In the frame of the ETF Network of Excellence, the sub-initiative on Work-Based Learning is offering on-line coaching sessions to its members. The latest session took place this week and it focused on training of WBL in-company tutors. The model implemented in Latvia was presented and shared, the PowerPoint presentation is available below.
The starting point is the “Tandem concept”: VET schools and companies are sharing the responsibility of the learning’ results, as they are jointly implementing the training program.
One success factor is the knowledge and skills profile designed for the in-company tutor. Knowledge and skills are clustered into 3 groups: 1) Planning and organization of WBL 2) Pedagogy (guidance, individual approach, assessment etc) 3) Communication & Cooperation skills (with VET teachers, VET trainees, within the company, etc)
On the top of those groups, two additional competences need to be considered : IT & digital, as well as professional & sectoral competences.
The competence profile of the WBL in-company tutor is summarized in the image1, below.
Another success factor is the planning of the training program. To consider what could be the need of the 3 main WBL actors (VET teacher, VET trainee and in-company tutor) before, during and after the work-based learning. As an in-company tutor, before WBL it will be important to know occupational standards, curricula and how to formulate learning outcomes and facilitate communication among trainees, companies and VET teachers (along the entire WBL). During WBL, the focus is on guidance at workplace (coaching, assessing) as well as feedback and motivation. After WBL, assessment of trainee’s performance and evaluation of WBL quality are the main aspects to be considered.
The training format is an interactive workshop (methods: simulations of WBL situations, discussing real-life examples and participants’ experience, brainstorming, etc.) to maximize VET schools- enterprises communication and learning from each other.
Overall, the “role play and simulations” seems to be very effective in order to put the tutor into the shoes of different actors: the trainee, the VET school teacher, etc
Last but not least, the motivation factor for an in-company tutors. This aspect goes from personal rewarding, in terms of professional reputation (appreciation by others: company management, trainee, etc) to financial rewards.
To conclude, we should look back at the starting point: the Tandem concept!
Without smooth cooperation between VET schools and enterprises, none of this could reach a high quality level of WBL.
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Created in December 2020, the ETF Network of Excellence (ENE) is a platform designed to encourage knowledge sharing, namely the continuous exchange of best practices among new and existing CoVEs at local, national, or international levels. The network itself builds bridges and creates links and partnerships between Centres of Vocational Excellence in the EU, ETF Partner Countries and beyond.
Work-based learning is one of eight priority areas covered by ENE, the others are Lifelong learning in VET, Pedagogy and professional development, Smart specialisation, Industry 4.0 and digitalization, SMEs skills, Equity and Social Inclusion, Autonomy and Public Private Partnerships in VET and skills development.
Thank you for sharing
Is it possible also to add the aspect of training evaluation?
Dear Jean Luc, thank you for your input. It was indeed also considered in the coaching discussion as an element of assessment for and as learning
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