Linking different training cultures to each other with a common European framework: The cases of Germany and Greece

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University of Bremen Nikitas Patiniotis Panteon University, Athens Paper

1 Linking different training cultures to each other with a common European framework: The cases of Germany and Greece Pekka Kämäräinen ITB, University of Bremen Nikitas Patiniotis Panteon University, Athens Paper for the symposium of the TTplus project, EARLI PD-SIG 14, , Jyväskylä

2 Contents 1. Introduction 2. Issues for European policies and related studies on teachers and trainers 3. Methodological orientation of the TTplus project 4. Insights into German and Greek cases 5. Analyses of German and Greek policy contexts 6. Concluding remarks

3 1. Introduction What is this presentation about? Positioning the TTplus project vis-a-vis prior European studies: Focus on trainers Insights into the methodological orientation of the project: The contextual image approach Insights into two country-specific samples: The case studies in Germany and in Greece Examination of the policy landscapes: The policy environments in Germany and in Greece Reflections on the possible role of a common European framework for different training cultures

4 2. Issues for European policies and related studies on teachers and trainers 1(3) Recent developments in European policies: The Lisbon follow-up : Specific priority issue promoting the competences of teachers and trainers The Maastricht study on attainment of the Lisbon goals (2004): Specific section on Teachers and trainers European commission document 2005: Common principles for teachers competences and qualifications Communication from the Commission to the Council and the European Parliament 2007: Improving the quality of teacher education

5 2. Issues for European policies and related studies on teachers and trainers 2(3) Newer European studies giving visibility for trainers: Eurotrainer and LOT 2 projects (2007): Mapping the professional situation of trainers outside educational institutes (Document analyses and expert interviews; 32 countries) Cedefop/TTnet project Defining VET Professions ( ): European competence profiles for six training occupations (VET teacher, VET trainer, school manager, training manager (company), training manager (centre), adult trainer) TTplus project Common framework for professional development of trainers ( ): Case studies; 6 countries

6 2. Issues for European policies and related studies on teachers and trainers 2(3) Critical issues: Ø Can the trainers be considered as a sub-set of teachers (regarding policy measures and monitoring studies)? Ø How can the professional situation of trainers best be approached (taking into account different training cultures)? Ø How is it possible to promote professional development of trainers in the light of the specific empirical findings? Ø How can a common framework support professional development of trainers in diverse training cultures?

7 3. Methodological orientation of the TTplus project 1(3) Initial methodological choices: Ø No a priori definition of trainer : The partners study the kinds of trainers as they find in their own culture Ø No claim for representativity regarding national policies: The partners can select mainstream models or exeptional contexts (provided that they are explicit on their criteria) Ø No pressure to standardise the country-specific samples: The partners can approach different training providers and occupational sectors (provided that they have clear reasons) Ø No guiding research hypotheses were formulated: The initial working hypotheses were kept back and the partners were encouraged to follow a relatively open research strategy

8 3. Methodological orientation of the TTplus project 2(3) The contextual image approach (Ritsert & Brunkhorst 1978, Bracher 1978) as a combination of preliminary conceptual work and controlled-explorative inquiry ( twofold contextualisation ): Theoretical context for proactive conceptualisation (possible range of assumptions, conventions and change agendas); Empirical/practical context for constructive conceptualisation (sensibility for specifying the actual positions, interests and practical heuristics of training-related actors); Ø Contextual images based on culturally specific core ideas (e.g. the Beruf principle) or on alleged diversity of interests

9 3. Methodological orientation of the TTplus project 3(3) From empirical materials to grounded policy analyses : The case studies are not treated as evidence on the success or failure of national policies. Instead the empirical findings provide a basis for analysing, to what extent the policies cater for such training contexts. The policies are not studied from the point of decision-making, implementing and reviewing. Instead, policies are studied as support environments for initiatives and change agendas. Training policies are not assumed to be very coherent. Instead, there is a need to specify terrains for policy processes, arenas for participation and control regimes that can intervene.

10 4. Insights into German and Greek cases 1(3) Insights into the German sample Training concepts: Company A: Using the dual system of apprenticeship for recruitment and induction of new staff to the departments; Skilled workers as mentors for individual trainees. Company B: Using the dual system for linking the induction to production/ service teams and for promoting the rapidly renewing ITrelated (technical and service) competences; Team-leaders as coaches for their teams (including trainees); Company C: Using the dual system for inducting the staff to work in different local plants Trainining is guided by a Central training department; Trainers (at workshops) and workplace tutors (in producation units) as resource persons for projects and self-organised learning tasks.

11 4. Insights into German and Greek cases 2(3) Insights into the Greek sample Approaches totraining: Company X (Shipping industry): Using external training services whenever possible; transition from domestic workforce to global recruitment; No interest in own training capacities. Company Y (Training provider for shipping industry): Analysing eventual training needs in shipping; Development of tailored programmes for diverse target groups; Interest in developing closer cooperation with the shipping industries. Company Z (IT company): Perceives its own work partly as knowledge work, partly as capacity-building for clients and with clients; Training is considered as part of the job profile for all.

12 4. Insights into German and Greek cases 3(3) Contrasts between the German and the Greek samples a. The German sample focuses on companies that provide training in electrical occupations; Includes enterprises that represent different industrial traditions (crafts and trades, modern system services, support for large industrial plant); brings forward views that are committed to training in the context of the dual system of apprenticeship. b. The Greek sample focuses on in-house training that is provided by the companies themselves or by their immediate cooperation partners; Includes industries and services that have very different positions concerning training and training-related cooperation; does not bring forward any cooperation with public VET frameworks or other use of public training-related services.

13 5. Analyses of German and Greek policy contexts 1(3) The German policy context (training of trainers): Strategic alliance to promote training opportunities (Ausbildungspakt) initially ;renewed for ; Temporary suspension of the trainers certificate (AEVO) ; Re-establishment and revision by August 2009; New training models for advanced training specialists (IHK- Berufspädagoge) under the authority of the chambers (pilot projects and new legal frameworks since 2005) Articulation between the intermediate qualifications (IHK- Berufspädagoge) and Bachelor degrees to be examined by a major nation-wide pilot project from 2009 on.

14 5. Analyses of German and Greek policy contexts 2(3) The Greek policy contexts (quality of trainers): Public monitoring of the quality of trainers is organised separately by the Ministry of Education and by the Ministry of Employment (via their operative agencies); Organisational self-monitoring of the quality of trainers is organised by the public adult education centres and by the private training centres (via their umbrella organisations); The monitoring arrangements do not cover training in enterprises or direct cooperation between training providers and client enterprises.

15 5. Analyses of German and Greek policy contexts 3(3) Contrasts between the German and the Greek policy contexts a. The German policy context can be characterised as a relatively transparent policy constellation with clear institutional responsibilities and with overarching platforms; is influenced by two major arenas (re-establishment/revision of the AEVO and the debate on new training models for advanced training specialists); brings forward a potential conflict between VET-related and HE-related control regimes (the role of chambers vs. the role of accreditation bodies). b. The Greek policy context can be characterised as a policy mosaic in which the policy terrains and the control regimes have particularised; is not characterised by major arenas for participation or by overarching change agendas; leaves into margin the training activities that are initiated by the enterprises themselves and the staff that is engaged in delivering the training.

16 6. Concluding remarks 1(2) Looking back at the policy background and the critical issues (slides 4-6): Ø The relatively open research strategy has pointed out to be helpful for mapping the professional situation of trainers in different training cultures. Ø The empirical findings of the TTplus project do not suggest that trainers could be considered as a sub-set of teachers. Ø The empirical findings do not bring forward one best way to promote the professional development of trainers.

17 6. Concluding remarks 1(2) Looking back at the policy background and the critical issues (slides 4-6): Ø The interviews do not bring forward great expectations on the role of European Qualification Framework. Ø The empirical studies do not bring forward trans-national tendencies towards common competence profiles. Ø The European framework needs to be based on different policy scenarios and on different educational roadmaps that draw upon the commitments of diverse stakeholders.

18 Thank you for your attention! For further information:

GREEK PILOTING PROGECTS. Labor Institute of the k General Confederation of Greek General Workers (INE GSEE) Confederation of

GREEK PILOTING PROGECTS. Labor Institute of the k General Confederation of Greek General Workers (INE GSEE) Confederation of GREEK PILOTING PROGECTS Labor Institute of the k General Confederation of Greek General Workers (INE GSEE) Confederation of Workers (INE GSEE) THE ORGANISATIONAL STRUCTURE GREEK GENERAL CONFEDERATION OF