Bundesinstitut für Berufsbildung (BIBB)

Summary of the 2nd Work Meeting conducted by TTnet DE at BIBB from 24 - 25 June 2009

Examinations

Bernhard Walter (BDBA) explained good and bad examination assignments using striking, straightforward examples. The subsequent discussion addressed the difficulties the arise in connection with designing assignments and carrying out quality assurance within the current framework for examinations. It was suggested that the Examinations Working Group organize and edit important arguments which arose regarding the subject of activity-based examinations during the TTnet discussions since it can be expected that this issue will be on the agenda for some time to come.
 

EU Focus Group

Dr. Philipp Grollmann (BIBB) berichtete über die Arbeit in der "Focus Group" (for Teachers and Trainers in VET) und die Peer Learning Veranstaltung dieser Gruppe in Bonn. Eine Veröffentlichung ist in diesem Zusammenhang geplant.

 

TTnet  and  Jobstarter

In his presentation "TTnet Germany and JOBSTARTER - Possible Interfaces", Guido Kirst (BIBB) reported on the Jobstarter programme and special instructor training that is conducted in conjunction with the network programmes.
The subject of special AdA courses for instructors/employers with an immigrant background sparked an intensive discussion regarding the advantages and disadvantages of such courses - and making it clear that this will be a point for future co-operation.

Presentation Kirst/Jobstarter (de)

 

TTnet Memorandum

Three working groups were set up that developed key theses on the basis of the existing draft. Dr Ulrich Blötz (BIBB) contributed an additional proposal.

First draft of the TTnet-Memorandum  (de)

Theses developed by Group 1:

1. Vocational training must be part of the respective company's corporate objectives.
2. Because the people undergoing vocational training for a particular occupation do not comprise a homogenous group, the respective occupational profile stipulates the skills and competences that are specific to that occupation. Training programmes that are specific to individual occupational profile are developed on their basis. 
3. Educational competence is moving more into the foreground - alongside technical competence - and is becoming increasingly important and complex.
   

 

Results of Group 2 on condensing the draft memorandum:

Objective: At issue here is to improve the status of instruction personnel in Germany and the EU

Key issues:

1. Vocational training in an interconnected system is crucial.
2. The professionalization of instruction personnel must be actuated as a process. 
3. There is a need for appropriate measures to flank, support and develop vocational education and training.
   

Theses:

1. Vocational education and training is a system and, as such, the joint product of many participants.
2. Standards are needed for the VET system and for the institutions and persons involved in it. 
3. The occupational competence of vocational training personnel should be understood as a comprehensive whole.  
4. Non-formally acquired skills and competences must be recognized.  
5. Organized (mandatory) continuing training for VET personnel should be provided for as a form of lifelong learning.
6. Academic continuing training offerings should be open to instruction personnel for the purpose of ensuring the permeability of the education system.
7. Continuing training is an integral element in the professionalization of vocational training personnel (teachers and instructors). There is a need for an integrated professionalization system.
   

Results from Group 3:

The core message  (what do we want?):

• Awareness and appreciation of work that is important for the future and for employment.
• Trends toward a convergence of areas of activity, external perception and the individual's own perception, learning culture, paradigm change
  

Objective:

Professionalization of training services, pedagogic training, supporting structures for the skilled workers providing in-company vocational training

Theses:

1. Occupational roles: In-company instructors, vocational school teachers and skilled workers at the company providing the in-company training perform different tasks that serve the common objective of putting young people in a position to make the transition from the vocational training system to the employment system.
2. Instructors: In-company training personnel include full-time instructors and skilled workers who provide instruction. These persons collaborate in the provision of work process-related and business process-related training at both the planning/organizational level and the operational level.
3. Vocational school teachers supplement the vocational training provided in training companies with specialized theoretical instruction.
   

Blötz contribution

U. Blötz proposed a stronger reference to the TTnet network for the starting scenario.
Its objectives and communications work in four years with regard to the strategic development needs of instruction personnel and training services.

Development needs / Theses

B) 1) Ensuring a sufficient number of young skilled workers

• Permeability between vocational development paths - More employees in vocational education programmes at universities; Development and dissemination of the three-branch continuing training model
  - Transitions for instructors with vocational school teacher functions at vocational schools
  

B 2) Professionalization of teachers and instructors

• Development and dissemination of sets of vocational teaching skills as training standards for instruction personnel at training companies and vocational schools
• Implementation of the German government's training offering for personnel in the in-company training services field; Fostering pedagogic collaboration between in-company vocational training and vocational schools
  

B 3) Societal regard for these services

• Foster the development of an efficient and capable representation of vocational training personnel and their services vis-à-vis the education policy and social policy fields.
• Campaign for vocational training services as a "sunrise industry".
  

B 4) Europeanization of development work for instruction personnel

• EU projects to professionalize vocational training personnel, increase permeability, develop EU qualification standards, foster pedagogic cooperation in the EU.

 

Discussion and results

Based on the findings from the three working groups and the subsequent discussion, the participants agreed on the following procedure and a new structure.

New structure for the TTnet DE Memorandum:

• Introduction 
• Core message
•  Explanation / Theses

The network, its work and the formulation of its mission should be placed at the beginning.

Appointment of a working group that will develop a draft by the end of July.

• Theses regarding the memorandum are to be forwarded to the coordinator (Gross) and filtered by early July if possible.
• The coordinator will subsequently call a meeting of the working group (first meeting to be held between 13 and 17 July if possible).
• The working group will write a new draft.
• The proposed draft will then be forwarded to the network members for their comments.
• The working group will subsequently develop a provisional final version on the basis of the feedback received from the network members (target date: September 2009).
  

Herold Gross
Bundesinstitut für Berufsbildung
Nationale Koordination TTNet DE
Tel: 0228/107 1631 Mobil: 0177-300-7494
Fax: 0228/107 2963 / E-mail: gross@bibb.de
http://www.bibb.de/ttnet