Focusing on innovative educational strategies, this book explores the development of advanced curricula through a work-process based approach. It emphasizes the integration of real-world applications and industry needs into curriculum design, ensuring that educational outcomes align with professional competencies. The authors provide practical frameworks and case studies, guiding educators in creating detailed and effective learning pathways that prepare students for the demands of the modern workforce.
«Re-Engineering» Dual Training – The Malaysian Experience shows how a new industrial country is successfully pursuing the aim to ensure the extremely swift increase of economic development by initiatives and concepts for the qualification of skilled workers. This publication reflects the analysis of best practice in training which centers around the workplace in lead countries as well as the philosophy, policies and procedures of the emerging Malaysian National Dual Training System. Excellence in high-tech work must be based on excellence in training. Training based on targeting specific competencies was seen as a way to achieve this excellence. However, this apparently logical approach, which seemed to make it the panacea for meeting today’s pressing high-tech training needs, has failed to keep its promise. Yet, its undisputable contribution to the development of highly effective training has been to create awareness that the necessary accountability of training can only be secured through the definition of occupational standards. However, when they only reflect the immediate work which has to be carried out at the workplace, occupational standards seemingly fall short. The rapidly changing context of work also needs to be reflected, and therefore a new focus on the workprocess is needed to guide the necessary reorientation in training.
Auf der Grundlage amerikanischer Erfahrungswerte der Berufsbildungs- und Berufsberatungsforschung wird eine «Neuorientierung in Gesamtperspektive» der westdeutschen Berufsbildung vorgelegt. Eine derartige Neuorientierung ist angesichts des Fehlens einer kontinuierlichen Zielperspektive dringend erforderlich, denn nach dem Zusammenbruch grossangelegter Berufsbildungsreform (Bildungsrat) der Konsolidierung inhomogener Reformruinen (u. a. Berufsgrundbildungsjahr) ist nunmehr die ausdrückliche Bewahrung vorher als archetyp angesehener Strukturen (duales System) das Ziel von Berufsbildungspolitik. Als Leitlinien der Neuorientierung werden Erkenntnisse zur tragenden Funktion der Einführung berufsorientierend-arbeitsweltbezogener Bildungsinhalte, der Integration allgemeiner und beruflicher Bildung, der sequentierten Förderung beruflicher Entwicklung und der intensiven Nutzung ausserschulischer Lernressourcen in Form von «Hauptstrukturelementen» definiert und zueinander in Beziehung gesetzt.
