1 / 24

Transition without barriers:

Transition without barriers: Improving and matching basic competencies and vocational qualification needs Contribution by: Peter Härtel, Michaela Marterer Styrian Association for Education and Economics, Austria Presented by: Michaela Marterer. Educational background Austria.

wilma
Download Presentation

Transition without barriers:

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Transition without barriers: Improving and matchingbasic competencies and vocational qualification needs Contribution by: Peter Härtel, Michaela Marterer Styrian Association for Education and Economics, Austria Presented by: Michaela Marterer Turin, September 2009

  2. Educational background Austria • High percentage VET upper secondary (2 tracks: full time school and dual sytem/ apprenticeship) • Smooth transition from initial education to world of work relative low numbers of „Early School Leaver“ but • Increasing numbers of ESL • Deficite in Basic Competences – literacy, calculating • Challenge to keep the willingness of entrepreneurs to give young people a chance for access in the WoW Turin, September 2009

  3. Smooth transtion to the first job is determining, for career development and for LLL • European Mega-Theme • Strategies of education – LLL - Benchmarks • NQF, Qualifications • PISA, PIRLS, TIMSS • Core issues of educational policy in Austria • Educational standards – educational aims • Competence orientation – NQR • Guarantee for ET at least until 19 year • Teacher training „NEW“ Turin, September 2009

  4. Ways to solve the problems • Standards and individual personality • Basic competences and individual potential development • Basic qualification and demands • Development – make visible results of prior learning – put together • Accompanying and Empowerment • QualiCoach, Career Catching Agents Turin, September 2009

  5. Recruiting Criteria for Apprentices First step: A Survey in companies to recognize the needs and demands of basic qualification, based on the new developed “educational standards” in the initial education system Second step A differentiation regarding to the relevant sub-domains of the “educational standards” 5 competence domains mother language (German): 6 sub domains; maths: 10 sub-domains; second language (English): 5 sub-domains, personal and social skills Third step 30 professions out of about 255 possible professions Forth step 338 Styrian companies with 2.129 apprentice (647 female, 1.482 male) trained in the mentioned 30 professions participated in the survey Turin, September 2009

  6. Maths: overview of subdomains Turin, September 2009

  7. Maths in general (average) Turin, September 2009

  8. Maths: Details • The 3 most important competence • sub-domains: • Mental arithmetic • To know how to get a result • To know about measurement • The 2 least required sub-domains • To know about equations and variables • To know about the Pythagorean theorem Turin, September 2009

  9. Maths: Details lowest degree of performance To know how to get a result highest degree of performance To display results in charts (also with help of ICT) Turin, September 2009

  10. Mother language (German) in general (average) Turin, September 2009

  11. Mother language (German): Details • The 3 most important competence • sub-domains: • To be able to talk according • to a given situation • 2. Taking down notes • 3. To be able to listen • The least required sub-domains • Using of word processing programmes; knowing how to write letters and simple texts Turin, September 2009

  12. Comparison The 3 most important competence sub-domains: Maths Mother language (German) Turin, September 2009

  13. Englisch in general (average) and details • In general • The 3 most important competence • sub-domains: • To talk in whole sentences • 2. To read and understand simple texts • 3. To understand basic items Turin, September 2009

  14. Personal skills in general (average) and details • In general • The 2 most important competence • sub-domains: • Reliability • 2. Endurance Turin, September 2009

  15. Social skills in general (average) and details • In general • The 3 most important competence • sub-domains: • Ability of working in a team • 2. Willingness to cooperate • 3. Politeness Turin, September 2009

  16. Comment, recommentations needed: • Improving basic competencies in literacy and in calculating • Focussing of competence development targeted to the professions which young people want to choose • Combination of guidance, councelling and competence improvement as an integrated process • „Motivation is more important that talent“ ! Turin, September 2009

  17. Examples from the manual Cook: 42 enterprises 249 apprentices, (125 male/134 female) Turin, September 2009

  18. Turin, September 2009

  19. Turin, September 2009

  20. Turin, September 2009

  21. Turin, September 2009

  22. Turin, September 2009

  23. Thank you for your Attention! Turin, September 2009

  24. Transition without barriers: Improving and matchingbasic competencies and vocational qualification needs Contribution by: Peter Härtel, Michaela Marterer Styrian Association for Education and Economics, Austria Presented by: Michaela Marterer Turin, September 2009

More Related