Universitas Pendidikan Indonesia
Reformulation of Paradigms in
Vocational and Technical Education
Dr.-Ing. Joachim Dittrich
Universitas Pendidikan Indonesia, CIM Integrated Expert
Research Associate Institute Technology and Education, University of Bremen
Konvensi Nasional VI APTEKINDO
Makassar, 3.5. – 6.5.2012
Everybody knows
• The OECD Programme for International Student
Assessment (PISA)
– It aims to evaluate education systems worldwide by
testing the skills and knowledge of 15-year-old
students in participating countries/economies.
– The domains of reading, mathematical and scientific
literacy are covered not merely in terms of mastery of
the school curriculum, but in terms of important
knowledge and skills needed in adult life.
2
Who knows
• A similar approach for Vocational and Technical
Education
– which aims to evaluate vocational education systems,
– with reference to relevant occupational / professional
domains / occupations,
– and which can have a similar effect on quality
development?
3
There exists
• Competence Measurement in the electrotechnical occupations (COMET)
– developed and implemented by a German group of
actors around Prof. Felix Rauner,
– applied in Germany, China, and soon in South Africa,
– extended to other occupational fields
4
COMET
• Measures occupational competence by using
complex open test tasks, derived from the
world of work.
• Solutions are not right or wrong. The quality
of solutions varies according to criteria like
cost-effectiveness, creativity, etc.
• 8 criteria are used to assign the performance
when solving real-world occupational tasks to
competence levels.
5
Example of a test task
• Description
Photo of the
house with
garage
– Family Schulze wants to have erected in Mannheim, Germany a gridcoupled photovoltaic plant on the roof of their 1-family-house. To assure
the yields over several years, they intend to conclude a service contract.
– The plant should yield power between 5 kW and 10 kW.
– The available roof area measures 60 m2 and has an inclination of 35º
towards south.
– In the early morning small parts of the roof area are overshadowed by a
neighboring garage.
• Task
Ground plan
of the
premises
– Your task is to offer to the client an optimal solution.
– Please present your offer by drafting practice-relevant documents.
– If there are additional questions, e.g to the client, user, or workers form
other trades, please write them down as preparation for consultations.
– Please justify your proposal in a detailed and comprehensive manner.
Source: Rauner et al. (2008) 6
COMET Competence Model
Competence
Levels
Criteria
Holistic
Shaping
Competence
Ecological
Responsibility
Creativity of
the solution
Social
Responsibility
Processual
Competence
Efficiency /
Effectiveness
Use Value /
Sustainability
Orientation on
Work and Business Process
Functional
Competence
Functionality
Clearness /
Presentation
Source: Li Ji et al. (2011)
7
Summary
Vocational / occupational
competences are measured by
rating solutions to complex
occupational tasks
Teachers
become aware
of what and how
they have to
teach
The core
paradigm
for TVET
Students have to learn how to
solve complex occupational tasks
considering functionality, effectiveness,
efficiency, work and business processes,
ecological and social responsibility, etc.
8
Now, what about TVET teachers?
• Why not use the same principles?
– Have a look at the job profile
– Create a competence model
– Use complex professional tasks for teaching and
learning
– Create the respective competence assessment
scheme
The teachers competence model
Competence levels
Holistic
shaping
Processual
Functional
Education
programs
Nominal
Planning
Learning
environments
Instruction
Selecting means
and methods
Execution and
process control
Supervising
and assessing
School
development
Content
dimensions
All based on the
occupational aera
Dimensions of Action
(Phases of a complete work and learning activity)
Source: Rauner,unpublished
10
Some open questions
• What are the concrete criteria for the
competence levels
• How to develop test tasks
• How to integrate and how to weight
occupational competence
The major questions:
How would that affect
TVET teacher education programs?
Should APTEKINDO facilitate
the development of
TVET teacher education guidelines ?
Joachim Dittrich
Universitas Pendidikan Indonesia
dittrich@upi.edu
joachim.dittrich@cimonline.de
References
• Felix Rauner et al.: Messen beruflicher Kompetenzen Band II –
Ergebnisse Komet 2008. Lit-Verlag, Berlin 2009
• Felix Rauner et al.: Messen beruflicher Kompetenzen Band III – Drei
Jahre Komet Testerfahrung. Lit-Verlag, Berlin 2011
• Articles of Li Ji, Felix Rauner, Lars Heinemann, Andrea Maurer and
from Lars Heinemann, Felix Rauner in: Zhiqun Zhao, Felix Rauner:
Assuring the Acquisition of Expertise. Foreign Language Teaching
and Research Press, Beijing, 2011
14