building competence of teachers/trainers for praxis-oriented tvet

24.04.23 Seite 1

Building Competence of Teachers/trainers for praxis-oriented TVET

— Experience from GIZ in China

Gesellschaft für Internationale Zusammenarbeit (GIZ)China Wind Power (Research & Training) Programme (CWPP)

[email protected]

24 April 2023China-German Wind Power Programme

Disclaimer: The views expressed in this document are those of the author, and do not necessarily reflect the views and policies of the Asian Development Bank (ADB), its Board of Directors, or the governments they represent. ADB does not guarantee the accuracy of the data included in this document, and accept no responsibility for any consequence of their use. By making any designation or reference to a particular territory or geographical area, or by using the term “country” in this document, ADB does not intend to make any judgments as to the legal or other status of any territory or area.

mailto:[email protected]


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Contents Layout

1. GIZ in China and TVET as GIZ’s Core Competence Domain

2. German Dual System of TVET VS School-Based TVET in China

3. GIZ’s Approach for Sino-German Cooperation in TVET and its 5

Key Aspects

4. Project Example I & II

5. Conclusion


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GIZ German international cooperation

A German Government-owned sustainability consultancy with international reputation

In China, GIZ has 30 Years’ Experience as Partnerfor Sustainable Development ， two foci on：

Sustainable Economic Development

Environmental Policy and

Energy Management

China-German Wind Power Programme 24 April 2023

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TVET as GIZ’s core competence domain

Economic and Social Development

Legal Cooperation

Financial Sector Development

Vocational Training and Labour Market Policy

Environmental Policies and Economics

Energy Management

Sustainable Urban Development

Natural Resources Management

Corporate Social Responsibility Climate Policy

2009 Sino-German Cooperation in TVET celebrated 30th anniversary

≥ 100000 Chinese visited & trained in Germany

2011 Sino-German Alliance in TVET launched

≥ 100 projects conducted in tech. Co.

China-German Wind Power Programme 04/24/23

24.04.23 Seite 524 April 2023China-German Wind Power Programme

How does the TVET in Germany look like?

Now just have a glance at next 2 pages, please…

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Berufs-orientierung

Erwerbstätigkeitoder Übergang zu weiterführender Bildung

Schüler/Jugendliche

Bewerbung

Ausbildungsbetrieb

Ausbildungsvertrag

Ca. 345 Ausbildungs-berufe bundesweit einheitlich, gesetzlich gerege

lt

Rahmenlehrplan Mechatroniker

§Berufsbildungsgesetz/Handwerksordnung

Kammern (IHK oder HWK)

Berufsschule

Berufswahl(1-2 Jahre im Vorlauf)

2 – 3,5 Jahre Berufsausbildung

Prüfung

Ca. 480.000 Ausbildungs-betriebe

Personalplanung,

Stellenausschreibung

BMBFBMWiBMABIBB

(Kultus-)Minis-terien der Länder

3 bis 4 Tage pro Woche im Betrieb oder

betrieblichen Bildungszentrum;

Ausbilder bildet aus

beraten Betriebe, prüfen Ausbildungseignung der Betriebe, führen Ausbildungsverzeichnis

beraten Betriebe und

„überwachen“ die Ausbildung

Zusätzliche Varianten 1.Ausbildungsverbund = Kooperation mit anderen Betrieben2.Überbetriebliche Ausbildung

1-2 Tage pro Woche(Lehrer)

Führen den Prüfungsaus

-schuss

Abschluss-prüfung

Facharbeiter-brief

Syst

emeb

ene

Um

setz

ungs

eben

e

Auszubilden-de/Schüler

Facharbeiter

Ausbildungsordnung (einschließlich Prüfungsanforderungen) Mechatroniker BIBB-

Hauptausschuss

START ZIEL


In Germany, the Dual System of TVET can be dated back to 100 years ago, since 1960s it is well regulated by laws.

Though Dual System of TVET has proven its success in German economic stability during the current global recession…

Is it transferable to China, as to translate the concept into Chinese?


School-based TVET in China

• Complete TVET structure, integrated in School-system

• It will be formally optimized, however,

•Are the youths better qualified? Huge Public investment in school

construction

Also in

Equipment

EmploymentDifficult, lack qualified staff

Let’s sign school-enterprise-Cooperation Contracts amap

And define how

S&

E cooperate

Does it work?General Education System

Postgraduate Training Institutions

Univer-sities

2 yrs

High Schools

Middle Schools

Primary Schools

Figure 1: Plan of Mainland China's TVET System

TVET System

Postgraduate Training Institutions

Vocational and Technical Universities

4 yrs 2 yrs

Vocational and Technical Colleges (Specialized)

3 yrs 5 yrs

Secondary Vocational Schools

School-Industry Coordination

S.I.C. of the Vocational Education Concept

S.I.C. of the Organization Management

S.I.C. of the Training Mode

S.I.C. of the Teaching Environment

S.I.C. of the Teaching Methods

S.I.C. of the Professional Services

S.I.C. of the Teaching ContentS.I.C. of the Teacher Training


How has GIZ acted between two different cultures?

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Joint development of curricula and learning materials, hand-in-hand with industry

Qualifying TVET Leadership in Training Centers

Conceptual contribution to organisational development of training centers

Recommendations to the Central Administrations, eg. on law-making on TVET and other frame regulatons

Advices on political measures in term of labor-market

Contribution to Sino-German dialogue process

Technical advices on establishment of TVET-relevant institutions and support to them.eg. CIVTE in Beijing, TVET-Competence Center at Tongji Uni. Shanghai

Establish and maintain the Network of Alumna for Sino-German TVET

Qualifying Teachers/Trainers at large-scale

GIZ‘s Multilevel- and Systemic ApproachGIZ‘s Multilevel- and Systemic Approach

Macro-Level 中观层面微观层面


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5 Key Aspects of TVET Made “with” Germany

Intensive & effective Collaboraton with Industry

Creation of Certificates Courses and Exams accepted cross-enterprises

Qualification of Subject Teachers of Schools and Practical Trainers from Industry

Improving Research on labor-market and TVET-Studies

Strengthening Orientation towards demands at work-place and task process


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Capacity Building for Environment- and Socialresposible Economic Developemnt (CBUSW, since 2004)

Project ExampleProject Example


Overall Objectives Support to create Standards for Curricula Development &

QM Updated Measures & Mechanism for Teachers‘ Qualifica

tionExtended Objective Integration of environmental and socialresponsible behav

iors into initial vocational education

Implementation of Project 2012 Training in Germany: 345 Teachings staff from TVET-Institutions &140 TVET-

leaders Training in China: Didactic Training for ca.1400 Staff

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Rectors/Principals

Studies & Dialogues in Germany

annaul adv. 200 P/yr

Decision Makers & Leadership Dialogues

on TVETPolicyannual adv. 20 P/yr

MultiplicatorsTraining in Germanyannual adv. 500 P/yr

TVET-Didactics Training in China moderated by

German STEs

annual adv. 8 Rounds/yr

Training Materials

Capacity Building Centers for TVET-Teachers/Trainers

of all Provinces

8 Communities

related to target-group & subject

E-Learning

Methodical Help

Guidance, Cases for Best-Practice

Train-the Trainers

Once a year for each speciality

Alumnaseminar



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321282

313

689629 618

761

1076

737

934950

0

200

400

600

800

1000

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014geplant

Since 2004, total 6Since 2004, total 6360 Participants of various backgrounds360 Participants of various backgrounds



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Windpower O&MTrainers Training

Blended Learning for Engineers/Technicians

Study Tours

Policy Dialogue

Applied Research

TVET-Platform f. wind Power O&M staff

TVET Platform for Wind Power Operation & Maintenance Staff (2011~2014)

Project ExampleProject Example


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TVET Platform for Wind Power Operation & Maintenance Staff (2011~2014)

Overall Objective:Partners’ technical & educational capacity for practical TVET of O & M staff improved

In 2012~2013, the work results in:


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GIZ’s Experience from Cooperation in Chinese TVET

In general, GIZ’s Experience incl.

To align various services at Multi-levels to support TVET in China

To underpin systemic consultancy by means of pilot-projects

To incorporate success factors of German TVET into Capacity Building for

China’s TVET development rather than to transfer the Dual-System

To foster Chinese TVET paradigm shift towards praxis-orientation

To set TVET Teachers/trainers as “agent of change” in the middle of

cooperation

To attract more enterprises to join the TVET, in initial training even cross

the administrative borders


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Thanks a lot for Your Attention!

For more information, please contactLiu Bangxiang

Senior Expert and Component ManagerChina Wind Power Programme (CWPP)

T: +86 10 8281 3178, 13683349256 E: [email protected]; [email protected]




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