GoogleTranslate Service


The TACCLE4-CPD project takes further steps in its work – Part Two: Reflections on policy mapping in (German) VET sector

June 10th, 2018 by Pekka Kamarainen

In my previous post I reported on the second transnational meeting of our EU-funded project TACCLE4-CPD and our efforts to develop tools and concepts for continuing  professional development of teachers and trainers. As has been the case with earlier TACCLE projects, we focus on integrating the use of digital tools and web resources to pedagogic approaches. In my previous post reported on the meeting itself and on our progress in adjusting our work program and the partners’ activities to each other. With this post I want to take a closer look at one of the tasks – mapping and analysing current policies – and what it requires from us (the German partners) working in the field of vocational education and training (VET). Below I try to give an overview on the role of regulative frameworks, innovation programmes and R&D initiatives in this context.

On the role of regulative frameworks

When discussing the role of educational policies, colleagues from other countries tend to refer to the “National Curriculum” as a key instrument and its implementation as the central process. This doesn’t apply to Germany. Since the founding of the Federal Republic of Germany (and after the German unification) the regulative powers have been given to the Federal States (Länder), not to the Federal Government (Bund). Thus, there are 16 autonomous Federal States deciding their own curriculum frameworks – with some level of mutual adjustment in the Standing conference of cultural ministers (KMK). Yet, the differences between larger states (like Bavaria and Lower Saxony) and the city states (like Hamburg and Bremen) can be considerable.

When it comes to the field of vocational education and training (VET), there are further complications in the picture. For the dual system of apprenticeship (the mainstream model), the regulative powers have been divided. The Federal Government (Bund) has the power to regulate the workplace-based training, whilst the Federal States (Länder) are responsible for the school-based education. Furthermore, the intermediate training centres (überbetriebliche Ausbildunsstätten) that support training in the construction sector and in the craft trades are managed by the umbrella organisations of the respective industries and trades.

In the light of the above, tracing the policy processes at the level of regulatory frameworks reminds me of putting together a jigsaw puzzle with numerous pieces.

On the role of national innovation programmes

Whilst the Federal Government (Bund) doesn’t have the regulative powers in (shool-based) education, there is a growing consensus that Federal funding is needed to promote digitisation and digital competence throughout the society – including the education and training system. For this purpose the key instruments are the Federal innovation programmes – such as the ones promoting the use of digital media in VET (DiMeBB and DiMeBB2). This funding includes R&D projects in which education and training providers work together with service providers and supporting researchers.

Parallel to this, the Federal Government has provided special funding to promote digitisation and digital competences in the intermediate training centres. This funding is allocated partly to support the updating and upgrading of equipment and partly for supporting the staff training.

This reminds me of putting together a mosaic when all the pieces are not (yet) available.

On the role of local/ regional/ domain-specific initiatives

In the light of the above it is worthwhile to pay attention on specific measures and initiatives in a local/regional context or in domain-specific training. These may influence heavily the ‘implementation realities’ in digitisation and in the acquisition of digital competences. Also, it is worthwhile to pay attention to the impact of earlier R&D activities – inasmuch as they may have had a sustainable impact on the education and training cultures. Here I can refer to the long-term engagement of ITB in introducing Project Management training in schools (in particular in Bremen and the neighbourhood). In a similar way we need to pay attention to the use of the Learning Toolbox (LTB) as a digital toolset to support vocational learning and organisational knowledge sharing.

All this reminds me of describing changing facets of a caleidoscope.

I think this is enough to illustrate, how complex these mapping and analysing exercises may be. However, the formulation that we agreed – “Policies looking for (appropriate) practices; Practices and initiatives looking for policy support” – is helpful. In this spirit I find it easy to continue our work with this task.

More blogs to come … 

Comments are closed.

  • Search Pontydysgu.org

    News Bites

    Teenagers online in the USA

    According to Pew Internet 95% of teenagers in the USA now report they have a smartphone or access to one. These mobile connections are in turn fueling more-persistent online activities: 45% of teens now say they are online on a near-constant basis.

    Roughly half (51%) of 13 to 17 year olds say they use Facebook, notably lower than the shares who use YouTube, Instagram or Snapchat.

    The survey also finds there is no clear consensus among teens about the effect that social media has on the lives of young people today. Minorities of teens describe that effect as mostly positive (31%) or mostly negative (24%), but the largest share (45%) says that effect has been neither positive nor negative.


    Robots to help learning

    The TES reports on a project that uses robots to help children in hospital take part in lessons and return to school has received funding from the UK Department for Education.

    TES says “The robot-based project will be led by medical AP provider Hospital and Outreach Education, backed by £544,143 of government money.

    Under the scheme, 90 “tele-visual” robots will be placed in schools and AP providers around the country to allow virtual lessons.

    The robot, called AV1, acts as an avatar for children with long-term illnesses so they can take part in class and communicate with friends.

    Controlling the robot remotely via an iPad, the child can see and hear their teacher and classmates, rotating the robot’s head to get a 360-degree view of the class.

    It is hoped the scheme will help children in hospital to feel less isolated and return to school more smoothly.”


    Gutenburg

    According to developer Gary Pendergast, WordPress 5, Gutenberg, is nearing release.

    Pendergast says: “As the WordPress community, we have an extraordinary opportunity to shape the future of web development. By drawing on the past experiences of WordPress, the boundless variety and creativity found in the WordPress ecosystem, and modern practices that we can adopt from many different places in the wider software world, we can create a future defined by its simplicity, its user friendliness, and its diversity.”


    Adult Education in Wales

    Learning and Work Institute is organising this year’s adult learning conference in partnership with the Adult Learning Partnership Wales. It will take place on Wednesday, 16 May 2018 at the Cardiff City Stadium.

    They say “Changing demographics and a changing economy requires us to re-think our approach to the delivery of learning and skills for adults. What works and what needs to change in terms of policy and practice?

    The conference will seek to debate how can we respond to need, grow participation, improve and measure outcomes for citizens, and revitalise community education.”


    Other Pontydysgu Spaces

    • Pontydysgu on the Web

      pbwiki
      Our Wikispace for teaching and learning
      Sounds of the Bazaar Radio LIVE
      Join our Sounds of the Bazaar Facebook goup. Just click on the logo above.

      We will be at Online Educa Berlin 2015. See the info above. The stream URL to play in your application is Stream URL or go to our new stream webpage here SoB Stream Page.

  • Twitter

  • @francesbell @catspyjamasnz I did reply and made them aware of the #femedtech to no avail. Now reading back my tweet it may come across that I was questioning why I wasn't chosen to speak. That was not the point. My point is that people don't seem to see gender but act in very gendered ways 1/2

    About 3 days ago from Cristina Costa's Twitter via TweetDeck

  • Sounds of the Bazaar AudioBoo

  • Recent Posts

  • Archives

  • Meta

  • Upcoming Events

      There are no events.
  • Categories