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Some Thoughts on TENEGEN
Valorisation
Gerald Thiel, DEKRA Akademie
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Starting Points
The specific features of DEKRAAkademie
The challenges of current educational
sitaution
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The Enterprise Group DEKRAOne of the leading service provision
companies in Europe
Based in Stuttgart
Operating in 29 European countries as
well as in NorthAmerica, Brazil, South
Africa, Morocco, Algeria and China
Organised into 4 Business Units with 166
subsidiaries
With 15 strategic service lines
Generating 1.6 billion euros in sales
Employs approximately 20,000 staff
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DEKRA: Tradition
Established in Berlin in 1925 as a registered
association
Approved as a vehicle monitoring organisation in 1960
Workshop presence since the late 1970s
In 1990 a tight-meshed testing network set up in Eastern
Germany
In 1995/96 company introduces extensive
restructuring realignment measures
An international strategy has been vigorously
pursued since 1998 In 2005 acquisition ofNorisko and entry into industrial
inspection
In 2007 market launch of vehicle inspections in
Morocco
In 2008 entry into product certification
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Is one of the main private training providers in Germany
Recognised training partner for business and public
authorities
Transport, warehousing and hazardous goods logistics,
safety at work, IT, new media
From one-day seminars to retraining programmes lasting
several years; from training consultancy to the complete
running of customers training centres
The Daughter Firm DEKRA Akademie
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DEKRA Akademie: Service SpectrumTransportation, Warehousing and Dangerous-goods Logistics
Environmental protection & Worker safety
Automotive technology
Trades & Industry
Truck drivers, dangerous goods, forklift operators, logistics specialists ...
Subject-matter and specialized certifications, e.g. waste-disposal facilities ...
Pyrotechnical restraint systems, auto body, automotive mechanics ...
Training as crane operator, yearly accident-prevention instruction ...
New Media
Office & Communication
Microsoft, Oracle, SAP, and Bachelor of Media Management ...
Leadership, finance and accounting, work & organizational skills ...
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Challenges of Current SituationThe Concept of Lifelong Learning is being realised
at national and European level. In this context:
Sectoral and trans-sectoral qualification/competence
frameworks (as EQF, eCompetence Framework) aredeveloped which define standards for VET andHigherEducation on the basis oflearning outcomes.
Permeability between VET and HigherEducation isbecoming more and more a reality.
Training providers have to change their offers fromexternal services to coaching work process orientedlearning in the framework of enterprises.
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How to Deal with Challenges
By setting up and participating in projects
covering the relevant issues
By valorising project results fordirect usewithin the enterprises activities as well as
forfurther strategical efforts
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Projects Coordinated by DEKRA
Akademie
1. EmbeddingICT/Multimedia Standardisation Initiatives into
European Vocational Training Development Strategies
2. European Automotive Sector Competence Meta-Framework (EASCMF)
3. Ways to Sustainability
4. VET Stakeholders in the Automotive Sector (VETAS)
5. EQF -adapted Educational Elements in a Predictable
Framework of Change6. Common Grounds forReferencing NQFs and SQFs to the
EQF
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Further Projects with DEKRA Participation Multilingual Communication in European Car Manufacturing
(EUCAM)
ECVET Connexion
Car EasyVET Mature EQF
BeTwin - Testing a Joint Approach ofECTS/ECVET application
TENEGEN
Building Bridges between EQF and EHEA
Pro Internet (PIN) Engineering Observatory on Competence Based Curricula for Job
Enhancement (ECCE)
EuroTransLog10
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A Project Under Construction
The Global Automotive Technical Education
Network
Coordinated by Automotive Manufacturing
Technical Education Collaborative (AMTEC)
and DEKRA Akademie
Supported by the US Department of Education
and the German Ministry of Education and
Research
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Sectors Covered
ICT
Automotive
Logistics
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Work Areas Covered (1)
Standardisation
European Qualification Framework (EQF)
National Qualification Frameworks
Sectoral Qualification Frameworks
Credit Point Systems (ECTS/ECVET)
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Work Areas Covered (2)
Levels ofEducation
HigherEducation
VET
Learning and Teaching Approaches
Wor k Connected Learning
Web 2.0 based learning
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One Result of Our Project Work
Contacts to ca. 70 partners from 20
countries
Within these contacts, relationships topublic bodies
Collaboration with European institutions as
CEDEFOP and DGEducation and Culture
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The Position of TENEGEN in the Projects
Context
Primary Objective: To enable teachers to
make Web 2.0 fruitful for learning
One of the secondary goals: reference tocertification issues
Thus the TENEGEN project is allocated at
the interface between standardisation and
innovative learning approaches
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How to Valorise TENEGEN
For operational needs of DEKRA
Akademie: Update training of trainers
For strategic approaches to be followed incollaboration with partners: Consider the
tension between (necessary formalised)
standardisation and unlimitedpossibilities
ofconnectivism-based learning
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Some Questions to be Answered within
Follow-Ups (1)
How can Web 2.0 based learning enable a
wide range of creative learning approaches
and at the same time be steered in a waywhich guarantees the achievement of
required learning outcomes? (Contexts:
Accreditation ofTENEGEN approach,
Relationship between Portfolio Approachand Standards)
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Some Questions to be Answered within
Follow-Ups (2)
How can results of Web 2.0 learning be
described in EQF terms?
Is it possible (and if yes how is itpossible) to apply Web 2.0 based learning
within work process oriented learning?
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Thank you!
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