education for modern structures of production and service Didactic - - PowerPoint PPT Presentation

• Dr. Steffen Kersten

Design of demand-oriented vocational education for modern structures of production and service

Fakultät Erziehungswissenschaften, Institut für Berufspädagogik und Berufliche Didaktiken

Didactic of Vocational Education and Training

Folie 2

• “[imparting] employability, which combines technical expertise with the

general capabilities of human and social nature

• [developing] professional flexibility to cope with changing requirements

in work and society, including the perspective of Europe’s coalescence

• [awaking] readiness for vocational further and continuing education
• [assisting] the ability and willingness for responsible action in the

individual life and in public life” (Standing Staff of Conference of the Ministries of Culture Affairs: General Agreement on Vocational Schools. 1991)

Aims of vocational education:

Influ luence ence factor tors of

• f vocationa

cational educ ucation ion

Folie 3

econ

• nomy
• my

science ience soc

• cie

iety ty le learn rner er

structures in production and service matters of research and research methods in engineering sciences idea of man in society individuals with needs vocational work demands on labour development of techniques and technology cognitions of psychology

demands on vocational education relating to objectives and organization

social needs and social values

对职业教育产生影响的各种因素 职业 工程科学 社会和教育政策 教育学 教师该职业是 社会生产和 服务结构中的 重要组成部分 工程科学的发展 及其对技术、工艺 的影响 社会规范和 道德价值标准 社会化过程 学校法、学校规章制度、 教学大纲、教学计划 教学法原理 教学方法的发展更新 媒体教学技术的变革

Folie 4

Ques estions ions about

• ut econom
• nomy as

as in influ luence nce factor tor of

• f voc
• cat

ationa ional educ ucat ation ion

Folie 5

What fields of professional activities are in demand from the current production and service structures and how this demand will develop in future? relation to labour market

• development of various sectors in production and services
• development of the technological structure and organization of labour
• demand for skilled labour on labour market

What is the character of work in the respective areas of professional activity and what requirements result out of it on the employees? relation to requirements of work

• work activities within the respective professional fields
• necessary personality dispositions for the execution of the work activities
• qualifications with relation to the professional activities
• qualifications which are independent of the work processes

De Develop lopme ment nt of

• f product

ction ion structu ructure res

1800 2000 1950 1900 1850 manufactory production Taylorism Neo-Taylorism Fordism Toyotism lean management

Folie 6

The long waves in the economy and its basic innovations (Nefiodow 1999, p.3)

steam engine cotton wool steel railway electrical engineering chemistry petrochemistry automobile information technology

Folie 7

Indust ustrie rie 4.0

Taylorism rism

Frederick Winslow Taylor (1856 – 1915)

"Taylor dissected the work as a pathologist, disassembled them in motion, into smaller and smaller units, measured in time and space, newly added them together, separated them in correct and incorrect working methods, and gave them eventually its direction: higher production, lower costs, higher profit, higher pay."

(Dettmer, M.: The modern factory.) In: Der Spiegel 26/1999)

Core programe-led transformation of industrial production and work processes according to Taylor

• Analysis of the existing worker process through time with

the stopwatch

• Decomposition thereof in individual handle items
• New combination of the action elements in terms of the
• ptimization of the work process

(avoiding idle times and unnecessary steps, etc.)

(cf. Taylor, f.w.: The principles of scientific management.) (Weinheim & Basel 1977)

Folie 9

Taylo ylori rism sm – Scient ientific ific Managem nagemen ent

• Dr. Steffen Kersten

„Modern Times“

Comparison Manufactory Production - Taylorism

Aspect Manufactrory Production Taylorism Level of automation low increasing Complexity of the tasks high very low Level of freedom in action high very low Character of the work qualified craft activity simple tasks Customer

• rientation

high low Efficiency low high Qualification of worker high low

Folie 12

"The problem is the thoughtless link of the worker to the machine, because he watches the work meaningless." "In Japan, the goal is to utilize the people, not like you the machines.”

(K. Sekine, co-inventor of the Toyota production system)

Toyotism – Lean management

Folie 13

Consequences:

• Flattening of hierarchies in the company
• flexible production with short development times
• smaller amount of personnel
• lower capital investment
• low stock
• Qualification and motivation of individuals gaining significantly

Toyotism – Lean management

Folie 14

Requirements on the workers/impact on vocational education and training Lean management Scientific management (Taylorism) Holistic approach of thinking and acting Problemloesevermoegen Social skills Responsible for production Self-organization of work Learning opportunities in the workplace Equivalence of professional qualifications Trend of allocation of tasks according to performance ability Work items for professional qualifications (service

• utline)

Meeting new needs Flexibility of staff Flexibility of management and technology

Folie 15

Folie 16

• Process-chain-oriented company organization instead of functional

hierarchies

• Customer-orientation instead of product-orientation
• Responsibility for the project/venture and budget instead of

hierarchically structured task management

• Working in teams or groups instead of working alone
• Complete operations instead of individual/single acts
• Self-regulation instead of standardized input/guidelines
• Involvement instead of heteronomy
• Continuous improvement instead of hope for innovation.

(cp. Frieling (1993): Das lernende Unternehmen, p.32)

FRIELING: components of modern production structures which are relevant for vocational education:

Folie 17

现代化生产结构的特征

• 以过程为导向的组织取代了功能等级制
• 以客户需求为导向取代了以产品为导向
• 项目和预算负责制取代了等级结构性的任务管理方式
• 团队或小组工作取代了单个个体作业
• 完整的行为取代了单一的工作
• 自我控制和管理取代了接受标准化指令
• 参与取代了依赖
• 持续性改善和优化取代了等待改革和创新

(cp. Frieling, Ekkehart: Das lernende Unternehmen.- Hochheim 1993 , p. 32)

0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50% Performance, Motivation Ability for teamwork, Communication Experiences, Professionalism Cognitive abilities, Problem-solving Participation Customer orientation, Service orientation Innovation, Learning Entrepreneurship Personality

Source: Federal Institute for Vocational Training in Germany, 2001

Required Qualifications of Staff to be recruited

Folie 18

Education in Germany

Bundeszentrale für politische Bildung 2014

Criteria for teachers in vocational education under the aspect of structures of production and service

The design of teaching and learning processes in a demand-oriented vocational education requires teachers who have extensive experience in professional practice. This includes:

• Knowledge of current developments of the structures of production and

service

• Knowledge about the nature of professional work in their respective

professional fields

• Experience in dealing with the respective production facilities
• Experience in planning, execution and monitoring of professional work

activities

• Ability to design work process related teaching and learning
• Mastery of methods to develop key qualifications

Folie 20

Ques estions ions about

• ut science

ience as as in influ luence nce factor

• r of
• f

voc

• cat

ational ional education ucation

Folie 21

System of scientific statements of engineering sciences with professional relation (Theories, laws, hypotheses ...) Which subject-matters of engineering sciences are useful as appropriate matters of acquisition for the respective professions?  relation to subject-matters of engineering sciences

subject-matters of engineering sciences professional aktivities didactical simplification matters of acquisition

System of professional scientific act regulatives (Principles, methods, rules, procedures) System of professional scientific act standards (Directives, standards)

Criteria for teachers in vocational education under the aspect of engineering sciences

The design of teaching and learning processes in a demand-oriented vocational education requires teachers who have:

• comprehensive knowledge of engineering sciences (in relation to the

professional field)

• Insight into the importance of subject-matters of engineering sciences for the

professional activities

• Competence in suitable didactic simplification of scientific subject-matters

Folie 22

Folie 23

Ques estions ions about

• ut socie

ciety ty as as in influ luence nce fact ctor

• r of
• f

voc

• cat

ational ional education ucation

idea of man in the society ety Responsible

• nsible (matu

mature) re) citize izens

• general capabilities of human and social nature
• autonomy in activity
• responsibility in the individual life and in public life
• participation in democratic processes
• autonomous lifelong learning

Which personality traits should have an ideal personality for the society? Socialization mission of vocational education

Criteria for teachers in vocational education under the aspect of society

The design of teaching and learning processes in a demand-oriented vocational education requires teachers who have:

• Awareness of the connection between professional education and

socialization

• Knowledge about the relationship of school and professional socialization
• Ability to design target-oriented socialization processes

Folie 24

What individual personality characteristics of learners are to taken into account in the planning of learning processes in vocational education?

Folie 25

Ques estions ions about

• ut le

learn rning ing in indiv ividu idual al as as in influ luence nce factor tor of

• f voc
• cat

ation ional al education ucation

• pre-conditions of the learners
• age-specific psychological characteristics
• individual values, norms, attitudes
• needs of learners

Impli licatio cations for criteri teria of

• f teache

hers rs of

• f vocational

tional education ation

• Ability to psychological performance and personality diagnostics
• Ability for individual support and advice to students

Folie 26

Assu sumpt ptions ions of

• f Act Theory

eory

• activity is a necessary condition to personality development
• activity has to be
• cognizant
• goal-oriented

 term: act

• individual needs are necessary conditions for acting

motive ive for act

• acts takes place in 3 fields of personality
• cognitive field
• affective/emotional- volitional field
• psychomotor field

 holistic istic act

• the basic structure of human acts has the follow components
• orientation
• accomplishment
• evaluation

 compl plet ete e act

行动是个性发展的基础

发展心理学和工作心理学的一些观点

• 通过有意识、有目的的行动可以促进个性的发展。
• 动机驱动行动。
• 行动是认知、肢体运动和情感三个层面的综合。
• 完整的行动 (定向、实施、检测) 促进个性的发展。

teacher learner learner Object of acquisition teach learn

Ba Basic sic did idact actic ic relationships lationships

Hortsch, H.: Didaktik der Berufsbildung Merkblätter zur Vorlesung Dresden 1994

• bject
• bject

subject subject

教师 学生 学生 教学材料 教学 学习

教学论的基本关系

Hortsch, H.: 职业教育培训的教学论 Merkblätter zur Vorlesung Dresden 1994

Folie 30

State of the Learner at the Point t0 can be characterised by his/her

• Dispositions of

Knowledge, Skills, Demands and Will

• Other internal conditions
• f the individual

State of the Learner at the Point t1 can be characterised by the changed

• Dispositions of

Knowledge, Skills, Demands and Will

• Other internal conditions
• f the individual

Learning Act Compensation Act The Lecturer INITIATES by

• rientating, regulating and evaluating

External Conditions

Sim Simplifie lified d Model del of Ed Educa cation ion

Hortsch, H.: Didaktik der Berufsbildung Merkblätter zur Vorlesung Dresden 1994

• Dr. Steffen Kersten

Fakultät Erziehungswissenschaften, Institut für Berufspädagogik und Berufliche Didaktiken

Beijing, March 2019

Thank you for your attention