Innovative Academic-Further Education

1. Innovative Academic-Further Education • – New Bridges Between Improvement of Vocational Competences and University Studies

2. Agenda • introduction • path finding for education system penetrability • case study: the project ProIT Professionals • outlook

3. Distribution of knowledge selection selection natural natural past time of of process process today point of time future time Today’s knowledge situation knowledge become antiquated or get loss by time

4. Today’s working situation Increasing computerization in the every day life changes workplaces. „computerized“ allrounder allrounder specialist retrospect to history today‘s situation outlookto future lots of single computerizedapplications few allroundcomputerized applications handmade by oneself

5. Point of departure (1) Two different further education systems ... ... like two lonesome banks ... further education by university studies further education by training on the job How to combine these systems?Where could be accepted crossings?

6. Point of departure (2) Universatary and professional qualifications are for the same working processes different! prospectives of ascertainment methods working studies application context l e a r n i n g o u t c o m e s working processes But are they for these working processes equivalent?

7. Strategical Professionals ? master level IT Technical Engineer IT Business Engineer publicexaminations Operative Professionals IT Business Manager bachelor level IT System Manager (IHK) IT Business Consultant IT Marketing Manager 29 specialists in 6 function groups Solution Developer Administrator private personal certifications Advisor Software Developer career changer/ repatriates Technician Coordinator (TGA) public exams IT-apprenticed professions (IHK) Professional further education For example: the „new“ advanced IT-training system in Germany, 2002

8. traditional new Master Diplom (TU/FH) (TU) (1-2 years) (5 years) Diplom 2nd cycle (FH) Bachelor (4 years) (TU/FH) (3-4 years) 1st cycle Academical further education For example: The „new“ graduation system in Germany change within the Bologna process for the European higher education area 2010

9. Freier Master-studiengang + Konsekutiver Master-studiengang + IT-/IT-naher Bachelor- studiengang + Berufliches Praktikum Strategischer Professional + Operativer Professional + Spezialist + Berufliche Praxis + Ausbildung Path finding (1) Possible education system crossings ... vocational profiles university programs What‘s about reciprocal formal and content recognition of graduations and competences?

10. further education by university studies education policy guidelines further education by training on the job companies imparting knowledge companiesknowledge+ skills learner education formalia/law + order Path finding (2) ... means searching for sustainable fundamentals ... ... like bridge piers ... soft skills vocational competences guidelines for recognition

11. Bridging ... means building up formalia and methods for the penetrability ... ... like bridge archs ... formal approvals crediting of contents further education by university studies educationpolicy guidelines further education by training on the job companies imparting knowledge content + workload aspects formal aspects obligation reductions permission recognition agreements of prior learning in consensus of companies, Chamber of Commerce and Industry and universities

12. An example the wish: „BA economic computer science “ or more! aktual vita: IT Business Manager + IT Product Coordinator + computer scientist (IHK) Exemplo

13. A project of the federal initiative • „Recognition of vocational competences on higher education programms “

14. What is ProIT Professionals? • a project integrated in a BMBF-initiative called “Anrechnung beruflicher Kompetenzen auf Hochschulstudiengänge“ => ANKOM • one of 2 IT-projects of 11 Regional Research Projects,accompanied by Hochschul-Informations-System GmbH (HIS, Hannover), VDI/VDE Innovation + Technik GmbH (Berlin) andFederal Institute for Vocational Education and Training (BIBB, Bonn) • furtherance 2.3 years: September 2005 till December 2007 (a primary phase by federal state Hesse: January 2004 till August 2005) • main focus: development of a method to define equivalences between professional competences and university studies for their comparison

15. the bridging between professional further education and university ECTS + EQF Strategical Master of Science Professionals E Q U I V A L E N C E S U R V E Y exam exam Level+ Credits Level+ Credits reference modules processes Bachelor of Science Operative Professionals exam exam modules reference Level+ Credits Level+ Credits processes IT- Fortbildung ( BBiB § 46,2) – a law IT- and close-by study paths What intends ProIT Professionals? => penetrability, approval, crediting, methods

16. How operates ProIT Professionals? local universities local chambers of commerce German Research Centers Hessian Departments IHK Dipl.-Soz. Dipl.-Ing. VhU FHD ProIT team TUD nationaltrade associations local companies projectconsortium regional organisations local companies project advisory board IT-experts multifaceted interfaces to IT-employments

17. Bridging - IT-cognoscenti activities target: comparison ofworkload, levelandoutcomes based on ECTS, EQF + NQF for IT reference processes and study patheslooking for sub-processes and modules of courses

18. Academic profile for example BA economic computer scienceof TUDlaws, orders and module descriptions

19. Vocational profile for example for „ IT Business Manager“ + „IT Product Coordinator“ described by the Fraunhofer Institute for Software and Systems Engineering in collaboration with economic and IT experts + computer scientist (IHK) by Chamber of Commerce and Industry

20. Estimation method (1) EQF appraisal: learning outcomes ofstudy courses A)

21. EQF matrix schematic structure EQF-Stufe 6 Kenntnisse: fortgeschrittene Kenntnissein einem Arbeits- oder Lernbereich unter Einsatz eines kritischen Verständnisses von Theorien und Grundsätzen

22. Estimation method (2) EQF appraisal: learning outcomes ofvocational competence cluster A)*

23. Estimation method (3) looking for equivalence and overlaps concerningsame professionals contents B) Max.

24. Phase A Phase A Phase B In a nutshell estimation of the levels of learning outcomes, ascertainment of the overlapping contents, credit point calculation and deltas identification based on EQF and mapping of technical competence cluster of learning outcomes

25. Outlook End of 2007 project aims should be: • afinal qualitative equivalence estimation method for comparison of professional IT-competencesandoutcomes of university studies • as a transferable estimation method to other in- dustrial branchesand trades, international relations • first stepstested in common sense of companies, universities and the Chamber of Commerce and Industry • showingpenetrability between the classic different education systems opening ways for life long learning • initative for creating new kinds of higher education programms based on and combining/integrating work based learning

26. Our project vision is ... ... the sucessful bridgingbetween the systems of vocational training and higher education ... ... closing the gaps between them ...

27. Questions Any questions ???

28. Europäischer Sozialfonds TU Darmstadt - Institut für Soziologie Residenzschloss64283 DarmstadtTel. 06151/16-5573Fax 06151/16-5140 E-Mail beuthel@proit-professionals.deInternetwww.proit-professionals.de aided by Thanks for your attention !