Reformulation of Paradigms in Vocational and Technical Education

1. Reformulation of Paradigms in Vocational and Technical Education Dr.-Ing. Joachim Dittrich Universitas Pendidikan Indonesia, CIM Integrated Expert Research Associate Institute Technology and Education, University of Bremen Konvensi Nasional VI APTEKINDO Makassar, 3.5. – 6.5.2012

2. Everybody knows • The OECD Programme for International Student Assessment (PISA) • It aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students in participating countries/economies. • The domains of reading, mathematical and scientific literacy are covered not merely in terms of mastery of the school curriculum, but in terms of important knowledge and skills needed in adult life.

3. Who knows • A similar approach for Vocational and Technical Education • which aims to evaluate vocational education systems, • with reference to relevant occupational / professional domains / occupations, • and which can have a similar effect on quality development?

4. There exists • Competence Measurement in the electro-technical occupations (COMET) • developed and implemented by a German group of actors around Prof. Felix Rauner, • applied in Germany, China, and soon in South Africa, • extended to other occupational fields

5. COMET • Measures occupational competence by using complex open test tasks, derived from the world of work. • Solutions are not right or wrong. The quality of solutions varies according to criteria like cost-effectiveness, creativity, etc. • 8 criteria are used to assign the performance when solving real-world occupational tasks to competence levels.

6. Photo of the house with garage Example of a test task • Description • Family Schulze wants to have erected in Mannheim, Germany a grid-coupled photovoltaic plant on the roof of their 1-family-house. To assure the yields over several years, they intend to conclude a service contract. • The plant should yield power between 5 kW and 10 kW. • The available roof area measures 60 m2 and has an inclination of 35º towards south. • In the early morning small parts of the roof area are overshadowed by a neighboring garage. • Task • Your task is to offer to the client an optimal solution. • Please present your offer by drafting practice-relevant documents. • If there are additional questions, e.g to the client, user, or workers form other trades, please write them down as preparation for consultations. • Please justify your proposal in a detailed and comprehensive manner. Ground plan of the premises Source: Rauner et al. (2008)

7. COMET Competence Model CompetenceLevels Criteria Holistic Shaping Competence Ecological Responsibility Creativity of the solution Social Responsibility Processual Competence Efficiency / Effectiveness Use Value / Sustainability Orientation on Work and Busi-ness Process Functional Competence Functionality Clearness / Presentation Source: Li Ji et al. (2011)

8. Summary Vocational / occupational competences are measured by rating solutions to complex occupational tasks The core paradigm for TVET Teachers become aware of what and how they have to teach Students have to learn how to solve complex occupational tasks considering functionality, effectiveness, efficiency, work and business processes, ecological and social responsibility, etc.

9. Now, what about TVET teachers? • Why not use the same principles? • Have a look at the job profile • Create a competence model • Use complex professional tasks for teaching and learning • Create the respective competence assessment scheme

10. The teachers competence model Competence levels Holistic shaping Processual Functional Educationprograms Schooldevelopment Nominal Planning Learningenvironments Instruction Contentdimensions Selecting means and methods Execution andprocess control All based on the occupational aera Supervising and assessing Dimensions of Action(Phases of a complete work and learning activity) Source: Rauner,unpublished

11. Some open questions • What are the concrete criteria for the competence levels • How to develop test tasks • How to integrate and how to weight occupational competence

12. The major questions: How would that affect TVET teacher education programs? Should APTEKINDO facilitatethe development of TVET teacher education guidelines ?

13. Terima Kasih Joachim Dittrich Universitas Pendidikan Indonesia dittrich@upi.edu joachim.dittrich@cimonline.de

14. References • Felix Rauner et al.: Messen beruflicher Kompetenzen Band II – Ergebnisse Komet 2008. Lit-Verlag, Berlin 2009 • Felix Rauner et al.: Messen beruflicher Kompetenzen Band III – Drei Jahre Komet Testerfahrung. Lit-Verlag, Berlin 2011 • Articles of Li Ji, Felix Rauner, Lars Heinemann, Andrea Maurer and from Lars Heinemann, Felix Rauner in: Zhiqun Zhao, Felix Rauner: Assuring the Acquisition of Expertise. Foreign Language Teaching and Research Press, Beijing, 2011