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| Working group 1: Master study programme concept for teacher training in Sri Lanka |
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was initially planned to be dedicated to discussions related to developing Master study programmes for the education of TVET teachers and professionals and for the development of TVET research capacity at universities in Sri Lanka. However, the majority of participants were interested in participating in this working group and they saw the need to also discuss TVET teacher education at a lower academic, i.e. Bachelor level, as well as the issue of continuing professional development for in-service TVET staff.
Changing the initial planning, three thematic sub-groups were formed, dedicated to the discussion of:
1a: Development of curriculum for Bachelor degree in technical education
1b: Master degree programme in technical education
1c: Curriculum for professional development
Participants partly moved from group to group which lead to reconfiguration of sub-working groups during the course of the workshop.
Outcomes working group 1: Master study programme concept for teacher training in Sri Lanka
Due to these reconfiguration processes results were elaborated with different depth and detail. The results are given below: | |
1a: Development of curriculum for Bachelor degree in technical education
This sub-group discussed the possible layout of a Bachelor study course for TVET teacher training. The results are summarized in a graph (see Figure 1) | |
1b: Master degree programme in technical education
This sub-group discussed the possible layout of a Master degree course for Sri Lanka. The major issues that were discussed were:
Entry qualifications:
Bachelor in Engineering (in a relevant technical discipline) or equivalent qualifications + 3 years industrial practice.
Curriculum:
Should focus on the roles that technical education teaches (Master degree holders) are expected to perform (to be defined through discussions with stake holders)
Four Major STRANDS
- Pedagogical/ Androgenic / Professional careers
- Discipline based (Technical & Vocational) works
- Practical
- Research (Project / dissertation)
Core Courses
- Pedagogical courses – Principals of technical & vocational education
- Curriculum development (TVEL)
- Management
- Measurement & Evaluation (TVEL)
- Educational Technology (industrial methods of teaching)
- Guidance & Counselling for (TVEL)
- Discipline based TVEL courses (deepening courses)
- Practicing (4 – 8 weeks) (can be exempted for in-service education)
- Research (including a course a research methodologically)
Exemptions to be given on a consideration of prior achievements
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1c: Curriculum for professional development
This group elaborated the result of discussions in such detail, that it is not possible to reproduce the documented results in this report. Instead, the key results are presented:
The curriculum outline addresses continuous and professional development for TVET teachers. Competences needed by TVET teachers were structured according to Figure 2.
The competence areas were further elaborated, which is not presented here.
The group drafted a curriculum with a comprehensive initial phase of about 600 hours as well as a curriculum for continuous development.
A certain amount of continuous training in each of the competence areas should be compulsory for in-service TVET teachers, monitored by an assessment scheme. Content areas were drawn up in detail and the amount of training required in a 3 years time span was suggested.
For the success of such a programme the implementation of a monitoring strategy was considered to be very essential. |
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Updated Thursday, January 01, 2004 |
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