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Standards with a focus on learning and supporting measurable learning processes including their outcome have been under discussion since several decades. In the last two decades more and more standards have been discussed for teacher training for technical education and vocational education and training. Teachers in this area are facing a bunch of challenges worldwide. The reasons for this vary from country to country because of the very different approaches and organization models of teacher training for technical education and vocational training. This situation has prompted some planners to creating standards for whole regions such as Asia, Europe, the United States and so on. This approach is not followed in this article. The concept of standards demonstrated in this article concentrates on teacher training in technical education with a clear link to scientific disciplines at university level in individual countries. Additionally the concept of standards follows a dynamic approach which allows teachers to specify standards for the requirements of quality indicators. Via a bottom-up approach, this concept can be developed for a whole study programme and the quality indicators could be compared between countries and regions.

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Technical and vocational education and training (TVET) teacher training and the quality of TVET teachers' work are linked to relevant economic sectors. The availability of qualified personnel is highly dependent on a TVET system that takes into account the innovations, developments and qualification requirements of these sectors. For economic sectors as well as for employment, classification systems are normally used to structure and mark the main focus, strength and weakness of relevant areas. For employment systems, a corresponding qualification system with occupational standards and possibilities for education and career pathways are necessary components for future-oriented developments. Vocational disciplines help to align TVET with the relevant economic and employment sectors.

The definition of Regional TVET Teacher Standard for ASEAN (RTTS) based on vocational disciplines which are relevant to ASEAN Member States (AMS) describes a quality standard for TVET teachers. The guidelines help to reflect and understand the meaning of vocational disciplines for TVET teacher's competence profiles, for TVET teacher training, for the shaping of study programmes and for the orientation of TVET systems on economically relevant sectors. The second version of the RTTS in 2019 focusses on vocational disciplines as a bridge between relevant vocational sciences and pedagogical fields of actions for TVET teachers. It also achieves an actualization of the standards through a closer link to the changes in the world of work. At the same time, these instruments are adjusted to the internationally approved orientations.

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Artificial intelligence (AI) has long been a present-day topic and is having an impact on the economy, society, skilled work and the work environment. However, there are often very different assessments of the effects: on the one hand the loss of jobs and even professions has been predicted, on the other hand new support and shaping options for work are emerging. In addition, AI is treated as a powerful buzzword without considering the real technologies and requirements behind it. Nevertheless, consequences for the world of work and its employees can only be derived and vocational training concepts designed if the handling of AI in skilled work has been concretized beforehand.

The impact of AI on vocational education and training and on the skilled worker has so far been discussed in a rather abstract way and only very rarely focused on research. At the same time, technological developments in certain areas (including expert systems, machine learning approaches, digital twins) have already proceeded to such an extent that the effects on skilled work are noticeable and are thus evident. Much will depend on the design of the human-machine interface. In order to evaluate how skilled labour and AI can successfully 'cooperate' in manufacturing, a model is presented here that can support the evaluation process.

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The term 'specialised interview' is rather unknown in vocational educational research, although it is of central importance for research methods. Above all in social sciences, the form of the interview is widespread as a research method. Interviews are considered as one form of interview and are defined as either Written or Oral forms of interview as well as Standardised and Open variants. Both written and oral surveys can be open or standardised. The best known written and standardised form of a survey is the questionnaire with fixed and predefined scales of answers. The oral and rather open forms of surveys, on the other hand, are called interviews.

Excerpt from publication.

The volume from which this chapter is taken is available in VOCEDplus at TD/IRD 88.423. Show less

Work is accomplished with tools and working systems; learning is achieved with learning materials and teaching systems. For a long time, work and learning have been considered as contradictions. The tradition of handicraft has never underlined this polarisation as distinctly as industrial skilled work has, but the 'scientification' of the world of work (cf. Bohle 1992; Gronwald 1993b; Taylor 1911/1993) supports these separation tendencies. It is therefore crucial for vocational educational research to analyse the condition, the prerequisites and the shaping principles for an integration of work and learning by the shaping of learning oriented working systems.

Excerpt from publication.

The volume from which this chapter is taken is available in VOCEDplus at TD/IRD 88.423. Show less

Purpose - The purpose of this article is to look closely at the development of a European Credit Transfer System for Vocational Education and Training (ECVET). The European Commission, together with the member States, are working on it and several pilot projects have been initiated within the Leonardo da Vinci Programme of the European Commission. The problem of the transfer as well as a convincing transparency of vocational competences has yet been developed. The aim is to discuss this in the article. Design/methodology/approach - This contribution illustrates a model using the Dreyfus/Dreyfus approach of acquisition of profiles in such a way that the levels of competence development are not applied to overall professional actions (as shown for pilots, nurses, teachers and others), but to smaller entities of professional profiles. Findings - While strongly taking into account work related tasks and contexts (objects, tools, work organisation) the authors define ‘groups of competencies’ and apply Dreyfus’ ladder to these new entities. That means the authors adopt Dreyfus’ model in two ways: by applying the model to groups of competencies (corresponding to specific core work profiles) instead of using it for overall competency profiles (corresponding to professionals/ experts); and they make the model flexible and dynamic by not restricting it to a certain number of levels, but only defining the differences between levels. Research/limitations/implications - The background of the paper is the so-called work process analysis to identify the work related tasks and related groups of competencies. Practical implications - The article offers a new concept for the European discussion of the Qualification Framework as well as the Credit Transfer System. Originality/value - This article provides an alternative to existing European policy.

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In recent years, the spread and dynamic of information and communications technologies (ICT) across Europe have been steadily increasing. Today, the high importance of ICT for the EU [European Union] economy and business, services, domestic and leisure activities is obvious. ICT developments have created an ‘information society’ with consequential new possibilities and challenges in all areas of work and life. This is especially true of ICT work itself. ICT practitioners - skilled and highly skilled ICT staff - are needed to manage business and work processes in both the core ICT sector and in ICT user industries. To understand, produce and use the new information and communications technology (computers, networks, the Internet, new hard- and software applications, e-commerce, fixed and mobile telecommunications, consumer electronic devices, digital cameras and television, etc.) increasingly demands a wide range of ICT competences and skills. This is one of four studies which Cedefop launched in support of the e-Europe programme and e-skills forum set up by the European Commission in 2003, covering three user industries (automotive, banking and finance, media and graphic arts) and the ICT manufacturing industry. The focus of the last of these is on the subdegree level skills and training issues. This report provides an analysis of important developments in the automotive production and in the motor vehicle repair and sales sectors. Its focus is on skill and training needs of ICT practitioners in this industry. The contents are: Introduction; The automotive industry in Europe; ICT skills and training production and their relevance for qualifications; ICT skills and training vehicle repair and sales and their relevance for the qualification; Profiles and training fields for ICT practitioners in the automotive industry; General guidelines for curriculum development; Summary and conclusions.

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Reports from the four studies are indexed from TD/TNC 82.193 to TD/TNC 82.197. Show less