Documents
Resources
Learning Center
Upload
Plans & pricing Sign in
Sign Out

edinburgh

VIEWS: 6 PAGES: 5

									                                                                               1




Proposal for a paper (individual paper session, network: VETNET):



  Intentions and Effects of the German Pilot Project Programme "New Learning
               Concepts Within Dual Vocational Education and Training"

PD Dr. Martin Fischer, Ludger Deitmer, Prof. Dr. Peter Gerds
Institut Technik und Bildung (ITB), University of Bremen, Wilhelm-Herbst-Str. 7,
28359 Bremen, Germany
Phone: ++49-421-218-4644, Fax: ++49-421-218-4637, E-mail: mfischer@uni-
bremen.de, http://www.itb.uni-bremen.de/projekte/blk/programmtraeger.htm
                                                                                        2



                                Abstract (150 words):


Martin Fischer, Ludger Deitmer & Peter Gerds


    Intentions and Effects of the German Pilot Project Programme "New Learning
                 Concepts Within Dual Vocational Education and Training"

In 1998 it was decided in Germany to achieve a new structure for pilot projects in
vocational schools. Pilot projects are clustered now in the form of programmes and the
Institut Technik & Bildung (ITB) was installed as administrator for the first programme.
It was called "New learning concepts within dual vocational education and training". 21
projetcs are part of this programme which is funded with ca. 14 million Euro.
From a scientific point of view it is interesting to focus on the relations between the
intentions for the new programme and the first effects which can be observed now. Five
issues will be matter of discussion:
    Extension and transfer of the knowledge base within vocational education and
     training
    Expanded review procedures for project proposals
    Programme evaluation as an instrument for VET-research
    Research promotion and research planning as tasks of the programme administrator
    The programme administrator as promotor and object of a changing VET-policy
                                                                                          3



                                 Abstract (600 words):


Martin Fischer, Ludger Deitmer & Peter Gerds


    Intentions and Effects of the German Pilot Project Programme "New Learning
                 Concepts Within Dual Vocational Education and Training"

In 1998 it was decided in Germany to achieve a new structure for pilot projects
(Modellversuche) in vocational schools. Pilot projects are clustered now in the form of
programmes and the Institut Technik & Bildung (ITB) was installed as administrator for
the first programme. It was called "New learning concepts within dual vocational
education and training". 21 projects are part of this programme which is funded with ca.
14 million Euro.
From a scientific point of view it is interesting to focus on the relations between the
intentions for the new programme and the first effects which can be observed now.

1          Extension and transfer of the knowledge base within vocational education
           and training

Due to a survey between a large number of German experts of vocational education and
training (VET) it came out that a clear understanding of what has been worked out in
German pilot projects since 1971 does not exist: Which approaches turned out to be
useful, which do not, which results could be perpetuated in schools and for which
reasons?

Therefore it is an important task of the programme administrator to improve
transparency with regard to innovative project results, actually looking after a
professionalisation of VET research. A fund of results and insights shall be made
available for vocational schools which can be used for innovation.



2          Expanded review procedures for project proposals

A new review procedure for project proposals was installed by the programme
administrator in order to relate projects to the state of the art. Such a procedure could be
carried out twice with the help of external scientists and practitioners. Standardized
instruments for reviewing were developed by the programme administrator. Through the
use of these instruments and through consultant services during the the overall
                                                                                           4



procedure the quality of proposals could be remarkably improved. Furthermore, projects
could be brought into the status of comparability - similar as well as complementary
approaches could be identified. However, a discrepany between the "lyrics" of proposals
and the project reality had to notified sometimes.


3        Programme evaluation as an instrument for VET-research

Apart from the traditional form of project evaluation (carried out by scientific partners
of pilot projects) a new form of evaluation was developed and taken into practice:
programme evaluation carried out by the programme administrator. This form of
evaluation has the objective to analyse the contributions of the projects with respect to
targets and questions of the programme, to feed back (intermediate) results to the
projects and to facilitate the achievement of the overall aims of the programme.

A dialogue-oriented form of programme evaluation was created. Intentions and effects
will be described in more detail.


4        Research promotion and research planning as tasks of the programme
         administrator

With the help of review procedures all targets and research questions of the programme
could be focussed on. However, it was intended to plan research and development
activities within the programme dependent on intermediate results of the projects
already funded. This was almost impossible as all projects started within the first 1,5
years of the programme duration.

Apart from "normal" pilot projects the programme administrator is able to define and to
fund specific research projects. These research projects work on problems that cannot be
solved by the pilot projects alone. So, in comparison to former times, the research
orientation and scientific quality in the programme could be strengthened in general. On
the other hand finances for the evaluation of the individual projects have been reduced.



5        The programme administrator as promotor and object of a changing
         VET-policy

Pilot projects in vocational schools have been part of VET-innovation in Germany for a
long time. The new orientation towards pilot projects and the installation of a scientific
                                                                                         5



institution as programme administrator is based on the perception that innovation can be
reached by a bureaucratic way of acting only to a limited extent.

However, scientific institutions as programme administrators are acting in a field of
contradictions. On one hand they are promotors of a changing VET-policy. They are
setting new standards concerning funding, carrying-out and accompanying pilot
projects. These standards will most likely also change the landscape of VET-research in
Germany.

On the other hand programme administrators are also objects of a changing VET policy.
In the first place they are concerned with the discrepancies between traditional structures
of project funding and related interests on one hand and innovative intentions of the
programms and related tasks on the other hand. These discrepancies will be analysed in
more detail as this is something that can be expected from a scientific institution
working as a programme administrator: not only to execute contradictions but to make
them transparent, reflect them and feed them them into the scientific discourse.

On the other hand programme administrators are also objects of a changing VET policy.
In the first place they are concerned with the discrepancies between traditional structures
of project funding and related interests on one hand and innovative intentions of the
programms and related tasks on the other hand. These discrepancies will be analysed in
more detail as this is something that can be expected from a scientific institution
working as a programme administrator: not only to execute contradictions but to make
them transparent, reflect them and feed them them into the scientific discourse.

								
To top