Need Approach for TVET Transfer

1. Need Approach for TVET Transfer First steps towards an appropriate curriculum design Dr. Stefan Wolf, The Need Approach for TVET Transfer, Symposium Sustainability for New Neighbourhoods & Buildings, El Gouna, Egypt, 6th to 9th may 2012

2. Overview • Demand approach in TVET Transfer • Concepts of curricula design in international TVET-cooperation • Characteristics of knowledge and ability of practice • Limits of current concepts for designing curricula in TVET-cooperation • Procedures of the project WEB-TT • Topics Dr. Stefan Wolf, The Need Approach for TVET Transfer, Symposium Sustainability for New Neighbourhoods & Buildings, El Gouna, Egypt, 6th to 9th may 2012

3. Demand Orientation • Since the mid 1950th Germany is active in policy transfer in TVET and international TVET cooperation • The base is always a demand from a taker-country for advice or support in TVET to a giver-country • Mostly the results of German TVET are requested, not the prerequisite of the German success • From the German side the policy transfer in TVET has focused for a long time on the transfer of the dual apprenticeship system with its very complex institutional order • Demand Approach in TVET -Transfer Dr. Stefan Wolf, The Need Approach for TVET Transfer, Symposium Sustainability for New Neighbourhoods & Buildings, El Gouna, Egypt, 6th to 9th may 2012

4. Demand Orientation • Since the 1950th the German side has conducted only little adaptation of the TVET activities to fit to the foreign condition • The importance of policy transfer in TVET from Germany decrease dramatically since the late 1990th • Therefore the activities to develop an appropriate curricula design were stopped • The multiple strengths of the German TVET elements are not sufficiently adapted to well fitting the foreign conditions • Little adaption of German TVET to foreign countries Dr. Stefan Wolf, The Need Approach for TVET Transfer, Symposium Sustainability for New Neighbourhoods & Buildings, El Gouna, Egypt, 6th to 9th may 2012

5. Demand Orientation • The English concept of CBET/ DACUM dominate the international cooperation in TVET • Better fitting by modular structure and orientation on small professional activities, based on the demands of companies by a functional perspective • Curricula for trainings, systems of certification and national qualification frameworks could be developed • Since the early 2000th the German policy transfers in TVET are obliged to follow the CBET/ DACUM concept • Adaption from the German’s rivals in international TVET transfer Dr. Stefan Wolf, The Need Approach for TVET Transfer, Symposium Sustainability for New Neighbourhoods & Buildings, El Gouna, Egypt, 6th to 9th may 2012

6. Curricula Design • Key method is the moderated group discussion (committee) of Expert-Workers • External functional analysis of companies to identify the core work or business process could be done • With additional steps a full training system could be arranged and implemented • With the gained information from the analysis and the implemented training system it will be possible to derive a certification system with three up to five TVET levels • Competence based Education and Training - CBET Dr. Stefan Wolf, The Need Approach for TVET Transfer, Symposium Sustainability for New Neighbourhoods & Buildings, El Gouna, Egypt, 6th to 9th may 2012

7. Result of DACUM-Analysis General Naming of occupation or job Curricula Design Duty Duty Duty … Task Task Task Task Task Task … … … Different elements of tasks have to identify and additionally enablers, i. e. knowledge, skills, tools and activities and behaviour … … 1. Description of the job/ occupation by the expert-worker 2. Description and explanation of the duties of a specific job/ occupation 3. Collection of enablers during the group discussion • Analytic framework of CBET/ DACUM Particular Dr. Stefan Wolf, The Need Approach for TVET Transfer, Symposium Sustainability for New Neighbourhoods & Buildings, El Gouna, Egypt, 6th to 9th may 2012

8. Curricula Design • Expert-Worker-Workshops to identify the core tasks of any occupation • Conduct sector analysis of the concerned industrial or business field in advance • Work process analysis with accompanied observation • With the results the formulating of a curriculum with four classification levels - from novice to expert - will be possible • It needs some supplementary steps to succeed • Work Process oriented Curricula Design Dr. Stefan Wolf, The Need Approach for TVET Transfer, Symposium Sustainability for New Neighbourhoods & Buildings, El Gouna, Egypt, 6th to 9th may 2012

9. Work Processoriented Curricula Design Developing of a learn field approach curricula design* with four qualification levels by analysing the professional task analysis Sector analysis of occupational field *The partition is in four qualification levels from novice to the expert, each of them are subdivided into up to 12 different learn fields Preselection of occupational profiles Round table to communicative validation of the results Check of the draft of the didactical transmission and the settings of the sequences Expert-Worker-Workshops Identification of core tasks and skills Professional task analysis Draft of a didactical transmission of of the core tasks Workprocess-Analysis Detailed description of core tasks and skills and its sequencing Curricula Design • Work Process oriented Curicula Design Dr. Stefan Wolf, The Need Approach for TVET Transfer, Symposium Sustainability for New Neighbourhoods & Buildings, El Gouna, Egypt, 6th to 9th may 2012

10. Comparison of both concepts CBET/ DACUM - Concept Work process oriented Curricula Design • Cheap, Quick and easy to handle • Group discussion as basis • Quick results • Functional fit to the demands of companies • Only simple professional activities • Behaviourism as the theoretical ground • Certification oriented, the learning process, the input and the didactical methodological arrangements don’t matter to • Costly, mixture of methods • Group discussion on biographical basis • Accompanied observation, • Communicative validation • Work or business process as core orientation of the concept • Complex activities to identify • Constructivism as theoretical ground, action oriented learning • Importance of learning processes and results Dr. Stefan Wolf, The Need Approach for TVET Transfer, Symposium Sustainability for New Neighbourhoods & Buildings, El Gouna, Egypt, 6th to 9th may 2012

11. Specifics of knowledge of practice Craft knowledge and ability are very often incorporated and not easy to articulate The logic of practice (Bourdieu) differs substantially from the logic of understanding and order It secures successful results and activities It is always under the oppression of obligation to act and under the oppression of results The logic of practice is frugal and use the same pattern for different situation, e.g. the meaning of the expression that metal sheet is living or the meaning of the nouns hot/could Dr. Stefan Wolf, The Need Approach for TVET Transfer, Symposium Sustainability for New Neighbourhoods & Buildings, El Gouna, Egypt, 6th to 9th may 2012

12. Specifics of knowledge of practice Self-articulation of practice dissociate of “the truth of every own practice” (Bourdieu 1993), because the necessary theoretical distance distort the articulation of practice The articulations are blurred and difficult to decode Use of heuristics and simple, but experience based schemes, reduction of the quantity of knowledge, activation of no-knowledge And the knowledge of practice is an influential factor in the inner-company shaping of the work regime and therefore connected with inner-company power Dr. Stefan Wolf, The Need Approach for TVET Transfer, Symposium Sustainability for New Neighbourhoods & Buildings, El Gouna, Egypt, 6th to 9th may 2012

13. Specifics of knowledge of practice Normally the knowledge of practice is called into question from outside, e.g. the results are bad, new requirements defined, etc. Cognitive knowledge is the foundation of any reflective abilities of a practitionerabout his/her knowledge of practice Trainings and work practice determined by planning, carry out and check (complete action) will facilitate a modification of knowledge of practice Generally we can state some problems of decoding the knowledge of practice Dr. Stefan Wolf, The Need Approach for TVET Transfer, Symposium Sustainability for New Neighbourhoods & Buildings, El Gouna, Egypt, 6th to 9th may 2012

14. Decoding the knowledge of practice Only group discussion is insufficient, to little information to gain Necessity to communicate with the practitionerwithconfidence Professional knowledge, and at the same time professional distance needed Obligatory mixture of research methods, e.g. In advance sector analysis, Group discussion, Accompanied observation, Work process documentation by photo analysis, analysis of document from site work or production work, Analysis of failure by photo documentation and expert interviews Dr. Stefan Wolf, The Need Approach for TVET Transfer, Symposium Sustainability for New Neighbourhoods & Buildings, El Gouna, Egypt, 6th to 9th may 2012

15. The project WEB-TT • Appropriate qualification for the on-site work of Egyptian construction companies delivered by German TVET supplier • Combination of qualification with innovative technologies in the construction field • Coordinated qualification modules so a German TVET certificate will be possible • Need approach means: (1) Adaptation to the contexts on locationin Egypt, (2) Adaptation to the existing conditions of the participants and (3) Adaptation to the demands of the companies • Objectives Dr. Stefan Wolf, The Need Approach for TVET Transfer, Symposium Sustainability for New Neighbourhoods & Buildings, El Gouna, Egypt, 6th to 9th may 2012

16. build infrastructure and check framework German egyptian transfer structure Operator models I Clarify strengths / weaknesses innovative technologies marketing concept Identify the demand and offer of technology and the demand for qualification Ientify the target group in the cultural context Testing exportable training modules for egypt (for Vocational and further training) II IV rules and standards Evaluation concept curricula, course , concepts, media Models of certifications Conception development of components Inventory analysis component related market analysis III identify the need of vocational training Dr. Stefan Wolf, The Need Approach for TVET Transfer, Symposium Sustainability for New Neighbourhoods & Buildings, El Gouna, Egypt, 6th to 9th may 2012

17. The project WEB-TT • On-site visits with photo documentation • Expert interviews with field excursion on location • Analysis of the structure of the Egyptian TVET system and the certification system • Structured interviews with German civil engineers with experiences in Egypt • Comparative analysis of German company based training curricula (AVO) with Egyptian training curricula (EVQ) • Analysis of documents given by the company • Conduct of a structured survey of the participants of the training measurements • Procedure Dr. Stefan Wolf, The Need Approach for TVET Transfer, Symposium Sustainability for New Neighbourhoods & Buildings, El Gouna, Egypt, 6th to 9th may 2012

18. The project WEB-TT • In the first step selected executive from the workmanship level of the on-site work will be trained in short courses • Six different trades of on-site work are commonly selected to train • Support by multi-media sequences specifically build for the on-site training • The training will be organised by problem oriented learn-and-work-assignments, not by an instruction approach • The general structure of the training is lead by didactic approach of complete action • Didactic-methodical concept Dr. Stefan Wolf, The Need Approach for TVET Transfer, Symposium Sustainability for New Neighbourhoods & Buildings, El Gouna, Egypt, 6th to 9th may 2012

19. Résumé Demand Approach vs. Need Approach Both CBET/ DACUM and Work Process oriented Curricula Development work mainly with group discussions The specifics of the knowledge of practice impede the understanding of knowledge and ability of the workmanship level or of crafts level The project WEB-TT procedures pragmatically to develop need adapted qualification modules for the on-site work It uses a mixture of inquiring methods Dr. Stefan Wolf, The Need Approach for TVET Transfer, Symposium Sustainability for New Neighbourhoods & Buildings, El Gouna, Egypt, 6th to 9th may 2012

20. Thank you for your attention Questions and more Dr. Stefan Wolf, The Need Approach for TVET Transfer, Symposium Sustainability for New Neighbourhoods & Buildings, El Gouna, Egypt, 6th to 9th may 2012