UNIT

Exams

Additional qualification

·        Employees with a vocational or professional qualification

·        Trainees / apprentices with a vocational or professional qualification

·        People with a vocational or professional qualification

–        has obtained secondary vocational education (any field!) and has at least three years of experience in the field in which he wants to take the master’s exam;

–        has obtained secondary professional education (any field!) and has at least two years of experience in the field in which he wants to take the master’s exam;

–        has obtained a higher or higher professional education (any field!) and has at least one year of experience in the field in which he wants to take the master’s exam.

Phone: +386 1 583 05 74

e-mail: suzana.kljun@ozs.si

https://www.ozs.si/english/master-crafstman-exams (EN) or https://www.ozs.si/javna-pooblastila/izobrazevanja/mojstrski-izpiti (SLO)

Born in 1951, B.Sc. mechanical engineer, teacher in secondary technical school since 1980, author and co-author of textbooks and e-materials in the field of practical education, pedagogy, didactics and methodology, psychology

–        February 11^th

–        September 23^rd.

Candidate must send written applications to take the master’s exam, along with proof of fulfillment of the conditions and other required documentation, on the prescribed form, which can be obtained from the Chamber Craft and Small Business of Slovenia or at their web page. The candidate must attach also a certificate from the employer or employers, which will show the period of gaining experience and the work and tasks that the candidate performed for a(the) employer(s).

The course of taking the master’s exam is determined by the Rules on master’s exams.

At the master’s exam, the candidate must prove both practical and professional – theoretical knowledge. The sequences of taking individual parts of the master’s exam are:

1.      Professional – theoretical part,

2.      Practical part,

3.      Managerial – economic part (knowledge that is necessary for running a company) and

4.      Pedagogical – andragogic part.

Each part is determined by the exam catalog. The order in which individual parts of the master’s exam are taken, can be chosen by the candidate, but as a rule he must successfully complete the professional – theoretical part of the master’s exam before taking the practical part.

The exam is obligatory

(2)   the application fee must be paid when applying. Candidates receive the final statement of costs together with the notice of fulfillment of the tender conditions.

Learning and examine location: Ljubljana

The goal of the pedagogic-andragogical part of the exam is to check and assess whether the candidate demonstrates knowledge, skills and competences for the effective implementation of practical education.

1.      psychological foundations of learning and teaching

2.      pedagogical and andragogical approaches

3.      planning and implementation of practical training

4.      education system

1.1.  

–        distinguish and take into account psychological peculiarities in the process of growing up of adolescents and in the adult period,

–        form a positive attitude towards the developmental peculiarities of adolescents and adults,

–        recognize individual peculiarities in the structure of an individual’s personality,

–        choose techniques for developing positive values and character traits

1.2. observe the laws of learning and teaching,

1.3.  

–        create a stimulating work environment and work climate for learning and work;

–        promote interests and motivation for learning and work

1.4.  

–        communicate effectively and successfully in business

–        resolve conflicts constructively according to the principles of ethics and business etiquette

2.1. educationally influence the formation of the adolescent’s personality

2.2.  

–        take into account various professional bases for successful practical education,

–        professionally plan pedagogical work

2.3. observe didactic principles, choose effective teaching methods and forms of work to achieve goals

2.4.  

–        provide support to the participants in learning

–        adapt teaching to individual peculiarities in the learning of individuals

2.5. find and follow modern sources of knowledge

2.6. assume responsibility for achieving educational goals

2.7. monitor students’ progress and evaluate the results of practical training

3.       

4.         

–        plan and implement practical training,

–        provide conditions for learning by doing,

–        choose and use different professionally appropriate learning styles and strategies

4.1. organize and carry out practical training of the student at the workplace in accordance with the regulations

4.2. carry out verification procedures and fill out documentation related to practical training

4.3. guarantee the rights and obligations from the learning contract

1.1.1.      separates the fundamental factors of human personality development,

1.1.2.      understands the interaction between factors and the influence on personality formation,

1.1.3.      define the developmental period of adolescents,

1.1.4.      knows the personality structure and personality traits,

1.1.5.      connects knowledge about the fundamental characteristics of the social, emotional, cognitive and moral development of young people with his experiences in meeting them,

1.1.6.      analyzes the essential characteristics of cognitive processes,

1.1.7.      understands the fundamental emotional events of adolescents, adults and persons with special needs,

1.1.8.      differentiates the ways of emotional expression in adolescents, adults and people with special needs;

1.1.9.      argues the importance of socializing with peers;

1.1.10.   understands the attitude towards adults or towards authorities;

1.1.11.   justify the connection between moral judgment and behavior;

1.1.12.   defines the concept of socially acceptable behavior in relation to unacceptable behavior;

1.1.13.   chooses appropriate ways of dealing with an adolescent or an adult in trouble.

1.2.       

1.2.1.      explain the characteristics of adolescent and adult learning,

1.2.2.      takes into account the laws of learning (learning curves, forgetting, learning transfer…),

1.2.3.      applies the hierarchy of needs to the performance and effectiveness of learning;

1.2.4.      recognizes the individual peculiarities of learning of participants in education (VAK OG) and appropriately takes them into account in teaching,

1.2.5.      explains successful learning strategies and learning techniques (setting goals according to SMART, OIN, PRPOP…),

1.2.6.      distinguishes between internal and external motivation,

1.2.7.      links aspiration levels with learning effectiveness,

1.2.8.      explains some problem-solving techniques (critical thinking, …);

1.2.9.      explain the basic characteristics of only regulatory learning,

1.3.       

1.3.1.      justify the factors of successful learning,

1.3.2.      distinguishes behavior that motivates or demotivates the participants of the training,

1.3.3.      assess the value of encouragement, praise and reprimands for learning,

1.3.4.      suggests guiding motivating behavior,

1.3.5.      evaluate the value of collaborative work in learning,

1.3.6.      presents an example of how to involve participants in teamwork,

1.3.7.      creates conditions for developing skills for collaborative learning and work,

1.3.8.      evaluates the effectiveness and quality of collaborative and team work.

1.4.       

1.4.1.      master the use of business etiquette,

1.4.2.      assesses the appropriateness of using verbal and non-verbal communication with different interlocutors,

1.4.3.      gives and receives constructive feedback,

1.4.4.      takes into account the factors of quality communication,

1.4.5.      distinguish and justify the importance of active listening,

1.4.6.      assess behavioral phenomena in the relationship between the adolescent, the mentor and other colleagues,

1.4.7.      uses effective approaches/techniques to solve challenges, problems and conflicts in communication

2.       

2.1.       

2.1.1.      explains the relationships between the most important factors that affect the success of learning (family, school, company, own activity, self-education and wider social environment)

2.1.2.      explain the educational influence of the teacher, mentor or master and colleagues

2.1.3.      connects the relationship between the educational measure and the result

2.1.4.      define education in a plural and democratic society

2.1.5.      justify the possibilities of education with lessons and with the general order for the comprehensive education of adolescents and adults

2.1.6.      evaluates the significance of the mentor’s personality on educational activity

2.1.7.      analyzes the values and qualities that are important for performing the profession for which is training

2.2.       

2.2.1.      distinguishes between the terms learning process, education, upbringing, training

2.2.2.      understands that training, teaching and managing people is a whole of learning for work and life

2.2.3.      evaluates the interaction and influences between the factors of the didactic triangle

2.2.4.      distinguishes between taxonomies by different authors (Bloom, Marzano, Gagne…) and uses them accordingly

2.2.5.      explains the basic laws of learning and teaching: imitation, repetition (reproduction), independent use (reorganization), transfer to similar tasks (transfer), problem solving

2.3.       

2.3.1.      describes basic didactic principles with examples

2.3.2.      justify the importance and applicability of each principle in vocational education

2.3.3.      find examples of violations of didactic principles in practice and explain the consequences of such behavior

2.3.4.      distinguishes individual methods,

2.3.5.      assesses the learning situation and chooses appropriate method

2.3.6.      explain learning styles

2.3.7.      chooses a learning format according to the goal and justifies his choice

2.3.8.      use an example to explain the constructivist approach to learning

2.3.9.      compares the advantages of problem-based teaching with traditional teaching

2.3.10.   cites examples of active learning in relation to expected competences and pedagogical work planned with learning objectives

2.4.       

2.4.1.      takes into account previously acquired formal and informal knowledge and is able to adapt to the requirements of his field of expertise

2.4.2.      promotes different paths and possibilities adapted to the individual for achieving educational goals and developing competences

2.4.3.      knows the system of preparation, monitoring of the implementation and evaluation of personal educational plans

2.4.4.      distinguishes between individualized education programs, personal plans and teaching contracts

2.4.5.      assesses the value and importance of keeping a folder of learning achievements

2.4.6.      explain the peculiarities of adult learning, learning abilities and motivation of adults for learning and measures to facilitate learning

2.4.7.      distinguishes between adult and youth learning

2.4.8.      takes into account the types and frequency of learning difficulties

2.5.       

2.5.1.      justifies the importance of permanent education and lifelong learning

2.5.2.      evaluates the value of education for maintaining and spreading professional knowledge, for adaptation to technical development, additional education for advancement and personal development.

2.5.3.      finds and follows modern sources of knowledge and uses ICT

2.6.       

2.6.1.      justify the quality cycle from planning to evaluation and action

2.6.2.      connects the set goals of the program, knowledge catalogs with the planning and implementation of lessons and the verification and evaluation of knowledge, skills and competences

2.6.3.      prepare minimum knowledge standards and evaluation/evaluation criteria in accordance with the professional standard

2.6.4.      plans strategies and methods for ongoing monitoring, verification and evaluation of the success of achieving key and professional competencies

2.6.5.      plans strategies for giving feedback,

2.6.6.      find out the reasons for lagging behind in achieving the planned goals and propose more effective strategies

2.6.7.      takes into account the self-evaluation of the individual’s achievements

2.6.8.      explain the motivational value of the assessment

2.6.9.      compares the difference between the positive and negative effects of assessment

2.6.10.   evaluates and self-reflects on his pedagogical work

2.6.11.   knows how to connect newly acquired pedagogical, psychological and andragogical knowledge for use in their pedagogical practice in planning and organization and in evaluating the success of practical education

2.7.       

2.7.1.      explain the mentor’s role in checking and evaluating the student’s knowledge and skills

2.7.2.      creates individual criteria for evaluating the student’s competence

2.7.3.      looks for elements of subjectivity or objectivity of assessment

2.7.4.      observes the assessment rules

3.       

3.1.       

3.1.1.      breaks down the knowledge catalogs of the educational program to the implementation level

3.1.2.      assesses scope and complexity of the work program of practical training with work and adjusts it

3.1.3.      justifies the role of work tools, machines, equipment and other learning technology in learning

3.1.4.      prepare a learning site for practical education from all aspects (physical environment, ergonomics, equipment, safety and health…)

3.1.5.      designs the implementation curriculum of the educational program (coarse and fine curriculum)

3.1.6.      connects professional theory and key competences with practical education for the development of professional competences

3.1.7.      plans cross-curricular learning situations for the development of key and professional competencies

3.1.8.      plans lessons according to individual successive phases

3.1.9.      uses different learning strategies

3.1.10.   breaks down the course of lessons taking into account the composition of the learning group, the structure of learning objectives and learning content

3.1.11.   chooses appropriate methods, forms and teaching aids according to the set strategy

3.1.12.   identify the influences and causes of learning difficulties

3.1.13.   compares different leadership styles and justifies their results

3.1.14.   uses educational programs for different levels of education, including continuing education programs, to prepare practical training implementation plans

3.1.15.   prepare a practical training implementation plan in accordance with the type of contract for practical training

3.1.16.   create teaching preparations by units based on educational programs for different levels of education

3.1.17.   determine students’ work and tasks within the practical training program in accordance with the plan

4.       

4.1.       

4.1.1.      applies the regulations governing practical training at the employer and social partnership relations in education: (National qualification framework, laws in the field of vocational and professional education, Trades Act, Collective agreements, binding by-laws – rules, regulations, instructions, regulations…)

4.1.2.      find the current valid regulations governing practical training with work and classify them by importance

4.1.3.      breaks down the course of preparation of the professional standard and defines the roles of various stakeholders

4.1.4.      explain the importance of the participation of various stakeholders in the planning, organization, implementation and monitoring of vocational and professional education

4.1.5.      compares the education system and the system of national professional qualifications

4.1.6.      breaks down the goals of vocational and professional education by level

4.1.7.      explain the methods of completing schooling and use examples to explain transitivity

4.1.8.      describes the course of organization and implementation of the intermediate test

4.1.9.      define the areas of control performed by the inspection competent for the work and the areas of control of the school inspection

4.1.10.   presents all types of documentation maintained by the employer and the student on practical training

4.2.       

4.2.1.      explain the verification process at the competent chambers,

4.2.2.      determine the characteristics of the material and personnel conditions, which are a condition for the verification of the training position,

4.2.3.      prepares and describes the documentation for the verification of the learning site for practical training in his organization

4.2.4.      explains the process of registering a contract for practical training and states the employer’s obligations

4.3.       

4.3.1.      explain the tasks of the mentor

4.3.2.      based on the examples of the rules of conduct in the company (organization), justify the way of dealing with the student in accordance with business etiquette,

4.3.3.      knows the content of the contract for practical training, related to the rights and obligations of the employer, mentor, student and other stakeholders,

4.3.4.      explain the differences between the student’s rights depending on the type of practical training contract concluded

4.3.5.      using an example, explain what information about house rules and general rules of occupational health and safety he provides to the student,

4.3.6.      explain what the rules of conduct in the field of occupational safety are in the workplace

European Expert committee

1.      written exam (exceptionally oral or written and oral exam) and

2.      pedagogical performance and advocacy.

Ad. 1.: The written exam consists of four content sections:

1.1  psychological foundations of learning and teaching,

2.1  pedagogic-andragogic approaches,

3.1  planning and implementation of practical education,

4.1  educational system.

The written exam can last a minimum of 90 minutes and a maximum of 135 minutes. Ad. 2.: Pedagogical performance with defence: the candidate prepares for the pedagogic performance with the defence by means of a written pedagogic preparation and submits it to the examination board in two copies immediately before the performance. The written preparation must contain all the elements of the pedagogical preparation with a description of the methodically didactic course of the pedagogical work with the student for the duration of one pedagogical lesson or one hour of practical training.

The candidate performs a 10- to 20-minute pedagogical presentation in front of the examination board. The performance is followed by a defence of up to 10 minutes.

Knowledge is checked and evaluated in the written exam with tasks of different types (open and closed type) at different levels of difficulty and with structured tasks. Each question is evaluated with a certain number of points depending on the difficulty. The total number of points in the written exam is 100 points. Oral exam: The exam board prepares five exam papers with three more questions than there are candidates who will take the oral exam during the exam period. Each question on the exam paper is evaluated with a certain number of points depending on the difficulty. The total number of points on the exam paper is 100 points. The total number of points in the written and oral exam is 100, in the ratio of 50:50 points.

Pedagogical performance with defence: the candidate prepares for the pedagogic performance with the defence by means of a written pedagogic preparation and submits it to the examination board in two copies immediately before the performance. The written preparation must contain all the elements of the pedagogical preparation with a description of the methodically didactic course of the pedagogical work with the student for the duration of one pedagogical lesson or one hour of practical training. The candidate performs a 10- to 20-minute pedagogical presentation in front of the examination board. The performance is followed by a defence of up to 10 minutes.

The minimum condition for successfully passing the pedagogic-andragogical part of the exam is a sufficient grade, or at least 50% of all possible points on the written exam and on the pedagogic presentation and defence.

The total grade for the pedagogical-andragogical part of the master’s exam is the mean value of the grades from the written part and the pedagogical performance. In the case of an intermediate assessment, the assessment is determined in such a way that the pedagogical performance has more weight.

The candidate cannot receive a positive assessment if he does not demonstrate knowledge of key content (positive attitude towards teaching work and education participants, compliance with the rules of business etiquette, use of professional terminology, personal order and orderly written preparation…) or if he is unable to professionally justify tasks in the field of pedagogy andragogical work, which are a sign of quality and craftsmanship.

PSA Certificate with examination results (grades, points).

Career opportunities.