Tian Ye / Felix Rauner Tian Ye, Felix Rauner, Lars Heinemann, Andrea Maurer KOMET (Beijing):...

Tian Ye / Felix Rauner

Tian Ye, Felix Rauner, Lars Heinemann, Andrea Maurer

KOMET (Beijing): Findings and Conclusions

INAP Conference, May 2011


Interrater reliability

Test TaskDay 1 Day 2

a.m.Day 2p.m.

Day 3 a.m.

Day 3p.m.

Signal system

Signal system

Drying room

Drying room

Rooflight control

Rooflight control

Pebble conditioning syst.

Pebble conditioning syst.


1. The students and teachers show a remarkable interest in

open, complex test tasks. This may be interpreted as a

strong motivation to acquire professional competence.


„How interesting was working on the test tasks?“

Not interesting at all very interesting


„How concentrated did you work on the test tasks?“

not concentrated at all very concentrated


2. The test tasks’ format: open, complex, realistic test tasks

does not correspond to the methods of learning and

teaching at the different kinds of Chinese schools. As the

test results of the German groups show, test groups

having a strong experience with project-based and

work-task based learning are able to get clearly better

results.


Weighting of the eight competence criteria by German andChinese raters

clearness/ functionality sustainability/ efficiency/ orientation on social resp. ironmental resp creativity presentation use value effectiveness work and

business processes

Germany


3. The curriculum at school, the (implicit) curriculum at the

company, the practice of learning, and the cooperation

between learning venues do not form an adequate basis

for the effective acquisition of professional competence.

The potentials of alternating duality are not used.


Distribution of competence levels: Collegestudents - Comparison between 2nd and 3rd year of training.

III: Holistic Shaping Competence

II: Processual Competence

I: Funcional Competence

Nominal Competence

2nd year (n=119)

3nd year (n=105)


„The tasks that I carry out fit with my knowledge and my abilities in the respective working field."

2nd year (n=324)

3nd year (n=193)

very rarely rarely sometimes often very often


„The tasks that I carry out fit with my knowledge and my abilities in the respective working field.“Comparison China (2010) / Germany (2009), 2nd year


Bejing (n=324)

Germany (n=266)


„I care about my company’s future.“2nd year 2009 – 3rd year 2010

Not agree rather not agree undecided rather agree agree

2nd year (2009)

3rd year (2010)


„If I wanted to, I could stay in the company after finishing the vocational training“.


2nd year (2009)

3rd year (2010)


4. The quite strong differences in performance between the

different school forms express the practice of selecting

students according to general cognitive abilities. A

successful inclusion into a community of practice at the

company is able to compensate these differences.


Percentile Bands According to Type of School

Vocational College(n=341)

Total (n=599)

Skilled Workers‘ School(n=158)

Vocational School(n=100)

Total


Histograms according to type of school; total scores

Nu

mb

er

of

Stu

de

nts

Vo

ca

tion

al C

olle

ge

Vo

ca

tion

al S

ch

oo

l Sk

illed

Wo

rke

rs’ S

ch

oo

l

Total score 2009


Average Competence Profiles China – Germany

a) best class vocational college n=15 b) vocational colleges China, n=342

c) Industrial electricians Hessia, n= 288 d) Craft electriciana Hessia, n=106


5. (1) The students’ high motivation and willingness as well as their interest in a training related to practice,

(2) committed teachers, and

(3) a VET research open for innovation are good preconditions to introduce modern forms of learning and teaching, a curriculum that covers both learning venues (integrated VET curricula), and a better cooperation of learning venues.

.


„I am interested in the ways my work tasks fit to my profession“. a) 2nd year 2009 (n=45)


Per

cen

t


„I sometimes think about ways how to improve my work or its quality. “a)2nd year 2009 (n=47)

rather not agree undecided rather agree agree

Per

cen

t


Zusammenhang zwischen durchschnittl. Gesamtpunktwert bei der 1. Testaufgabe und Item „Wenn Fachleute Aufgaben bearbeiten, die für die jeweilige Abteilung/Einrichtung von Bedeutung sind, kann ich mich aktiv daran beteiligen“ nach Schultyp

Ave

rag

e t

ota

l sc

ore

200

9

Type of school vocational college skilled workers’ school


Tian Ye / Felix Rauner Tian Ye, Felix Rauner, Lars Heinemann, Andrea Maurer KOMET (Beijing):...

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