Empower VET teacher _Franz Kaiser_VEIC 2022_Indonesia,pptx

19.06.2022 UNIVERSITÄT ROSTOCK | PHILOSOPHISCHE FAKULTÄT 1
Prof. Franz Kaiser
How to empower VET
teachers
for social engagement
and critical thinking

How to empower VET teachers
for social engagement and critical thinking
Prof. Dr. Franz Kaiser – Germany
4th Vocational Education International Conference (VEIC) on 24 May 2022
Faculty of Engineering, Universitas Negeri Semarang, Indonesia

Train of thought – VET teacher emancipative education
Framework conditions
Dual VET system in
Germany
Complexity of VET
Challenges of VET
teachers
How to become VET-
teacher
Goals of VET - content
Tradition and history
Industrialisation and
mechanization
Roal back to work based
learning
Aims from Critical
constructive perspective
VET teacher education
Lessons learned from
Germanys history and
burning world
Insights in practice at
University of Rostock
Challenges
and
perspectives
My way, my
perspective

From Carpenter to VETresearcher, teacher trainer and
und Professor - The pathway of the speaker
• Child of workers
• Apprenticeship training for carpenter
• 5 years studying to become Teacher at VET-schools
• Lecturer and researcher at different Universities
• 15 years at the Federal Institute for VET (BIBB) research on
disadvantaged people in VET and Trainingregulation for
Apprenticeship training in the companies
• 2008 Ph.D. in pedagogics “Time and occupations”
• 2014 Full Professor and Chair at the University of Rostock
• 2016 Founding of the Institute for Vocational Education
• 2019 Research fellow in Finland and Sweden
• 2022 Leader of a European project on VET teachers

Framework conditions

History of the Apprenticeship model in Germany – to
understand the frame of VET teacher training
19.06.2022 UNIVERSITÄT ROSTOCK | PHILOSOPHISCHE FAKULTÄT | PROF. DR. FRANZ KAISER
1. In-Company prephase (1000 – 1870)
Training (Lehrzeit) in crafts regulated by the guilts, without teaching in
schools and influence by the state
2. Foundation phase (1870–1920)
Change in public schools and religious Sunday schools towards technical
and utilitarian schools (gewerbliche Fortbildungsschulen), visited by adult
workers as well
3. Phase of consolidation (1920–1970)
Regulations concerning participation of interests and systematically
developed training regulations (Ausbildungsordnungen)
4. Phase of strengthening the state (from ca. 1970 on)
Vocational Training Act, foundation of BIBB, further regulated trainings

Dual Training
for 324
different
Vocations
UNIVERSITY OF ROSTOCK | FACULTY OF HUMANITIES Prof. Dr. Franz Kaiser
§ Vocational Training Act §
Federal Institute
for Vocational
Education and
Training (BIBB)-
The Board
Federal
Government
Federal
states Unions
Employers
cooperation between the
public and private sector
joint steering, regulation
and financing
arrangements
governed by a statutory
legislative framework
The Apprenticeship model in Germany – Dual System

Vocational education track Transition programms University entrance diploma University studies
Enrollment numbers in the advanced education system
Schoolbased programmes for
child care & nursing
Dual system
Other school based programmes
Total share of training

VET teacher in Germany – teaching in a wide range of
programmes
1. VET schools during apprenticeship (parttime)
2. Full time vocational schools
(health- / social care business)
3. Vocational High schools
(transition to work or academic track)
4. Preparatory Schools and programmes before
Apprenticeship
5. Further adult education in vocational context
(for master craftsmen, technical managers)

VET teacher and their challenges
• Establish innovative learning arrangements
• Staying up-do date by monitoring research.
• Face technological changes at the workplaces and in teaching
• Adapt to new work organisation (teleworking, internationalisation).
• Constantly adapt the learning goals and didactical concepts
• Initiate relationships and co-operations with companies for WBL
• Guide students in developing their professional careers
• Support disadvantaged and talented VET learners in an
increasingly heterogeneous group of VET learners
• Adhere to democratic and European values while fully developing
their potential from a lifelong perspective.
Book edition 2019
Educating vocational
teachers –
Paths to the pedagogical
royal class

4 steps to become a VET teacher in Germany
1. Upper secondary school / High school diploma
2. 2-3 years Apprenticeship or school based vocational training
(EQF 4) min. 1 year practice in companies
3. 5 years study programme for VET teachers (300 ECTS)(EQF 7)
- branch specific subject (health care, Electronics, Construction,
Agriculture …) min. 90 ECTS
- general subject (Language, Maths, Sports, Religion…) 90 ECTS
- VET pedagogics (incl. Psychology, sociology …) 90 ECTS
4. Internship at vocational school 1 ½ Year
-> permanent contract with the state

Goals of Vocational education

From the duty to obey
to semi-autonomous group work
and participation in problem solving
Main changes in Work life – new pegagogical aims

What is taught in Vocational Education?
16
Vocational education
and training
Practical
Orientation
Workprocess
skills demonstration
workplace / companies
learning by doing / tacit knowledge
Science
Orientation
Theory, Intersubjectively "won"
assets, explanatory, reflective
models
Getting things
done
Understand why and cope
with innovations
&
Balance between

This gets more and more important in the
last decades in VET, in Germany and Europe
"As investment into Humankapital´ the
qualification process in the enterprises is
understood and conceived and not as
process of Bildung by the subjects active
there" (Adorno 1966)
Practical
Orientation
Workprocess
Dominance of employability and work based learning
in the last decades

18
Subjekt
Orientation
Biografical reflexibility
and creative capaciy,
individual career guide,
employee interests,
good work conditions
Solidarity
UNIVERSITÄT ROSTOCK | PHILOSOPHISCHE FAKULTÄT Prof. Dr. Franz Kaiser
What should be learned in Vocational Education?
Vocation
and vocational education
Practical
Orientation
Workprocess
Science
Orientation
Intersubjectively "won" assets,
explanatory, reflective models

19
Subjekt
Orientation
Biografical reflexibility
and creative capaciy,
individual career guide,
employee interests,
good work conditions
Solidarity
What should be learned in Vocational Education?
Vocation
and vocational education
Practical
Orientation
Workprocess
Science
Orientation
Intersubjectively "won" assets,
explanatory, reflective models
Get things
done
Understand why and cope
with innovations
Balance between
emancipate yourself and state your opinion

Why we should change
• We had historical situations, when we lost democracy
• Everybody is responsible for what he is doing
• Everybody has the right to comprehensively develop its skills and
knowledge
- no division between race, gender and class
• We need everybody to care for the world and us
• The competence of reflective Resistance is not only a task of
academic qualified people

Why we should change - because we have to resist
Holocaust of the Jews under National Socialism
Prison for political activists in the GDR
Child labour
Climate change
& resurgence of dictatorships
and nationalist politics

What should be outcome of Vocational Education?
Qualified professional action,
Based on experience and knowledge about technology
Perceiving power
to participate and
expanding
boundaries
Take into account
Economic,
social and
ecological
environment
Communications skills,
Solidarity, collegial
performance
Self reflexive
biography creation

Consequences
for VET teacher training

Goals for Vocational teacher Education?
Critical-reflexive
creative vocational
action competence
Be in touch with yourself,
understand your behavior,
respect your needs
Be in touch with nature
and society,
be part of a global world,
respect the needs of the
planet
Be empathetic to pupils,
colleagues, partners,
understand their
behavior and needs
Appreciates quality in teaching, analyse the worklife of
the occupations you are teaching and have knowledge
of technologies

Consequences for the eduaction of VET teacher
Critical-reflexive
creative vocational
action competence
Globe
We
I
It
(Facts, tools)

1. Understanding the history of VET-Systems and discover the
political interests behind
 Perceive that things can also be different and develop ideas for
improvement from them
2. Study technical science on a high level and analyse the work
tasks of the occupations you teach
 Develope learning settings to create competences for the future needs
at the workplaces
3. Study pegagogics and human psychology as well as sociology
and get in touch with disadvantaged people
 Reflect your privileges, your roots and mentality, find your way of
leading and teaching
How we try to strength that in our study programme

Iceberg-theory and Theme-Centered-Interaction
I We
It
(Facts, tools)
Sigmund Freud
(1915)
The unconscious.

• Learning TCI takes place in the second academic year
• Aims are:
- Confrontation with own values and character,
- Rethinking leadership (of teachers),
- Experience creative learning settings,
- Leading an own participative lecture
Training students in Theme-Centered-Interaction

Working together with refugees
Third academic year – Heterogeneity and
support for disadvantaged young people
• What are causes of refugee flight?
• How to identify competencies?
Practical
• How to make a biografical interview?
• Helping refugees to find an appranticeship
• Helping to create a letter of application

Challenges and perspectives

• Changing the mindset of students from instructor to
learnsituations creator and coach
• Cope with so different requirements of VET teachers
• Confrontation with a traditional practice in VET schools
• Integration of digital learning tools and designs
• Dealing with the contradictions between adapting to the needs
of companies and educating responsible citizens
Challenges and perspectives
Do not fear changes, catch them as learning situation and talk with
your pupils, neighbours, friends and colleagues about solutions
and learn to listen

Contact:
Prof. Dr. Franz Kaiser
University of Rostock
franz.kaiser@uni-rostock.de
Thank you for your attention
Terima kasih atas perhatiannya

• VET teachers as Innovators.
A six countries project in Europe
• How to attract and retain the most suitable students, funded by
federal goverment
• What is the comepetence need für micro- and nanotechnologies
industry and how to create an online academy, funded by BIBB
• History of VET research and VET teacher training linked to the
global network VET & Culture
Current research projects

 Cohn, R. (1969): From Couch to circle to community. Beginnings of the Theme-centered Interactional Method. In:
Group therapy today. Ruitenbeeck, New York, 1969. Photocopy of typrewritten manuscript, 13 pp. open access:
http://www.ruth-cohn-institut-rw.de/tl_files/content/zentraleinhalte/Originaltexte%20RC%20-
%20engl/5_From_couch_to_circle_to_community.pdf
 Deci, E. L. & Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation, development, and
health. Canadian Psychology, 49(3), 182-185.
 Kaiser, F. (2018):Theme Centered Interaction in Critical Vocational Teacher Education – An Introduction into an
Ethical Founded Method and Model to Strengthen Self-reflexive Autonomy and Socially Responsible Action. In:
International Journal for Research in Vocational Education and Training. Vol. 5, Nr. 3 (2018),
https://doi.org/10.13152/IJRVET.5.3.3
 Kaiser, F., Marhuenda Fluixá, F., & Palomares-Montero, D. (2021). Common challenges European VET teachers as
innovators are facing and their impact on academic VET teacher education. In C. Nägele, B.E. Stalder, & M. Weich
(Eds.), Proceedings 4th Crossing Boundaries in Vocational Education and Training (pp. 183–189).
https://doi.org/10.5281/zenodo.4610025
 Kaiser F. (2021). Academisation of the vocational school teaching profession and the genesis of vocational
educational science. A historic country comparison of Sweden, Finland and Germany. In Bulletin of Institute of
Technology and Vocational Education of Nagoya University No.22 https://www.ibp.uni-rostock.de/storages/uni-
rostock/Alle_PHF/IBP/Aktuelles/Kaiser_-_academisation_of_VET_teacher_and_VET_research_-
_international_comparison_study_2021.pdf
References

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