Module no.1: Training program organization
Topic no. 3: Design the Training Plan together with VET teacher
|No.||Title and description of the resource||Type||Language||Learning/ training/ evaluation activities suggested||Access URL / download|
|1.||KURSPLANUNG – GUTE PLANUNG IST GRUNDLAGE EINER GELUNGENEN VERANSTALTUNG /
COURSE PLANNING – GOOD PLANNING IS THE BASIS OF A SUCCESSFUL EVENT
Planning a course is one of the basic activities for adult education teachers. As with many other projects, good course planning makes implementation much easier. But especially for newcomers among the course instructors the question arises: How do I plan a course correctly? Read here what is important for good course planning.
|2.||MIT DEM KIOSK MODELL LEHRE PLANEN / PLANING TEACHING WITH THE KIOSK MODELL
The metaphor of house building helps to ensure that you don’t forget anything important when planning a teaching offer. The trainer and consultant Hubert Teml describes the planning of a teaching-learning situation simplified by means of a small building, the kiosk. The freely available model on the Internet shows that the planning and design of a teaching-learning situation is very similar to building a house. House and teaching – both need at least foundation, basic framework and roof.
|3.||PLANING AND ORGANISING APPRENTICESHIP PROGRAMMES FOR SMEs
This learning unit is aimed at finding appropriate strategies to identify innovative apprenticeship paths adapted to the needs of young apprentices while ensuring the integration of theoretical knowledge with practical experience. It will also look at analysing the job market with particular attention to the offer of professional training and understanding the main legal and contractual regulations concerning apprenticeship programs.
|4.||HOW TO TRAIN EMPLOYEES: EFFECTIVE ADULT TRAINING PROGRAMS
In this video you will learn what needs to be considered when planning training with adults in order to ensure successful achievement of learning objectives. Adults want to be engaged in the learning process, they want to use their experiences and they want feedback so that they can improve successively.
|5.||MONITORING AND SUPPORTING THE APPRENTICE LEARNING PROCESS
This learning unit is aimed at preparing for apprentices and developing appropriate monitoring and feedback tools for apprentices to be examined in order to provide apprentices with the best possible experience. At the end of this learning unit, you will be able to identify the requirements for monitoring, supporting and recording the apprentice learning process and also to develop a plan for monitoring, supporting and recording the apprentice learning process.
|6.||GUIDE ON COUNSELLING AND JOB PLACEMENT TECHNIQUES
This learning unit is aimed at providing the necessary competences to develop career planning techniques/methodologies, interpersonal competences and Counselling & Vocational orientation tools in order to support apprentices in their career planning. It will also look at facilitating apprentices to gain a stable and desirable workplace in order to start building their career, how to design, perform and evaluate techniques for career planning and to facilitate apprentices’ employability.
|7.||APPLYING CONTEMPORARY PEDAGOGICAL METHODS AND APPROACHES WITH DIGITAL TOOLS
This learning unit is aimed at supporting teachers and educators from VET schools, training providers and intermediary bodies in using learner centred methods and choosing appropriate didactic supports for training in a real work context, including ICT tools, learning and collaborative platforms and apps.
|8.||Methodology for organizing and functioning of dual education (OMEN no. 3554/2017)||Romanian||Individual learning||https://www.edu.ro/sites/default/files/_fi%C8%99iere/Invatamant-Preuniversitar/2017/inv.profesional/ORDIN%20Nr%203554.pdf|
|9.||The structure of the professional training standard in vocational and technical education (OMECS 5293 / 24.09.2015)||Romanian||Individual learning||http://cndiptoi.tvet.ro/webdocs/OMECS%205293/OMECS_5293_2015_structura%20SPP.pdf|
|10.||Methodological landmarks CDL design ninth and tenth grades according to the new standards of professional training (OMEN 3914 of 2017).||Romanian||Individual learning||https://www.edu.ro/sites/default/files/fisiere%20articole/OMEN_3914_2017_scanat.zip|
|11.||General methodological guidelines for the elaboration of the curriculum in local development for the 11th and 12th grades, the upper cycle of the high school, the technological branch, and for the 11th grade vocational education (ORDER no. 3,502 of March 29, 2018)||Romanian||Individual learning||http://www.isjialomita.ro/files/legi/Ordinul%20MEN%20nr.%203502%20din%202018.pdf|
|12.||The individual contract for practical training in dual education
The practical training internship, starting with the 2017-2018 school year, based on Order 795 / 6.10.2017.
|13.||Pedagogy of alternation and dual system
In this article it is explained the pedagogy of alternation in which are framed the formative models that combine theoretical learning with experiential learning in professional settings. Precisely the personal formation of the student is the result of alternating two contexts of learning in an articulated and formalized way.
|14.||This document explains the methodology for developing dual vocational training programmes. The methodology itself is explained from pages 63 to 84.||PDF Document||Spanish||Individual learning||http://www.garantiajovenaragon.com/archivos/metodologia_fp_dual_en_aragon_2014.pdf|
|15.||Manual of company trainers in VET systems.
The training plan is explained in page 75, however it is recommended to have a look to the others parts. It is an interesting document.
|PDF document||Spanish||Individual learning||https://www.fundacionbertelsmann.org/fileadmin/files/Fundacion/Publicaciones/Manual_Tutores_web_vf_.pdf|