Επαγγελματική Εκπαίδευση και Κατάρτιση: Ζητήματα Οργάνωσης και Σχεδιασμού Εκπαιδευτικών Προγραμμάτων με Στόχο την Ανάπτυξη και Βελτίωση των Δεξιοτήτων του Ανθρώπινου Δυναμικού

Διδάσκων:  Γιώργος Κ. Ζαρίφης, Επίκουρος Καθηγητής

http://www.gkzarifis.com/aboutme.htm

Συνεργάτης Ανάπτυξης Περιεχομένου: Χριστίνα Πάσχου

Οι επιμέρους διδακτικοί στόχοι του μαθήματος -όπως προδιαγράφονται από τον διδάσκοντα- είναι οι εξής:

ΓΝΩΣΤΙΚΟΣ ΤΟΜΕΑΣ (γνώσεις)

• Εξοικείωση με τις βασικές έννοιες αναφοράς (επαγγελματική εκπαίδευση, επαγγελματική κατάρτιση, σχεδιασμός, υλοποίηση και αξιολόγηση προγραμμάτων κατάρτισης, οργάνωση θεσμικού πλαισίου για την κατάρτιση, πιστοποίηση, διασφάλιση ποιότητας)
• Κατανόηση της διαφοράς μεταξύ των παραπάνω εννοιών
• Εξοικείωση με την έννοια "αγορά εργασίας" και κατανόηση του τρόπου με τον οποίο συνδέεται με την επαγγελματική κατάρτιση

ΨΥΧΟΚΙΝΗΤΙΚΟΣ ΤΟΜΕΑΣ (δεξιότητες)

• Ανάλυση του ευρύτερου πλαισίου αναφοράς μέσα στο οποίο αναπτύσσονται οι σύγχρονες θεωρίες  για την επαγγελματική εκπαίδευση και κατάρτιση.
• Αξιολόγηση ενός προγράμματος ή μιας ενότητας κατάρτισης με βάση τους στόχους που έχουν τεθεί
• Αξιοποίηση της σχετικής ορολογίας και βιβλιογραφίας για τη συγγραφή μικρής μελέτης για το μάθημα

ΣΥΝΑΙΣΘΗΜΑΤΙΚΟΣ ΤΟΜΕΑΣ (στάσεις)

• Σύνδεση των κεντρικών ζητημάτων αποτελεσματικότητας της επαγγελματικής εκπαίδευσης και κατάρτισης με τις έννοιες του ανθρώπινου και του κοινωνικού κεφαλαίου
• Διεπιστημονική προσέγγιση  για την ερμηνεία φαινομένων όπως οι ενεργητικές και παθητικές πολιτικές απασχόλησης, η ανεργία, η πιστοποίηση, η εγκυροποίηση
• Ανάπτυξη θετικής στάσης στη διαδικασία αξιολόγησης εν γένει και στις μεθόδους διάγνωσης και προσδιορισμού των μαθησιακών αναγκών των καταρτιζομένων κατά τη διαδικασία σχεδιασμού ενός προγράμματος

Τα προσδοκώμενα μαθησιακά αποτελέσματα (επίπεδο 6 του Ε.Π.Π) τα οποία απορρέουν από τους προδιαγεγραμμένους διδακτικούς στόχους -με βάση την ετήσια κατανομή ανά 100 συμμετέχοντες στο συγκεκριμένο μάθημα- είναι τα εξής:

ΓΝΩΣΕΙΣ

• Γνωρίζουν βασικές έννοιες, θεωρίες και πρακτικές που αναπτύσσονται στο πεδίο της επαγγελματικής εκπαίδευσης και κατάρτισης.
• Γνωρίζουν τα βασικά μοντέλα αξιολόγησης προγραμμάτων κατάρτισης.
• Γνωρίζουν τη σύνδεση της επαγγελματικής εκπαίδευσης και κατάρτισης με την εκπαιδευτική πολιτική και την πολιτική απασχόλησης.
• Γνωρίζουν τους βασικούς σταθμούς στην εξέλιξη της επαγγελματικής εκπαίδευσης και κατάρτισης στην Ελλάδα και το σύγχρονο θεσμικό και οργανωτικό της πλαίσιο.
• Γνωρίζουν τους παράγοντες που επιδρούν ενισχυτικά στη συμμετοχή σε προγράμματα επαγγελματικής εκπαίδευσης και κατάρτισης καθώς και αυτούς που λειτουργούν ανασχετικά.
• Κατανοούν τη σημασία της αναγνώρισης και πιστοποίησης προσόντων και των παραγόντων που συμβάλλουν στην ανάπτυξη και επέκταση των σχετικών συστημάτων.
• Κατανοούν τη σημασία της ομάδας, της επικοινωνίας και της ανάπτυξης δυναμικής μεταξύ των μελών της.
• Κατανοούν τη σημασία του προσδιορισμού των αναγκών επαγγελματικής κατάρτισης και τα ζητήματα που ανακύπτουν κατά τη διαδικασία αυτού του προσδιορισμού.
• Κατανοούν τον τρόπο με τον οποίο συνδέεται η επαγγελματική εκπαίδευση και κατάρτιση με την οικονομία και την αγορά εργασίας.

ΔΕΞΙΟΤΗΤΕΣ

• Αναλύουν εμπειρικά ευρήματα ερευνών σχετικών με τη διάγνωση των αναγκών της αγοράς εργασίας, των προβλέψεων σε δεξιότητες και προσόντα και άλλων σχετικών μελετών
• Αναλύουν κεντρικά ζητήματα αποτελεσματικότητας της επαγγελματικής εκπαίδευσης και κατάρτισης
• Αναλύουν τους γενικούς στόχους ενός προγράμματος κατάρτισης σε επιμέρους ειδικούς στόχους λαμβάνοντας υπόψη τις ανάγκες των καταρτιζομένων.
• Αξιολογούν ένα πρόγραμμα ή μια ενότητα κατάρτισης με βάση τους στόχους που έχουν τεθεί
• Αξιολογούν την επίδραση της Ευρωπαϊκής πολιτικής στη διαμόρφωση των θεσμών και πρακτικών επαγγελματικής εκπαίδευσης και κατάρτισης στην Ελλάδα
• Συγγράψουν μελέτη βάσει συγκεκριμένης ορολογίας, λογικών επιχειρημάτων και βιβλιογραφικών αναφορών

ΙΚΑΝΟΤΗΤΕΣ

• Συγκρίνουν τις βασικές θεωρητικές προσεγγίσεις της επαγγελματικής κατάρτισης.
• Συγκρίνουν και συνθέτουν βασικές θεωρητικές προσεγγίσεις  αναφορικά με τη λειτουργία της ομάδας με στόχο τη διευκόλυνση της επικοινωνίας μεταξύ των μελών της ομάδας.
• Συγκρίνουν και συνθέτουν μεθόδους διάγνωσης και προσδιορισμού των μαθησιακών αναγκών των καταρτιζομένων κατά τη διαδικασία σχεδιασμού ενός προγράμματος.
• Συνδέουν τη διάγνωση μαθησιακών αναγκών σε ένα πρόγραμμα επαγγελματικής κατάρτισης με τη στοχοθεσία και τα περιεχόμενα του προγράμματος
• Σχεδιάζουν προγράμματα επαγγελματικής κατάρτισης  λαμβάνοντας υπόψη τα δομικά στοιχεία και τον τύπο του προγράμματος

• ΕΙΣΠ100 Εισαγωγή στην Παιδαγωγική
• Π1807 Συνεχιζόμενη Εκπαίδευση και Διαβίου Μάθηση: Θεωρία και Πράξη

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