Prof. Kestutis Pukelis, dr. Au

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Competence based VET teacher education
prerequisite for Quality Assurance

• Prof. Kestutis Pukelis, dr. Aušra Fokiene
• Vytautas Magnus University
• Centre for Quality of Studies
• 2008-02-27 Dublin

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Which concept of Quality should be basis for VET
teacher education?
Concepts of Quality depending on agreement what
is quality

• Quality as exception
• Quality as perfection
• Quality as zero defects
• Quality as fitness for purpose
• Quality as value for money
• Quality as transformation
• Quality as sucessful performance
• Quality as conformance to requirements or
  standards
• Quality as customer (stakeholder) satisfaction

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2 phases of Quality assurance

• Quality assessment gathering and analyzing
  information about study subject, study programme,
  institution, learner
• Quality improvement organizing and managing
  studies, aiming to reach the requirements of
  quality standards.

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Assurance the Quality of Studies
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• Measurable quality?

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Competence based education inevitable parts
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key concepts...

• Vocational teacher (pedagogical) qualification
  is the summation of subject and didactic
  qualifications.

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Structure of VET teacher (pedagogical)
qualification

• .

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FIRST STEP - Description of the tasks and roles
of VET teachers

• preparing and developing of teaching plans and
  vocational teaching programmes, preparation of
  study courses according to requirements
• delivering lectures and supervising students
  activities in the classroom
• preparation and marking of tasks and assignments
• running and supervising the practical learning of
  students
• preparation and organization of examinations
• preparation reports on students work and
  progress and discussing them with colleague
  teachers and social partners
• participation in school meetings and debates on
  teaching and organizational issues
• organizing and facilitating extracurricular
  activities of students
• individual teaching, fulfilling various tasks.
• e.g. according to 2002 Lithuanian Classifier of
  professions

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SECOND STEP Formulating competencies/learning
outcomes for fulfilling the roles of VET
teachers

• Competency is the capability to perform a
  certain part of activity (operation), basing on
  knowledge, abilities, skills and attitudes.
  Combination of certain competencies composes
  qualification. Competency is defined as the
  objective study result (learning outcome).
• !competency is measurable!

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Learning outcomes

• A statement of what a learner is expected to
  know, understand and/or be able to demonstrate at
  the end of a period of learning.
• Learning outcomes (are) statements of what a
  learner is expected to know, understand and/or be
  able to demonstrate after a completion of a
  process of learning.
• Statements of what a learner can be expected to
  know, understand and/or do as a result of a
  learning experience.
• Student learning outcomes are properly defined
  in terms of knowledge, skills, and abilities that
  a student has attained at the end (or as a
  result) of his or her engagement in a particular
  set of higher education experiences.
• Learning outcomes are statements that specify
  what a learner will know or be able to do as a
  result of a learning activity. Outcomes are
  usually expressed as knowledge, skills, or
  attitudes.

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Learning outcomes

• Learning outcomes (are) specific measurable
  achievements.
• A learning outcome is a statement of what
  competencies a student is expected to possess as
  a result of the learning process.
• Learning outcome statements are content
  standards for the provincial education system.
• Learning outcomes are statements of what students
  are expected to know and to do at an indicated
  grade, they comprise the prescribed curriculum.

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Learning outcomes and competencies

• Learning outcomes academic categorie
• Competencies WoW categorie.
• Both - Learning outcomes and competencies
  consist of knowledge, abilities, attitudes and
  values.

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European strategy of Higher Education
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• Qualification a composition of knowledge,
  abilities and skills (i.e. competencies),
  enabling effective activity in certain
  profession. Qualification means fulfilled minimal
  requirements.
• Competence demonstrating effective and
  qualitative activity, which meets the
  requirements of the world of work. Competence is
  determined by the competencies of a person, level
  of qualification and professional experience.

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Relation of concepts competence, qualification,
competency and learning achievements
competence
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• Occupational standard description of
  attributes, activity functions and the
  competencies, needed for the performance of these
  functions. Occupational standards are being
  created by the experts of certain professions.

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Logics of Occupational Standard of VET Teacher

• .

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VET teacher competencies according to five areas
of pedagogical activity
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LT example
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Qualification categories of VET teachersLT
example

• Junior VET teacher
• Initial education for becoming
• VET teacher (minnimum of competencies)
• In-service education for becoming
• Senior VET teacher (plus new competencies)
• VET teacher methodologist (plus new competencies)
• VET teacher expert (plus new competencies)

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Preferred Sequence for Planning an Outcomes-based curriculum Traditional Planning Sequence
Learning Outcomes ? Assessment ? Content Teaching Methods Content ? Teaching Methods ? Assessment ? Learning Outcomes
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Participants of VET teacher education

• VET teachers
• Tutors (at university) observation of teaching
• Mentors (at work place) observation of
  teaching, consultations in defining learning
  needs
• Stakeholders formulating learning outcomes,
  participating in assessment processes

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Implementation of learning outcomes into
curriculum

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VET teacher education

• .

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Vocational Pedagogy (Initial education)Example
of Vytautas Magnus University

• 11 study modules (in 18 months)
• Introduction to Teacher Profession
• Organization of Teaching and Learning
• Teaching/Learning Methods and Means
• Learning Guidance
• School as Organisation
• Vocational Education and Labor Market
• Curriculum Design
• Evaluation of Learning Achievements
• Evaluation of Teaching Quality
• Teaching Practice
• Thesis Work

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VET teacher education

• Theoretical didactical studies at university
• understanding the system of pedagogical knowledge
• training of pedagogical thinking

• Practical didactical training at VET school
• gain competencies of practical pedagogical
  activity
• learning on-job

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Organization of work place based VET teacher
education

• .

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Curriculum for in-service training of VT
constitutes of 3 types of modules assigned for

• acquisition of strategic vocational competencies
  coherent to innovations in particular vocational
  activities and for acquisition of strategic
  pedagogical competencies related to innovations
  in teaching curriculum
• competencies assuring acquisition of higher
  qualification categories described in the
  Standard
• meeting individual needs of VT for various
  competencies. They are determined by VT
  themselves and can be acquired in the market of
  in-service education in Lithuania or abroad.

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Mentor training proramme

• Content (modules)
• The role and functions of mentor in VET teacher
  education
• Observation and feedback to VET teacher
  pedagogical activity
• Conslutations of junior VET teacher
• Assisstance in acquiring competencies in carrer
  design
• Assisstance in acquiring (and upgrading)
  didactical qualification
• Communication and collaboration skills. Mentoring
  ethics
• Introducing the schools culture
• Assessment and evaluation competencies

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Formulating learning outcomes, basing on
taxonomie, e.g. B. Bloom (1959)
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Criteria of assessment of learning achievements

• must be linked to learning outcomes (same
  content),
• valid,
• reliable
• equal for all, participating in the same study
  programme.

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Assessment of learning achievements
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• Thank You for Your attention...

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