Issue 16: TVET Teacher Training for the Future of Work and Learning

Shyamal Majumdar, Gita Subrahmanyam, Anne Busian, Thoams Schröder

Shyamal Majumdar
G.R.E.A.T. / Vivekananda Institute of Bio-Technology
Anne Busian
TU Dortmund University, Germany
Gita Subrahmanyam

LSE Public Policy Group, London, UK

Thomas Schröder
TU Dortmund University, Germany

TVET@Asia Newsletter

About TVET@Asia

TVET@Asia is an open content online journal for scientists and practitioners in the field of Technical and Vocational Education and Training (TVET) and Vocational Teacher Education (VTE) in the East and Southeast- Asian region.

Its main purpose is to provide access to peer reviewed papers and thus to enhance the dissemination of relevant content and the initiation of open discussions within the TVET community.

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Except where otherwise noted, content on this site is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.

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Articles by Sven Schulte

Perspectives and Criteria for Supporting Holistic Competence Development in Work-Processes

Socioeconomic megatrends such as digitization, internationalization and demographic change are having an increasing impact on shaping the world of work and are effecting a profound transformation of work-processes and work organizations in companies. Skilled workers must be able to react appropriately to these changes, which requires a corresponding competence development. The introduction of new concepts of work and organizational concepts as well as the objective of acquiring reflexive action competence are accompanied by a change of perspective: learning in the work-process is undergoing a renaissance, as the learning content of work-processes is again being very strongly acknowledged nowadays.
In this context, continuing vocational education and training are required to respond with appropriate TVET programmes and structures. Consequently, companies are faced more than ever with the challenge of shaping work-process-related learning in such a way that it is not merely situational and random, but fosters the aimed development of competences. A few concepts for in-company training have already been established but have so far not been sufficiently investigated in relation to the importance of this issue. Although the approaches differentiate between the relationship of the place of learning and the workplace, an elaborated theoretical foundation of the criteria that support learning is still a research desideratum.
Therefore, the main question is how work-process-related learning can be shaped and organized in company work-processes from a didactic-methodological perspective and in reference to learning theories. Based on the concept of work-process-related learning that has been developed, this article discusses criteria for competence-promoting work designs and applies these exemplarily to empirically determined fundamental fields of action. Previous studies and experiences from the corporate working environment have been evaluated and summarized in order to define these fundamental fields of action, leading to specific recommendations for work-process-related learning.
Keywords: Work-based learning, work-process, competence, work-process knowledge, learning

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