Vocational Pedagogy 7

1 Published by UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training UN Campus Platz der Vereinten Nationen 1 53113 Bonn Germany Tel: [+49] 228 815 0100 Fax: [+49] 228 815 0199 www.unevoc.unesco.org [email protected] Photo used in Cover Design © Alix Wurdak/UNESCO-UNEVOC All photos are copyright of UNESCO-UNEVOC unless stated otherwise The designations employed and the presentation of the material in this publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, city or area, or of its authorities, or concerning the delimitation of its frontiers or boundaries. The author is responsible for the choice and the presentation of the facts contained in this publication and for the opinions expressed therein, which are not necessarily those of UNESCO and do not commit the Organization. ISBN 978-92-95071-72-8 © UNESCO 2014 All rights reserved 2 Table of contents Foreword 4 Introduction 5 Scope and objectives of the virtual conference 6 Summary of discussions 7 a) Key aspects of vocational pedagogy 7 b) The concept of signature pedagogies 9 c) Why a broad conception of TVET matters 10 d) The qualities of a great TVET teacher and how these can be cultivated 12 Conclusions and a recommendation 14 Background resources and references 15 Participation 16 Overview 16 Regional distribution of participants 16 List of participants 17 About the Moderator 23 3 Foreword he 2014 Education for All Global Monitoring This virtual conference was the ninth in TReport on teaching and learning reminded a series of moderator-driven discussions us that there is a global learning crisis introduced by UNESCO-UNEVOC in 2011. and that the quality of education is at the Held on the UNEVOC e-Forum – a global centre of it. The quality of education largely online community of over 3,500 members – depends on good teachers. This is particularly and guided by an expert in the field, these evident in technical and vocational education discussions provide a platform for sharing and training, where TVET teachers have a of experiences, expertise and feedback and distinctive role to play in improving the wish to inspire people to take further action. quality of education. Quality TVET teachers are those with both expert knowledge We would like to thank Professor Bill Lucas in their field and who have the ability to for sharing his expertise on vocational transfer this knowledge to their students. pedagogy with the wider TVET community However, we too often forget to discuss this and for drafting this synthesis report, which important question: how to teach TVET? we hope will be useful in the work of TVET teachers and other TVET stakeholders. We To further our understanding of vocational furthermore extend our sincere gratitude to pedagogy, UNESCO-UNEVOC organized a all participants who took their precious time virtual conference from 12 to 26 May 2014 on to share their experiences on the topic and the UNEVOC e-Forum. Moderated by Professor contributed to the development of this report. Bill Lucas, Director of the Centre for Real- World Learning, Professor of Learning at the University of Winchester (United Kingdom) and co-creator of the Expansive Education Shyamal Majumdar Network, this virtual conference explored Head of UNESCO-UNEVOC International Centre what vocational pedagogy is, why it matters and how teachers can put it into practice. The two-week virtual conference attracted 197 participants from 65 different countries, representing policy makers, researchers, practitioners and most importantly, teachers and students. They came together to deepen their understanding of vocational pedagogy and comprehend its complexity. The contributions and experiences shared illustrated the importance of vocational pedagogy in improving learner outcomes in TVET, as well its role as a catalyst for raising the status and quality of TVET. 4 Introduction Creative commons (c) Kevin Tong / Engineering.ucdavis.edu round the world technical and vocational make it work best. In short we need to have Aeducation and training (TVET) is widely a robust model of vocational pedagogy – the seen as having a key role in promoting both science, art and craft of teaching and learning economic and socio-economic growth, vocational education. We Creativeneed to Commons be able © Vattenfall increasing productivity, empowering citizens to describe withCreative clarity Commons and confidence© Trust for Africa the Orphans and alleviating poverty. Yet the quality of TVET teaching and learning methods that are most in terms of learner outcomes and teaching effective for a range of different learners inputs is variable. In some countries this seeking to acquire skills, competences and unhelpful inconsistency is being addressed dispositions in many different contexts. through the use of accountability regimes to validate the quality of provision, in Yet research has shown that vocational others through increased professionalization pedagogy is under-researched and under- and training of the TVET workforce. theorized, despite some notable exceptions. Other methods of improving TVET include Too often research focuses on the system investment in buildings and equipment, level – the kinds of competences needed for better engagement of employers in the the twenty-first century – or on a specific process of curriculum development, the use vocational pathway such as the pedagogy of of smart technologies and the development dry stone walling (Farrar and Trorey, 2008). of formative assessment practices. There are other factors at play, too. TVET is But if we are really to improve TVET in all of all too often seen as the ‘poorer cousin’ of its many forms then we need to understand academic education. In reality vocational the teaching and learning methods which pedagogy is a more complex concept to 5 understand than its academic counterpart education and training. TVET teachers have precisely because it takes place across two a distinctive role to play: not only do they contexts – workplace and education space – need to be experts in their subject with a and because it has crucially to involve both sound understanding of its pedagogy; they teachers and employers in its delivery. also need to have practical and up-to-date vocational expertise relevant to the workplace. In some countries vocational pedagogy is widely debated. There are lively and well- It was with these kinds of questions in mind informed discussions about how best to that we recently undertook wide-ranging teach vocational education. In the United research to seek to provide some answers Kingdom, for example, an independent and to stimulate debate about vocational commission was recently set up specifically pedagogy (Lucas et al., 2013). Specifically to look at both research and practice of we wanted to clarify the goals of vocational TVET and make recommendations about education and articulate the full range of improving pedagogy (McLoughlin, 2013). desirable learning outcomes associated with TVET before considering the kinds of Despite many brave attempts, there is not choices which teachers can take in selecting yet an international consensus as to the the most appropriate learning and teaching essential aspects of vocational pedagogy. But methods to deploy with their learners. what vocational pedagogy is really matters. It forces us to think about the wider goals Scope and objectives of of vocational education and thus to improve the virtual conference its status. Thinking about pedagogy helps us to understand that vocational education is The objective of the two-week virtual worthy of serious study. Once grasped more conference on Vocational Pedagogy on comprehensively, vocational pedagogy enables the e-Forum was to explore vocational us to develop models and tools that can help pedagogy – what it is, why it matters and TVET teachers more effectively to match how teachers can put it into practice. teaching and learning methods to the needs Between 12 to 26 May 2014, 197 of their students and their contexts. Through Participants from 65 different countries such means vocational pedagogy can directly virtually attended the online conference. impact on the quality of teaching and learning. The discussion focused on The key message of the 2014 Education for four broad topic areas: All Global Monitoring Report on teaching and learning was very clear: there is a global 1. Aspects of vocational pedagogy of learning crisis. Despite efforts to improve most interest to participants universal access to education, 250 million 2. The concept of signature pedagogies children are not learning even the basic skills 3. Why a broad conception of TVET matters (UNESCO, 2014), let alone the skills they need to thrive in the world of work. The 4. The qualities of a great TVET teacher report underlines that more efforts should and how these can be cultivated. be made to ensure that children have real opportunities to learn when they go to The moderator would like to thank e-Forum school and that governments invest in well- members for their active participation qualified and motivated teachers to ensure and generous sharing of experiences, that all children are appropriately educated. tools and papers. This report summarizes the main issues raised, indicates some The importance of good teachers is just promising lines of thought and concludes as critical for technical and vocational with a series of suggested action points. 6 Summary of Be clear about the goal of vocational education discussions he background note to the e-Forum Tmade clear an interest in asking some Understand the nature of your ‘subject’ fundamental questions about the bigger picture of TVET, especially the breadth of learning outcomes desirable in today’s complex society, a topic returned to in Be clear about the breadth of desired outcomes section c. Specifically it was argued that you cannot develop a plausible description or theoretical underpinning for vocational pedagogy unless you are prepared to ask and Understand the range of learning methods that may, taken together provide the best blend answer some fundamental questions about vocational education.

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