalogue of skills
and knowledge and guidelines for the duration of
the training.” https://www.apprenticeship-toolbox.eu/germany/apprenticeship-
system-in-germany

CHALLENGES IN TVET

IMPACTING (FOR EXAMPLE)
 RESEARCH
 CURRICULA
 TEACHER TRAINING
 EXAMS
 POLICY MAKING
 (YOUR SUGGESTION)

https://www.forbes.com/sites/bernardmarr/2016/04/05/why-everyone-must-get-ready-for-4th-industrial-revolution/
Schwab said, “The changes are so profound
that, from the perspective of human history,
there has never been a time of greater
promise or potential peril. My concern,
however, is that decision makers are too often
caught in traditional, linear (and non-
disruptive) thinking or too absorbed by
immediate concerns to think strategically
about the forces of disruption and innovation
shaping our future.”
IMPACTING (FOR EXAMPLE)
 RESEARCH
 CURRICULA
 TEACHER TRAINING
 EXAMS
 POLICY MAKING
 (YOUR SUGGESTION)
https://www.forbes.com/sites/bernardmarr/2016/04/05/why-everyone-must-get-ready-for-4th-industrial-revolution/

SELECTED RESEARCH
CONSIDERATIONS
IN RELATION TO
SELF-RELIANT-INTERNSHIPS
SRI(s)

https://link.springer.com/chapter/10.1007/978
-3-642-54678-5_137
Report on Global Environment
Competitiveness of Turkmenistan
ASPECTS
NATIONAL
DESCRIPTION

NATIONAL
COMPARISON
POSIBILITIES
FOR TVET
https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=2ahUKEwjAm7ON8qveAhXqCcAKHfF7CQUQFjAAegQICRAC&url
=https%3A%2F%2Fwww.inap.uni-bremen.de%2Fdl%2Fpres11%2Fworkshop4%2F2-
KOMET%2520(Beijing)%2520Findings%2520and%2520Conclusions.ppt&usg=AOvVaw235Tcuvf9UPXA22eaWUbQj

https://www.pedocs.de/volltexte/2014/9158/pdf/Rauner_Grollmann_Martens_2007_Messen_beruflicher_Kompetenz.pdf14/11/2018 daniel.klee@web.de 12

THE SO CALLED „THRID WAY“
IN TVET: SELF-RELIANT-
INTERNSHIPS (SRI)

TERMINOLOGY

https://www.canterbury.ac.nz/media/documents/careers-internships-and-employment/brochures/Self-reliance-skills-for-graduates-in-
the-21st-century.pdf
TERMINOLOGY

TERMINOLOGY: SELF-RELIANT-INTERNSHIPS SRI(S)
SRI(S) are at least two four to eight week blocks, which will put the learner
in the immersion of preparing, finding and negotiating for his/her learning
and working aims while being in a company for a defined time.
In the company, the learner will actively participate in the workflow of skilled
workers, and likewise, be exposed to the carrying out (supervised) basic
skilled work themselves.
Furthermore, the learner will reflect and analyze the implications of their
SRI for their own career planning in a structured manner.
Finally, the learner might use these experiences in a subsequent SRI, the
thesis or for a start up.14/11/2018 daniel.klee@web.de 18

THE SRI PROCESS

SRI Preparation
Work/Business
Processes
• Feedback
• Approval
• Certification of
SRI
• Improvements
•Closed loop
Situation
Research
Contact/
Visit
Program
MoU
SELF RELIANT INTERNSHIPS (SRI)
SRI PRACTICE
SRI
Lesson
SRI
Material
HR
Con-
tract
Evaluation
QHSE
•Production
•Customer-
Specification
•ACTIVE
PARTICIPATION
Orientation
Database
Admin
Documentation
Credit
achievements
• Tracing
• (Closed loop)
Statistical and
research
insights
Learning Reflection
SRI-Report
INSTITUTE – COMPANY - STUDENT
SRI
COMPANY
BRIEF
SRI AND TVET
MARKETING
SRI AND TVET
MARKETING
§ COMPULSORY !

Semester 1 2 3 4 5 6
Total
Contact
Hours
Subject 1 12 2 4 0 2 0 20
Subject 2 2 2 2 2 0 2 10
Subject 3 4 14 14 10 14 8 64
Subject 4 6 4 4 4 2 2 24
Subject 5 0 2 0 8 6 2 18
SRI (Semester Break) > (nw) > (nw) ?
SRI in relation to Bachelor Project/Start
UP 0 0 0 0 0 10 10
Subject 6 2 2
Ch/Week in Total 24 24 24 24 24 24 144
Ch/Semester in Total 384 384 384 384 384 384 2304
Incoporation of SRI(s) into an existing
Structures

EXAMPLES

INVESTMENT INTO OIL AND GAS MOTOR REWIND (EX)
Example of Azerbaidjan
EXPATS IN OIL AND GAS ARE EXPENSIVE (ROTATIONS, FOREIGN CURRENCY,…)
BURDEN OF LEGAL HAZARDS FOR EXPATS (WORK PERMIT, FINES…)
FEW ADEQUATELY TRAINED LOCAL WORKFORCES ARE AVAILABLE
GESTURE TO THE HOST COUNTRY
ECONOMIC SUSTAINABILITY OF COMPANY
BUSINESS OPPORTUNITY
HIGH
YOUTH
UNEMPL0YMENT
LOCAL
TVET SYSTEM
FAILED
LOCALS ARE
„UN“-SKILLED
SUSTAINABLE
ECONOMIC
COMPETITIVENESS
CHALLENGED
24

Taif
13%
Riyadh
17%
Jeddah
23%
Dammam / Alkhobar
6%
Tabuk
2%
Madinah
4%
Jizan
4%
Hail
5%
Abha
3%
Other
23%
Example: Regional SRI distribution of Internships
n=220.
Two subsequent intervals

ABB
2% AEC
2%
Saudi Aramco
3%
BTC
4%
Saudi Airlines
3%
STC
18%
Military
3%
Ministries/Municiplaities
5%
Hospitals KSA
11%
CoTs
6%
Other
43%
Example SRI distribution of Company and Industry Sector
n=220.
Two subsequent intervals

DOI:
http://dx.doi.org/10.17509/invotec.v11i2.2144

WIN
COMPANY
WIN
GOVERNMENT &
UNIVERSITY
WIN
STUDENT
WORKFORCE MARKET RELEVANT
RESEARCH AND TRAINING
LOCAL KNOW HOW
EMPLOYMENT
SRI(S) PROVIDE GENUINE
INFORMATION FOR TVET
IMPROVEMENTAND
EMPLOYMENT

COMPANIES
TVET
SRI
COOPERATION AND REFLECTION BETWEEN COMPANY AND LEARNER
FEEDBACK FROM LEARNER AND COMPANY ABOUT EDUCATION AND TRAINING
RESEARCH IN RELATION WITH COMAPNY AND STUDENT TO TVET IMPROVEMENT
QUALITY ASSURANCE FOR CONSTANT IMPROVEMENT THROUGH SRI
SRI

Compilation of SRI Experiences and Results
1) Pre-service teacher training: The SRI approach produced positive results
– even if newly introduced!
2) Labour Market: SRI has led to insight regarding regional distribution and
distribution accross industry sectors
3) In in-service TVET teacher training , the majority of participants regard
their SRI experiences as worthwhile.
4) QA: SRI data contribute positively towards a closed loop approach.
5) System: SRI(s) allow for a national indigenous and genuine education
and training insight, thus reducing the ordeal of experiencing alien
and/or non-transferable educational “assurances”.

https://www.google.com/search?q=thank+you&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiqtPyE5qveAhWhIcAKHQw8AjYQ_AUIDigB&biw=992&bih=480#imgrc=beM14DPQFoZ8VM:
YOUR QUESTIONS PLEASE!
ВАШИ
ВОПРОСЫ !
SORAMAK!
daniel.klee@web.de14/11/2018 daniel.klee@web.de 34

SELF RELIANT INTERNSHIPS TVET

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