co-operation of school and enterprise: the case of bitc beijing

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Co-operation of School and Enterprise: the case of BITC Beijing Ludger Deitmer, University of Bremen, ITB Lars Heinemann, University of Bremen, ITB Mingying Xu, BITC, Beijing

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Co-operation of School and Enterprise: the case of BITC Beijing. Ludger Deitmer, University of Bremen, ITB Lars Heinemann, University of Bremen, ITB Mingying Xu, BITC, Beijing. Content. Introduction: Chinese VET under change BITC case - PowerPoint PPT Presentation

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Page 1: Co-operation of School and Enterprise: the case of BITC Beijing

Co-operation of School and Enterprise: the case of BITC

Beijing

Ludger Deitmer, University of Bremen, ITBLars Heinemann, University of Bremen, ITB

Mingying Xu, BITC, Beijing

Page 2: Co-operation of School and Enterprise: the case of BITC Beijing

Content

• Introduction: Chinese VET under change

• BITC case

• Research Design: Participative evaluation designs in China?

• (self) evaluation method: ERC Tool

• Results on Partnership

• Reflection on this approach and perspectives

Page 3: Co-operation of School and Enterprise: the case of BITC Beijing

Increasing demand for skilled workers

• Increased global competition influences the production processes in China

• Move towards producers of high quality and tailor-made products (customer driven!)

• advanced production concepts: demand for multi-skilled workers in flexible production

• Lack of work-process orientation in teaching, learning processes and curricula

Page 4: Co-operation of School and Enterprise: the case of BITC Beijing

Improving VET system

• Since 2002 vocational track as the third pillar besides general and higher education

• No apprentice system but school-led alternance system: two year at VET college plus company year as internship

• learning venue outside the school: learning and working in an enterprise by work placements

• Improving developmental and reflexive compentencies at the side of VET teachers and company trainers

• Our question: Will new formative forms of (self-) evaluation tools help to deliver better insights into main success criteria of good practise cooperation under learning venues?

Page 5: Co-operation of School and Enterprise: the case of BITC Beijing

BITC Case

• Beijing Information Technology college

• 920 teachers (500 full time and 420 part time)

• 9500 students

• High School: 6400

• 5 year High School: 3100

• Adult: 1843

Page 6: Co-operation of School and Enterprise: the case of BITC Beijing

Four training venuesFour training venues

Page 7: Co-operation of School and Enterprise: the case of BITC Beijing

Ausbildungort in BeijingAusbildungort in Beijing‘ Süd-Nord-‘ Süd-Nord-Achse Achse

Ausbildungort in BeijingAusbildungort in Beijing‘ Ost-West-‘ Ost-West-Achse Achse

Ausbildungort in BeijingAusbildungort in Beijing‘ Ost-industrieregion‘ Ost-industrieregion

Ausbildungort in BeijingAusbildungort in Beijing‘ West-Region‘ West-Region

☆ Ausbildungsorte von BITC

Page 8: Co-operation of School and Enterprise: the case of BITC Beijing

BeiguangBeiguang

ZhaoweiZhaowei

ZhengdongZhengdong

FanglueFanglue

IT circuit production

software development

Digital media centre

Tool making

ICT Service

Building of training centers at the VET schoolBuilding of training centers at the VET school as an answer as an answer to huge demand of skilled labour and VET tracks and an high profit to huge demand of skilled labour and VET tracks and an high profit industrial culture (outsourcing strategies have high time!)industrial culture (outsourcing strategies have high time!)

Beijing Information Technology

College

Software companySoftware company

Vocational training centres as practise firms of production schools: governed by authorities, companies and VET schools

Improving on the job trainingOutsourcing practical learning from the real work place

Page 9: Co-operation of School and Enterprise: the case of BITC Beijing

Theory-Practice Interaction?Theory-Practice Interaction?

Lernen Lernen Arbeiten Arbeiten

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1Semester 2Semester 3Semester 4Semester 5Semester 6Semester

Page 10: Co-operation of School and Enterprise: the case of BITC Beijing

1) School management enthusiasm high but more teachers need to be motivated: Where is the advantage for them?

2) The teaching resources are still under development (teaching style; teaching design and curricula) and needs high work emphasize for the coming time: How can the quality of teacher training be improved?

3) This cooperation model, by building training centres on the school increases the cost for the VET schools. Many costs for developing a work process oriented learning culture at the school. By which method can enterprises be motivated to invest in such a cooperation model to balance costs better?

4) Many students find it difficult to get a training place within the companies because the training places are still to limited and concentrated on some companies. How can the number of training placements be increased?

BITC own statement on weaknesses of the model:

Page 11: Co-operation of School and Enterprise: the case of BITC Beijing

Methods and Research designs

• Launching new methods on self evaluation on the stakeholders involved within these partnerships

• ERC tool: (self-) evaluation of regional cooperation under VET school and local companies: Monitoring of project progress!

• Focussed discussion under teachers, in company trainers or middle managers based on quality criteria

• What works good or bad in our cooperation? How can we enhance our cooperation?

Page 12: Co-operation of School and Enterprise: the case of BITC Beijing

Four phases of an actors-oriented evaluation

C. Prepare feed back by support teamDocumenting discussion

visualisation of the results: spider; bar& linePointing out strength & weaknesses.

D. Feedback mirroring back results self evaluation

discussion, conclusion and Discussing further outlook

Making summary

B. Self Evaluationindividual weighting and scoring of criteria

min.- max. discussion reflective discussion

A. Preparation of the criteria systemSet up support team

Setting up and inviting a group for self evaluation exercise Agreement on performance criteria

preparing practitioners

Page 13: Co-operation of School and Enterprise: the case of BITC Beijing

School and Company assess five main criteria plus 15 subcriteria

• (1) Goals: clearness of aims of cooperation • (2) Organisation and Management: organizing

the cooperation • (3) Development of the cooperation partnership:

continous improvement, task distribution,• (4) Effects of the cooperation: student skill

improvement; teachers competencies, enterprise benefits

• (5) Dissemination of cooperation practise and further development: showing to other; communication with new partners

Page 14: Co-operation of School and Enterprise: the case of BITC Beijing

The new concept of (SE) evaluation • Effective participatory evaluation is to be understood as an self

evaluation (SE) under practioners concerned: here local VET college and the companies they like to have an more close cooperate

• Self Evaluation (SE) in cooperation partnerships could be understood as individual and collective reflection‘s of the practioners involved, their previous experiences with the cooperation history as well as ideas, wishes, for the future

• SE enhances the ability of actors for self reflection of the participants and target setting for new strategies and solutions prospect

• SE needs systemisation by key performance criteria; e.g. like clearness of goals for cooperation partners

• SE builds an collective understanding of the cooperation achievements by listening to each other and by discussing that

• SE results may lead to change and improvement of the cooperation partnership

Page 15: Co-operation of School and Enterprise: the case of BITC Beijing

12%

16%

30% 30%

12%

6,0

5,0 5,0 5,0

4,3

9,08,8

7,88,3

8,5

0%

5%

10%

15%

20%

25%

30%

35%

1. 基础与目标 2. 组织与管理 3.合作的实施 4. 合作的效果 5. 辐射与发展

权重

0,0

1,0

2,0

3,0

4,0

5,0

6,0

7,0

8,0

9,0

10,0

分级

权重

平均最低值

平均最高值

外部专家

学校专家

企业专家

Bar and line chart: Weighting and Judging of criteria

aim manag imple results transfer

Page 16: Co-operation of School and Enterprise: the case of BITC Beijing

ResultsWeighting:

What are the most important criteria for the indiviudal actor from school and enterprise?

• Development of partnership (trust, continious improvement, cost benefit and efficient cooperation) and effects from cooperation (increasing competence of teacher, students and trust relationship) is seen as key important

• Basic aims of this three years project seem to be clear under partners

Assessment of Criteria: How good have the criteria been met by actors?• scoring results are much higher for the first two criteria, whereas the criteria

3 and 4 are seen much more critical • dissemination criterion is scored lowest and is not in the focus of the co-

operation activities of both the school and company• Criteria 3 and 4 vary between 5 and 8 points on a scale from 1 to 10.

Somehow quite satisfactory, but the opinions on how good the plan progresses differ quite considerably

• teachers see the co-operation more critical (scoring figures around 5) as the external evaluators (around 6 to 7) as well as the companies (which are the group with the most positive scores by not less than 7 points)

Page 17: Co-operation of School and Enterprise: the case of BITC Beijing

Interpretation of the results based on documents

• co-operation plan is not well understood amongst all teachers;

• motivation is lacking while teachers see the extra efforts but possible benefits remain unclear

• companies need to invite teachers for more visits into the companies to study the work places the students will have to work on and suggest also internships for the teachers

• cost side problematic, because work-based learning approach is much more expensive than teaching by books or teacher instruction in the classroom as the preliminary orientation for teachers and students

• It gets clear in the discussion that such a plan is cost-intensive while in every area new ways are taken which sometimes result into more work and time invested to find out the best way for the co-operation.

Page 18: Co-operation of School and Enterprise: the case of BITC Beijing

Chinese reflection on this evaluation approach: ERC Tool

• very clear that the criteria used with the method must be well understood by all evaluators and that it may take time to discuss them

• participants shall be guaranteed by the moderator that everybody can express his position and the reasons for his individual scoring

• evaluation results shall be systematically analysed so all the different view points are taken into account to reach a deep understanding for the co-operation network of enterprises and school to be evaluated

• conclusion: “By using ERC methodologies we as teachers moved from being an object of evaluation to a subject of evaluation”.

• This participative evaluation method can support the motivation of all project stakeholders to introduce criteria carefully and that there is enough time to communicate about scoring results and the reasons behind the figures.

Page 19: Co-operation of School and Enterprise: the case of BITC Beijing

Still missing on the use of ERC tool

• documentation of evaluation session shows that a lot of the suggestions for improvement and identification of malfunctioning elements are rather general

• danger that with an extensive list of more general recommendations too little happens afterwards

• not to forget the third step of the evaluation process of the ERC Tool: discussing of results and building conclusion for the near future

• in such a way that stakeholders and evaluation participants can develop enhancements and define management activities as valuable steps to overcome the deficits and dysfunctions within the co-operation

• Follow up activity definition process shall help to overcome shortcomings that were found during the diagnosis meeting.