Having explored the first dimension of monitoring and evaluating work-based learning (WBL) in an earlier post, this one is about the second dimension of the so-called IPOO model: Process.
Process usually refers to factors which are directly related to the intervention and the production of targeted goods or services. Applied to implementing WBL, the process starts with the selection of learners, covers the organisation of the learning process and ends with the assessment of learners. Monitoring and Evaluation (M&E), in this case, is therefore much about the interaction between companies and VET schools. How well is the communication and cooperation between the two parties working? Is there a good alignment of both learning venues? Is the alternation between VET school and company flexible enough?
Subsequently, when monitoring and evaluating the selection of learners in WBL programmes, attention should be paid to whether employers are appropriately involved in the selection process. What “appropriately” means, however, depends on the respective VET system. For example, enterprises automatically have the primary responsibility for the selection process in those apprenticeship systems where learners have the status of employees. Yet there are also school-based WBL programmes where the main responsibility for selecting the students is with the schools. In this case, employers should just as well be involved at least play a consulting role.
The learning process itself, again, needs to be implemented in accordance with the respective curriculum – at each learning venue. Focus of M&E should thus be laid to whether the tasks assigned to the learners are actually conducive to learning and if they do comply with the curriculum. Along with that, the share of WBL in the total training time is an important aspect. Further M&E questions would be: Are regulations and organisational arrangements between school and company in place? How often do the two parties meet to share their perspectives and discuss each one’s needs and targets?
Last but not least, the progress of WBL learners should be reviewed on a regular basis. Likewise, the learning outcomes achieved in the course of the training programme need to be validated. M&E tools hence have the task to check whether assessment methods truly reflect the practical demands that learners encounter in the work process. How to do that? You might want to have a look at inspirational approaches such as the practical part of the traditional journeyman’s test or the Finnish skills demonstration scheme.
How do you monitor and evaluate process factors of WBL?
We are looking forward to reading about your thoughts and experiences!
Please log in or sign up to comment.