Project-based learning (PBL) in vocational education
The Armenian government is committed to innovation in education. PBL in secondary vocational education works excellently in this regard. In project-based learning according to the Technasium concept (for further explanation: see below), students make contact with real clients to help solve a real-life problem. Students are approached as young professionals and are introduced to the professional world. Experts in a specific field guide them in this. Students work on projects in, for example, industrial design, (landscape) architecture, healthcare or sustainable energy. AtAt the end of every project there is a real product.
Cooperation with educational authorities
Alvan Tsaghik has been working with KZNAK since 2021 and within it with MKUZAK, the department that stands for the development of vocational education
Alvan Tsaghik trains teachers in their new role
Teachers guide the students in completing the assignment. This is no longer about the transfer of knowledge from the past. It is important that you accept that the student is “in the lead” in his learning process and know how you can positively influence that learning process without falling into the old role of all-knowing teacher. Recognizing and becoming aware of patterns andpitfalls play an important role in this. In Armenia, the majority of teachers grew up and trained in the old hierarchical Soviet system. This new approach is a major challenge for them. Alvan Tsaghik is asked by vocational institutions to offer relevant skills training in a modular manner. Our goal is to provide a comprehensive educationand to guide teachers for a longer period of time.
Training content
As an example for Armenia, Alvan Tsaghik uses the training modules of the Technasium Foundation (Netherlands) in their Basic R&D Teacher training.
- Understanding and theoretical knowledge of PBL
- Knowledge of tools within PBL
- Coaching guidance
- Assess and evaluate
- Dealing with clients
- Learning by doing: Teachers experience the steps of their students themselves
Trainings at Armenian MBOs
Since 2022, we have been active in secondary vocational education in the provinces of Shirak Marz and Lori Marz in the north of Armenia. We are particularly asked to provide training in the modules “Understanding and theoretical knowledge of PBL” and “Coaching guidance”. Participating teachers receive a participant certificate.
Guiding teachers during the projects
Alvan Tsaghik trainers monitor the guidance of students and provide feedback to the coach/teachers
Trainers
Servaas Beunk, Participation trainer
René Beunk, R&D teacher
Lilit Gyunashyan, O&D teacher in training
Yester Grigoryan, O&D teacher in training
What is Technasium education?
This type of education has officially existed in the Netherlands since 2007. Originally intended as a means to interest students in technical subjects, it has developed into an examination subject and form of education in secondary education for HAVO and VWO. The concept is also ideal for education in other educational fields and is also used in secondary vocational education and vocational educationHBO. And subjects other than science and technology subjects can also use the concept successfully.
Clients and experts from the professional world
In an R&D project, a client from outside the school gives an assignment to a group of students. These students work in fours or pairs during a predetermined period. Depending on the assignment, the students come up with a final product at the end of the period, such as an advisory report, a model or a presentation. In theAt the lower level, students work in groups of four and there is an emphasis on competency development. In the upper grades, the students themselves look for a client and the focus is more results-oriented.
In addition to the client and coach/teacher, experts also play an important role in the process. These are highly trained professionals from the field, who are the point of contact for the students for specific professional knowledge.
Vocational training and self-development
The students are placed in groups based on competencies and divide tasks. They conduct research into the theme. They draw up a program of requirements based on the assignment and create an action plan. Communication with the client is an essential part of the process. In addition to the concrete project, the students also work on developmentof their competencies. This process is supervised by the R&D teacher.
Real-life assessment
The students receive an assessment from the client and teacher based on the end product and an assessment from the teacher for the process completed.
