Predicting the Future Competence Needs in Working Life: Didactical Implications for VET

Abstract

Context: Two major challenges in professional and vocational education (VET) are low levels of relevance and coherence between the content of the educational program and developing competence in working life. This article is based on an action research project, conducted as a series of experiments at vocational upper secondary schools and during the basic course for postgraduate certificate teaching in professional education for professional educators in Norway. It was carried out with a focus on job-related professional education to meet these challenges. The project is based on a pragmatic theoretical perspective in professional didactical teaching.Methods: The action research included experiments, observations, evaluations, qualitative questionnaires and interviews.Findings: The results show empirical examples of didactical principles in job-related professional education; the core of these being the analysis of work tasks and work practice as a basis for curricula analysis and planning of teaching and assessing. This includes job-related planning of content, teaching and assessment according to comprehensive professional competence. The results also show challenges linked to job-related professional education.Conclusions: The overall results show a need for the development of professional didactical teaching competencies that focus on job-related professional education, to meet the future needs for competence in work life.

Analysis of the Impact Assessment Approaches of Vocational Education and Training Results in European Union Member States

“…Tiek uzskatīts (Hrmo, Miština, & Krištofiaková, 2016), ka profesionālās izglītības un apmācības galvenais izaicinājums ir apmierināt indivīdu un darba tirgus mainīgās prasmju vajadzības saskaņā ar mūžizglītības principiem. Citu profesionālās izglītības analītiķu skatījums (Sylte, 2020) norāda, ka profesionālajā izglītībā pastāv divas galvenās problēmaszems atbilstības un saskaņotības līmenis starp izglītības programmas saturu un kompetenču attīstīšanu darba dzīvē, ar kompetenci šai gadījumā izprotot attiecīgās zināšanas un prasmes, kā arī spēju tās pielietot jeb profesionālo attieksmi. Lai risinātu būtiskās problēmas, ar kurām šodien saskaras darba tirgus, ES dalībvalstu valdībām ir jāīsteno holistiska pieeja, izveidojot sasaisti starp izglītības iestādēm un pieprasītajām prasmēm, darbiniekiem un darba devējiem un rosinot sadarbību ar nodarbinātības aģentūrām attiecīgās valsts un lokālā līmenī.…”

Språkkompetanse hos voksne innvandrere i helsefagarbeiderutdanningen

“…Forskning på yrkesfaglig utdanning har påvist utfordringer med relevans, helhet og sammenheng i skoledelen av opplaeringsløpet (Bødtker-Lund et al, 2017;Hiim, 2020;Sylte, 2020). Yrkesretting og yrkesrelevans i opplaeringen har stor betydning for elevenes motivasjon og opplevelse av mening (Bødtker-Lund et al, 2017;Dahlback et al, 2017).…”

“…Yrkesretting og yrkesrelevans i opplaeringen har stor betydning for elevenes motivasjon og opplevelse av mening (Bødtker-Lund et al, 2017;Dahlback et al, 2017). Skoledelen av opplaeringen har blitt kritisert for å vaere for teoribasert, og at den i for liten grad møter arbeidslivets kompetansebehov, noe laereplanverket Kunnskapsløftet 2006 har forsøkt å adressere (Hiim, 2020;Sylte, 2020). Blant intensjonene i fagfornyelsen med det nye laereplanverket Kunnskapsløftet 2020 er tilrettelegging for bedre sammenheng og relevans samt forberede den enkelte på et framtidig yrkesliv (Kunnskapsdepartementet, 2017;Meld.…”

“…Innenfor et pragmatisk perspektiv, som hos Dreyfus og Dreyfus og Schön, vil yrkesfaglig kunnskap ses på som helhetlig og kontekstuell, og bestå av fysiske og motoriske ferdigheter, intellektuell forståelse, følelser, verdier og verbaliserte begreper (Hiim, 2017;Sylte, 2020). Hiim (2017) argumenterer for at relevansproblemet i yrkesfag har å gjøre med et ensidig rasjonalistisk perspektiv i laereplanene.…”

Explanation of Potentials and Missing Initiatives in Palestinian Vocational and Technical Education Contents, Structure and Training

“…Work-life is growingly transforming and advancing beyond most existing formal institutional contents, structure, curriculum, focus and setting. Apart from VTE training, the contemporary educational setting is expected to concentrate on producing students possessing innovative skills, creative skills, problemsolving skills, critical thinking skills, developmental skills and managerial skills beyond academic scholars and experts(Sylte, 2020).…”