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Prof. Dr. F. Rauner
Felix Rauner
Demarcations between Vocational and Academic Education and how to overcome them
G.R.E.A.T. ConferenceCologne 29.09.-01.10.2010
Prof. Dr. F. RaunerProf. Dr. F. Rauner
Quelle: OECD 2007
Studienanfängerzahlen
Internationale Trends:First-Year Students in OECD Countries (OECD, 2007)
Prof. Dr. F. Rauner
„Für die Gesellschaft, die sich zunehmend als eine ‘Wissens’-Gesellschaft versteht, bilden die Hochschulen die entscheidende Quelle für die Entwicklung von kulturellen Orientierungen, ökonomisch verwertbarem Wissen (…)“ (Meyer 2003, S. 581; zitiert nach Baethge, Solger und Wieck 2007).
tr: For a society that defines itself in an increasing manner as a „Society of Knowledge“, the universities play a key role for the development of cultural orientation and economically exploitable knowledge.
In other words: Vocational education […] falls behind higher academic education and […] and looses attractiveness. (see Baethge, Solger, Wieck 2007, S. 75).
The Academic drift…
Prof. Dr. F. Rauner
Daniel Bell (1973) „The Coming of the Post-Industrial Society“
The turning point – the new axial ssystem – for all societal spheres: technology, economy, education and culture, is scientific knowledge.
Prof. Dr. F. Rauner
1. College-for-all (the mainstream programmatic)
2. Skills shortage (as an international phenomenon)
3. Youth unemployment (resulting from a lack of qualifications)
4. Juvenile delinquency/youth crime (resulting from a lack of social integration)
4 resons for the current uncertainty in the domain of VET-Policy
Prof. Dr. F. Rauner
Development of the „demand side“ of vocational education
Germany (West) Germany (East)
Prof. Dr. F. Rauner
Youth unemployment, selected EU Countries (Quelle: Gangl 2000, 12)
Prof. Dr. F. Rauner
OECD-Grafik Beschäftigungsverhältnisse mit hohem Anforderungsprofil (ISCO 1-3) und tertiäre Bildungsabschlüsse in der Bevölkerung zwischen 25 und 64
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
Kanada
USA
Dänem
ark
Belgie
n
Schweden
Irland
Gro
ßbritan
nien
Schweiz
Spanien
Frankr
eich
Deuts
chla
nd
Öst
erre
ich
Italie
n
Türkei
OECD
Anteil der 25- bis 64 jährigen Bevölkerung in Beschäftigungen mit hohen Anforderungen
Anteil der 25- bis 64 jährigen Bevölkerung mit tertiärem Bildungsabschluss
Work contracts with a profile for highly skilled (ISCO 1-3) and tertiary educated workers (age group: 25-64) OECD statistics
Proportion of 25-64 year olds in work contracts for highly skilled
Proportion of 25-64 year olds holding a tertiary degree
Prof. Dr. F. Rauner
Permeability and Progress: No Certificate without further Perspectives !
Increasing mobility between the different ecducationals tracks
A way out
Prof. Dr. F. Rauner
Technical Vocational Education and Training in an International Comparison:
The degree of permeability between vocational and academic education determines to a large extent the attractiveness and quality of TVET.
Prof. Dr. F. Rauner
Germany:
• 17% of the apprentices have optained a higher education entrance qualification (Abitur)
• The educational system also offers advanced technical college entrance qualification (Fachabitur).
• KMK recommends regulations for vocationally qualified (technicians, masters) to access higher education
Prof. Dr. F. Rauner
Barriers :
- 0,97 % of the students at German Universities do not have the higher education entrance qualification (Abitur) or an advanced technical college entrance qualification (Fachabitur)
- 0, 6 % at Universities; 1,9% at technical colleges (Fachhochschulen)
- Low contiousness for (occupational) career development /career guidence at German schools.
Prof. Dr. F. Rauner
0%10%20%30%40%50%60%70%80%90%
100%
Proportion of 15-year olds, aspiring to at least some form of tertiary education (selected countries, PISA 2003)
… … … … … … … …
Prof. Dr. F. Rauner
Proportion of schools in which career guidance is compulsory (PISA 2003)
0%10%20%30%40%50%60%70%80%90%
100%
… … ……
…
… ………
Prof. Dr. F. Rauner
BMBF-Initiative (2005):
Crediting vocational qualifications as entry qualifications for advanced or postgradual study courses (Project ANKOM)
The aim: Screeeing the competences aquired withing the vocational education track as an entry qualification for higher education using credit points (ECTS). (ECTS=European Credit Transfer and Accumulation System )
Prof. Dr. F. Rauner
RESULT: The duration of a study course cannot be substancially reduced for Masters and vocationaaly qualified.
The argument: (coming from one of the ANKOM-Projects): „The more scientific a study course according to it‘s theoretical and research orientation the lower the chance to connect the study programme to the knowlegde achieved within the vocational track.“
Prof. Dr. F. Rauner
On the other hand, we could as well argue, that any sucessfully comleted scientific study course does not qualify for a Masters‘ exam!
In other words:
„The more scientific and the more theoretically driven the academic qualification, the less these studies qualify for taking over complex work tasks in real work processes.“
Prof. Dr. F. Rauner
knowlegde to guide action
know that
knowledge to explain action
know how
knowledge to reflect action
know why
work process knowledge
Work process knowledge
Prof. Dr. F. Rauner
orientation on business and work processes
vocational tasks
functionality
clearness/presentation
efficiency/effectiveness
sustainabilityenvironmentalresponsibility
social responsability
creativity
Criteria of holistic problem solvingin vocational tasks
Prof. Dr. F. Rauner
K8
P∑: 24,3
Name: xxxSchool / City: xxxClass: xxxVocation: electronic technician wind energyYear of apprenticeship: 3
Your test results relating to test task …. reach a total of ….. points score.
KOMET offers individual feedbacks An example:
Individual test results KOMET 2010
K7
K3K5
K1
K2
5
10
15
K4
K6
KF
KP
KG
K1 clearness / presentation KF functional competence
K2 functionallity/operability KP processual competence
K3 orientation on use value KG holistic designing competence
K4 efficiency/effectivenessK5 orientation on business and work processK6 social responsibilityK7 environmental responsibilityK8 creativity
Prof. Dr. F. Rauner
orientation on business and work
processes
vocational tasks
functionality
clearness/presentation
efficiency/effectiveness
sustainabilityenvironmentalresponsibility
social responsability
creativity
Criteria of holistic problem solvingin vocational tasks and the academic view
Prof. Dr. F. Rauner
Academic and the vocational education differ to a large extent, with regard to
1. contents and learning methods,
2. the systematisation of theirs contents and
3. their aims
Prof. Dr. F. Rauner
The interrelation between academic and vocational education is a dialectical one!
Vocational and academic knowledge are two contrarious poles but at the same time constitutive for each other.
Prof. Dr. F. Rauner
Consequences:
The conclusion of my analysis is an architecture of education. An educational system that has to have parallel learning and development channels and a high degree on permeability and progress. This architecture contains three main parallel tracks:
1. The dual track (from apprenticeship to dual Master programms)2. The integrated track (getting a Baccelor and a “Meister”degree within an
integrated study programme)3. The accelerated track (semi academic apprenticeships: getting access to
Bacchelor examinations)
Prof. Dr. F. Rauner
Dual technical vocational education and training (BBIG)
(dual) Master qualification integrated Bachelor/
techn. college Master School Master courses
work practice
Master or advanced studies (extra-occupational for vocationally qualified)
Post graduate programs
Aca
dem
ic tr
ack
One continuous dual vocational track
3-3,5
3-4
2-3
2-4
Bachelor Exam
With an advanced technical college entrance qualification
‚Abitur‘-vocations
ggf. ergänzende Studien
Prof. Dr. F. Rauner
Conclusion:
The one-dimensional career and qualification classifications are from a scientific point of view wrong and from an educational policy view inefficient and unfair, especially with regard to the tradition of national qualification frameworks and the European Qualification Framework. The theory and reality of multiple intelligence and multiple competence should be transferred into a architecture of parallel career tracks.
The attractiveness and the quality of vocational education depends on its vertical and horizontal integration into the educational system, i.e. its permeability and progress as well as the establishment of one continuous educational track beginning with apprenticeship and leading to Masters’ degrees.