Evaluating the Situation and Qualification of Trainers in Enterprises — A European Perspective«
Evaluate Europe Handbook Series, Volume 5
This fifth volume of the »Evaluate Europe Handbook Series« focuses on the situation and qualification of trainers in enterprises in a European perspective. Trainers in companies are responsible for the training of staff, apprentices, novices and others at work. Thereby, they are a catalyst and function as enablers in many different ways. They also give volunteers the chance and structure to learn and grow within a particular professional context. Through their expertise and commitment learning and work become integrated rather than being seen as contradictory. Furthermore, trainers may be able to prevent exploitation at the workplace. For their mentees, they are a key point of reference, not only in terms of passing on personal guidance. They also demonstrate that vocational learning is not a ‘mystery’ or secret activity, but can be learned systematically.
This publication shall help to better understand the situation of trainers in Europe. Ultimately, it seeks to also make a contribution towards identifying what is needed to make informal learning outside of schools and universities, but also in the context of professional careers, more effective.
Simone R. Haasler & Roland Tutschner
Evaluating the Situation and Qualification of Trainers in Enterprises – A European Perspective
Evaluate Europe Handbook Series Volume 5
ISSN 1861-6828, Bremen, 2011
You can also order a printed version against a small contribution towards expenses
(3.50 €) by sending an email order to Ms. Rita Quittenden: quitten(ät)uni-bremen.de.
Standardisation in TVET Teacher Education
This publication has emerged from the "First World Congress on Teacher Education for Technical and Vocational Education and Training (TVET)" which was dedicated to the theme "Shaping TVET-Teacher Education for the Changing World of Work" and which took place from July 21st to July 23rd, 2008 at Universitas Pendidikan Indonesia in Bandung, West Java. Organised in close cooperation between the Ministry of National Education of the Republic of Indonesia and the European Union Asia-Link Programme co-funded TT-TVET project partners, this congress had two foci: First to discuss at an international level what the essentials of TVET teacher education are in times, where more and more countries "rediscover" technical and vocational education and training as an important factor of national development and international cooperation, and second to tackle at the Indonesian, national level a fraction of the development challenges which are related to the recent teachers law and the expressed goal to enhance drastically the volume and the quality of Indonesian TVET in the coming years.
Joachim Dittrich/Jailani Md Yunos/Georg Spöttl/Masriam Bukit (eds.)
Standardisation in TVET Teacher Education
Peter Lang: Frankfurt am Main, Berlin, Bern, Bruxelles, New York, Oxford, Wien, 2009.
200 p., with tables and graphics
Berufliche Bildung in Forschung, Schule und Arbeitswelt.
Published by Georg Spöttl und Falk Howe. Vol. 4
ISBN 978-3-631-58636-5 · hardback. € 34.80
"Re-Engineering" Dual Training — The Malaysian Experience
Gert Loose/Georg Spöttl/Yusoff Md. Sahir (eds.)
“Re-Engineering” Dual Training – The Malaysian Experience
Frankfurt/Main, Berlin, Bern, Bruxelles, New York, Oxford, Vienna, 2008. 181 pp., num., tab. and graph. Vocational Education and Training: Research and Practice. Edited by Georg Spöttl and Falk Howe. Vol. 1, ISBN 978-3-631-57722-6 · pb. € 34.80*/US-$ 50.95/ £ 24.40
"Re-Engineering" Dual Training – The Malaysian Experience shows how a new industrial country is successfully pursuing the aim to ensure the extremely swift increase of economic development by initiatives and concepts for the qualification of skilled workers.
This publication reflects the analysis of best practice in training which centers around the workplace in lead countries as well as the philosophy, policies and procedures of the emerging Malaysian National Dual System. Excellence in high-tech work must be based on excellence in training. Training based on targeting specific competencies was seen as a way to achieve this excellence. However, this apparently logical approach, which seemed to make it the panacea for meeting today's pressing high-tech training needs, has failed to keep its promise. Yet, its undisputable contribution to the development of highly effective training has been to create awareness that the necessary accountability of training can only be secured through the definition of occupational standards. However, when they only reflect the immediate work which has to be carried out at the workplace, occupational standards seemingly fall short. The rapidly changing context of work also needs to be reflected, and therefore a new focus on the workprocess is needed to guide the necessary reorientation in training.