Quality of school based vocational assessments - Aspects from a German perspective

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1 Quality of school based vocational s - Aspects from a German perspective Prof. Dr. Bernadette Dilger, IWP, University of St. Gallen, Switzerland

2 Agenda: Quality of school based vocational Aspects form the German perspective starting point: three different approaches in initial vocational training for school based vocational in Germany problematic aspects: three aspects to discuss in regard to quality of school based vocational s quality assurance and quality development measures 2

Three different approaches of school based vocational s in Germany School based vocational within the dual system 1.

the external final examination 2. decentralized (each school develops own s) 3.

school based vocational determines the final qualification 2. decentralized (each school develops own s) 3.

3 Three different approaches of school based vocational s in Germany School based vocational within the dual system 1. school based vocational s without formal relevance for the final examination / qualification school based vocational s is seen as preparations for the external final examination 2. decentralized (each school develops own s) 3. emphasis on curricular validity and on fit to final vocational examination in fully school based vocational trainings 1. school based vocational determines the final qualification 2. decentralized (each school develops own s) 3. emphasis on curricular validity and on fit to next level educational programs in double degrees VET with university entrance qualification 1. joint degree with vocational and general education 2. centralized (in most of the Laender in Germany) 3. emphasis on curricular validity and orientation on subject standards 3

4 problematic aspect I: emphasis on curricular validity is in need of curricula with strong links to vocational practice; curricula are developed prior within the school system only formal vocational education in schools application in companies conditions / curricula vocational learning process learning output learning outcome further development curricular validity external validity prognostic validity 4

5 problematic aspect II: different approaches to design subject Fach subject Cross curricular competence subject... generalization application single disciplinary problems school based vocational test of analytical differentiated elements of vocational competence problems within companies companies test of holistic vocational competence 5

6 problematic aspect III: different reference points - emphasis on oral and written formats - More reference to subjects than to work processes - Single discipline perspective, since teachers develop the designs in the decentralized forms - legal coverage is an important aspect and determines design especially in the centralized forms - test economy aspects are important - limitations in context conditions e.g. tools used, software programs - minimum of one year practical experience within companies is a weak link to vocational practice - training in design is not sufficient in the teacher education 6

7 Quality assurance and quality development measures - strengthening the link from learning goals to, - trend to interdisciplinary s - strengthening the orientation on work processes school based designs school based conditions - improving competence orientation in the fully school based VET training curricula - implementation of training companies in fully school based VET training and s within the training companies - partially collaborative VET s between schools and companies VET-Teacher education - relevance of design as important point of teacher profession is improved - implementing standards of (VET) teacher education, and design is part of it 7

8 Thank you for your attention and I hope you have a fruitful discussion Prof. Dr. Bernadette Dilger IWP, University of St. Gallen Switzerland Contact: bernadette.dilger@unisg.ch

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