education for modern structures of production and service Didactic - PowerPoint PPT Presentation

Dr. Steffen Kersten Fakultät Erziehungswissenschaften , Institut für Berufspädagogik und Berufliche Didaktiken Design of demand-oriented vocational education for modern structures of production and service Didactic of Vocational Education and Training

Aims of vocational education: “[imparting] employability, which combines technical expertise with the  general capabilities of human and social nature [developing] professional flexibility to cope with changing requirements  in work and society , including the perspective of Europe’s coalescence [awaking] readiness for vocational further and continuing education  [assisting] the ability and willingness for responsible action in the  individual life and in public life ” (Standing Staff of Conference of the Ministries of Culture Affairs: General Agreement on Vocational Schools. 1991) Folie 2

Influ luence ence factor tors of of vocationa cational educ ucation ion econ onomy omy science ience soc ocie iety ty le learn rner er matters of research structures in production social needs individuals with needs and research methods and service and social in engineering sciences values vocational work development of cognitions of psychology idea of man techniques and in society technology demands on labour demands on vocational education relating to objectives and organization Folie 3

对职业教育产生影响的各种因素 职业 工程科学 社会和教育政策 教育学 教师该职业是 工程科学的发展 社会规范和 教学法原理 社会生产和 及其对技术、工艺 道德价值标准 教学方法的发展更新 服务结构中的 的影响  社会化过程 媒体教学技术的变革 重要组成部分 学校法、学校规章制度、 教学大纲、教学计划 Folie 4

Ques estions ions about out econom onomy as as in influ luence nce factor tor of of voc ocat ationa ional educ ucat ation ion What fields of professional activities are in demand from the current production and service structures and how this demand will develop in future?  relation to labour market - development of various sectors in production and services - development of the technological structure and organization of labour - demand for skilled labour on labour market What is the character of work in the respective areas of professional activity and what requirements result out of it on the employees?  relation to requirements of work - work activities within the respective professional fields - necessary personality dispositions for the execution of the work activities - qualifications with relation to the professional activities - qualifications which are independent of the work processes Folie 5

De Develop lopme ment nt of of product ction ion structu ructure res manufactory Taylorism Neo-Taylorism Toyotism production Fordism lean management 1850 1900 1800 1950 2000 Folie 6

electrical petrochemistry information steam engine steel technology engineering automobile cotton wool railway chemistry The long waves in the economy and its basic innovations (Nefiodow 1999, p.3) Folie 7

Indust ustrie rie 4.0

Taylorism rism "Taylor dissected the work as a pathologist, disassembled them in motion, into smaller and smaller units, measured in time and space, newly added them together, separated them in correct and incorrect working methods, and gave them eventually its direction: higher production, lower costs, higher profit, higher pay." (Dettmer, M.: The modern factory.) In: Der Spiegel 26/1999) Core programe-led transformation of industrial production and work processes according to Taylor - Analysis of the existing worker process through time with the stopwatch - Decomposition thereof in individual handle items Frederick Winslow Taylor - New combination of the action elements in terms of the (1856 – 1915) optimization of the work process (avoiding idle times and unnecessary steps, etc.) (cf. Taylor, f.w.: The principles of scientific management.) (Weinheim & Basel 1977) Folie 9

Taylo ylori rism sm – Scient ientific ific Managem nagemen ent „Modern Times“ Dr. Steffen Kersten

Comparison Manufactory Production - Taylorism Aspect Manufactrory Taylorism Production Level of automation low increasing Complexity of the high very low tasks Level of freedom in high very low action Character of the qualified craft simple tasks work activity Customer high low orientation Efficiency low high Qualification of high low worker Folie 12

Toyotism – Lean management "The problem is the thoughtless link of the worker to the machine, because he watches the work meaningless." " In Japan, the goal is to utilize the people, not like you the machines.” (K. Sekine, co-inventor of the Toyota production system) Folie 13

Toyotism – Lean management Consequences:  Flattening of hierarchies in the company  flexible production with short development times  smaller amount of personnel  lower capital investment  low stock  Qualification and motivation of individuals gaining significantly Folie 14

Requirements on the Lean management Scientific workers/impact on vocational management education and training (Taylorism) Holistic approach of thinking and acting Problemloesevermoegen Social skills Responsible for production Self-organization of work Learning opportunities in the workplace Equivalence of professional Trend of allocation of Work items for qualifications tasks according to professional performance ability qualifications (service outline) Meeting new needs Flexibility of staff Flexibility of management and technology Folie 15

FRIELING: components of modern production structures which are relevant for vocational education: Process-chain-oriented company organization instead of functional  hierarchies Customer-orientation instead of product-orientation  Responsibility for the project/venture and budget instead of  hierarchically structured task management Working in teams or groups instead of working alone  Complete operations instead of individual/single acts  Self-regulation instead of standardized input/guidelines  Involvement instead of heteronomy  Continuous improvement instead of hope for innovation.  (cp. Frieling (1993): Das lernende Unternehmen, p.32) Folie 16

现代化生产结构的特征  以过程为导向的组织取代了功能等级制  以客户需求为导向取代了以产品为导向  项目和预算负责制取代了等级结构性的任务管理方式  团队或小组工作取代了单个个体作业  完整的行为取代了单一的工作  自我控制和管理取代了接受标准化指令  参与取代了依赖  持续性改善和优化取代了等待改革和创新 (cp. Frieling, Ekkehart: Das lernende Unternehmen.- Hochheim 1993 , p. 32) Folie 17

Required Qualifications of Staff to be recruited Personality Entrepreneurship Innovation, Learning Customer orientation, Service orientation Participation Cognitive abilities, Problem-solving Experiences, Professionalism Ability for teamwork, Communication Performance, Motivation 0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50% Source: Federal Institute for Vocational Training in Germany, 2001 Folie 18

Education in Germany Bundeszentrale für politische Bildung 2014

Criteria for teachers in vocational education under the aspect of structures of production and service The design of teaching and learning processes in a demand-oriented vocational education requires teachers who have extensive experience in professional practice. This includes:  Knowledge of current developments of the structures of production and service  Knowledge about the nature of professional work in their respective professional fields Experience in dealing with the respective production facilities  Experience in planning, execution and monitoring of professional work  activities  Ability to design work process related teaching and learning  Mastery of methods to develop key qualifications Folie 20

Ques estions ions about out science ience as as in influ luence nce factor or of of voc ocat ational ional education ucation Which subject-matters of engineering sciences are useful as appropriate matters of acquisition for the respective professions?  relation to subject-matters of engineering sciences subject-matters of didactical simplification matters of acquisition engineering sciences professional aktivities System of scientific statements of engineering sciences with professional relation (Theories, laws, hypotheses ...) System of professional scientific act regulatives (Principles, methods, rules, procedures) System of professional scientific act standards (Directives, standards) Folie 21

Criteria for teachers in vocational education under the aspect of engineering sciences The design of teaching and learning processes in a demand-oriented vocational education requires teachers who have:  comprehensive knowledge of engineering sciences (in relation to the professional field) Insight into the importance of subject-matters of engineering sciences for the  professional activities  Competence in suitable didactic simplification of scientific subject-matters Folie 22