Open Space

Just another thought. You remember what another speaker at the webinar said?

We need forward looking- and -thinking solutions but should not forget that many things are already on the table and agreed (i.e. in Action Plans of governments, donors, international organisations). The problem is that implementation is extremely slow. Policies therefore need to pay much more attention to proper implementation as well as to new solutions.

I fully agree with you, Besim. The Australian Group Training Practice you mentioned above can be a very good solution to more flexibility for companies and apprentices. In a certain context. And indeed, many more countries could apply such or a similar model, for example in specific sectors.

Another model that comes into my mind is VET in the Netherlands.. VET students can choose either the school-based (1+4) or the apprenticeship model (4+1 - meaning 4 days in company and 1 day in school). In times of crisis in theory this allows to shift students to the school-based model as both end with the same qualifications. Would be interesting to know from Dutch colleagues how it works in practice in the current crisis.

Dear a Helmut,
Great example of flexibility and a chance of adaptability from the Dutch system.
Ideally, both school based and WBL should cover the common basic ground, in my opinion. In the Turkey context what differentiates SBL and WBL is the latter is more occupation specific with elements of generic and sector specific knowledge, skills and competences. In the former, the ground is much wider, however an IVET (High School) diploma entitles a graduate with a business license, too.
VET systems should be resilient to changing environments. Any initiative that will bring dynamism on the part of the learner/worker, and the provider/employer, I believe will be received well. It is in challenging times the systems show their strengths and agility.

Great stuff! Keep up the good work Turkish TVET schools...

It is really impressive . It is a real work based learning!

Social equality and vulnerable learners: Remote teaching also raises some pressing issues regarding equality and inclusion. For instance, not all students have access to quality equipment and connectivity at home. Some students are less able than others to exercise the same level of self-discipline and autonomy essential to follow lessons remotely and perform homework over long periods without face-to-face interaction with teachers. In general, successful remote or distance teaching depends heavily on parental monitoring and assistance – especially for younger learners. This risks creating or widening inequalities in student outcomes, as not all have parents who will be able or available to fulfil that role effectively

ETUCE Report" ......Distance teaching and learning: In many cases staff have been asked to ensure the continuity of learning by working from home to deliver distance teaching. Television and radio channels in some countries are broadcasting educational content to support distance teaching and learning. Many teachers and education personnel are experimenting with online and digital tools. However, connectivity issues and technical failures of online classroom software have been reported, adding on the inherent pedagogical difficulties of abruptly switching to remote teaching methodologies. It is clear that staff need ample support if they are to carry out distant teaching. The views and input of education trade unions should be central to the design of the distance teaching and learning measures at all relevant levels: local, regional, and national."
https://www.csee-etuce.org/en/policy-issues/covid-19/3631-general-infor…