Steuerung, Vernetzung und Professionalisierung in der ...

18 — Lassnigg / Steuerung, Vernetzung und Professionalisierung in der Berufsbildung — I H S
Abbildung 3: Mapping of co-ordination tasks and main policy options
CO-ORDINATION TASK QUANTITATIVE QUALITATIVE
Co-ordination between education/training demand and supply
numerical allocation
- determination of numbers,
- provision of study places,
- determination and selection of
shaping the profiles
- composition of curricula,
- breadth - depth,
- study lines - modules
applicants
Main policy options:
- Social demand approach, quantitative (allocation), qualitative (adaptation)
- Strenghthening market forces concerning allocation (vouchers), selection /
promotion (costs, incentives), information (signalling test results)
- Guidance and counselling
- Testing / assessment at the entrance
Co-ordination of the teaching/learning process
- Pupils/Students management selection, retention during the transformation of potentials to
teaching/learning process
- Personnel management - work load,
- working conditions,
- determination of salaries
- Resources management allocation of resources in relation to
study-places
- Shaping of learning environment selection / allocation of learning
sites
competencies
- preconditions (training, etc.)
- division of labour among
professionals
- progression, further training,
careers
standards for the utilisation of
resources in relation to study-places
design / utilization of learning
environment
Main policy options:
- standards and assessment
- new teaching/learning methods (teaching à learning)
- new technologies
- integration of formal and non-formal learning, workplace learning
- professional policies, change of working conditions and division of labour ,
continuing training
- input related standards
- new methods of resource acquisition (levies, training funds)
- new organisation / management methods (TQM, etc.)
Co-ordination between competencies/qualifications demand and supply
numerical allocation - transition from - determination of credentials in
ecucation/training to work
relation to the labour market
structure
- relation of attainment to credentials
- shaping the qualification profiles of
working life
Main policy options:
Overall policies
- compentency-based assessment, creation of credentials independent from
certain studies
- combination of study and work (apprenticeship, HRD)
- partnerships education and training - enterprises
- including representatives from working life into steering bodies
- development of anticipation mechanisms of development and change of
demand for qualification
- transition policy
- development of the knowledge base, educational R&D
- overall change of the steering system
- policies for life long learning
- education and training policies as element of innovation policy