a Methodology for piloting the CPD system for IVET professionals EQSP I Lot 2 Workshop for TVET schools directors and methodologists from the Inset TTC Galia Bozhanova Team Leader and TVET Policy expert ID: 811963
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Slide1
Consultative workshop on the implementation of a Methodology for piloting the CPD system for IVET professionals EQSP I – Lot 2 Workshop for TVET schools’ directors and methodologists from the In-set TTC Galia Bozhanova, Team Leader and TVET Policy expert
17
– 18
July 2019 – Dushanbe, Hilton
Slide2EQSP I - Lot 2Technical assistance to the Ministry of Labour, Migration and Employment of Population in the area of in-service teacher training for the initial technical, vocational education and training system
Slide3To contribute to the development of a modern education system, able to prepare informed and qualified citizens who are ready for the "world of work" and who can contribute to greater political stability, economic prosperity and social well-being in TajikistanTo support the development of a modern and viable TVET teachers of practical subjects’ Continuous Professional Development (CPD) system, better responding to teachers’ needs and built on successful national and regional experiencesOverall objective Purpose
Slide4Workshop for IVET schools’ directors and methodologistsfrom the In-set TTC R2: Teachers’ Competency Framework and Staff Appraisal System for initial VET teaching and managerial staffProject is funded by the European Union
Slide5Competence Ability to apply knowledge, know-how and skills in an habitual or changing work situationSource: Cedefop, 2002Workshop for IVET schools’ directors and methodologistsfrom the In-set TTC Project
is funded by the European Union
Slide6Competence Competence is not limited to cognitive elements (involving the use of theory, concepts or tacit knowledge); it also encompasses functional aspects (involving technical skills) as well as interpersonal attributes (e.g. social or organizational
skills) and ethical values. (
CEDEFOP
2011).
Source:
Glossary of Curriculum. Terminology. International Bureau of Education, UNESCO-IBE 2013
Workshop for
I
VET schools’ directors
and
methodologists
from
the In-set TTC
Project
is funded by the European Union
Slide7…………….
Definitions
Competency
Competency framework
Project
is funded by the European Union
Slide8Competency Competency
Related
KNOWLEDGE
relates to information,
cognitive domain
ATTRIIBUTES
relates to
qualitative aspects,
characteristics or traits
of
the competency
SET OF SKILLS
relates
to the
ability to do,
physical
domain
Perform tasks or
activities
JOB
Source: UNIDO
A set of
skills, related knowledge and
attributes
that
allow
an
individual
to perform a task oran activity within aspecific functionor job
Slide9Competency Competencies are a person’s capabilities in a form of knowledge + skill + attitude, which get reflected through a person’s behavior in the forms of actions + thoughts + feelings, and finally manifests itself in outputs which are products and services
Result
Slide10Competency framework
Interpersonal
Achieving
Results
Strategic
Source:
OECD
Slide11Developing CF In-depth understanding of the roles in sector - define the set of competencies per individual roleUse a pre-set list of common, standard competencies, and then customize it to the specific needs Use outside consultants to develop the framework Create a general organizational/sectoral framework
Project
is funded by the European Union
Slide12Developing CF Roles in the VET sector Teachers VET Trainers/Masters practical trainingTutors/mentors - OJTTraining managers
Directors
Project
is funded by the European Union
Slide13Developing CF Use a pre-set list of common competencies (1)Strategic dimension
Operational
dimension
Source: CEDEFOP, Common
CF for
VET professions, Activity
areas of VET
professionals
the competences
of
VET professions
Project
is funded by the European Union
Slide14Developing CF Use a pre-set list of common competencies (2)VET teachers:New roles
&
competence requirements
Working context of VET teachers
Slide15Developing CF VET Teachers – all clusters Project is funded by the European Union
Slide16Developing CF VET Teachers – cluster “Training” Project is funded by the European Union
Slide17Developing CFA new set of TT Professional standards (EduTF) Professional knowledgeand understandingSource: Education and Training Foundation Project is funded by the European Union
Slide18Developing CFTT Professional standards – EduTF Project is funded by the European Union
Slide19Developing CFTT Professional standards – EduTF Project is funded by the European Union
Slide20Developing CFTT Professional standards – EduTF Project is funded by the European Union
Slide21Teachers Competence Framework A model of excellence define the knowledge, skills, and attributes needed for people within an organization or sector, which can be generically applied to a broad number of roles within the organisation or sector to perform the job effectivelyProject is funded by the European Union
Slide22Recruitment and selectionJob descriptions JDTraining needs analysis TNAAssessment of competenciesAnnual appraisal interviewsPerformance-linked promotion and salary increasesDesign of learning
programmes
Choice
of
training
services and consultancy
Internal
and external programmes of
accreditation
Use of CFs (fa)
Project
is funded by the European Union
Slide23Common ground between task-based frameworks and FA-based - ‘what must be done’?Analysis of knowledge requirementsRole of context in a CF - the ability to demonstrate Place - ‘aptitude’ or ‘capability’ as opposed to demonstrated competency through resultsRole of personal qualities and characteristics
R
ole
of
ethics
R
ole
of
cultural factors
- impact
on the assessment of
competence
I
mplications
of ‘levels’ of competenceUse of CFs (tb&fa)
Project
is funded by the European Union
Slide24R2: Staff Appraisal System for initial TVET teaching and managerial staffWorkshop for IVET schools’ directors and methodologistsfrom the In-set TTC Project is funded by the European Union
Slide25Appraisal is a formal two-way process between a manager and a member of his/her staff, which:Provides feedback on the employees recent performanceAllows time to discuss the job and its challengesAllows for the agreeing and setting of objectives for the coming period
Can
identify training and development
needs
The
outcomes are then recorded in a personal document and review dates set
Staff Appraisal System
Project
is funded by the European Union
Slide26Appraisal is a more formal way of providing feedbackOccurring a number of times a yearProvides an opportunity for a manager to learn about the career aspirations and plans of their team members
Allows
them to jointly understand the
appraisees
overall
performance
Should
include
:
personal
development
Teamwork
contribution to the organisation’s goals
Staff Appraisal System
Project
is funded by the European Union
Slide275 KEY AREAS TO CONSIDERAgree individuals' goalsEvaluate individual performanceGive feedback on performanceListen to issues raised by individualsIdentify areas where development is neededStaff Appraisal System
Project
is funded by the European Union
Slide28SASPerformance management
Training
&Development
Recruitment
&Selection
CF
CF
CF SAS CPD
Reward management
Career development
CPD
Project
is funded by the European Union
Slide29Teacher competence framework is one of a number of instruments that can be used to support teachers’ professional development, and to promote quality in educationProject is funded by the European Union
Slide30Developing TCFProject is funded by the European Union
Slide31The TCF Structure and DomainsProject is funded by the European Union
Slide32Continuous Professional Development (CPD) R2: Continuing Professional Development (CPD) systemProject is funded by the European Union
Slide33The key features of the CPD processa CPD needs to:be a documented processfocus on learning from experience
,
reflective
learning
and
review
help
a
person
set development goals
and objectivesinclude both
formal
and
informal
learning
Continuous
Professional Development
(
CPD
)
Project
is funded by the European Union
Slide34The key features of the CPD processWhat will it do for a teacher?A CPD may be a requirement of to be an employee in an educational institution (or to be a member of a professional body)It can help a teacher to reflect, review and document her/his learning/training and to develop and update her/his professional knowledge, skills and competencesContinuous Professional Development (CPD) Project is funded by the European Union
Slide35The key features of the CPD processIt is also very useful to:provides an overview of a teacher professional development to datereminds a teacher of her/his achievements and how far her/his progresseddirects a teacher career and helps her/his keep her/his eyes on her/his goalsuncovers gaps in a teacher skills and capabilitiesopens up
further
development
needs
provides examples and scenarios for a CV or interview
demonstrates a teacher professional standing to pupils/students and other clients (for instance employers)
helps a teacher with her/his career development or a possible career
change
Continuous
Professional Development
(
CPD
)
Project
is funded by the European Union
Slide36CPD PROCESS
Situation
analysis
TNA
Structure
TT Programmes
Priority
VET fields and specialties
TCF
INSET TT
Centers
BUILD
CPD System
for IVET professionals
Pilot
TT Programmes
SAS
Project
is funded by the European Union
Slide37Situation Analysis8 IVET fields are considered priorityVET Field
Frequency of provision of IVET qualifications within the IVET system
(narrow field)
Total number of teachers and masters employed
Rating
Technique and technology
103
494
1
Light industry
62
273
2
Road and railway transport
50
276
3
Agriculture
49
316
4
Power (electrical) mechanical engineering
45
194
5
Economy
41
208
6
Architecture and Construction
28
90
7
Tourism and service
15
71
8
Radiotechnics (Radio-engineering)
7
18
9
Mining Industry,
Oil&Gas
3
9
10
Telecommunications
1
4
11
Crafts
1
2
12
Project
is funded by the European Union
Slide38Situation Analysis18 IVET qualifications considered priority
№
Name of profession and specialties
VET qualifications
Code of profession
(National)
1
Accountant with computer knowledge
3-25 01 52,01
2
Gas-electro welder
3-36 01 51,03
3
Computer system and Internet technology
3-40 02 52,01
4
Turner
3-36 01 54
5
Assistant locomotive driver
3-37 02 53,01
6
Locksmith on car repair (Auto mechanic)
3-37 01 52,01
7
Electrician
(
for repair and maintenance of electrical equipment)
3-01 51,01
8
Seamstress
3-50 01 55
9
Weaver of cotton, hemp, woollen, and silk products
Machinist of drilling rigs - mining industry –
Oil
and Gas Driller
3-50 01 53.02
3-51 02 52
Project
is funded by the European Union
Slide39Situation Analysis18 IVET qualifications considered priority№Name of profession and specialtiesVET qualifications Code of profession(National)
10
Builder (installation of architectural elements)
3-19 01 51,01
11
Carving wood and wooden products
3-46 01 2,01
12
Carpenter-Builder
3-46 01 51
13
Carpenter
3-70 02 53.01
14
Plumber (Locksmith on the manufacture of parts and parts of sanitary
technical/sanitary
technician)
3-70 04 31,01
15
Tour-operator
3-89 03 04.02
16
Confectioner (Cook – pastry cook)
3-91 51 1
17
Farmer-entrepreneur
2-74 01 31
18
Tractor driver –Machinist Agricultural industry
3-37 01 52,02
Project
is funded by the European Union
Slide40Indicators Project is funded by the European Union
Slide41Selection of target groups Project is funded by the European Union
Slide42INSET TT Centers – IVET system
Plumber
Construction
Electrician
Cook –
pastry cook
Accountant
ICT
Touroperator
Welder
Turner
Cook – pastry
cook
Electrician
Automechanic
Farmer
Welder
Plumber
Construction
Automechanic
Farmer
Project
is funded by the European Union
Slide43Supply of Teaching equipment
Slide44Gas-electro welderTotal 255 T&M2 TTC10 master-trainersRIPO
selected
60 for TT
Slide45Locksmith on car repair (Automechanic)Total 184 T&M2 TTC10 master-trainersRIPO
selected
40 for TT
Slide46Electrician (for repair and maintenance of electrical equipment)Total 176 T&M2 TTC10 master-trainers
RIPO
selected
47 for TT
Slide47TurnerTotal 21 T&M1 TTCselected 21 for TT
Slide48Architecture and ConstructionTotal 58 T&M2 TTCselected 58 for TT
Slide49Farmer-entrepreneur 30 T&M2 TTCselected 30 for TT
Slide50Confectioner (Cook – pastry cook)Total 27 T&M2 TTCselected
27 for TT
Slide51Tractor driver –Machinist Total 249 T&M, 0 TTC10 master-trainers, RIPO selected 57 for TT
Slide52SeamstressTotal 241 T&M0 TTCselected
53 for TT
25 trained
Slide53Comments, discussion …Workshop for TVET schools’ directors and methodologistsProject is funded by the European Union
Slide54Consultative Workshop
17
– 18 July 2019
QESP I – Lot 2
Project
is funded by the European Union
Project
is funded by the European Union