seminar higher education and vocational education and
TRANSCRIPT
SEMINAR Higher education and Vocational Education and Training
Istanbul
10 -11 March 2015
Workshop 1: HE and VET, partnering for training of VET
school teachers and managers
Veronica Sultana Malta - MCAST
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Case Study – Malta Developments in Education
• Vocational Education is high on the policy agenda; MCAST growing and
supported – new campus
• Early School Leaving Strategy
• Malta National Lifelong Learning Strategy
• National Commission in Further and Higher Education (NCFHE) to provide
processes for the validation of informal and non-formal with the aim of such
validation to be classified at a level of the Malta Qualifications Framework
• Youth Guarantee Scheme: Malta Employment and Training Centre - Malta’s
Youth Guarantee focuses on individual employment or undergo training
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Case Study – Malta
1. Overview of Malta Education System
2. Training of VET school teachers and managers
A. National VET Programmes and Qualifications
B. Qualifications and Skills of VET Professionals
C. Vocational Pedagogy for VET programmes
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Education is free to Maltese residents.
Compulsory from 5 to 16 years of age.
Kindergarten (not compulsory): 3 to 5 years of age
Primary and Secondary: 5 to 16 years of age (up to MQF Level 3)
Continue Studying or enter Employment
Students receive a maintenance grant
Path of post-secondary non-compulsory education: Higher and Further Institutions
• Further Education: up to and including MQF Level 4
• Higher Education: at MQF Level 5 or higher
1. MALTA EDUCATION SYSTEM
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MALTA EDUCATION SYSTEM
• Path of studying : Routes at Higher and Further Institutions
o Academic Route: sixth form and University
o University of Malta - :
o MQF Level 4 (pre-university) to Level 8 (doctorate)
o Faculty of Education responsible for training of teachers
teaching in compulsory education context – primary and
secondary schools (5 to 16 years of age)
o Vocational Education and Training Route:
o Malta College of Arts, Science and Technology (MCAST):
o Currently offers National VET qualifications from MQF Level
1 to Level 6 (first degree)
o CPD Centre within the QA Department responsible for
providing training to VET teachers
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A. National VET
Programmes and Qualifications Pre-2001 - Trade Schools
Students in trade schools sit for local craft-level examinations, and some attempt to get UK-based City and Guilds certificates.
Trade school students were encouraged to sit for the SEC examination (academic main stream).
2001 – launching of Malta College of Arts, Science and Technology (MCAST)
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MCAST Mission Statement
“To provide universally accessible vocational and professional
education and training with an international dimension,
responsive to the needs of the individual and the economy.”
MCAST: Malta’s Leading Vocational Education and Training Institution
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Ten institutes:
Subject Areas addressing the diversity of work sectors*:
The materials e.g. in construction, beauty, agriculture, fish husbandry, engineering…
The services (people focus) e.g. financial, sports, health and care, marine transport…
The symbols e.g. accountancy, networking, software development, graphic design… *City & Guilds, 2012 - How to teach vocational education: A theory of vocational pedagogy, B. Lucas, E. Spencer, G. Claxton
Agribusiness Community Services
Applied Science Electrical and Electronics Engineering Art and Design Information and Communication Technology
Building and Construction Engineering Maritime Business and Commerce Mechanical Engineering
Full-time - IVET and Part-time – CVET
• 170 full-time and over 300 part-time vocational courses
• Malta Qualification Framework Levels: 1 to 6
Dialogue and Consultation with Industry, Chambers, Employers’ Association and other related stakeholders
A HOLISTIC APPROACH –
National VET Programmes built on 3 main pillars:
1. Cross-curricular and multi-disciplinary courses
2. Entrepreneurship
3. Work-based Learning - integrated within the curriculum
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A HOLISTIC APPROACH –
National VET Programmes built on 3 main pillars: 1. Cross-curricular and multi-disciplinary courses
– Modular, Level, Credits – Key Skills Units and Vocational Units – Knowledge, Skills and Competences – Transversal Skills
2. Entrepreneurship: MCAST Entrepreneurship Centre – Integrated within programmes from Level 4 – Exposure to Business Incubation Centres
3. Work-based Learning - integrated within the curriculum: – Accredited wbl modules – Apprenticeships – Work Placements Currently discussions on traineeships and internships.
Assessment for Learning - Formative
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Assessment for Learning - Formative
• Variety of assessment methods and tools
• Formal structured feedback mechanism
• Quality Assurance Practices
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Introducing Vocational Subjects in Secondary Schools
Vocational subjects in Secondary Schools as another option into the academic route
MCAST’s important role in:
• Designing and development of subjects curriculum
• Verification
• Training of teachers who accepted to teach vocational subjects
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B. Qualifications and Skills of VET Professionals
VET Teachers
• Subject qualification
– Minimum a full-level 5 qualification for courses 1 to 4;
Degree and Masters for higher levels
• Industrial and/or Teaching Experience
• MCAST offers a Level 6 training qualification: Graduate Teacher Certificate in VET
Currently considering upgrading its teacher training qualification to Masters Level
Policy decision: teaching qualification at Masters level – Masters in Teaching and Learning by the Faculty of Education – University of Malta
– MCAST is offering its technical expertise regarding specific teacher training to teachers who opt to teach vocational subjects in secondary schools.
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C. Vocational Teacher Training
Vocational pedagogy addressing the VET Learning Experience:
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1. Build the required basis in general pedagogy
2. Give background of diverse vocational pedagogies
3. Assessment: variety, rigour and formative
4. Adapt learning styles and pedagogies
5. Teach for employability
6. Appreciate the role of Quality Assurance in Education and
Curriculum Development
C. Vocational Teacher Training
Vocational pedagogy addressing the VET Learning Experience: 1. Pedagogical and didactic teacher training - Learner-centred Pedagogy
– Teaching methods – what the learner will know and be able to do at…
• Active participation, collaborative activities and inductive learning
• Embedded Learning and Further Contextualisation
– Assessment for Learning - Formative
• Variety of assessment methods and tools
• Formal structured feedback mechanism
• Quality Assessment Practices
2. Addressing the changing role of the VET Teacher
– Administrative responsibilities: Design and Development of Curriculum
– Networking activities: Internal and External
– Development and Quality Assurance
3. CPD Centre within the QA Department: Further Research to develop vocational pedagogies
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C. Vocational Teacher Training
3. CPD Centre within the QA Department: Further Research to develop vocational pedagogies Discussion: work of City & Guilds – how these recommendations can be adapted by MCAST City & Guilds, 2012 - How to teach vocational education: A theory of vocational pedagogy, B. Lucas, E. Spencer, G. Claxton; http://www.skillsdevelopment.org/pdf/How-to-teach-vocational-education.pdf
4. CPD Courses addressing:
– Sponsorship Funds for upgrading qualifications of teachers – Upgrading teachers in view of the technical developments in sector – Changing role of the VET teacher:
• Programme Coordinators • Developments of WBL
5. Induction Sessions
6. Need to study:
• Skills gaps and employability
• Attractiveness of professions to the learner
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Evaluation for development and improvement
• Curriculum audit on the subject of employability skills
• Teacher Appraisal system – a means of support
• Examples of studies:
– Students’ Tracer Studies: destination of MCAST graduates
– Study of Typology of Written feedback
– Student’s satisfaction of VET programme
– Employer’s satisfaction
– Student’s satisfaction of MCAST experience
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0%
20%
40%
60%
80%
100%
120%
Total Furtherand HigherEducation
Total Higher(Tertiary)Education
Total Further(Academic)
Total Further(Vocational)
Student Population in FE and HE
Series1
Future Recommendations / Challenges: implications on Training of VET Teachers and Vocational Pedagogy
• Formal and structured feedback from employers / industry and
stakeholders
• Measuring quality concepts e.g. efficiencies and effectiveness
• Validation of the learning experience beyond the class
• Developing tools for mentoring and assessing at the workplace
• More accessibility to learning through technology
• Improving on the use of existing technology tools supporting
pedagogy
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QUESTIONS
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THANK YOU CONTACT DETAILS
Veronica Sultana MCAST CPD Coordinator Administrat ion Bui lding MCAST Main Campus Corradino Hi l l , Paola PLA 9032 MALTA +356 2398 7228 [email protected]
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