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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. Conference Cologne 29.09.-01.10.2010.

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Presentation on theme: "Prof. Dr. F. Rauner Felix Rauner Demarcations between Vocational and Academic Education and how to overcome them G.R.E.A.T. Conference Cologne 29.09.-01.10.2010."— Presentation transcript:

1 Prof. Dr. F. Rauner Felix Rauner Demarcations between Vocational and Academic Education and how to overcome them G.R.E.A.T. Conference Cologne

2 Prof. Dr. F. Rauner Internationale Trends: First-Year Students in OECD Countries (OECD, 2007)

3 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…

4 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.

5 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

6 Prof. Dr. F. Rauner Development of the demand side of vocational education Germany (West) Germany (East)

7 Prof. Dr. F. Rauner Youth unemployment, selected EU Countries (Quelle: Gangl 2000, 12)

8 Prof. Dr. F. Rauner Work contracts with a profile for highly skilled (ISCO 1-3) and tertiary educated workers (age group: 25-64) OECD statistics Proportion of year olds in work contracts for highly skilled Proportion of year olds holding a tertiary degree

9 Prof. Dr. F. Rauner Permeability and Progress: No Certificate without further Perspectives ! Increasing mobility between the different ecducationals tracks A way out

10 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.

11 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

12 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.

13 Prof. Dr. F. Rauner Proportion of 15-year olds, aspiring to at least some form of tertiary education (selected countries, PISA 2003) ……………………

14 Prof. Dr. F. Rauner Proportion of schools in which career guidance is compulsory (PISA 2003) ………… … …………

15 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 )

16 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 its theoretical and research orientation the lower the chance to connect the study programme to the knowlegde achieved within the vocational track.

17 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.

18 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

19 Prof. Dr. F. Rauner orientation on business and work processes vocational tasks functionality clearness/ presentation efficiency/effectiveness sustainability environmental responsibility social responsability creativity Criteria of holistic problem solving in vocational tasks

20 Prof. Dr. F. Rauner K8 P : 24,3 Name: xxx School / City: xxx Class: xxx Vocation: electronic technician wind energy Year 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 K3 K5 K1 K K4 K6 KFKF KPKP KGKG K1clearness / presentation K F functional competence K2functionallity/operabilityK P processual competence K3orientation on use value K G holistic designing competence K4efficiency/effectiveness K5orientation on business and work process K6social responsibility K7environmental responsibility K8creativity

21 Prof. Dr. F. Rauner orientation on business and work processes vocational tasks functionality clearness/ presentation efficiency/effectiveness sustainability environmental responsibility social responsability creativity Criteria of holistic problem solving in vocational tasks and the academic view

22 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

23 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.

24 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 Meisterdegree within an integrated study programme) 3.The accelerated track (semi academic apprenticeships: getting access to Bacchelor examinations)

25 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 Academic track One continuous dual vocational track 3-3, Bachelor Exam With an advanced technical college entrance qualification Abitur- vocations ggf. ergänzende Studien

26 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.


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