The document summarizes a presentation on teaching in technical and vocational education and training (TVET) programs. It discusses that while the mission of TVET teachers is to prepare students for the world of work, often they are actually preparing students for further education. It suggests TVET teachers need to narrow this gap by developing key qualifications like social, methodological, and self-competence. This involves shifting from a teaching paradigm to one focused on learning. It also provides examples of the dual system model from Germany that integrates practical workplace training and highlights strategies needed to improve TVET, including enhancing teacher training.

1. Teaching in TVET
in Hard Times
Presentation held at
Institute of Education and Research
University of the Punjab, Pakistan
Nov. 20th, 2013
by
Uwe Wieckenberg

2. Teachers in TVET
What is the mission and task of teachers in TVET ?
 To prepare students for the world of work

3. Teachers in TVET
What is the mission and task of teachers in TVET ?
 To prepare students for the world of work
What are these teachers actually doing?
Preparing students for the world of education

4. What should TVET teachers do?
• narrow the current gap between the world of
education and the world of work

5. But how can we do this ???

6. Ability to perform
Professional
competence
Social
competence
Methodological
competence
Generic
skills
Self
competence

7. Key Qualifications/
Generic Skills
Methodological
competence
Social competence
• Ability to communicate adequately
• Ability to cooperate
with others
• Conflict ability
• …
•
•
•
•
•
•
•
Analysis ability
Creativity
Learning readiness
Think in connections
Abstract thinking
Rhetoric
…
Self competence
•
•
•
•
•
•
•
•
Readiness to perform
Commitment
Motivation
Flexibility
Perseverance
Reliability
Emotional intelligence
…

8. Key Qualifications/
Generic Skills
Social
competence
• People
related skills
• Community skills
Methodological
competence
• Conceptual/
thinking skills
• Business skills
U N ES CO c l a s s i f i c a t i o n
Self
competence
• Basic/
fundamental skills
• Personal skills

9. Old competencies?

10. New competencies?

11. Old setting of teaching?

12. New setting of learning?

13. • We need a shift in paradigm!
 from teaching to learning

14. Some facts about TVET in Germany:
The „Dual System“
1. Practice-relevant and theory-based training
2. Standardised course content and examinations across the
whole of Germany
3. Continuous updating of the training in response to
technical advances and changing business practices
4. Collaboration between employers and trade unions
5. Co-ordination of practical and educational components
6. “inter-company” training to supplement the instruction
7. Training the instructors
8. Professional associations (chambers) monitor the training
Working + learning

15. Some facts about TVET in Germany
• First steps towards the „Dual System“
of (non-academic) vocational training:
1870
• Vocational Training Act:
1969
• TVET training rate:
60% of young people join the Dual System
(59,4% male; 40,6% female)
• No. of trainees: 1.571.457 (in 2010)
• Average age of trainees: 20,0 years (in 2010)

16. International Trends
•
•
•
•
•
•
Dissolution of phases in life
Life long learning
Modularization
Individualisation
Recognition of prior (informal) learning
Blended Learning

17. Needed strategies
• Facilitate the access to TVET
• Enhance quality and relevance of TVET
• use a holistic approach
(knowledge + skills + attitudes)
• Emphasize teacher training (pre-service)
• Improve the reputation of TVET
• …

18. … now ist your turn
as new teacher generation!

19. Thank you very much!
Uwe Wieckenberg