TASKS OF WP3

TASK 3.2 + TASK 3.3: Definition of the detailed training programs of Solar and
Geothermal installations using methods and tools previously selected.
STATE OF THE TASK:
Subtasks (3.2+3.3).1:
Define a model or template to be used in the definition of the detailed training
program. (Finished)
Subtasks (3.2+3.3).2: Validate the training programs template. To be done

This project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
 THE GENERAL PURPOSE OF TRAINING DESIGN (or PLANNING):
Create a sufficient Integrated Course Design
Technical/Vocational
specification of most Training
important elements that
make up a training
(programs, courses, seminars
and any other training
action) in order to materialize
it; that is, for developing and
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delivering effective (or
quality) training .
Innovative Teaching
As in any other design work,
some conditions apply.
A diversity of Countries
and Training Organizations
KEY ASSUMPTIONS IN THE GSS-VET PROJECT FOR TRAINING DESIGN
In order to design effective training, these basic requirements
and conditioning are assumed: THE TRAINING
DESIGN/PLANNING
2.
Qualification standards
3. APPROACH AND
(occupational profiles) have
Curricula (programs/courses)
have been defined aligned to
INSTRUMENTS
been defined for areas
qualification standards
and jobs focused

TRAINING Determine
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1.
4.
The competence approach
A hybrid (blended) model of
is applied
delivery is promoted The training/education
(Competence Based Training)
expected, the design guide,
templates, management, etc.
KEY ASSUMPTIONS IN THE GSS-VET PROJECT FOR TRAINING DESIGN

1. Competence Based Training. We want:

A training which is performance based and related to workplace practices.
Competence, which is suitable workplace performance based on complex knowledge applied.
Training methods that effectively promote the acquisition and development of competence.

2. Qualification Standards. We need:

A sufficient (or standard) definition of occupational profiles in the project areas.
Clarity about competences, perfomance criteria and scope, associated knowledge and levels.

4/36 3. Competence Based Curricula. We need:

Modular flexible curricula based on qualification standards predefined in the project areas.
Clarity about training/education prescriptions: learning outcomes, contents, means, structure

4. Hybrid/Blended training delivery. We want:

A flexible and technology-enhanced training that combines several models of delivery.
A basic platform for innovative teaching practices. Those that the project try to foster.
THE TRAINING DESIGN APROACH

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The design focus is placed

on an intermediate
course level appropriate
to specify properly
courses, units of
instruction or equivalent.
THE TRAINING DESIGN APROACH
I.
BASIC COURSE PLAN
The training design/planning task is basically
organized in three phases:
1. We specify first the core elements.

General Structure, Contents, Practice, Assessment, Resources

II. 2. Then, we enrich and complete our training.

ENRICHING ELEMENTS
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Interactions, Employability Skills, Complementary Activities, Practice in workplace

III. 3. Finally, we integrate our design and validate

COURSE INTEGRATION the course.
Integrated course plan, preliminary syllabus
THE TRAINING DESIGN APROACH Activity 1. analyze the module/course description.

DEFINE INSTITUTIONAL
DESIGN PROJECT AND
MODULE/COURSE
PLANNING
OPERATIONAL
(institutionalized)
Activity 2. identify situational factors.
ORGANIZE CURRICULUM/PROGRAM
GENERAL PLANNING

BASIC PLAN
(program structure, etc.)

1.
ANALYZE MODULE/COURSE
Activity 3. create a structure for the course/module.
DESCRIPTION

LEARNING SITES AND

TRAINING ORGANIZATION
2.
IDENTIFY SITUATIONAL
Activity 4. plan instructional units.
FACTORS

3.
CREATE STRUCTURE FOR
THE COURSE
Activity 5. specify projects and other integrative practices.
I. BASIC COURSE PLAN

5.
SPECIFY PROJECTS AND 4.
6.
SPECIFY COURSE
Activity 6. specify module/course assessment.
OTHER INTEGRATIVE PLAN INSTRUCTIONAL UNITS
ASSESSMENT
PRACTICES

7.
Activity 7. check basic plans for coherence.
CHECK PLANS FOR
COHERENCE

Activity 8. plan relevant interactions in the course.

ENRICHING
YES
Revision

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needed?

NO
Activity 9. plan unit of practice in real work context.
8.
II. ENRICHING ACTIVITIES 9. 10. 11.
PLAN RELEVANT
PLAN UNIT OF PRACTICE IN PLAN FOR DEVELOPING PLAN COMPLEMENTARY
INTERACTIONS IN THE
REAL WORK CONTEXT EMPLOYABILITY SKILLS ACTIVITIES
COURSE

Activity 10. plan for developing employability skills.

12.

Activity 11. plan complementary activities.

INTEGRATE COURSE

III. COURSE INTEGRATION

INTEG.
13.
YES Lesson NO More
PROCEED WITH DESIGN CONSOLIDATE

Activity 12. integrate the course.

Plan Modules
AT LESSON LEVEL needed? MODULE/COURSE PLAN ? YES
(preliminary syllabus)

PROCEED WITH
PROGRAM REVISION OR
NO DEVELOPMENTS

THE SUGGESTED WORK FLOW Activity 13. consolidate module/course plan (p. syllabus).
THE INSTRUMENTS
(Already released):
The training design guide explaining the training design approach and activities.
Tools (templates) to facilitate the application of the training design approach.

THE GUIDE AND TOOLS ARE IN A PRELIMINARY STATE AND NEED

TO BE REVISED AND VALIDATED

(Not released yet):

8/36 Illustration of the teaching design approach and application.
SOME SAMPLES

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Associated
Tools:
T3
SOME SAMPLES

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SOME SAMPLES

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