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GUIDE ON EFFECTIVE
WORK-BASED LEARNING
IN VOCATIONAL EDUCATION
AND TRAINING
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Grant Agreement Number: 2016-1-UK01-KA202-024244
FOREWORD 3
PRESENTATION OF THE PROJECT 3
WORK-BASED LEARNING IN VET: WIN-WIN SITUATION 4
WORK-BASED LEARNING: apprenticeships and WBL stimulating entrepreneurship 5
QUALITY IN WBL 5
- Success factors 5
- Obstacles 6
- Successful strategies and approaches 7
SCHOOL-BUSINESS PARTNERSHIPS 8
- Success factors 8
- Obstacles 8
- Successful strategies and approaches 9
TOOLS FOR EFFECTIVE WBL 10
PEER-TO-PEER LEARNING GROUP ON WBL 11
CONCLUSIONS 12
LIST OF REPORTS REVIEWED 13
* This work is licensed under the Creative Commons Attribution 4.0 International License. To view a
copy of this license, visit http://creativecommons.org/licenses/by/4.0/
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Grant Agreement Number: 2016-1-UK01-KA202-024244
FOREWORD
This guide shall highlight obstacles seen from different types of stakeholders, strategies to overcome
them and will contribute to creating a common language and ground for constructive discussion. It
shall also serve as a tool for inspiration and transfer to successful proven practices and strategies.
This guide is aimed at stakeholders involved in the provision and promotion of work-based learning.
The guide highlights success factors, obstacles and successful strategies and approaches to effective
work-based learning and includes different perspectives from consulted stakeholders.
PRESENTATION OF THE PROJECT
Promote WBL is a pan-European project which aims to equip professionals who work in the
Vocational Education and Training (VET) sector, and other professionals involved in developing
young people’s skills and career advice, with a greater insight into best practice in creating an
environment for high quality work-based learning (WBL) to take place.
An experienced and diverse partnership has been established to deliver this project. These seven
organisations are based across Europe and have invaluable expertise in VET policy, delivery and
engagement:
- West Midlands Creative Alliance, UK (Lead partner)
- Materahub, Italy
- Cognita, Croatia
- SEGE, Greece
- Syntea, Poland
- European Forum of Technical and Vocational Education and Training (EFVET), Belgium
- Innogate, Spain
Promote WBL will:
• generate a deeper understanding of the challenges and good practice that exists within the
Vocational Education and Training (VET) arena across Europe
• create new, targeted tools of learning for VET and other professionals involved in the education
and development of young people. This will be primarily through the creation of a dedicated
online learning platform
• support the development of a community of VET professionals to share vocational knowledge
and generate new ideas
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Grant Agreement Number: 2016-1-UK01-KA202-024244
• generate a clear narrative of further development needs to help steer strategic decisions and
how the project’s objectives and outputs can align with macro-level needs
• involve VET tutors, teachers and trainers in the production process to ensure fit for purpose and
ensuring impact and quality of products. Not only will the be crucial in informing the scope of
the tools but also significantly aid the development of the content
The partnership, led by West Midlands Creative Alliance (UK), will engage with individuals,
organisations and social partners from across the continent to test, develop, implement and
evaluate the online learning products created via the project. The community of VET teachers and
trainers will reach across Europe and beyond to help generate new ideas to create high quality WBL
partnerships and opportunities for young people.
To help develop this guidance, the project has conducted a variety of research activities to aid
assessment of the current landscape of WBL across Europe. This invaluable insight has been
gathered as follows:
An open call for VET institutions, teachers, students and intermediary organisations was distributed
in December 2016 to complete targeted surveys to support the gathering of intelligence and insight
about the challenges of WBL around the themes of quality, promotion, perception and continuous
professional development (CPD) opportunities. These were quantitative based queries that were
supplemented by qualitative surveys conducted by partners.
In response we gathered feedback from 140 VET Institutions, VET Teachers and students, and 26
from intermediary organisations to our surveys. The breakdown of qualitative surveys were 1 VET
provider, 9 VET teachers, 4 students, 8 intermediary organisations, and 1 business.
Desk-based Research was also conducted looking at VET programmes and provision across 14 EU
countries. The review of 23 reports in total were summarised and captured in short reports; the
findings from these research reports were consolidated to support the report.
Common themes identified as well as the results of the quantitative surveys conducted have aided
the scope of this guidance and will directly contribute to the scope of content for the project’s
online learning resource due to be developed.
WORK-BASED LEARNING IN VET: WIN-WIN SITUATION
Work-based learning (WBL) is a recognised approach to developing a workforce for the present and
for the future; structured means of increasing the knowledge, understanding and competences of
existing and future employees which will aid with productivity, retention and longer-term growth
of sectors and industry. These structured learning programmes, in the best examples, are often co-
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Grant Agreement Number: 2016-1-UK01-KA202-024244
designed with employers - such as with formal delivery of apprenticeships - to ensure maximum
benefits are generated for the business and have a clear set of outcomes.
The value of WBL for businesses is significant, however to generate this value there must be a strong
involvement from employer organisations from the outset, so a good working relationship with
schools and other educational institutions is essential.
Developing a skilled workforce does not just benefit businesses of all sizes, and in-turn the potential
of the wider economy, but for the learners themselves, their personal opportunities and value
increases significantly also.
WORK-BASED LEARNING: apprenticeships and WBL stimulating entrepreneurship
• Apprenticeships are learning programmes primarily designed for young people looking to enter
the workforce and gain qualifications whilst they complete job roles within the workplace and
tend to have a significant proportion of ‘on-the-job’ training and are associated with entry-level
positions within an organisation
• Apprenticeships do not have a universal structure and approaches can differ from country to
country, however the primary objectives remain
• Entrepreneurial skills are a fundamental set of capabilities and a mindset that allow both employer
and employees to grow and develop their organisation(s) collectively. Using WBL in VET, there is
a significant opportunity for these skills to be developed and allows for greater cross-sector
working
QUALITY IN WBL
Elements that affect the quality of work-based learning (WBL) range from:
- systemic frameworks and appropriate legislation which govern the sector being in situ
- continuous professional development for VET teachers and tutors
- support mechanisms being in place for both employers and young VET learners
- having an informed and well-educated VET sector that shares knowledge and is up-to-date with
quality practice in teaching and learning
Success factors
High quality WBL has definable characteristics:
- The learning emphasis is on development of job-related skills as well as transferable skills
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Grant Agreement Number: 2016-1-UK01-KA202-024244
- There is a close working relationship between the educational institution and the business
organisation
- Careful planning takes place, with learning and on-the-job activities being explicit and understood
by all parties
- A clear ‘matching’ process between the work-based learning opportunity and the young person’s
interests and development needs
- Work-based learning is delivered by well-trained, qualified VET teachers and tutors who
understand how to plan and adapt learning needs based upon the business and learner
circumstances
- VET institutions and its leaders are not only informed and knowledgeable of quality practices but
also take a lead in sharing and implementing reforms at a strategic level
- Policy makers engage with industry and VET leaders in designing high impact learning that is
diverse and responsive, with a focus on quality outcomes for young people, including clear
progression routes into, or leading on from, apprenticeships
Obstacles
Primary obstacles include:
- A lack of cooperation and partnership at a strategic level for quality improvement with many
reforms being ‘top down’
- An inconsistent, and sometimes incoherent, approach to continuous professional development
for VET teachers and tutors
- Significant changes in policies and
- How VET institutions feature in the educational system; they are quite often not positively
promoted and do not reward their staff sufficiently to encourage high-quality deliverers into the
sector
- How VET delivery and system is viewed by stakeholders, including employers, young people
themselves and their parents, guardians and friends, is often low and as a poor relation to other
means of education and learning
Successful strategies and approaches
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Grant Agreement Number: 2016-1-UK01-KA202-024244
Successful strategies and approaches identified include:
Area Description Link
Industry-Policy Maker Policies and legislation is created with VET https://www.gov.uk/
partnerships institutions, their learners, and importantly, government/organisa
employers at the forefront. Engagement with tions/department-for-
employers of all sizes take place at education
development and implementation phases of
policy reviews and place the quality of
provision and experience for young people at
its core.
Continuous Professional Clear CPD programmes are in place for https://www.futurele
Development (CPD) existing VET teachers and tutors that helps arn.com/courses/cate
develop their practice and share knowledge gories/teaching-
and experiences. This includes both certified courses
and accredited courses. Clear progression
pathways and minimum expectations
associated with job roles for VET staff should
be visible and well-communicated.
Minimum standards for Through policy, legislation and strategic https://www.cityandg
teaching and learning leadership, a minimum standard of teaching uilds.com/qualificatio
and learning quality can drive improvements ns-and-
in the sector how it is viewed amongst wider apprenticeships/learn
stakeholders. Examples include all deliverers ing/teaching/1106-
of apprenticeships and work-based learning teaching-training-
programmes should hold, or be working and-assessing-
towards, a teaching qualification. learning#tab=informa
tion
Support for young Skills being acquired through their work-based https://www.gov.uk/
people learning experience should be tied to their guidance/employing-
own development needs and well-supported an-apprentice-
by both VET teachers and tutors as well as the technical-guide-for-
employer organisation. Matching interests employers
and needs of the young person to the
opportunity leads to better retention and
achievement.
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Grant Agreement Number: 2016-1-UK01-KA202-024244
Promotion of WBL and To challenge the wider perceptions of VET and https://www.fenews.
greater coordination of work-based learning, coordination of quality co.uk/
marketing marketing and communication which helps
employers, young people and their parents
and guardians to better understand the
benefits of work-based learning should be in
place.
SCHOOL-BUSINESS PARTNERSHIPS
School partnerships with employer organisations is the fundamental relationship in creating high
quality Work-based Learning (WBL) opportunities for young people. Unfortunately, the landscape
across Europe shows a somewhat fractured system of educational institutions and industries
working in close partnership, however there are significant examples of where relationships are
strong and learning is tailored and creates successful impact for young learners and businesses.
Success factors
Identifiable characteristics of successful school-business partnerships include:
- Qualification and curriculum design being developed in conjunction with both parties
- Conducting analyses on business needs to
- Schools and VET institutions helping businesses to embed WBL in the organisation at all levels
- There is a focus on skills, careers and job progression in the WBL opportunity being created
Obstacles
The obstacles to a close working relationship between schools and businesses are varied:
- The poor perceptions of VET and WBL by some employers and sectors
- Leadership within VET institutions placing insufficient emphasis on developing and extending
meaningful relationships with businesses
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Grant Agreement Number: 2016-1-UK01-KA202-024244
- VET institutions not equipping teachers and tutors with sufficient knowledge and tools to create
a partnership approach to designing WBL opportunities that create impact for both employer
and learner
- School and business partnerships do not sufficiently support the development of VET teachers
and tutors to improve their own knowledge and practice (a genuine two-way partnership being
created)
Successful strategies and approaches
Area Description Link
Support for employers Aside from financial incentives for employers https://ec.europa.eu/
to provide quality positions for young people eures/public/employe
in work-based learning, where employers are rs
strongly supported through advice, guidance
and quality information provided by VET
institution partners, they are able to align the
opportunities they can create with the needs
of both their business and the young person.
Strong leadership in VET Leaders within VET institutions can drive both European
institutions the quality and diversity of work-based Commission
learning opportunities through close working
with local businesses and growth sectors in
their respective economies. Instilling a culture
of partnership and implementing dedicated
improvement plans at an institutional level
also contributes to shifting mindsets of VET
teachers, tutors and learners into viewing
work-based learning as a well-valued and high
quality means of education and personal
career development
Targeted funding Encourages greater diversity of employers, http://www.euse.org/
including Small and Medium Enterprise (SMEs)
to get involved in creating structured WBL
opportunities for young people at entry-level
positions. This funding may take the form of
subsidising wages for new apprentices, or
providing free training and professional
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Grant Agreement Number: 2016-1-UK01-KA202-024244
development opportunities for their existing
and new staff (including young people).
Planning and Within the structure of work-based learning http://www.cedefop.
progression routes for provision, which includes apprenticeships, a europa.eu/en/events-
young people clear progression leading out of the and-
programme should be identified. The role of projects/projects/app
the employer in the planning is seen as a renticeships-work-
crucial aspect to this. based-learning
TOOLS FOR EFFECTIVE WBL
There are a variety of tools available for VET teachers, tutors and other professionals to support the
growth and delivery of effective work-based learning and apprenticeships. Below are examples of
related projects* that are producing, or have produced, tools that demonstrate quality practice in
the effective delivery and assessment of work-based learning:
Tool Description Link/Location
Work-based A repository of links to projects that contain http://www.wbl-
Learning Toolkit various resources, reports and other materials toolkit.eu/
which have been produced from a wide range
of European projects relating to work-based
learning. Themes include evaluation and quality
assurance practice, partnership approaches,
and capacity-building among teachers and
trainers. There are also sector-specific
resources available, ranging from information
on maritime industry-related training to retail
apprenticeships.
TrainCom An information and learning platform for VET http://train-com.de/
teachers and tutors who are ‘engaged in
developing or redesigning programmes with a (Site can be translated
view to (a stronger) competency orientation’. A into Spanish, English,
5-module learning tool that provide practical German, Italian and
Czech)
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Grant Agreement Number: 2016-1-UK01-KA202-024244
examples of how to plan, support and assess
WBL effectively
Tune-in Project A knowledge-share and good practice project https://www.tune-in-
focused on developing strategies and project.eu/
approaches to reducing dropout rates, with a
particular attention on Southern and South- (Site can be translated
Eastern Europe. A ‘Train the Trainer’ package is into Danish, Spanish,
available for download and usage. English, German, Italian,
Portuguese and
Slovakian)
Take Tech Developing close partnerships between http://www.take-
educators and industry, specifically in the tech.eu/
science and technology sectors, this project
produces quality guidance on how effective (Site can be translated
match-making between the needs of businesses into Italian, English,
and the needs of learners can produce Greek, Hungarian,
sustainable results. Whilst there is a focus on Estonian and Bulgarian)
specific sector areas, the methodology and
practice is transferable.
*Please note that development activity of some of these projects may have now ceased, however
useful resources, information and reflections for those looking to improve their practice
The Promote WBL project will develop a dedicated online learning tool that will support VET
teachers and tutors in developing knowledge and skills in how to:
- best promote the benefits of work-based learning to employers and learners alike
- build effective partnerships with employers and plan for effective learning in a work-based
context
- recognise the value of entrepreneurial skills in work-based learning
- identify, encourage and enhance entrepreneurial skills in others
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Grant Agreement Number: 2016-1-UK01-KA202-024244
PEER-TO-PEER LEARNING GROUP ON WBL
Promote WBL will develop an online community of professionals from across Europe which will
enable VET teachers, tutors, trainers and others to discuss the following themes:
- Partnership working between schools and business
- Encouraging an entrepreneurial mindset within businesses and learners
- Quality delivery of WBL and how to maximise benefits to business and learners
- Policy changes and how to develop implementation strategies within an institution
Using the universally available platform of LinkedIn, we aim to bring together people from a range
of countries to share practice, knowledge and available resources. The 7 project partners will
promote, engage and widely share the findings and insight from this community via our networks
and encourage all to participate in discussions.
Join our ‘Promote WBL’ group via the link below:
https://www.linkedin.com/groups/8583272
CONCLUSIONS
A common finding from the work undertaken for this guide is that the view of VET is secondary and
a far less preferable route for young people to learn, develop and enter the workplace. It is not
clear why this occurs - whether it is cultural, systemic, or economically driven - however there is a
consistency of findings that within the educational structures and within the learners’ families, they
discourage their young people in entering work-based learning until it becomes the only realistic
alternative to ‘mainstream’ educational routes.
There has been a significant trend, evident across the country-based reports, in governments and
national educational bodies in addressing the quality of VET offer for their students and employers.
This ranges from placing more rigorous quality assurance processes in place around qualifications,
to developing professional standards for VET teachers and tutors.
Various strategic and national policies, to drive improvement in quality, have mostly been
implemented during the last 5-7 years and, from the reports reviewed, there has not been a clear
measure of the impact of these changes, although there is some anecdotal examples of large
companies getting more involved in developing standards and sharing knowledge and expertise, as
well as growth of qualification offers in VET schools/colleges.
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Research has found a clear focus on the structure and positioning of VET within the educational
system and reviewed of the quality of provision, there is not a clear and consistent picture of the
role of employers in developing this provision. In most cases employers are only referenced as a
‘customer’ of VET or a more passive stakeholder in WBL delivery. It appears that there is more work
required to ascertain how employers can develop the promotion, and the quality, of VET by playing
a more active role and generating sufficient demand for the qualifications and VET in place.
Despite there being a general consensus to move towards a greater professionalisation of the VET
delivery sector, the approaches and what those minimum standards consist of does vary. This
seemingly comes from whatever ‘starting point’ exists within the specific country; so whilst there is
a move towards improving the quality of delivery, the journey and the position in which different
countries are at in implementing those improvements do vary significantly.
The systems for developing this professionalisation however are certainly seen as providing an
opportunity for the partnership to be able to test and introduce the tools being developed through
Promote WBL.
Completed Research Report Reviews
# Partner Report Title Report Origin
1 Creative Alliance GETTING READY FOR WORK UK
2 Creative Alliance APPRENTICESHIP-TYPE SCHEMES AND UK
STRUCTURED WORK-BASED LEARNING
PROGRAMMES
3 Materahub Innovation in VET Italy
4 Materahub Supporting Teachers and Trainers for successful Italy
reforms and quality of VET
5 Materahub Apprenticeship-type schemes and structured Italy
work-based learning programmes
6 Materahub Italian Youth Guarantee Implementation Plan Italy
7 Materahub Supporting teachers and trainers for succesful Germany
reforms and quality of VET
8 Syntea Supporting Teachers and Trainers For Successful Poland
Reforms and Quality of Vet Thematic
Perspectives. Mapping their professional
development in the EU
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Grant Agreement Number: 2016-1-UK01-KA202-024244
9 SEGE Apprenticeship-type schemes and structured Slovakia
work-based learning programmes
10 Cognita Network Work Based Learning and Croatia
Apprenticeships (NetWBL)
11 Innogate Dual professional studies: evolution and Spain
obstacles (FP Dual: evolución y obstáculos)
12 Innogate Apprenticeship-type schemes and structured France
work-based learning programmes
13 Innogate Apprenticeship-type schemes and structured Spain
work-based learning programmes
14 Cognita Apprenticeship-type schemes and structured FINLAND
WBL programmes Finland’, Finish National Board
of Education, 2014
15 Cognita Survey on Appropriateness of VET for Craft CROATIA
Occupations Quality and Employability’, Croatian
Chamber of Crafts, 2010 (Croatian, sector-
based)
16 Syntea Apprenticeship-type schemes and structured Poland
work-based learning programmes.
17 Creative Alliance Supporting teachers and trainers for successful Denmark
reforms and quality of VET
18 Syntea Apprenticeship-type schemes and structured Slovakia
work-based learning programmes.
19 SEGE From School to Work – How are Vocational GREECE
Education, Training and Employment Related?
20 SEGE Vocational education and training in Greece GREECE
21 EfVET The Cost Effectiveness of Apprenticeship 15 Countries
Schemes - The business case for Apprenticeships
22 EfVET Connect in VET- Connecting Vocational 5 EU Countries
Education and Training with Higher Education
and rural businesses
23 EfVET High performance Apprenticeships and Work EU Member States
Based Learning - 20 guiding principles
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Project Partner Organisations
Creative Alliance www.creativealliance.org.uk
Cognita www.cognita.hr/en
Materahub www.materahub.com
SYNTEA www.syntea.pl
EfVEt www.efvet.org
Innogate to Europe www.innogatetoeurope.eu/en
SEGE www.sege.gr
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