This is an open access book. Covering both theories and practices in Technical Vocational Education and Training (TVET) teacher development, this book provides up-to-date discussions and ...recommendations on issues relating to TVET teacher development in the digital age. It caters for the needs of in-service teachers and trainers, as well as TVET leaders who want to upscale their professional learning and development in terms of vision, knowledge, expertise, and industry skills needed in the transition to the digital era. What is particularly useful to TVET teachers/trainers are the proposed competency development framework, competency indicators, and the assessment instrument. Drawing on extensive research regarding TVET teachers’ competency development and today’s industry needs, the proposed framework and indicators can be readily used to inform the self-assessment of one’s professional competency level, so as to plan one’s career trajectory accordingly. Teachers and trainers may also find the exemplary cases of teachers’ professional development from various countries inspiring and motivating. The book also serves as a useful reference for TVET leaders, administrators and teacher trainers. The book's competency framework, indicators, and strategies are an adaptable reference for planning professional development policies, evaluation mechanisms, and programs for teachers.
Collaboration between schools and enterprises in vocational education and training (VET) is a challenge in many countries, Norway included. There is a tendency to organise VET in separate theoretical ...and practical learning arenas that lack mutual coherence. This article presents the findings of a four-year action research study in which 30 vocational teachers, who were taking an in-service master’s degree programme in vocational pedagogy, completed systematic research-based projects on developing partnerships between schools and enterprises in the school-based part of Norwegian VET. The goal was to strengthen the relevance of vocational education by creating stronger links between the content of the education and the content of the vocation. The study was based on a pragmatic, holistic perspective on vocational competence and education where essential, authentic vocational tasks to which theory is related are regarded as the core educational content, both in the enterprises and in schools. The findings are based on an analysis of 30 master’s degree theses documenting each of the teachers’ development projects.
The results show examples of and principles for how collaboration between schools and enterprises can be organised around vocational tasks. Core principles include formal agreements on collaboration between schools and enterprises, regular dialogues between vocational teachers, instructors and students about educational tasks and content, joint planning and follow-up of students’ placements in enterprises, and exchanges of experience and competence between teachers and instructors. The results show that, according to students, instructors and vocational teachers, the application of such principles contributed to vocational relevance and students’ motivation and learning outcomes.
A negyedik ipari forradalom és a hazai szakképzés Györgyi, Zoltán
Educatio : pedagógia, szociológia, história, ökonómia, pszichológia, politológia,
04/2022, Letnik:
31, Številka:
1
Journal Article
Recenzirano
Odprti dostop
After the 2018 elections, the Hungarian Government approved the Vocational Training 4.0 concept, which has formed the basis for legislative changes. In this study, we analyse the Hungarian vocational ...education policy for the 2018–2022 government cycle. The concept seeks to respond to the challenges of the fourth industrial revolution, but experience shows that this approach is being overshadowed. It continues to focus on the number of students in upper secondary vocational education. Progress is being made on the structure of professions and on education for disadvantaged people, but their effectiveness is not yet visible. The study concludes that education policy focuses mainly on the short-term needs of the economy but does not take into account the needs of the wider society.
In our research, we examined the data of students studying in non-baccalaureate vocational schools the National Assessment of Basic Competencies in 2017 and 2019 (Nmathematics: 11 776; Nreading: 11 ...582). In terms of the effectiveness of the school, one of the most important factors is the kind of work the teacher does, and it is also extremely important how constant the teaching staff is in a school, in other words, how much the teacher fluctuates. Our results did not fully confirm this, as we experienced higher efficiency in the case of higher teacher turnover. At the same time, there are results that support the results of previous research: a higher proportion of beginning, out-of-school and out-of-school teachers is associated with lower student achievement, but this can only be said in relation to the mathematics skill area. In the field of reading comprehension, the opposite trend prevails.
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