Modulinio mokymo modeliavimas profesinio mokymo sistemoje : disertacija

LTModulinio mokymo modeliavimas profesinio mokymo sistemoje skatina užtikrinti kvalifikacijos įgijimo skaidrumą. Atlikus teorinę ir empirinę Lietuvos modulinio mokymo profesinio mokymo sistemoje analizę sukurtas hipotetinis modulinio profesinio mokymo sistemos modelis. Modulinio profesinio mokymo sistemos lygmenys (nacionalinis, institucinis, programos ir modulio) apibrėžiami remiantis utilitaristiniu, kumuliatyviniu, motyvaciniu, mokymo(si) technologijos naudojimo, loginio nuoseklumo, bendradarbiavimo, sistemingumo principais. Sistemos suvokimas grindžiamas struktūralizmo teorija, apibendrinančia sistemos sandarą bei veikimo principus. Modulinio profesinio mokymo sistemos nacionalinis lygmuo grįstas teisine normatyvine duomenų baze. Nacionalinis modulinio profesinio mokymo lygmuo turėtų būti sistemos pagrindas. Nacionalinio lygmens sandara susideda iš koncepcijos (teisiniai normatyviniai dokumentai) bei dimensijos elementų logiškumo. Modulinio profesinio mokymo sistemos institucinis lygmuo numato moduliniam mokymui svarbių profesinio mokymo vykdančių ir kontroliuojančių institucijų atsakomybes ir veiklų išgryninimą. Profesinį mokymą vykdančių institucijų atsakomybės ir veiklos – profesinio informavimo ir konsultavimo paslaugų sistemos sukūrimas ir įdiegimas, (ne)formaliojo ir savaiminio mokymosi kompetencijų vertinimas ir įskaitymas.Kreditų sistemos įdiegimas. Siekiant sukurti moduliarizuotą profesinio mokymo sistemą reikia užtikrinti tarpinstitucinį profesinių mokymo įstaigų bendradarbiavimą siekiant padėti įgyti kvalifikaciją neapribojant besimokančiojo institucinės mokymosi vietos. Profesinį mokymą kontroliuojančios institucijos turi sukurti modulių katalogą, modulines mokymo programas, vertinti programos ir mokinio pasiekimus, atlikti sertifikavimą. Programos lygmuo prasideda profesiniais standartais, pagal kuriuos numatoma įgyti formali kvalifikacija (mokymosi rezultatai). Formali kvalifikacija suskaidoma į kvalifikacinius vienetus, pagal kuriuos sukuriami privalomi ir pasirenkami moduliai, kuriuos galima pasirinkti mokytis pagal standartinę arba individualią mokymo(si) programą. Modulio lygmuo demonstruoja modulio kūrimo etapus. Modulis konstruojamas atsižvelgiant į kompetenciją(-as) (mokymosi rezultatą), kuri apibrėžiama pagal profesinį standartą. Kvalifikacinį vienetą sudaro kompetencija(-os), sugrupuotos pagal kvalifikacijos įgijimo logiškumą. Modulio tikslas – suteikti kompetencijas, numatytas kvalifikaciniame vienete.

ENModular vocational training system modelling promotes transparency in applying for the qualification. After theoretical and empirical analysis of Lithuanian modular vocational training system a hypothetical modular vocational training system model was created. Modular vocational training system levels (national, institutional, program and module) are defined on the principles ((utilitarian, cumulative, motivational, training (learning), technological, logical consistency, cooperation, systematic)). The system is based on the perception of structuralism that summarizes system’s structure and operating principles. Modular vocational training system is constructed to be clearly brought to the main model levels. MPM system model represents the apex of the final modular vocational training systems – optimal conditions to apply for qualification or part of it, considering modular vocational training system principles (clarity, transparency, flexibility, continuity). Starting from the structure at the national level, each next level is determined further. Model relating levels of functional horizontal connections, which affect each other and relate to one another at different levels. National level is based on the legal normative database. National modular vocational training level should be the basis of the system. National level structure consists of the concept (legal normative documents) and the dimension elements’ logics. Model verification procedure is revealed through expert survey’s analysis results. Legal political documents are states in the logical consistency approach in order to reflect the development of modular training concept and the regulating system principles’ guidelines. Modular vocational training system’s political level’s basis is National Qualifications Structure.Vocational training policy and management, education strategy and vision, defining strategic and training functions and acting system normative documents are reflected in this level. Education system’s concept must define modular training institutional-procedural mechanisms’ principles. Vocational training system’s standard documents require providing institutional-procedural mechanisms’ realization, defining the concept of modular training creation, concept and protocols of modular training programs and modules development. Preparation of modular subject-matter concept should be provided to recognize the principles of qualified institutions and licensed methodology of non-formal and informal recognition competences. National Data Management System’s methodology includes modular training programs’ registration, modules programs management, student learning information’s capture and storage data register. Vocational schools’, training centers’ activities strategy helps to allocate responsibility for modularization activities. Modularized vocational training system’s settings help ensure the continuity of educational system in all levels. The creation of modular training concept and the guidelines governing the system principles must be reflected in political legal documents. Institutional level supposes institutional-procedural mechanisms that are provided in the political dimension and contribute to the modular training system’s working principles. Institutional-procedural mechanisms provide authorities and purification activities of vocational training and supervisory institutions’ responsibilities. Responsibilities and activities of vocational training institutions – creation and introduction of career information and advisory services system, evaluation of (non)formal and informal learning competency assessment and inclusion. Implementation of banking systems.To create modularized vocational training system it is necessary to ensure inter-institutional cooperation in vocational training institutions in order to help gaining qualifications without limiting student’s institutional learning space. Program level begins with professional standards, which provides gaining formal qualification (learning results). Formal qualification is split into qualification units, which generates rcompulsory and optional modules that can be chosen in studying under standard or customized teaching (learning) program. Each module has interim and final evaluations. Competencies are acquired, which results as a certificate of the qualification after hearing all the required modules. Qualification is being characterized by learning results. odule level shows module development stages. Module is constructed according to the competence(s) (learning result), which is defined according to the professional standards. The qualification unit is made of the competence(s), grouped according to the qualification consistency. Module aim – to provide competencies for the qualification unit.