Universitas Pendidikan Indonesia

Professional Development for TVET Lecturers Dr.-Ing. Joachim Dittrich Universitas Pendidikan Indonesia CIM Integrated Expert Research Associate at Institute Technology and Education, University of Bremen

FET Conference Bloemfontein, 25 September 2013

The core of the problem Technical and Vocational Education and Training (TVET) is concerned with the acquisition of knowledge and skills for the world of work. (UNESCO-UNEVOC) but TVET does not provide the competences needed by the economy and needed by the individual to make a living 2

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Possible approaches to improvement Revise TVET curricula

Revise TVET system

Improve collaboration with employers

Inadequate TVET output

Improve management of TVET institutions

Improve equipment of TVET institutions

Make TVET relevant Improve TVET delivery

Major goal: TVET graduates should be competent in their occupation in order to find work

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TVET graduates in the division of labour • Example: Engineering – Academically educated engineers do • Research & development • Production planning and management • Supervision

– TVET graduates in engineering do • • • •

Production of technology Installation of technology Operation plants, machines Maintenance and repair 4

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What is a profession ? • A job that you need special skills and qualifications to do, especially one with high social status (Macmillan Dictionary) • associated with – Liberal professions (UK) – Freie Berufe (Germany – Profession (France) – like – Lawyer – Physician – Architect

• Criteria for a profession (Hoyle 1995): – – – – –

Social function Knowledge Practitioner autonomy Collective autonomy Professional values 5

Are TVET teachers/trainers/lecturers PROFESSIONALS ? • YES, because – social function: they are so important for societal and economic development – knowledge: often they need an academic degree

• MAYBE, because – autonomy: increasingly they are given greater autonomy, are asked to develop professional knowledge themselves by research but have to obey superiors and regulations, and are increasingly assessed

• NO, because – collective autonomy: often they don’t have professional associations – professional values: standards are set by governments, not by the profession itself – people don’t think they are professionals – they do not have own “sciences” – there are so many of them with so many different titles 6

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Who are we talking about ? The lecturer

The teacher

The professional

The trainer or instructor

The learning facilitator

I will call them TVET teachers and trainers 7

Why do we talk about professional development ?

• Pre-service education – to acquire knowledge and basic skills

• In-service training – as a replacement of pre-service education

• Staff development – for adapting to new tasks and developments

Life-wide learning

Developing expertise

The reflective practitioner

Enlarged responsibilities 8

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What is Professional Development ? – Development of the profession ? • • • •

Regulatory requirements Professional body/association Code of conduct / professional standards The pool of expertise

– Development of the individual ? • Professional identity / accountability • Formal qualification via initial and further education • Developing expertise via continuous PD

– Are professional development and development of TVET related? • Does the TVET community have an overall philosophy / guiding principle ? • Do reform processes influence professional development ? 9

What is Professional Development ? – Development of the profession ? • • • •

Regulatory requirements Professional body/association Code of conduct / professional standards The pool of expertise

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Development of the profession – regulatory requirements – • Indonesia (since 2005): – For upper secondary: Bachelor degree + teacher certification (NQF 7 of 9, between bachelor and master) – For post secondary: Master degree + teacher certification (NQF 8 of 9)

• Germany (since 1970ies): – Master degree + induction period + “state examination” (NQF 7 of 8)

• South Africa (11 June 2013) – Policy on professional qualifications for lecturers in TVET

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Development of the profession – professional standards for TVET teachers – • Indonesia: competence standards for teachers of general subjects • Germany: contents knowledge standards for general subject teachers, for TVET teachers under development • US: National Board for Professional Teacher Standards (NBPTS), not subject specific, but from professional association • Laos: standards for vocational teachers (not subject specific) under development • Some older international proposals, none of them with big impact. 12

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Development of the profession – the pool of expertise – • Academic sciences related to TVET are weak all over the world • Gleams of hope: – VETNET (TVET section of EERA) – International Network on Innovative Apprenticeship (INAP) – UNESCO-UNEVOC Hangzhou Initiative (2004)

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What is Professional Development ? – Development of the profession ? • • • •

Regulatory requirements Professional body/association Code of conduct / professional standards The pool of expertise

– Development of the individual TVET teacher/trainer ? • Professional identity / accountability • Formal qualification via initial and further education • Developing expertise via continuous PD

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Development of the individual – Professional identity / accountability – • Vocational teachers are increasingly valued as agents for developing society, workforce, and that way also the economy • Professional identity is problematic, since there are not many who are proud to be a TVET teacher • They are increasingly under scrutiny with respect to their performance in developing students’ competences (also a result of PISA, TIMMS, etc…) 15

Detour: Competence levels and Job profile

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Competence levels for TVET teachers

Competence Levels

Criteria

Holistic Shaping Competence

Social compatibility

Socio-cultural integration

Creativity

Processual Competence

Sustainability

Efficiency

Organisation of teaching & learning

Functional Competence

Subject knowledge / professionalism

Subject specific methods (teaching & learning) Source: Rauner (2012)

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The teachers competence model Competence levels Holistic shaping Processual

i.e. employment generation, climate change, HIV i.e. entrepreneurship, languages

Functional Education School development programs Planning Instruction Learning Content environments Selecting means dimensions Nominal

and methods Execution and process control Supervising and assessing

All based on the occupational area

Dimensions of Action (Phases of a complete work and learning activity)

Source: Dittrich 2012; Rauner 2012

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What is Professional Development ? – Development of the profession ? • • • •

Regulatory requirements Professional body/association Code of conduct / professional standards The pool of expertise

– Development of the individual TVET teacher/trainer ? • Professional identity / accountability • Formal qualification via initial and further education • Developing expertise via continuous PD

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Elements of initial and further TVET teacher education • Pre-service preparation program (formal) covering – Vocational discipline – Pedagogy and vocational pedagogy – Vocational didactics

• Induction / mentoring period for entering the TVET teacher profession • Continuous professional development activities – – – –

Selected course offers Peer learning activities Institutional development activities Active participation in TVET reform

 Apparently different arrangements apply in South Africa 20

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Initial and further education – areas of TVET teacher education – • • • • •

Vocational discipline – very context-specific Didactics specific to the vocational discipline Vocational pedagogy Pedagogy Other important areas like – HIV/AIDS, cultural diversity, entrepreneurship, etc.

• Practical experience in the vocational discipline • Teaching experience • Research / critical reflection ability

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What is the vocational discipline ? • The academic knowledge about – Occupational profiles in the occupational field, their relation to each other, regulatory requirements, historical developments – Work process knowledge needed in the occupations relating to • Objects of work, • Tools, methods and organization of work • Demands posed on skilled work from different sides (laws, regulations, employers, clients, environment, the worker himself, …)

– Structures of economy, employment, recent and future trends, … 22

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Practical experience in the vocational discipline • Norway – Only experienced practitioners can take up TVET teacher studies

• Germany – TVET teacher students must already have practical experiences before entering TVET teacher studies – In reality most of them have several years work experience either as skilled worker or as engineer or equivalent Number of candidates depends on labour market situtation 23

What is Professional Development ? – Development of the profession ? • • • •

Regulatory requirements Professional body/association Code of conduct / professional standards The pool of expertise

– Development of the individual ? • Professional identity / accountability • Formal qualification via initial and further education • Developing expertise via continuous PD – examples

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Indonesia • TVET teachers need – Formal qualification upgrading and teacher certificate

• Situation in TVET teacher education institutions – Teacher educators often have scientific subject matter background instead of vocational discipline background – Virtually no “vocational pedagogy” and “vocational didactics” experts are available – Teacher educators have little knowledge about the world of work and about vocational schools

• TVET reform – Stuck in competition between ministries – vocational schools prepare for the world of work and for higher education

 Further education and training efforts yield little results 25

An example from China • The Beijing project on TVET teacher competence development among others used 3 elements: – Teacher training abroad (also element of reward!) with following peer learning activities – Implementation of school development schemes – Implementation of large scale students’ competence assessment (COMET) based on the assessment of students” abilities to solve complex occupational tasks

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The German piloting program tradition • Every few years a piloting program is established and financed by the Ministry of education – Related to an urgent development topic – Lasting for several years – Including numerous pilot projects proposed by TVET institutions/schools – Supported by researchers from universities (action research) – Emphasizing nation-wide sharing of experiences  TVET teachers are involved in reform processes and research and start valuing exchange in the professional community 27

What is Professional Development ? – Development of the profession ? • • • •

Regulatory requirements Professional body/association Code of conduct / professional standards The pool of expertise

– Development of the individual ? • Professional identity / accountability • Formal qualification via initial and further education • Developing expertise via continuous PD

– Are professional development and development of (the) TVET (system) related? • Does the TVET community have an overall philosophy / guiding principle ? • Do reform processes influence professional development ? 28

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A UNESCO-UNEVOC Initiative • In 2004 an UNESCO International Meeting, held in Hangzhou, China, asked for – Establishing infrastructure for TVET teacher education and TVET research via Master and PhD programs to connect TVET to the scientific world – Developing 12 vocational disciplines and vocational pedagogy as a basis for international cooperation: students and lecturers exchange, international PhD programs and research cooperation

• Some progress can be seen … 29

A transnational project initiative • The EU Asia-Link funded TT-TVET project developed dynamic standards for TVET teacher education institutions (TT-TVET 2008) in 6 areas: 1. Lecturers activities as support for teachers’ practice in TVET 2. Supporting students and their learning processes within TVET teacher education 3. Evaluation (of curricula) and assessment (of students’ achievements) 4. Developing curricula and learning contents 5. Developing methods for instruction 6. Developing learning environments 30

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Summary on some aspects to consider • Points of reference: – Competences required from TVET graduates by the world of work (in the respective environment) – Knowledge and skills needed for organizing learning

• Required related development agendas – TVET system development – TVET institution development – Development of TVET sciences

• Learning formats: Emphasis on – Praxis related/integrated learning in action – Peer learning – Integrated in reform agendas

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And we should never forget what TVET is about Joachim Dittrich Universitas Pendidikan Indonesia [email protected] [email protected]

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References • Dittrich, J. (2012): Reformulating the Paradigm of Vocational and Technical Education? In: Proceedings of the APTEKINDO International Seminar “Reformulating the Paradigm of Technical and Vocational Education”, held in Makassar, Indonesia, 3.-5.5.2012. Makassar, 2012, pp. 8-14. • Hoyle, E. (2005): Teachers as Professionals. In: Anderson, L. (ed): International enciclopedia of teaching and teacher education. Pergamon Press, London • OECD (2013): Education at a Glance 2013. • Rauner, F. (2012): TVET Teacher and Trainer Competence: A key factor for a high quality of training the work force. AATP Conference, MERSETA , Johannesburg, South Africa, 26.9.2012

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