Development of a National Advanced Education System for Teaching and Management Personnel - Beiträge aus der Praxis der beruflichen Bildung - Nr. 24
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Beiträge aus der Praxis der beruflichen Bildung – Nr. 24 Development of a National Advanced Education System for Teaching and Management Personnel
Published by: Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH
Registered offices: Bonn and Eschborn
Address: Käthe-Kollwitz-Straße 15, 68169 Mannheim, Germany
tvet@giz.de. www.giz.de
Academy for International Cooperation Human Capacity Development (HCD)
for Vocational Education and Training
Responsible: Martin Purpur
On behalf of: Bundesministerium für wirtschaftliche Zusammenarbeit und Entwicklung (BMZ), Bonn
Federal Ministry for Economic Cooperation and Development
Authors: Hans-Peter Buggermann, Reichenbach an der Fils
Reinhard Klose, Mannheim
Graphic Design: Andreas Hesse, fgl-werketage, Berlin
Graphics: Figures 1, 4 – 12: Hans-Peter Buggermann, Reichenbach
Figures 2 + 3: Verordnung des baden-württembergischen Kultusministeriums über
den Vorbereitungsdienst und die Zweite Staatsprüfung für die Laufbahn des höheren
Schuldienstes an beruflichen Schulen (APrObSchhD) Vom 10. März 2004
Picture: GIZ / Thies
Date of publication: November 2013
ISBN 978-3-944152-36-3Development of a National Advanced Education System for Teaching and Management Personnel
Introduction
The wide range of services offered by the Deutsche The intention of this series is described in the title itself
Gesellschaft für Internationale Zusammenarbeit (GIZ) (‘Beiträge aus der Praxis der beruflichen Bildung’ –
GmbH are based on a wealth of regional and technical series on everyday practice in technical and vocational
expertise and on tried and tested management know- education and training). The objective is to prepare
how. We are a German federal enterprise and offer mutual learning experiences for implementation and use
workable, sustainable and effective solutions in political, in Human Capacity Development programmes. The
economic and social change processes. We are also series has been regularly published since 2003 by the
engaged in international education work around the section Human Capacity Development for Vocational
globe. Education and Training Mannheim, and is available in
printed and electronic form.
Located in Mannheim and Magdeburg, the section
Human Capacity Development (HCD) for Vocational These Reports
Education and Training at the GIZ Academy for
International Cooperation draws on over 50 years of originate in the partner countries, taking into
experience in the field of international Vocational account the specific local context
Education and Training. We are re-nowned for our will be tested with and for experts in Vocational
excellent technical and regional competence and Education and Training in the partner countries and
long-standing diversified national and international in conjunction with relevant practice-oriented
cooperation networks. Human Capacity Development programmes, and
will be improved and adapted with a view to global
Across the world, we offer our partners customised learning according to the recommendations of the
services in consultation, concept work and the partners or the results of the pilot events.
implementation of Human Capacity Development
programmes that consider the national needs and We welcome critical and constructive feedback from all
different target groups and intervention levels in readers and users of the series.
Vocational Education and Training. Our partners also
have the option of accessing existing standard offers. This report is part of a series of GIZ publications
ensuing from Human Capacity Development
We combine a variety of education formats and develop programmes. At the end of this publication you will
demand-oriented, practical services for Human find an overview of all available titles in the series.
Capacity Development in Vocational Education and
Training, labour market and employment. Our goal is Our special thanks go to everyone who has made
to establish strategic personnel resources to promote invaluable contributions to these activities.
sustainable social and economic development.
Academy for International Cooperation
Human Capacity Development (HCD)
for Vocational Education and Training
Deutsche Gesellschaft für Internationale
Zusammenarbeit (GIZ) GmbH, Germany
E: tvet@giz.de
4Table of Contents
Imprint .......... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... 2
Introduction .... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... 4
Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... 5
1. Development of a National Advanced Education System for Teaching and Management Personnel . . . . . . . ..... 7
2. Education Policy Guidelines and their Implementation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... 8
3. Structure of Teacher Education . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... 9
4. Institutional Structure of Teacher Advanced Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... 12
5. Organisational Structure of an Advanced Education Institute . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 15
6. Demand and Programme Generation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... 17
7. Publication of the Advanced Education Programme and Registration for Courses . . . . . . . . . . . . . . . . . . . . . . . . . . ... 19
8. Use of Teaching Staff in Teacher Advanced Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 20
9. Structure of Teacher Advanced Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 23
GIZ Profile ...... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... 25
Publications Available . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... 26
5Individual learning does not guarantee
organizational learning [that will lead to changes].
Peter M. Senge:
The Fifth Discipline:
The art and practice of the learning organisation.
1990, 2006.
61. Development of a National Advanced Education
System for Teaching and Management Personnel
Constant updating of knowledge has received much management personnel be attained. Ultimately, this is a
international attention and is particularly important for decisive factor for achieving the urgently needed labour
the development of societies that lack natural resources. market-oriented vocational qualifications for young
Many countries therefore allocate a high priority to people – with the aid of better qualified education
developing their knowledge society. personnel.
A highly efficient and key building block in becoming a A national advanced education system targets sustaina-
knowledge society is undoubtedly the human capacity bility if it has been developed by the country‘s national
development (HCD) of an education system‘s personnel and regional decision-making bodies in vocational
and their related teaching, managerial and administra- training. Having thus contributed to the concept, these
tive functions. Human capacity development plays a individuals will consequently be qualified to effectively
leading role in meeting technological, economic, ecolo- implement the system at all levels. The requirements of
gical and social changes. the knowledge society can therefore be much better met
and the advanced education system much better realised
In many countries, however, teacher advanced edu- with a pool of decision makers who are familiar with the
cation in the vocational training institutions is sporadic development of the advanced education system.
rather than systematic – both in vocational and in
technical subjects. National, bilateral and international The report covers the major elements necessary for the
organisations often realise their planned advanced fundamental establishment of an advanced education
education events - that are communicated but not system. The primary elements should enable com-
coordinated with others – in isolation. Only rarely do parisons between the partner institutes and support
national vocational training institutions provide annual independent development of an own advanced edu-
catalogues with an overview of all the relevant advanced cation system. An initial stage of vocational advanced
education courses available to vocational schools for education system development involves drafting key
personnel qualification. Technology and educational parameters: a structure for teacher advanced education
developments are described and widely published in with a nationwide network of teaching personnel for
vocational curricula and education plans, yet have no every vocational discipline and for pedagogic issues, the
effect on instruction and teaching quality because the implementation of education policy guidelines, the
teachers have not been made familiar with the institutional set-up of teacher advanced education and
education reforms. the organisational set-up of a teacher advanced
education institute, course demand and programme
It is vital to create a dynamic offer of sustainable HCD generation, announcement of and registration for
programmes of the highest technological and teaching advanced education. These and further fundamental
standards, embedded in an advanced education system issues will be competently addressed in this report, from
that is networked with the schools, provincial autho- both a technical and development-related viewpoint.
rities and the national education administration. Only The report on everyday practice in technical and
then can the objective of introducing a comprehensive vocational education and training can be used for
national advanced education system for teaching and self-study and for cooperative learning.
72. Education Policy Guidelines and their Implementation
Reform processes in vocational training systems can Students‘ learning outcomes at vocational schools
only be successful if the involved parties (teachers, primarily depend on the technical-educational quality
school principals, faculty heads, teacher trainers, school of the teachers and the organisational conditions.
developers) in the ministries and subordinate insti- Teachers must be state-of-the-art with their respective
tutions are suitably and timely trained and qualified. subject area academically as well as in practice-oriented
and methodical terms.
The measures range from short-term adaptation
qualifications to developing and anchoring long-term The design and organisation of initial and advanced
training and advanced education offers and concepts for teacher education is therefore a key to the development
the personnel. All the while, the profiles of vocational of a vocational school system.
training must be continuously adapted to the dynamic
progress of vocational education, the economy, tech- As such, a systematic, one-source teacher education
nology and society. It is important that everyone concept, that includes initial and advanced teacher
involved at the different levels of responsibility of voca- education and is structured and coordinated in succes-
tional training develops an appreciation for this. School sive units, should be developed for the vocational school
principals play a key role here and must be in a position teachers.
to recognise and realise these changes.
The objective is to further develop and consolidate at a
high standard the quality of vocational schools in
general, and in teaching in particular, with the aid of
systematic and structured teacher education.
83. Structure of Teacher Education
Teacher education has the core objective of teaching and The respective “advanced education institutions“ must
further developing pedagogical skills and the necessary observe the education policy guidelines of the
scientific and practical basics. responsible education ministry and the relevant articles
of the national development plan in all their concept
This advanced education is embedded in the “teacher developments and activities.
education“ system. The system comprises initial teacher
education at the respective University (phase 1), In the state of Baden-Württemberg, initial and advanced
followed by practical in-school training (phase 2), up to teacher education is structured as follows:
permanent advanced education (phase 3), in which
teachers will participate at every stage of their career.
Figure 1: Three pillars of teacher education
Phase 1 Phase 2 Phase 3
Studying at a university Training in school and at Being a vocational school
and professional practice in the teacher training institute teacher: permanent advanced
a company (preparatory phase / education throughout the enti-
(initial training) trainee teacher) re professional life
Initial Teacher education (in phases 1 and 2) should pendently and in a subject-oriented manner, and to
qualify the teachers to implement education-policy train the students‘ technical competencies over the
guidelines and the teaching objectives of the respective long-term.
curriculum in class, to enable students to think inde-
9Becoming a teacher at a vocational school
Figure 2: Two types of teachers –
for vocational theory and professional practice
University graduation (Master degree + min. Intermediate secondary school leaving certificate
1 year of professional practice), e.g. in technology, and completed vocational training in an industrial-
commerce, social science, agriculture ... or as a technical trade and master craftsman examination
technical instructor or business teacher ... followed by at least two years of practical profes-
sional experience
18 months of preparatory phase Employment as a technical teacher incl. 12
(=student teacher training) months of training
at the teacher training institute (theory) at the teacher training institute (theory)
and at the training vocational school (practice) and at the training vocational school (practice)
An exam pass provides eligibility to apply for a An exam pass provides eligibility for a permanent
position as a vocational school teacher position as a technical teacher at vocational schools
Academic teacher Technical teacher
10Figure 3: Initial teacher education in practice
Duration and structure of the preparatory phase Duration and structure of the extra-occupational
for academic teachers training for technical teachers
1.5 years (3 school terms) 1 year – extra-occupational; 6 hours release from
work per week
1st and 2nd term:
Introduction to educational and tuition work, Subjects at the teacher training college:
training at the teacher training college and in Pedagogy, psychology, principles and methodology
school, start of a 2-week compact phase at the of practice-oriented teaching,
teacher training college subject-specific events and teaching exercises,
3rd term: school law, youth and civil service law, school
Education and teaching practice at a school organisation
Source for figure 2 and 3: Verordnung des baden-württembergischen Kultusministeriums über den
Vorbereitungsdienst und die Zweite Staatsprüfung für die Laufbahn des höheren Schuldienstes an
beruflichen Schulen (APrObSchhD) vom 10. März 2004
A concept needs to be created for the time following the discuss and subsequently find solutions for any
2nd phase of teacher training (the career entry phase) problems and issues relating to their professional
that serves professional initial experience exchanges. situations in cooperative case conference groups with
At the earliest convenience, and under competent other entry-level professionals.
guidance, teachers should be given the opportunity to
114. Institutional Structure of Teacher Advanced Education
Ensuring professionalism in teacher advanced education
requires a certain organisational setting and involvement
in the education policy system.
Figure 4: Proposal for organising an advanced teacher education system
Ministry for vocational training [a]
▼ ▼
Teaching training institute for the
Curriculum development 2nd phase of teacher training
institution [b] (practical training phase) [c]
Cooperation on concept
work and realisation of
advanced education with
▼ ▼ ▼
▼
▼
Central advanced education offered by the Regional advanced education services offered by
academy [d] the provincial school boards [e]
▲
▼ ▼
▲
make use of the support the design of make use of the central
central offers advanced education and regional offers
▼ ▼
Vocational schools [f]
12A sample list of the tasks of the involved [d] Tasks of the central advanced education
organisations as part of teacher advanced institution
education Development of nationwide advanced education
concepts and offers
Further development of an advanced education
[a] Ministry tasks culture
Overall process management in advanced education Operative planning of own training courses
of teaching and managerial personnel Catalogue creation and calls for tenders of academy
Specifications of the education policy framework courses
conditions Evaluation and assessment of the courses
Provision of resources Set-up and maintenance of a database for participant
Definition of contents and target groups data, course tutors, trainers, etc.
Identification of necessary quantities Management and supervision of the task force
Management schedule for advanced education groups responsible for creating the annual/semi-
projects and tasks annual programmes (consultants, experienced
teachers and/or tutors, and if necessary, specialists
[b] Tasks of the curriculum and media developers for from private enterprise, administration ….
teacher advanced education programmes Qualification of tutors with special tasks, e.g. as
Participation in teacher advanced education on multipliers in advanced education, school
curriculum realisation developers, consultants, department heads of
Participation in teacher advanced education on new vocational schools, school principals
teaching and learning materials Certification of external offers
Delegation of syllabus developers as advanced Realisation of advanced education courses
educators Generation of statistics for further development
purposes, PR work, ministry requirements
[c] Tasks of the institution responsible for the
second phase of teacher training (the student [e] Tasks of the regional teacher advanced
teacher phase) education institutions (public authorities,
Participation in the development and realisation of institutions, provincial governments)
concepts for advanced education Coordination and cooperation with the central
Coordination of methodical developments advanced education bodies
Participation in the realisation of advanced Organisation of regional advanced education
education by delegating consultant teachers Recording, collection and coordination of the
Participation in the work groups on advanced demand for advanced education submitted by the
education planning at central, regional and school schools
levels Establishment of a system of qualified advanced
educators, consultants, school counsellors
Organisation of assignments
Support for the schools in their advanced education
plans and in the realisation of school-internal
advanced education
13f ] Tasks of the vocational schools The schools are to define, in an annual advanced
Teachers and management personnel of the vocational education plan, their school development-related
schools are the recipients of the services provided by the qualification requirements and measures. These should
above-named organisations. Nevertheless, these include: planning and definition of personnel
organisations can only coordinate their tasks to the development measures, definition of school internal and
exact needs of the schools if the schools themselves – in external qualification measures, definition of the type of
the course of their advanced education planning – content multiplication of the attended advanced
define their specific needs for advanced education, education and a respective schedule.
which are then coordinated as part of the entire
planning.
Figure 5: Demand and supply-oriented process of advanced education
concepts and programme development
Advanced education needs of the schools /
teaching staff
Ensuing from:
▲ Education policy government
specifications
bottom up
– school concept Ensuing from:
top down
– school advanced education plans – education plans
– school evaluation outcomes – new school types
– agreed targets between schools and school – school evaluation outcomes
supervisory boards – new subjects
– technical, economic, social developments
– etc.
▲ – final examinations
– etc.
145. Organisational Structure of an Advanced
Education Institute
The structural and process organisation of the advanced effectiveness of uniformly applying standardised process
education institute must be such that it meets the re- descriptions (according to established quality systems
quirements arising from the education policy condi- such as ISO or EFQM) for the individual processes has
tions, regional particularities and responsibilities of the been proven.
provincial governments, and of advanced education
provided by the vocational schools. In all processes it should be ensured that the offered
advanced education courses take into consideration the
The process organisation regulates the work and infor- demands voiced by the vocational schools and the
mation processes of the organisation, and is to be education policy conditions.
designed such that it complies with the criteria of high
capacity utilisation, low administration costs and efforts, The structural organisation, as a formal matrix for
flexible processes, safeguarding of quality standards and organisation, must take the above conditions into
quality developments, adherence to schedules, etc. The account.
Figure 6: Example of an institutional organisation for advanced education
for teaching and management personnel
Manager
▼
Deputy manager
▼
▼
▼
Course organisation Administration Building administrator
in the case of own building
▼ ▼ ▼
Concept creation services Organisation Facility management
Course management Accounting Hotel management
Course planning Internal administration Kitchen/canteen
Course assessment Purchasing Reception
15For course organisation it is vital that the courses For the educational system:
are run by individuals with teaching experience in Highly qualified staff is also available for other
vocational schools (teachers/tutors) as well as in management tasks.
advanced education (teacher trainers, consultants,
school counsellors). For those involved:
Proof of successful work experience in teacher
To achieve high flexibility within the system and to advanced education can have a beneficial impact on
ensure long-term viability, it makes sense to ‚lend out‘ career opportunities.
these persons (so-called academy instructors) to the
institution as required. This will ensure staff rotation For the advanced education institution:
and can lead to a “win-win“ situation for everyone. Highly qualified and motivated staff is interested in
taking on advanced education tasks.
166. Demand and Programme Generation
Responsibility for the further development of schools The continuing education provider must react to these
and teaching primarily lies with the schools themselves, requirements by anticipating the potential demand
who must then implement the respective education when developing the services (education offers),
policy requirements within their organisation. Conse- generating respective concepts and advanced education
quently, planning the qualifications of the teaching staff courses, and by finding and qualifying trainers/tutors
and school-related advanced education is also in the for these programmes.
hands of the school. Teaching development, school
development and staff development should all tie in
with each other.
Figure 7: Interest groups and activities for planning advanced education
programmes for teaching and management personnel
Ministry
– education policy requirements –
▼
▼
▼
Central academy level Provincial level Vocational school level
Organisation and realisation Organisation of the cen- Development of own
of central advanced edu- trally coordinated regional advanced education plans
cation offers for vocational advanced education offers Reporting and coordina-
schools for vocational schools tion of the demand for
advanced education with
the regional head office
for advanced education
Attend advanced educa-
tion courses
▼ ▼
17Contributors to programme generation should also be involved in shaping the advanced edu-
It is vital that all levels of school administration are cation on a regional level. Additional experts from
represented and networked during the programme industry, universities or other organisations can be
generation phase. consulted if and as necessary and according to any
particular needs.
Central work groups
Programmes should be developed under the guidance of Example of the programme topic scope
the respective academy instructor in cooperation with Several subject teachers work together in a central
the teaching staff. The latter should be highly qualified working group and prepare the advanced education
specialists in the expert field with respective expertise in concept for their specialist area. Teachers from different
methodology/teaching principles. These same specialists regions should be members.
Figure 8: Central work groups for vocational subjects and management
training
Central work groups
▼
▼
▼
▼
metal automotive electrical business
engineering engineering engineering administration
Work group tasks Persons who are represented in a central work group
Drafting the advanced education concept should simultaneously also be members in the regional
Drafting individual advanced education courses work groups to ensure good coordination and
Nominating managers for the individual advanced cooperation between the central and the regional levels.
education courses
Nominating instructors for the individual advanced The regional work groups assume the tasks of the
education courses continuing education programme generation on a
Nominating persons for special advanced education regional level.
courses
Figure 9: Regional and Central Work Groups
▼
Central work groups
▼
Regional work groups
Participants should be identical
187. Publication of the Advanced Education Programme
and Registration for Courses
Publication of the advanced education programme Experience shows that a semi-annual or annual
should be: programme with respective announcements of the
informing all schools via posters, flyers, brochures, courses and, approx. 3 months prior to course begin, a
and short programme with detailed contents of the course,
in electronic form via the internet on the information are effective.
platform of the advanced education institution.
Schools should register the teachers directly with the
Publications should guarantee that information about respective institution for participation in the advanced
advanced education reaches the school principals, the education. The principals may agree to or reject
various departments and also the individual teachers. participation (stating reasons).
198. Use of Teaching Staff in Teacher Advanced Education
In central and regional advanced education for quali- The following diagram represents a guideline for the
fying teachers in vocational subjects, the teaching staff composition of teaching staff in the vocational subjects.
should include a mixture of teaching professionals as
well as specialists from industry, technology, academia,
associations, social institutions, etc.
Figure 10: Guideline for the recruitment of trainers and consultants
for advanced education programmes
Trainers and consultants for advanced education come from:
Private
enterprise 30%
Schools 50%
Universities,
associations,
chambers,
etc. 20%
Each course should be managed by a teacher in order depends on these teachers. In addition to their subject-
to ensure that the requirements of the schools and the related and pedagogic skills, they must also have know-
lessons are reflected in the concept of the advanced ledge and expertise in adult teaching methodologies.
education courses.
An advanced education system must therefore provide
The high number of teachers needed for advanced ways and qualification procedures to qualify adequate
education requires that they have special qualifications, teachers for that system.
as the quality of the advanced education significantly
20Figure 11: Steps to develop a system of qualified teacher trainers
Consultant Teacher (CT)
prepares teacher advanced education measures on key topics of nationwide
validity;
works as a tutor in central and regional teacher advanced education;
manages subject-specific work groups;
organises symposia also in cooperation with third parties (academia,
enterprises, associations);
manages projects, cooperations, competitions;
tests and develops new methods, subject-related content, media for teaching
and learning;
implements the acquired competencies of good teachers in a professional way;
has good communication skills ;
carries out counselling and appraisal interviews with teachers to promote
tuition and tutor character quality.
3rd step
Excellent Teacher (ET)
applies the acquired GT skills in everyday school life in a professional way;
determines the demand for advanced education under consideration of all
the significant frame parameters;
plans and designs teacher continuing education;
works in advanced education with methods and media suitable for adult
learners;
evaluates advanced education measures;
secures and develops the quality of advanced education.
2nd step
Good Teacher (GT)
uses contemporary teaching methods and media in teaching and learning;
is familiar with general and subject-specific didactic concepts;
takes teaching psychology findings into consideration during teaching
planning,
uses appropriate forms of performance measuring;
continuously works on improving the quality of teaching;
cooperates with partners from business and commerce.
1st step
Qualified Teacher (QT)
has several years of practical teaching experience.
21Good teaching staff, who have several years of Modular curriculum to qualify teacher trainers
experience in teaching in their specialist field, are often
willing to pass on their expertise and experiences to Part 1
other teachers. It can therefore be useful to devote extra Adult learning
attention to this group to selectively win them for Structure and planning of advanced education
advanced education, and to train and qualify them to courses
this purpose and as future consultant teacher. Role perception
Advanced education within the system
The candidates should have
qualifications in subject-specific, methodical, Part 2
pedagogic and organisational matters; Group phases and group processes
the skills and willingness to familiarise themselves Communication, counselling techniques
with issues related to teacher training, and teacher Self-perception, third-person perception
advanced education in particular, and school Feedback
development; Moderation & presentation methods
an open mind for innovations;
self-initiative; Part 3
excellent communication skills; Group management
an understanding of school administrative processes Communication models
and management tasks; Group dynamics
willingness for continuous independent advanced Understanding and conducting processes
education according to the job specification. Change management
Consultation
The concept work, preparation, generation and
realisation of advanced education series for training of Part 4
prospective and already active consultants is essential for Complex practice situations / simulation games /
the development of a functioning advanced education role plays
system (see also www.lehrerfortbildung-bw.de/qm/ Forms of reflection
fachberater [available in German]). Self-development planning
Evaluation
The advanced education series should have a modular
concept that includes the categories: basic training with
compulsory modules, self-learning phases, and
continuous advanced education. Based on the concept
model of the state of Baden-Württemberg, the basic
continuing education series should comprise the
following scope of issues:
229. Structure of Teacher Advanced Education
Figure 12: Structure of advanced education for teaching and management
personnel
Advanced education structure
▲
▲ ▲ ▲
Individual advanced (self) Institutional advanced School internal advanced
education by the teacher [a] education [b] education [c]
▼
▼
Central (academy) Regional
[a] Individual advanced (self) education [b] Institutional advanced education
by the teacher
Central advanced education – tasks
Each teacher has the obligation to take part in advanced As part of a comprehensive quality development of
education: schools
per self-study central concept development and qualification of
per participation in advanced education also beyond advanced education of trainers and counselling staff
the government-provided system qualification offers for educational management staff
qualification of teaching staff with special tasks
Support from the state system for teacher advanced within the school system (consultant/facilitator, QM
education is essential. consultant, school counsellor, ...)
provision of subject-specific advanced education
offers for special groups
realisation of demand-oriented workshops for whole
schools
consultation services for schools and school
administration in the field of advanced education
23Regional advanced education [c] School internal advanced education
implementation of central measures and plans
realisation of own courses in line with central offers Tasks of the school-related/school internal advanced
qualification of trainers and multipliers in line with education
the central concepts documentation of the demand for advanced
coordination of the advanced education offer and education, e.g. via specialist conferences = advanced
demand with regional enterprises education planning
documentation of the demand for advanced organisation and realisation of advanced education
education at the schools for the entire teaching staff
evaluation of the advanced education in line with organisation of advanced education for individual
central evaluation measures (=comparability) teachers or specialist groups
cooperation with regional enterprises and external
persons involved in school life (parents, associations,
...)
definition of guidelines for advanced education (as a
feature of quality management)
24GIZ
An Innovative Partner for the Global Challenges of Tomorrow
The wide range of services offered by the Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH
are based on a wealth of regional and technical expertise and on tried and tested management know-how.
We are a German federal enterprise and offer workable, sustainable and effective solutions in political, economic and
social change processes. We are also engaged in international education work around the globe.
Most of our work is commissioned by the German Federal Ministry for Economic Cooperation and Development
(BMZ). However, GIZ also operates on behalf of other German ministries and public and private bodies in Germany
and abroad. These include governments of other countries, the European Commission, the United Nations and the
World Bank. We are equally committed to helping our clients in the private sector attain their goals.
Facts and figures
GIZ operates throughout Germany and in more than 130 countries worldwide. Our registered offices are in Bonn
and Eschborn. We have more than 17,000 staff members around the world, some 70% of whom are employed locally
as national personnel. GIZ’s business volume was about EUR 2 billion as at 31 December 2011.
25Publications Available
Serial No. Title Language
1 Competency-based Training English, Arabic, Farsi, Indonesian
1 Formation basée sur la compétence French
Compilation des thèmes d'un séminaire: Formation des
formateurs
2 Curricular Design and Development English, Arabic, Farsi, Indonesian
3 Innovative and Participative Learning-teaching Approaches English, Indonesian
within a Project Based Training Framework
4 New Forms of Teaching-learning for In-company Training English
5 The Project Method in Vocational Training English
6 Training and work: Tradition and Activity Focused Teaching English
7 Instrumentos para la Gestión del Conocimiento - Spanish
Estrategias Organizacionales
8 Instrumentos para la Gestión del Conocimiento - Spanish
Estrategias Individuales
9 Developmental Psychology in Youth English
10 Theory and Practice of the Project-based Method English
11 The Labour Market Information System as an Instrument of English, Arabic, Farsi,
Active Labour Market Policies
11 Le système d'information sur le marché du travail comme French
instrument de la politique active du marché du travail
12 Selecting and Structuring Vocational Training Contents English, Arabic, Indonesian
12 Sélection et structure des contenus de la formation French
professionnelle
13 Activity Analysis and Identification of Qualification Needs English
14 Structures and Functions of CBET: a Comparative Perspective English
14 Structures et fonctions de l'éducation et de la formation basées French
sur la compétence (CBET): une perspective comparative
15 Managing Change and Innovation: A Challenge for Modern English, Arabic
Organizations
15 Gestión del Cambio y la Innovación: un Reto de las Spanish
Organizaciones Modernas
26Serial No. Title Language
16 Financing Technical and Vocational Education and Training English
(TVET)
17 Corporate Human Resource Development I: From English
Organization to System
18 Corporate Human Resource Development II: From English
Competence Development to Organizational Learning
19 E-learning in Vocational Education and Training (VET) - Arabic
Basics, Problems and Perspectives
20 The Training and Qualification of Target Groups in the English
Informal Sector
21 Ecological sustainability in TVET - Planning aid to initiate English
and implement environmentally relevant topics in selected
programmes and offerings of the development cooperation
(DC)
22 E-learning in Vocational Education and Training (VET) - English, Arabic
Didactic Design of E-learning Measures
23 Desarrollo de competencias sistémico - Una estrategia del Spanish
Desarrollo de Capacidades (Capacity Building)
24 Development of a National Advanced Education System for English
Teaching and Management Personnel
27Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH Sitz der Gesellschaft Bonn und Eschborn Käthe-Kollwitz-Str. 15 68169 Mannheim Germany T +49 621 3002-0 F +49 621 3002-132 E tvet@giz.de I www.giz.de
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