The International Framework for Master’s degree programmes in Technical and Vocational Education and Training (TVET), which was adopted during the Hangzhou
Conference in November 2004 (Veal, Dittrich, Kämäräinen 2005), proposed a set of twelve vocational disciplines.
Increasing the Profile and Professionalisation of the Education of TVET Teach...Ghazally Spahat
The Hangzhou Declaration, on increasing the profi le and professionalisation of the education of TVET teachers and trainers (UNESCO-UNEVOC, 2005), and the formation
of an international network to implement the standards for the TVET Master’s degree, are milestones in the history of technical and vocational education and training (TVET).
This document outlines the regulations for the Master of Science in Social Sciences in Management of Creative Business Processes program at a university in Denmark. The 2-year program qualifies graduates to analyze complex social and business issues related to creative industries. The program provides theoretical and practical understanding of creative business management, strategy, marketing, and intellectual property law. Coursework covers topics like creative processes, managing innovative organizations, and a final master's thesis. The program aims to give students analytical skills to address strategic problems in creative companies.
Ideal quality of university business education curriculum required for succes...Alexander Decker
This document discusses the ideal qualities of a university business education curriculum as perceived by business education lecturers in South-South Nigeria. It finds that lecturers believe an ideal curriculum should be comprehensive in scope, varied in nature, correlate subjects, provide skills for employment, allow for individualized learning and dropping out/accelerating. It should also be constantly reviewed, technology-based, provide relevant skills and knowledge, maximize equipment use, be practical, and focus on career opportunities. Tests found no significant differences in these views between male/female or experienced/inexperienced lecturers or those at federal/state universities. The study aims to improve business education graduates' employment success.
Accounting education in nigerian universities challenges and prospectsAlexander Decker
This document discusses the challenges facing accounting education in Nigerian universities. It notes that universities are tasked with developing quality human capital but face issues like inadequate curricula, understaffing, poor facilities, and lack of funding. The accounting programs aim to produce graduates with education, skills, and attitudes to meet business and government needs, but challenges include outdated curricula that do not reflect changes in the accounting profession or address issues like recent financial scandals. Recommendations are made to guide improvements through cooperation between universities, professional bodies, and other stakeholders.
We present and analyse a work experience, now in its fifth year, to help students in developing soft skills, through execution and reporting, during a period of six semesters, of extra-curricular activities that are validated and evaluated by the faculty and, in a certain way, integrated in the curriculum throughout in the form of a ‘Personal Portfolio’. The global objective of the Personal Portfolio is to develop the student’s soft skills through the practice of extra-curricular activities and the reflection on that practice. In this paper we clarify the initial design of the learning environment, the objectives and regulation of Personal Portfolio, the information system that supports the activities and the evolution of students’ numbers and of the faculty. We comment on the major activities that have been developed, the main results obtained, the differences between the experiences in two campuses and the evolution of the Portfolio concept resulting from the adoption of the Bologna Agreement.
The document provides information about the Bachelor of Arts in Information Sciences and Technology (ISTBA) degree program, including who should pursue the degree, program requirements, and the process for applying. Key details include:
- The ISTBA allows flexible course selection while ensuring a foundation in IST core topics.
- It is suitable for creative, independent students interested in fields like law, business, or further study.
- Students propose a customized plan of IST and related courses totaling 41 credits to focus on their interests.
- To apply, students must submit a proposal outlining their goals and planned courses by their sophomore year.
This document summarizes a workshop on writing learning outcomes. It introduces the workshop objectives and expectations. It discusses identifying stakeholders and consulting them. It also covers defining learning outcomes and competencies, designing degree programs around outcomes, determining credit allocation, and selecting teaching and assessment strategies aligned with learning outcomes.
Acquired Knowledge, Skills and Abilities of Graduates of Business Administrat...IJAEMSJORNAL
This study was done to find out the current employment status of graduates after acquiring Masteral and Doctorate in Nueva Ecija University of Science and Technology for A.Y. 2013-2019. It also described the school- and work-related factors which might affect their employability after getting the degree from NEUST. It also assessed the extent by which work knowledge, skills and abilities thru education have bearing with their current work. Findings showed that the majority of graduates were employed and got promoted. They studied the course primarily for professional advancement, as an institutional requirement and gain management skills. Entrepreneurial and problem-solving skills were the foremost competencies acquired from school. They also found very important the teacher communication skills, professionalism and mastery of the subject to be very relevant too in their education.
Increasing the Profile and Professionalisation of the Education of TVET Teach...Ghazally Spahat
The Hangzhou Declaration, on increasing the profi le and professionalisation of the education of TVET teachers and trainers (UNESCO-UNEVOC, 2005), and the formation
of an international network to implement the standards for the TVET Master’s degree, are milestones in the history of technical and vocational education and training (TVET).
This document outlines the regulations for the Master of Science in Social Sciences in Management of Creative Business Processes program at a university in Denmark. The 2-year program qualifies graduates to analyze complex social and business issues related to creative industries. The program provides theoretical and practical understanding of creative business management, strategy, marketing, and intellectual property law. Coursework covers topics like creative processes, managing innovative organizations, and a final master's thesis. The program aims to give students analytical skills to address strategic problems in creative companies.
Ideal quality of university business education curriculum required for succes...Alexander Decker
This document discusses the ideal qualities of a university business education curriculum as perceived by business education lecturers in South-South Nigeria. It finds that lecturers believe an ideal curriculum should be comprehensive in scope, varied in nature, correlate subjects, provide skills for employment, allow for individualized learning and dropping out/accelerating. It should also be constantly reviewed, technology-based, provide relevant skills and knowledge, maximize equipment use, be practical, and focus on career opportunities. Tests found no significant differences in these views between male/female or experienced/inexperienced lecturers or those at federal/state universities. The study aims to improve business education graduates' employment success.
Accounting education in nigerian universities challenges and prospectsAlexander Decker
This document discusses the challenges facing accounting education in Nigerian universities. It notes that universities are tasked with developing quality human capital but face issues like inadequate curricula, understaffing, poor facilities, and lack of funding. The accounting programs aim to produce graduates with education, skills, and attitudes to meet business and government needs, but challenges include outdated curricula that do not reflect changes in the accounting profession or address issues like recent financial scandals. Recommendations are made to guide improvements through cooperation between universities, professional bodies, and other stakeholders.
We present and analyse a work experience, now in its fifth year, to help students in developing soft skills, through execution and reporting, during a period of six semesters, of extra-curricular activities that are validated and evaluated by the faculty and, in a certain way, integrated in the curriculum throughout in the form of a ‘Personal Portfolio’. The global objective of the Personal Portfolio is to develop the student’s soft skills through the practice of extra-curricular activities and the reflection on that practice. In this paper we clarify the initial design of the learning environment, the objectives and regulation of Personal Portfolio, the information system that supports the activities and the evolution of students’ numbers and of the faculty. We comment on the major activities that have been developed, the main results obtained, the differences between the experiences in two campuses and the evolution of the Portfolio concept resulting from the adoption of the Bologna Agreement.
The document provides information about the Bachelor of Arts in Information Sciences and Technology (ISTBA) degree program, including who should pursue the degree, program requirements, and the process for applying. Key details include:
- The ISTBA allows flexible course selection while ensuring a foundation in IST core topics.
- It is suitable for creative, independent students interested in fields like law, business, or further study.
- Students propose a customized plan of IST and related courses totaling 41 credits to focus on their interests.
- To apply, students must submit a proposal outlining their goals and planned courses by their sophomore year.
This document summarizes a workshop on writing learning outcomes. It introduces the workshop objectives and expectations. It discusses identifying stakeholders and consulting them. It also covers defining learning outcomes and competencies, designing degree programs around outcomes, determining credit allocation, and selecting teaching and assessment strategies aligned with learning outcomes.
Acquired Knowledge, Skills and Abilities of Graduates of Business Administrat...IJAEMSJORNAL
This study was done to find out the current employment status of graduates after acquiring Masteral and Doctorate in Nueva Ecija University of Science and Technology for A.Y. 2013-2019. It also described the school- and work-related factors which might affect their employability after getting the degree from NEUST. It also assessed the extent by which work knowledge, skills and abilities thru education have bearing with their current work. Findings showed that the majority of graduates were employed and got promoted. They studied the course primarily for professional advancement, as an institutional requirement and gain management skills. Entrepreneurial and problem-solving skills were the foremost competencies acquired from school. They also found very important the teacher communication skills, professionalism and mastery of the subject to be very relevant too in their education.
Industry Partners’ feedback on the OJT performance of Bachelor of Science in ...IJAEMSJORNAL
This study determined the feedback of trainers/supervisors regarding the respondents’ personal, interpersonal and technical understanding skills in their on-the-job training (OJT) program using descriptive research design. The respondents of the study were 156 BSIT students enrolled in the OJT Program during the 2nd Semester of A.Y. 2018–2019 at Nueva Ecija University of Science Technology, San Isidro Campus. The findings of the study have shown that the students were excellent in numerous personal skills. Likewise, they were very good in most of their technical understanding skills which are hard skills in the field of Information Technology. Still, there were areas in which students’ performance need enhancement. Due to this, the researchers proposed a plan of action as an intervention to improve the program that would later result in the improvement of the students’ performance in their OJT.
Accreditation Concept and Processes in MalaysiaGhazally Spahat
The document discusses accreditation concepts and processes in Malaysia. It provides background on the development of Malaysia's Qualification Framework (MQF) which aims to standardize qualifications across different education and training institutions. The MQF framework establishes eight qualification levels across academic, vocational, technical and professional sectors. It also discusses the accreditation process in Malaysia which involves institutions applying for recognition and undergoing evaluation by technical committees before final approval. The concept of accreditation is rooted in educational philosophies like pragmatism and reconstructionism. It also reflects curriculum development models which integrate various components like teachers, society, and students.
Promoting the learning mobility of future workers: experiments with virtual p...eLearning Papers
Authors: Cornelis Adrianus (Kees-Jan) van Dorp, Alfonso Herrero de Egaña Espinosa de los Monteros, Sirje Virkus, Angelique Lansu, Maria Kocsis Baán.
Virtual placements are learning arrangements, which generate new possibilities for accumulating professional (work-based) knowledge. Virtual placements are beneficial in many ways; they merit increased training opportunities, exposure to un-/never-thought-of occupations, integration of disadvantaged individuals, and preparation of, and blending with, physical placements.
TVET teacher education courses at University of BremenGhazally Spahat
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”
This document provides information about preparing for a vocational role, including the meaning of career, vocation, and occupation. It discusses the need to properly plan and prepare for a vocation through general education and/or specialized training. Choosing a vocation requires understanding one's interests, aptitudes, and personality characteristics. The document outlines the steps to make a good career choice, including self-assessment, researching occupations, narrowing options, setting goals, and creating an action plan. It also notes some common myths about career choice and emphasizes the importance of counseling in making a wise decision.
The document outlines the syllabus and evaluation scheme for the MBA second year program at Mahamaya Technical University. It provides:
1) Details of the core and elective subjects to be offered in semesters 3 and 4, including the evaluation criteria and credits for each.
2) Information on the specialization groups and their subject options that students can opt for.
3) Details of the summer training project and dissertation requirements, including submission guidelines and evaluation schemes.
The syllabus aims to provide students with knowledge across various management functions and specializations, while emphasizing overall personality development and alignment with industry needs.
With the 1996/97 academic year about to begin, Germany finds itself facing a shortage of over 100,000 training places within its so-called Dual System.
This document provides details about Beverly Blackwood's education plan and portfolio. It includes a table of contents, statement of authenticity, personal mission statement, and elevator speech. The bulk of the document lists the courses in Beverly's DeVry University Bachelor of Business Administration program concentrating in Hospitality Management, organized by category of communication skills, humanities, social sciences, personal and professional development, and mathematics and science.
Conceptual framework provides the steps in planning and implementing tracer studies on the alumni of engineering institutions. One can update the curriculum, improve the instructional methods, etc.
Andrzej Kurkiewicz: Good practices and polish experiences in promoting and s...CUBCCE Conference
The objective of the presentation is to share good practices in promoting and supporting entrepreneurship within higher education. It will also elaborate on actions which were taken by Polish Ministry of Science and Higher Education to examine the progress of Polish higher education institutions (HEIs) towards becoming “entrepreneurial HEIs”, improving efficiency of transition from education to the labor market, increasing the usefulness of competences acquired by university graduates for the labor market, improving access to information about the graduates’ career paths in the labor market. Poland has been implementing the new graduate tracking system in order to get reliable and comparable data on graduates’ employment outcomes. It will be based on administrative data: matching database of graduates with anonymized data from the Social Insurance Institution focuses on transversal skills. Since 2014 Poland has been implementing the competency development programme which will support the training sessions and workshops aimed at increasing the skills and competences most relevant to the labour market, including entrepreneurship, but also interpersonal skills, including efficient use of the Polish language (literacy skills), formulating opinions, teamwork, negotiation techniques, additional courses delivered jointly with employers, career guidance. In October 2014 the Ministry and the National Centre of Research and Development announced the new competition, supported by the European Social Fund, for projects supporting career offices and career guidance in particular. Presentation will introduce the most important achievements of the objectives referred to the Frames of European cooperation on education and training.
Antoaneta Dimitrova Kirova-Katzarova: The dual system in Bulgaria - new good ...CUBCCE Conference
The document discusses the need to introduce a dual education system in Bulgaria to address issues like high youth unemployment and a discrepancy between educational standards and labor market needs. It outlines key principles of a dual system like a clear split between theoretical and practical training. It also notes challenges like employers needing to provide training environments and mentors while schools and employers currently lack readiness. Research finds a gap between education outputs and economic needs that a dual system could help address.
Industry school interface following professional education model to impart pr...Alexander Decker
This document discusses the need for greater collaboration between business schools and industry to make business education more practical. It proposes a model called Pragmatic Business Edification (PBE) where business schools and industry would formally partner together. Key aspects of the PBE model include industry helping to determine curriculum and providing expertise to ensure graduates learn needed skills. The roles of both business schools and industry in the partnership are discussed, with business schools continuing to manage education but consulting industry on requirements. Formal research collaboration is also suggested to mutually benefit schools and industry. Overall, the document argues a school-industry partnership could help address criticism of business education being too theoretical and not aligned with business needs.
The gap between the hospitality education and hospitality industryAlexander Decker
This document discusses the gap between hospitality education and industry needs in Ghana. It finds that hospitality graduates face challenges in the job market due to differences between their education and employers' demands. Specifically, the education is seen as too theoretical while employers want practical and technical skills. The study surveyed educators, students, and hotel managers. It found the curriculum needs to be driven by industry needs and focus on skills like leadership, communication, and employee relations. It recommends collaboration between schools and industry to address these issues through curriculum review and practical training. Addressing the gap between education and industry needs is important for hospitality graduates' success.
Gauhati university prospectus 2016 17 educationiconnect.com 786200478600007123
We provide university prospectus student can check all prospectus in any slide Gauhati university prospectus 2016 17 educationiconnect.com 7862004786 Gauhati university
Penka Peeva: Learning by doing: education and practical training at Assen Zl...CUBCCE Conference
The document discusses learning by doing as an educational concept. It proposes that traditional classroom-based education focuses too much on factual knowledge and passive learning. In contrast, learning by doing emphasizes skills development and learning content in a practical context. The concept involves concrete experiences, reflective observation, abstract conceptualization, and active experimentation. Assen Zlatarov University has implemented good practices like a student practices project that gives students 240 hours of unpaid work at organizations, allowing them to gain experience and learn from mentors and tutors. This provides students real-world learning experiences and better prepares them for their careers.
Dr. László Palkovics: Hungarian Tertiary Education - Links to Business and In...CUBCCE Conference
This document outlines Hungary's strategy for reforming its tertiary education system to better meet the needs of the economy and society. It discusses challenges such as low public funding and the transition from school to work. The strategy aims to improve quality, performance, and specialization through measures like profiling institutions, restructuring the network, boosting innovation/dual education, strengthening research, and fostering industry collaboration. It also seeks to develop effective governance models and new business models to diversify funding beyond direct state support.
Online Assignment on Techno-Pedagogic Content Analysisfathimashaja
This document discusses techno-pedagogical content knowledge analysis in commerce education. It begins with introducing commerce education and its importance, as well as the objectives of commerce education. It then discusses pedagogical analysis and its steps. Next, it covers technology, advantages of technology, and techno-pedagogy. It analyzes techno-pedagogical content knowledge and the challenges of teaching with technology. Finally, it discusses e-commerce, online education, challenges in commerce education, and concludes on the need to integrate technology and make commerce education more practical and socially aware.
Industry Partners’ feedback on the OJT performance of Bachelor of Science in ...IJAEMSJORNAL
This study determined the feedback of trainers/supervisors regarding the respondents’ personal, interpersonal and technical understanding skills in their on-the-job training (OJT) program using descriptive research design. The respondents of the study were 156 BSIT students enrolled in the OJT Program during the 2nd Semester of A.Y. 2018–2019 at Nueva Ecija University of Science Technology, San Isidro Campus. The findings of the study have shown that the students were excellent in numerous personal skills. Likewise, they were very good in most of their technical understanding skills which are hard skills in the field of Information Technology. Still, there were areas in which students’ performance need enhancement. Due to this, the researchers proposed a plan of action as an intervention to improve the program that would later result in the improvement of the students’ performance in their OJT.
Accreditation Concept and Processes in MalaysiaGhazally Spahat
The document discusses accreditation concepts and processes in Malaysia. It provides background on the development of Malaysia's Qualification Framework (MQF) which aims to standardize qualifications across different education and training institutions. The MQF framework establishes eight qualification levels across academic, vocational, technical and professional sectors. It also discusses the accreditation process in Malaysia which involves institutions applying for recognition and undergoing evaluation by technical committees before final approval. The concept of accreditation is rooted in educational philosophies like pragmatism and reconstructionism. It also reflects curriculum development models which integrate various components like teachers, society, and students.
Promoting the learning mobility of future workers: experiments with virtual p...eLearning Papers
Authors: Cornelis Adrianus (Kees-Jan) van Dorp, Alfonso Herrero de Egaña Espinosa de los Monteros, Sirje Virkus, Angelique Lansu, Maria Kocsis Baán.
Virtual placements are learning arrangements, which generate new possibilities for accumulating professional (work-based) knowledge. Virtual placements are beneficial in many ways; they merit increased training opportunities, exposure to un-/never-thought-of occupations, integration of disadvantaged individuals, and preparation of, and blending with, physical placements.
TVET teacher education courses at University of BremenGhazally Spahat
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”
This document provides information about preparing for a vocational role, including the meaning of career, vocation, and occupation. It discusses the need to properly plan and prepare for a vocation through general education and/or specialized training. Choosing a vocation requires understanding one's interests, aptitudes, and personality characteristics. The document outlines the steps to make a good career choice, including self-assessment, researching occupations, narrowing options, setting goals, and creating an action plan. It also notes some common myths about career choice and emphasizes the importance of counseling in making a wise decision.
The document outlines the syllabus and evaluation scheme for the MBA second year program at Mahamaya Technical University. It provides:
1) Details of the core and elective subjects to be offered in semesters 3 and 4, including the evaluation criteria and credits for each.
2) Information on the specialization groups and their subject options that students can opt for.
3) Details of the summer training project and dissertation requirements, including submission guidelines and evaluation schemes.
The syllabus aims to provide students with knowledge across various management functions and specializations, while emphasizing overall personality development and alignment with industry needs.
With the 1996/97 academic year about to begin, Germany finds itself facing a shortage of over 100,000 training places within its so-called Dual System.
This document provides details about Beverly Blackwood's education plan and portfolio. It includes a table of contents, statement of authenticity, personal mission statement, and elevator speech. The bulk of the document lists the courses in Beverly's DeVry University Bachelor of Business Administration program concentrating in Hospitality Management, organized by category of communication skills, humanities, social sciences, personal and professional development, and mathematics and science.
Conceptual framework provides the steps in planning and implementing tracer studies on the alumni of engineering institutions. One can update the curriculum, improve the instructional methods, etc.
Andrzej Kurkiewicz: Good practices and polish experiences in promoting and s...CUBCCE Conference
The objective of the presentation is to share good practices in promoting and supporting entrepreneurship within higher education. It will also elaborate on actions which were taken by Polish Ministry of Science and Higher Education to examine the progress of Polish higher education institutions (HEIs) towards becoming “entrepreneurial HEIs”, improving efficiency of transition from education to the labor market, increasing the usefulness of competences acquired by university graduates for the labor market, improving access to information about the graduates’ career paths in the labor market. Poland has been implementing the new graduate tracking system in order to get reliable and comparable data on graduates’ employment outcomes. It will be based on administrative data: matching database of graduates with anonymized data from the Social Insurance Institution focuses on transversal skills. Since 2014 Poland has been implementing the competency development programme which will support the training sessions and workshops aimed at increasing the skills and competences most relevant to the labour market, including entrepreneurship, but also interpersonal skills, including efficient use of the Polish language (literacy skills), formulating opinions, teamwork, negotiation techniques, additional courses delivered jointly with employers, career guidance. In October 2014 the Ministry and the National Centre of Research and Development announced the new competition, supported by the European Social Fund, for projects supporting career offices and career guidance in particular. Presentation will introduce the most important achievements of the objectives referred to the Frames of European cooperation on education and training.
Antoaneta Dimitrova Kirova-Katzarova: The dual system in Bulgaria - new good ...CUBCCE Conference
The document discusses the need to introduce a dual education system in Bulgaria to address issues like high youth unemployment and a discrepancy between educational standards and labor market needs. It outlines key principles of a dual system like a clear split between theoretical and practical training. It also notes challenges like employers needing to provide training environments and mentors while schools and employers currently lack readiness. Research finds a gap between education outputs and economic needs that a dual system could help address.
Industry school interface following professional education model to impart pr...Alexander Decker
This document discusses the need for greater collaboration between business schools and industry to make business education more practical. It proposes a model called Pragmatic Business Edification (PBE) where business schools and industry would formally partner together. Key aspects of the PBE model include industry helping to determine curriculum and providing expertise to ensure graduates learn needed skills. The roles of both business schools and industry in the partnership are discussed, with business schools continuing to manage education but consulting industry on requirements. Formal research collaboration is also suggested to mutually benefit schools and industry. Overall, the document argues a school-industry partnership could help address criticism of business education being too theoretical and not aligned with business needs.
The gap between the hospitality education and hospitality industryAlexander Decker
This document discusses the gap between hospitality education and industry needs in Ghana. It finds that hospitality graduates face challenges in the job market due to differences between their education and employers' demands. Specifically, the education is seen as too theoretical while employers want practical and technical skills. The study surveyed educators, students, and hotel managers. It found the curriculum needs to be driven by industry needs and focus on skills like leadership, communication, and employee relations. It recommends collaboration between schools and industry to address these issues through curriculum review and practical training. Addressing the gap between education and industry needs is important for hospitality graduates' success.
Gauhati university prospectus 2016 17 educationiconnect.com 786200478600007123
We provide university prospectus student can check all prospectus in any slide Gauhati university prospectus 2016 17 educationiconnect.com 7862004786 Gauhati university
Penka Peeva: Learning by doing: education and practical training at Assen Zl...CUBCCE Conference
The document discusses learning by doing as an educational concept. It proposes that traditional classroom-based education focuses too much on factual knowledge and passive learning. In contrast, learning by doing emphasizes skills development and learning content in a practical context. The concept involves concrete experiences, reflective observation, abstract conceptualization, and active experimentation. Assen Zlatarov University has implemented good practices like a student practices project that gives students 240 hours of unpaid work at organizations, allowing them to gain experience and learn from mentors and tutors. This provides students real-world learning experiences and better prepares them for their careers.
Dr. László Palkovics: Hungarian Tertiary Education - Links to Business and In...CUBCCE Conference
This document outlines Hungary's strategy for reforming its tertiary education system to better meet the needs of the economy and society. It discusses challenges such as low public funding and the transition from school to work. The strategy aims to improve quality, performance, and specialization through measures like profiling institutions, restructuring the network, boosting innovation/dual education, strengthening research, and fostering industry collaboration. It also seeks to develop effective governance models and new business models to diversify funding beyond direct state support.
Online Assignment on Techno-Pedagogic Content Analysisfathimashaja
This document discusses techno-pedagogical content knowledge analysis in commerce education. It begins with introducing commerce education and its importance, as well as the objectives of commerce education. It then discusses pedagogical analysis and its steps. Next, it covers technology, advantages of technology, and techno-pedagogy. It analyzes techno-pedagogical content knowledge and the challenges of teaching with technology. Finally, it discusses e-commerce, online education, challenges in commerce education, and concludes on the need to integrate technology and make commerce education more practical and socially aware.
8. Creating The Through-Line By Engaging Industry Certification Standards In ...Courtney Esco
The document describes a technical and professional communication program's revision of student learning outcomes for a core sophomore-level technical writing course. The program engaged industry standards from the Society for Technical Communication's nine areas of competency from its Foundation Certification Exam. These revised SLOs aimed to set a "through-line" from university to industry. The program navigated challenges in implementing new SLOs, including gaining buy-in from full-time and part-time faculty. Assessment data suggested the industry-informed SLOs were effective in benefitting students and reinforcing values of humanism, social justice, and user-centrism.
Bridging the gap between 'high tech' and slow or 'weak' learners (innovet pro...eileen.luebcke
This document discusses bridging the gap between high-tech skills and slow learners in vocational training. It proposes:
1. Focusing on learner-centered approaches and flexible training tailored to individual learning styles and needs.
2. Developing training concepts, media, and materials to suit the specialized needs of target groups like slow learners. Teachers and trainers also need sensitization in pedagogical and technical-didactic methods.
3. Promoting action-based and project-based learning to develop occupational competence and qualifications in interdisciplinary fields like mechatronics through active, self-directed learning and problem-solving.
This document discusses techno-pedagogic content knowledge analysis in commerce education. It outlines the importance of commerce education in developing skills for a globalized economy. It discusses pedagogical analysis and effective teaching methods. Technology and techno-pedagogy can enhance commerce education by providing new ways of teaching with digital tools and media. However, integrating technology also presents challenges for teachers in designing lessons. Analyzing how technology intersects with pedagogy and content knowledge is important for applying it effectively in commerce classrooms. Commerce education must adapt to changing times by incorporating relevant technologies and practical, skills-based learning.
This document discusses the role of employability in designing university curricula and learning outcomes. It considers whether carefully designed learning outcomes can ensure employability and what might be missing if they do not match employers' desired skills. It also addresses how to translate skills needs into viable learning outcomes to boost curriculum attractiveness. The UK approach of embedding employability across qualifications frameworks, benchmark statements, and learning outcomes is examined, along with maintaining a balance between employability, academic knowledge, and broader education purposes. Close relationships with employers and evaluating learning outcome effectiveness are emphasized.
E-portfolios as tools to assess generic competences in distance learning stud...eLearning Papers
Authors:Julia Krämer, Günther Seeber
In the field of Education, portfolio usually stands for a compilation of documents describing a particular learning process or a whole learning biography; if it is collected digitally it is called e-portfolio. Since the 1990s portfolios have been increasingly used in all kinds of learning environments and institutions. They typically focus on (long-term) learning processes with a large part of self-reflection.
1) The document discusses a conference on training employees to support the learning and development of other employees while working in groups. Examples are drawn from aerospace, health, and accountancy.
2) It focuses on developing expertise in knowledge-intensive workplaces and notes that competence alone is not enough; expertise requires a developmental view and ongoing learning.
3) The importance is discussed of having the capacity to support others' learning as well as the ability to change processes, and of informal learning through interaction and networks.
1. The document discusses technopedagogic content knowledge analysis in commerce education. It focuses on how technology and pedagogy intersect, and the importance of understanding how teaching and learning can change when particular technologies are used in specific ways.
2. It outlines the steps of pedagogical analysis which include dividing content into subunits, writing objectives and selecting teaching strategies. It also discusses advantages of technology and challenges of teaching with technology.
3. The document emphasizes the need for teachers to understand how technologies can engage students and enhance learning, rather than using technologies for their own sake. It stresses analyzing how affordances of technologies can be leveraged according to context and purpose.
1. The document discusses technopedagogic content knowledge analysis in commerce education. It focuses on how technology and pedagogy intersect, and the importance of understanding how teaching and learning can change when particular technologies are used in specific ways.
2. It outlines the steps of pedagogical analysis which include dividing content into subunits, writing objectives and selecting teaching strategies. It also discusses advantages of technology and challenges of teaching with technology.
3. The document emphasizes the need for teachers to understand how technologies can engage students and enhance learning, rather than using technologies for their own sake. It stresses analyzing how affordances of technologies can be leveraged according to context and purpose.
The document outlines curricula for short-term vocational courses in beauty culture and hair dressing based on modular skills development. It includes modules on basic beauty and hair skills as well as courses to become a massage therapist, makeup artist, facial therapist, hair stylist, and others. The goal is to provide certification and skills upgrading opportunities for informal sector workers.
This document discusses e-learning in preparing teachers and trainers for vocational schools based on technology and computer education studies. It outlines that teachers need university degrees and teaching qualifications, including competencies in areas like interpretation, communication, conceptual thinking, and using technology to support learning. E-learning is presented as an alternative to traditional teaching that allows flexible, self-paced learning through online resources and materials. Correct preparation of teaching models and materials is important for effective online instruction.
This document summarizes teaching methods that can effectively teach engineering concepts. It discusses the need to establish clear instructional objectives that specify what students should be able to do, including both technical skills and soft skills. It also recommends establishing the relevance of course material by relating it to real-world examples and teaching inductively from specific cases to general principles. Additionally, it suggests balancing concrete information like examples and data with abstract concepts, theories, and mathematics. Providing this balance of concrete and abstract information grounded in context can help motivate students and improve learning retention.
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
The papers for publication in The International Journal of Engineering& Science are selected through rigorous peer reviews to ensure originality, timeliness, relevance, and readability.
1) The document discusses course specifications, which outline the objectives, content, assessment methods, and other details of a course. They serve as a contract between the university and students.
2) Important components of course specifications include general course information, objectives, content, intended learning outcomes, teaching methods, assessment methods, and references. Learning outcomes should be student-centered and describe what students will learn.
3) Course specifications benefit both teachers and students by improving the validity of assessments and ensuring alignment between teaching and testing. They communicate clear expectations to students.
This document provides a teacher's guide for a Grade 10 module on personal entrepreneurial competencies and computer hardware servicing. The module aims to help students understand the importance of assessing their personal entrepreneurial competencies and creating a plan to strengthen areas for improvement.
The summary includes an introduction to the module objectives, presenting content to students, and providing feedback. Content is presented through discussion, activities, and tasks to help students identify their competencies, interview entrepreneurs, and create a personal plan of action. The goal is for students to understand competencies needed for success in business and careers related to computer hardware servicing.
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Vocational Disciplines - What could a general framework look like?
1. 111
Joachim Dittrich
Institute Technology and Education
University of Bremen, Germany
and
UNIP – United TVET Network on Innovation and Professional Development
Vocational Disciplines - What could a general
framework look like?
Introduction
The International Framework for Master’s degree programmes in Technical and
Vocational Education and Training (TVET), which was adopted during the Hangzhou
Conference in November 2004 (Veal, Dittrich, Kämäräinen 2005), proposed a set of
twelve vocational disciplines (see Table 1). The reasons were:
1. The field of professional work shows great diversity. Each occupation has specific
knowledge and skills associated with it. Teachers and trainers, whose role it is
to support individuals in acquiring such knowledge and skills, should be familiar
with the requirements of the occupational profile they teach. They should also
be competent in the specific subject area and familiar with the objects, tools and
organisational settings, which are found in the work settings of the respective
occupational profile.
2. On the other hand, there are “families” of occupational profiles, which share
common characteristics, like subject knowledge or economics, and which could
be named an “occupational domain”. The existence of such occupational domains
suggests that teachers are educated for such a domain, and that TVET research
concentrates on these domains, then called “vocational disciplines”. With TVET
teachers educated in vocational disciplines, it becomes possible to organise
resources for teacher education and TVET research at universities.
3. Furthermore, teachers, trainers and other TVET professionals need to have a
broad, and at the same time specific, overview of the working world in order to
be able to play their role as actors in regional innovation processes.
4. A defined set of expertise fields facilitates international research cooperation, as
well as making feasible international students and teachers exchanges. That way
2. 112
the set of ‘vocational disciplines’ facilitates the development of internationally
accepted academic profiles, which in turn helps to augment the reputation of
these research and study subjects at the universities.
In order to get closer to these goals, it is necessary to develop a common
understanding of what ‘vocational disciplines’ are, and, regarding the international
Master framework, how they can be studied.
Even though there have been discussions of the layout of vocational disciplines in
some countries like for example in Germany, we are still at the very beginning of
the international discussion. We should be aware that we have to keep vocational
disciplines open to requirements, which are specific to certain regions of the world,
to countries or even to local regions.
In the following, I will present a proposal of how the vocational discipline can be filled
with meaning and content. The proposal is meant to be applicable to all vocational
disciplines, but may require further elaboration at certain points.
Areas of Competence of TVET Teachers and Trainers
In order to define the contents of vocational disciplines for TVET teachers and
trainers, it is necessary to have a clear picture of what professional teachers do and
which competences and knowledge they need. Here I draw on a four-area-model,
which was presented by Rauner (Rauner; Dittrich 2006), and which is based on long-
running discussions in the German TVET teacher education community (c.f. Gerds et
al 1993, Gewerblich-technische Wissenschaften 2004).
1. Occupational Profiles and Content of the Occupational Field
The first thing a TVET teacher deals with is the design of training programmes and
curricula which are developed according to the needs of students/trainees, industry,
and society. Knowledge of occupational profiles and the subjects they deal with, how
they developed over time, of procedures for development and evaluation, as well as
the ability to analyse labour markets are needed in order to develop appropriate
course offers in TVET.
3. 113
Table 1: 12 vocational disciplines, as defined in the international framework curriculum
Vocational discipline Vocational discipline
Business and Administration Production and
distribution of goods
Services
Marketing,
Administration,
Finances, insurance
Transportation,
logistics, tourism
Education and Culture Child and youth care
Nursing education
Adult education
Special needs target
groups
Music and dance
Production and Manufacturing Manufacturing
Mechanical
engineering design
Supply engineering
/ environmental
engineering
Automotive
engineering
Leisure, Travel and Tourism Travel
Sports
Tourist services
Catering and
hospitality
Civil Engineering Construction
Wood
Surface and coating
technology
Agriculture, Food and
Nutrition
Agriculture
Food production
Domestic economy
Electrical and Electronic
Engineering and Information
and Communication
Technology
Production systems
Building equipment
Information and
communication
technology
Media technology
...
Media and Information Printing
Electronic-
advertising
Electronic-customer-
service
Sales promotion
Process Engineering and
Energy
Applied sciences
Energy conversion
…
Textile and Design Clothing production
Fashion
Interior design
Art and craft
Health Care and Social care Health care
Clinical care
Personal hygiene
Nursing
...
Mining and Natural Resources Mining
Oil and natural gas
...
2. Analysis, Shaping, and Organisation of Work Processes
This area, which is central for work as a TVET teacher, covers the ability to conduct
work and work process studies in the relevant occupational field. In that respect it
4. 114
relies heavily on knowledge of the object of occupational work (see next field), and
at the same time, mainly provides methodological competences which are needed
not only to keep up-to-date with the changing world of employment but also take
part in shaping those changes.
3. The Object of Professional Work
We usually distinguish between services related to individuals, economic and
technical occupational profiles, fields, and vocational disciplines. TVET teachers have
to master their subject in terms of professional work. For example, while a student
in electrical engineering at a university is prepared to develop electrical systems, a
TVET teacher in the same field has to study electrical engineering from the viewpoint
of selecting, planning and configuring, setting-up operations, and maintenance and
repair. A similar situation arises, when one compares the work of physicians and
nurses.
4. Analysis, Shaping and Organisation of Occupation-related Learning Processes
This part of a vocational discipline enables the TVET teacher to teach and to
develop learning environments which are appropriate for his occupational field.
These competencies include, among others, the definition of educational goals, the
selection of content and methods of teaching, and the ability to apply appropriate
procedures for examination and assessment.
These four areas of competence are closely interlinked with each other, as already
mentioned for areas 2 and 3. However, occupational profiles can only be analysed
or developed with appropriate knowledge of the goals of the work, the tools and
methods which are used to manipulate objects and achieve goals, the organisational
framework in which work takes place, and the demands which are posed from
different sides, e.g. the company, the legislation, the customer, and society.
Previous Education of Master Students
It is clear, that these areas can not be mastered from scratch in a Master’s programme
with a duration of roughly 2 years. Students have to have some prior competencies
to enter the programme. The International Framework defines:
5. 115
“The minimum entry requirements are degrees or equivalent competences to the
Bachelor level. It is recommended to establish at the offering institution a commission
which decides on issues concerning the study course, especially in terms of different
career pathways and institutional settings in the different countries and of non-
formal learning accreditation.”
The framework does not define, in which subject area knowledge and/or experience
is required. An ideal candidate would already have some knowledge at the Bachelor
level in working and teaching a vocational discipline. However, based upon the
German experience, this will not necessarily apply in the majority of cases. Rather
there tend to be four typical profiles:
1. Candidates holding a Bachelor’s degree in a field which is related to the subject
of the vocational discipline. This could be an engineering degree in the case of
a technical vocational discipline or an appropriate arts degree in the case of
“Textile and Design” or “Media and Information”.
2. Candidates holding a Bachelor degree in some education topic like general
secondary education, but who do not have a background related to the vocational
discipline
3. Candidates, who do not hold a Bachelor degree, but have extensive work
experience in the occupational domain, perhaps with experience in instruction,
e.g. Master craftsmen. They have some years of work experience and may have
been instructors in apprenticeship programmes in their firm.
4. Candidates holding a Bachelor’s degree in TVET which is related to the respective
vocational discipline.
All these profiles pose different challenges. Considering the Master Framework (see
Table 2), it seems to be necessary that candidates - to a large extent - already have
the operational knowledge, which has to be taught in the vocational discipline. There
is little space provided where teacher-students explicitly learn the “craft” of their
occupational field, e.g. how to programme a CNC machine tool or how to prepare
a meal. So the pre-condition for entering the Master’s degree programme must be
sufficient “technical” knowledge in the subject area.
6. 116
Vocational Discipline and its Didactics in the Master Framework
The common curricular framework for Master-level programmes in TVET teacher
education has the following structure for incorporating the vocational disciplines
into the student’s programme (see Table 2):
Common core areas:
Modules 1 and 2 – foundation studies on expertise in TVET,
Modules 3 and 4 – advanced studies on utilisation of TVET-related expertise;
Specialisation in vocational discipline and related didactic studies:
Module 5 – foundations of the major vocational discipline and
Module 6 – didactics of the major discipline;
Complementary studies:
Module 7 – area of specialisation in the vocational discipline and
Module 8 – area of specialisation in the vocational pedagogy;
Practical studies:
Planning and organisation of teaching/training and learning processes;
Master’s thesis (based on above indicated areas of expertise).
Modules 1-4 and module 8 cover the area of vocational pedagogy, while modules
5-7 are dedicated to the “vocational discipline”. Nevertheless, it is worthwhile to
note that modules 1-4 provide the basis for setting the focal area of interest - i.e.
skilled work in specialized occupational and professional areas – into context.
Further, module 8 draws on specific areas of application, which are found in specific
occupational domains. Therefore, the idea of ‘vocational disciplines’ is central to the
whole curriculum.
At this point, it is important to emphasise that ‘vocational pedagogy’ is strongly
related to the field of application, i.e. the respective vocational discipline, and that
it will also include knowledge and skills in the area of concern. In the following,
only the area of the Master framework, which deals explicitly with the vocational
discipline, is addressed.
7. 117
Table 2: Modules of the international master framework explicitly dedicated to the vocational discipline
credits
Module 1 Foundations, theories and structures of education, TVET and HRD 12
M1-01 Foundations and theories of education, TVET and HRD 3
M1-02 Institutional and technical pre-requisites of TVET and HRD 3
M1-03 TVET and HRD in an historical and cross-cultural perspective 3
M1-04 Learning in work-processes and working in learning-processes 3
Module 2 Shaping TVET connected to the vocational discipline 9
M2-01 Development and evaluation of vocational curricula, media and
learning environments
3
M2-02 TVET in theory and practice: Foundations of vocational teaching
and learning, innovation, development and organisation of learning-
processes
3
M2-03 Human development, learning and education in the framework of
initial education and lifelong learning within its societal context
3
Module 3 Teaching and learning in exemplary fields of practice 9
M3-01 Application of methods and techniques of educational and vocational
research and development
3
M3-02 Teaching, coaching and moderation of learning in career education
and workforce development. Assessment and analysis of individual
learning styles
3
M3-03 Development and application of media and learning environments 3
Module 4 Management und evaluation of TVET and workforce development 9
M4-01 Evaluation, measurement and exploration of educational supply and
demands
3
M4-02 HRD and organisational development in TVET and workforce
development
3
M4-03 Planning and development of programmes and courses - Methods of
exploring work-process-knowledge
3
Module 5 Vocational Discipline I 6
M5-01 Introduction to the vocational discipline, history of the vocational
field, standards and qualifications
3
M5-02 Occupational analysis and Curriculum development 3
8. 118
Module 6 Vocational Didactics in the Discipline I 12
M6-01 Hands on planning, realisation and assessment of a teaching unit in
the occupational discipline, application of discipline specific methods,
media, and practical sessions.
9
M6-02 Learning in work-processes, occupational and work process studies
and curriculum development
3
Module 7: Area of specialization in the vocational discipline
(working with specific research and development methodologies
related to vocational disciplines)
18
Module 8: Area of specialization in vocational pedagogy
• Human resource development
• International, comparative and cultural studies on TVET
• Vocational Education for target groups with special needs
• Assessment and evaluation
18
Studying the Vocational Discipline
The vocational discipline (modules 5-7) is meant to have a total of 36 credits.
According to the definition of credits, this would then account for a student’s
workload of roughly 1,000 hours, or about a third of the whole study programme.
Another third is dedicated to the Master’s thesis and to practical studies on planning
and organisation of learning, teaching and training, which should also be closely
linked to the vocational discipline. In the following, I will offer some suggestions, of
what the specific content of the modules could be.
Module 5
Module 5 deals with the first area of competence for TVET teachers and trainers,
covering the knowledge of occupational profiles, and the content of the occupational
field.
The Introduction to the Vocational Discipline course gives the students a first
overview of their field of work. This includes information on the institutional
settings of their future workplaces, on work areas and duties, and on the specific
organisational and legal settings which apply to their vocational discipline. Here it
might be also necessary for the student to have a change of perspective, depending
on their previous professional socialisation. For example, students who are holding
9. 119
a Bachelor’s degree in electrical engineering should realise that their future subject
will concern working with electrical devices, and will not concern the development
of such devices. Knowledge of electro-physical laws is superseded by knowledge
and skills on how to install, put in operation, and maintain and repair of electric and
electronic appliances.
Knowledge about the history of the vocational field, standards and qualifications
shall enable the students to develop a critical view on how the characteristics of
work in the occupational domain are interlinked with changes in the economy, in
technology, and in qualifications (e.g. occupational profiles, institutional settings,
assessment procedures etc.). At the same time it should provide awareness of the
latest developments, problems, and perspectives of TVET in the relevant occupational
domain.
In occupational analysis and curriculum development the students learn to apply
analytical methods which are suitable in identifying society’s and industry’s needs
for skilled labour. Analysis is not restricted to mere figures, but also addresses
questions of e.g. adequateness of skill profiles, legal standards, and any possibilities
for improvements.
Module 6
The first part of Module 6 offers - hands on planning, realisation and assessment
of a teaching unit in the occupational discipline, application of discipline
specific methods, media, and practical sessions. While planning, executing, and
evaluating a teaching/training project, special emphasis is put on the application
and reflection of TVET methods in environments, which are specific to the discipline.
Discipline-specific methods and media are introduced, selected, implemented, and
evaluated. At the same time, students acquire deep insight into a selected subject
area, namely that for which the teaching unit is prepared.
The second part of Module 6 deals with learning in work-processes, occupational
and work process studies and curriculum development, and tends to be more
theoretical. Methods of work process analysis are introduced which allow the
analysis of two related aspects of work: first, the knowledge, competences and
skills used by skilled workers in order to perform in a specific work process, and
second, how suitable a specific work process setting is in regard to the acquisition
of the necessary knowledge, competencies, and skills. The analysis deals with the
object of skilled work, the methods and tools used to accomplish the task, and the
requirements, which are posed on the worker and on the product of work. The goal of
10. 120
the application of such methods is the complete description of work processes. The
descriptions are used for curriculum development purposes and for tailoring learning
processes in TVET provision.
Module 6 covers mainly the 4th area of competence of TVET teachers and trainers,
namely the analysis and organisation of occupation-related learning processes. It
also provides methods for the analysis of work processes, which is part of the 2nd
area of competence.
Module 7
Module 7, entitled Area of Specialisation in the Vocational Discipline covers half
of the entire vocational discipline (18 credits), and is dedicated to working with
specific research and development methodologies related to vocational disciplines.
This is quite a general definition, which has to be more clearly defined in order
to form a basis for student and teacher exchanges, and for mutual recognition of
credits.
Module 7 covers the two remaining areas of competence of TVET teachers and
trainers, namely (1) the object of occupational work and (2) analysis, shaping
and organisation of work processes. Here students acquire an in-depth knowledge
of occupational work, using methods introduced in other modules and by studying
specialised knowledge needed in the respective occupational domain.
That means, that professional work has to be studied in terms of:
• the object of work
• tools, methods and organisation which are used in work
• the requirements, which are posed on the worker and the product of work
as well as in terms of the flow of work and business processes which usually
can be coarsely structured in phases of
• planning,
• execution, and
• assessment.
These studies are conducted in model fields of application in each vocational
discipline, as it is not possible to cover all possibe work scenarios in any given
occupational domain.
11. 121
Module 7: An Example
It does not seem adequate to specify Module 7 in a more detailed manner because
of the diverse character of vocational disciplines. It will be the task of the vocational
disciplines themselves to specify the contents of this module. In order to illustrate
how this could be done, an example used at the University of Bremen is presented
below.
TVET teacher students in ‘Electrical and Electronic Engineering and Information
and Communication Technology’ can choose between the following areas of
specialisation:
Production and Manufacturing
Building Equipment
information and Communication Technology
Media Technology.
If students choose specialisation in Building Equipment, they will do in-depth studies
in some of the following subjects:
Electrical Energy Supply
- planning of electrical energy supply
- installation of electrical energy supply systems
- operation and maintenance
Illumination
- Planning of illumination
- Installation, operation, and maintenance of lighting systems
Heating, ventilation and air-conditioning (HVAC)
- Installation and operation of ventilation and AC systems
- Installation, parameterization, and operation of heating control devices
- Planning, installation, and Operation of electrical heating systems
Household appliances
- Installation and repair of household appliances
12. 122
Information and communication technology (ICT) equipment
- Installation and Operation of ICT equipment
Building automation
- planning of building control systems
- Installation and parameterization of building control systems
- Operation of building control systems
These in-depth studies not only provide expertise in the specific subject and in shaping
related learning environments, but also enable the students to acquire expertise in
other subjects when needed. The approach is closely linked to the paradigm of ‘life-
long and self-reliant learning’, which is a must in an ever-changing job market.
Summary
This paper tried to describe, how modules 5, 6, & 7 of the Master Framework can form
a programme. Certainly, it does not provide a detailed syllabus for the ‘vocational
discipline’ part of the study course, but it does suggest certain key elements, which
can be elaborated on and used for the comparison of programmes at different
universities. It should be mentioned that further experience and expertise in TVET
teaching related to vocational disciplines will be acquired in the practical studies in
planning and organisation of learning, teaching and training, as well as through work
on the Master thesis.
The specific competences and knowledge, which have to be acquired in the course
of study in the vocational discipline, will have to be identified and defined separately
for each discipline. Here much work still needs doing, considering the number of
vocational disciplines and the variety of possible areas of specialisation. I would
like to invite everyone to contribute to the discussion on the design of the study
course by contributing examples of ‘best practice’ and experiences in developing
such courses. In this context I want to point out the forum of the UNIP website,
which can be used for such discussions and exchange of experiences.
13. 123
References
Arbeitsgemeinschaft Gewerblich-technische Wissenschaften und ihre Didaktiken in
der Gesellschaft für Arbeitswissenschaft e.V. (ed), 2004: Rahmenstudienordnungen
Gewerblich-Technische Wissenschaften für die Beruflichen Fachrichtungen
Elektrotechnik-Informatik, Metalltechnik und Bautechnik, Holztechnik sowie
Farbtechnik und Raumgestaltung.
www.itb.uni-bremen.de/gtw/modules.php?op=modload&name=UpDownload&file
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Donat Verlag.
See: Rauner, F., Dittrich, J., in this volume (page 35-42): Increasing the profile
and professionalisation of the education of TVET teachers and trainers. Keynote
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of a Master Degree Standard for Teacher and Trainer Education in Technical and
Vocational Education and Training (TVET) in East and South East Asia” in Tianjin,
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Innovation and Excellence in TVET Teacher/Trainer Education. Report. Bonn: UNESCO-
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