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Completed project · 2015–2016
Vocational Trainer@Skills Development Phase II
(Extension of the BP@Kom II project) The ‘Berufspädagoge@Kompentenzerweiterung’ project focuses on the development, piloting and long-term establishment of the part-time Bachelor’s degree programme in ‘Vocational Education and Training’. It is based on a ‘triple-track approach’ aimed at the professionalisation of vocational trainers (IHK), trainers and further education providers, as well as other vocational target groups (e.g. technicians and master craftsmen).
Objective
Based on the feasibility study carried out in 2010 (see Synthesis Report, 2011), a concept for implementing the tripartite professional development of vocational training staff was developed and presented. This concept aims not only to facilitate in-service professional development but also to ensure permeability between continuing vocational training and higher education. The project objectives are to be achieved, amongst other things, through the conceptual, didactic and organisational integration of the three learning environments (university, continuing education providers and the workplace). The modular, part-time degree programme is designed to lead to a dual qualification: the title of ‘Certified Vocational Educator’ and a recognised higher education degree. The key step is to implement a three-stage degree programme concept that, following the award of a university Bachelor’s degree, enables progression to a Master of Education, thereby fulfilling the requirements for entry into a teaching traineeship for vocational schools. To this end, the necessary conditions must be established during the preparatory and pilot phase.
Key research areas/research questions
Based on the results of a ‘needs and feasibility study’ conducted in 2010 at the Bremen/Oldenburg, Rostock, Trier and Schwäbisch Gmünd, a qualification and competence profile was developed which forms the basis for the curriculum and the structure of the programme to be developed.
The triale study programme is to be implemented taking into account its objectives, the target groups (IHK vocational trainers, instructors, technicians, master craftsmen, technical business administrators) and the specific conditions in the Bremen/Lower Saxony region. The development and implementation of the triadic model and the qualifications to be awarded, the integrated curriculum, the structure of the programme and the integration of the three learning environments (university, continuing education providers and the workplace) form the core of the project. The research will examine which approaches and which design of the learning processes ensure a high academic standard of learning outcomes. The findings will have a significant influence on the design of the degree programme.
Methods
The BP@KOM project is characterised by the implementation of innovative elements designed to improve permeability between vocational and higher education. The first of these is the curricular integration of three learning environments (university, training providers, workplace) within the study model. The second innovative element designed to promote permeability is the implementation of a standardised credit transfer procedure for learning outcomes from vocational education (Master Craftsman’s Certificate, Technician’s Certificate, IHK Vocational Teacher Qualification) towards the target degree programme. In practical terms, this means that, as part of the project, equivalence comparisons are carried out using the Learning Outcome Matrix (LOM) and the Module Level Indicator (MLI). The purpose of these is to assess the content of vocational and higher education learning outcomes and to determine their level on the basis of the eight-level European Qualifications Framework (EQF). The comparison is made between vocational further education programmes (vocational trainer, technician, master craftsman) and the part-time degree programme in ‘Vocational Education and Training’. This approach is intended to enable a transparent description and assessment of learning outcomes using a valid reference framework, with the EQF levels serving as a quality benchmark. The equivalence comparisons are intended to identify potential for the recognition of credits from these further training programmes towards the target degree programme ‘Vocational Education and Training’, which should contribute both to shortening the duration of study and to the mutual alignment of vocational and higher education programmes.