Work-Based Learning

How to foster school-to-work transition and job placement in TVET through quality WBL

Language: English

Duration: 32 hours

Recipients: VET staff and company tutors

Objectives:

This course has the following objectives

  • The partnerships between company and TVET centers – matching of supply and offer in the labor market
  • Basic training on Work Based Learning (WBL)
  • Specific training for trainers and tutors of TVET centers
  • Introduction to entrepreneurship development

Contents:

Module 1

  • Introduction: the partnerships between the companies and the TVET centers.
  • Roles and duties of the staff involved in the partnership building
  • Features required from the company
  • The partnership in the matching of supply and offer.

Module 2

  • Introduction to the WBL: definitions and models
  • Difference between internship and apprenticeship
  • Roles and tasks of the staff involved for the company and the TVET center
  • Designing of training course in the company
  • The training content – “skills structure”
  • Tools for the design of WBL routes – operative manual

Module 3

  • Introduction to the tutor’s figure
  • Create a training plan shared between the company and school
  • Monitoring of training activities in the company
  • Evaluation of the educational process
  • Final Self-Assessment of the course

Module 4

  • Definition of concepts related to entrepreneurship
  • Individual characteristics favourable to entrepreneurship
  • The notion of risk

Methodology:

  • Theoretical lectures + exercises

Teaching material:

  • Ppt presentations and background documents

Workplace plan

Language: English

Duration: 2 hours

Recipients: trainers, company tutors, JSOs

Objectives:

In this module we will offer useful tools to plan an appropriate evaluation strategy that allows the mentor to maintain a close relationship with the apprentice and evaluate his work as accurately as possible, always seeking the greatest development of his training skills.
In this module we propose three key actions to make the experience of the apprentice in the company as fruitful as possible:
Set a meeting schedule: It is common for the company tutor to have to balance their daily work with the teaching role. On many occasions this makes it difficult to find time to meet with the student-apprentice and to be able to chat quietly.
Therefore, it is advisable to establish a calendar and a timetable of meetings between the apprentice and the tutor that ensures at least a minimum of meetings during the duration of the program and always leaving the door open to an unforeseen interview. The periodicity will depend on the duration of the practices, recommending that at the beginning of the practices do not delay the meetings between tutor and apprentice, since quickly detecting any anomaly will be easier to solve.
Establish an Activity Plan: This plan will depend on the type of internships to be done. It is about assigning specific tasks to the student-apprentice, with clear explanations and objectives and approximate time of completion. If possible, set goals together between mentor and apprentice. This activity plan does not have to be fixed, but you can change the assigned tasks, adjusting the difficulty according to the youth’s performance and not falling into routine tasks.
Two recommendations on this plan are that the apprentice knows it and that he/she self-evaluates, that is, before each regular meeting with the mentor it would be advisable for the apprentice to make his own assessment of the tasks performed during that period of time.
Provide feedback to the apprentice: The apprentice’s assessment should be shared with him to reinforce the points he is successfully developing, as well as comment on the points to be improved, indicating guidelines that are useful. The mentor must promote continuous and trustworthy communication with the apprentice, which will help him/her make a more complete and objective assessment. For giving the feedback as we commented on module 2 we recommend that the meeting be held in a quiet place and with sufficient time. When giving feedback to the apprentice, it is recommended that the mentor clearly identify why she or he is doing things right or in which areas she or he can improve. By linking with his or her actions, he or she will find learning easier. This point requires the mentor to be a good observer and also collect the observations of other colleagues and collaborators who interact with the apprentice.

Contents:

  • 6 Lessons:
    • Set the calendar of the internship.
    • Activity Plan
    • Feedback
    • Digitalization tools
    • Learning assessment
    • Feedback session

Methodology:

  • Theoretical lectures + video + exercises

Teaching material:

  • Videos and websites to deepen the topic

Communication in the WBL

Language: English

Duration: 1 hour

Recipients: trainers, company tutors, JSOs

Objectives:

Successful training is achieved through constant monitoring of individual results. By doing so, it can be made clear to the learner how he/she can improve his/her performance. Within a training it is important to give and receive feedback regularly to have an objective look at oneself. Giving feedback means commenting on a person’s behaviour, how they are experienced and understood by others and on their performance. The positive result of feedback is to correct wrong elements of one’s own behaviour and to effectively organise one’s own behaviour and to effectively organise collaboration. In this self-learning activity, you get to know the Iceberg-Communication-Theory that helps you to take the perspective of the learner and to reflect your own behaviour. The second focus of this module deals with the topic feedback and how you give useful feedback to your learners.

Contents:

  • 3 Lessons:
    • Communication
    • Learning assessment
    • Feedback session

Methodology:

  • Theoretical lectures + video + exercises

Teaching material:

  • Videos and websites to deepen the topic