Monographs on teacher.. 9808 v5 - Umeå universitet

Jokkmokk Training CentreA modality of invisible pedagogy characterised the methodology withinthe process of training within JTC. At the centre all the teachers, onequal terms, were involved both in the theoretical and practical orientedparts of the training. The level of their formal education was notimportant, what counted was the amount of their practical experiencesfrom work and their ability to perform their tasks. With respect to theparticipant of the courses at the centre, there were not any demands forpre knowledge or differences made between the trainees depending ontheir level from formal education. The content of the courses wasconstructed across different engineering areas according to the principlethat the trainees should better understand the whole system and theinterrelations between adjacent equipment within the plants. Connectedto this was the principle that the training should be practical useful inthe context of work. The methodology was also influenced by the marketeconomy approach of the school. In order to satisfy the trainees(customers) the teachers had to negotiate with them, both with respectto variations in the contents and the applied methodology in the courses.All of the staff at the centre had free access to the computers, printersand copy machines and all other equipment. The trainees had almostthe same access. The guiding principle was that all types of materialused in the training should be as close to the user as possible. The teacherstaff at the centre shared their place of work when not occupied withthe courses.Aswan Training Centre:Although all the efforts to influence the opposite the training processwithin ATC, became a visible pedagogy. The argument for thisconclusion is that one category among the staff performed the theoreticaland another category the practical oriented training, sustained by anintricate bonus system. During the training could not the categorieswith different formal education be mixed, neither was the teachers withinthe centre with lower formal education allowed to perform training fortrainees with higher formal education. Furthermore the teachers withhigher formal education were not allowed to perform training in practicaloriented parts. Yet another principle regulated that the different enginee-55