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Symposium: Combining formal and non-formal learning in ICT and VET

Symposium: Combining formal and non-formal learning in ICT and VET. „Conditions for and participation in formal and non-formal learning in ICT SMEs“ Results from the German part of the PARTICIPA Project from SMEs in the IT sector in Bremen. Results from Participa.

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Symposium: Combining formal and non-formal learning in ICT and VET

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  1. Symposium: Combining formal and non-formal learning in ICT and VET „Conditions for and participation in formal and non-formal learning in ICT SMEs“ Results from the German part of the PARTICIPA Project from SMEs in the IT sector in Bremen Philipp Grollmann/Roland Tutschner, ITB Bremen, Symposium, ECER Crete 2004

  2. Results from Participa Participa: Symposium Session 10a (Saturday 09.00-10.30) Bremen: Investigations into „factors“ contributing to CVET (&L) participation in the aeronautics sector and the IT-sector Philipp Grollmann/Roland Tutschner, ITB Bremen, Symposium, ECER Crete 2004

  3. Methods applied • Exploration of the Bremen IT sector (expert interviews; directory of enterprises) • Quantitative online survey (134 respondents, mainly from the Bremen Region) • Qualitative case study (4 interviews in one company) and focus group interviews for the deepening of results Philipp Grollmann/Roland Tutschner, ITB Bremen, Symposium, ECER Crete 2004

  4. Company size Philipp Grollmann/Roland Tutschner, ITB Bremen, Symposium, ECER Crete 2004

  5. CVET and size • The bigger the employing enterprise, the higher the chances to participate in formal CVET; • The majority of those respondents who have participated in training measures come from enterprises with more than 250 employees, whereas the majority of non-participants work in smaller companies, the largest group of them in small enterprises with up to 10 employees (micro-enterprises). Philipp Grollmann/Roland Tutschner, ITB Bremen, Symposium, ECER Crete 2004

  6. IT CVET and SMEs • Through factor analysis of the ranking of 31 different task descriptions under use in the IT-qualification system and in the multi-media sector we identified five broad fields of activities: • Networks/technical Infrastructure • Multimedia/Design • Software solutions/databases • Product-/Quality management • Support/Training • (CVET System: Components and Devices, Infrastructure/Networks; Software/Applications; IT-solutions) • There is a significant negative correlation between the size of the enterprises and the variety of tasks the employees are exposed to: the bigger the enterprise, the less manifold are the tasks, the employees have to cope with. • Reasons for participation in CVET measures are strongly connected to job demands. For 75,3% of the participants the motivation to take part in CVET is directly connected to the demands of their major occupational tasks Philipp Grollmann/Roland Tutschner, ITB Bremen, Symposium, ECER Crete 2004

  7. Advancement orientation Philipp Grollmann/Roland Tutschner, ITB Bremen, Symposium, ECER Crete 2004

  8. IT CVET and SMEs • 85 % of the respondents across all levels and fields of activity did not know about the existence of the new CVET system • Expert statement: “This is Telekom” Philipp Grollmann/Roland Tutschner, ITB Bremen, Symposium, ECER Crete 2004

  9. IT CVET and SMEs • Employees in the field of databases and development especially draw on product-specific sources of information • Employees who take over tasks in the field of quality management have high degree of identification with their tasks and the team. • Actual CVET strategy applied (case): Mix of more generic (“project management”) and highly specialised (“advanced technical trainings”) courses Philipp Grollmann/Roland Tutschner, ITB Bremen, Symposium, ECER Crete 2004

  10. CVET Certificates • IT certificates play nearly no role or a negative role. • A huge list of certificates can have negative effects in the application process. • interested in documented biographical real work experiences Philipp Grollmann/Roland Tutschner, ITB Bremen, Symposium, ECER Crete 2004

  11. Accreditation bias in European non-formal learning policies? Conclusions on Participation – CVET System: • Do CVET Qualifications and Work Processes of SMEs fit? • Much has to be done to disseminate the new System Food for discussion: • Important problems according to Eraut after an evaluation of NVQs: • the effect of using qualifications for accrediting existing competence, the dangers of a fragmented approach to performance, and the limited development of expertise in assessment and learning support. • 600 candidates spent, on average, only 28% of their time on developing new competence. • Rest of their time was spent in obtaining and organising evidence of their existing competence. • Under present financial arrangements, the government pays for the development of the standards and the awarding bodies organise the assessment; • no finance is available to develop a learning programme which is motivating, meaningful and effective, incorporates formative evaluation and progression, and concludes with holistic final assessments that are more valid measures of performance in the workplace than a portfolio of bits and pieces of evidence. “ (Eraut 2003: 121/122) Philipp Grollmann/Roland Tutschner, ITB Bremen, Symposium, ECER Crete 2004

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