Plaintext
Support
Manual for
VET teachers
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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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Index
1. Introduction 4
2. What is and who is this manual for? 7
3. Milestones to effective Work Based Learning in VET 8
3.1. STEP 1 - The Benefits of Work-Based Learning for Students, Businesses and VET
Institutions. 9
Introduction 9
Tips, hints and tricks 10
Case studies/further readings 10
3.2. STEP 2. Students in Work-based Learning 11
Introduction 11
Tips, hints and tricks 12
Case studies/further readings 14
3.3. STEP 3. Educator-Business Partnerships for effective Work-based Learning 15
Introduction 15
Tips, hints and tricks 15
Case studies/further readings 16
3.4. STEP 4. Recognising high quality Work-based Learning 18
Introduction 18
Tips, hints and tricks 18
Case studies/further readings 19
3.5. STEP 5. Supporting Delivery of high quality Work-based Learning 20
Introduction 20
Tips, hints and tricks 20
Case studies/further readings 21
3.6. STEP 6. How to create Links and Synergies with external Sources of Support 22
Introduction 22
Tips, hints and tricks 22
Case studies/further readings 23
3.7. STEP 7. Further learning Opportunities: Course Assessment and sharing Experiences 25
Introduction 25
Tips, hints and tricks 25
Case studies/further readings 26
4. Extra open resources 27
Library 27
References and links 27
5. Glossary of terms 28
6. Bibliography 30
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1. Introduction
Promote WBL – Partnership for Effective Work Based Learning in VET is a transnational project
developed under the Erasmus+ EU program, aiming at training VET (Vocational Education and
Training) teachers in helping their students to get into work-based learning and make the
most of it by applying entrepreneurship skills, and to provide teachers with skills and
strategies to engage in long-term school-business collaborations.
One of the main EU challenges in reducing youth unemployment is to ensure that the skills of
the future workforce meet the needs of the workplace. Work-based learning uses the
workplace as a powerful learning environment that contributes greatly to this aim.
The overall aim of the project is to make work-based learning more effective, so that it results
in a win-win situation for both learners (resulting in early and enduring employment) and for
the hosting enterprise (producing benefits to their business). The main challenges to this are
both insufficient communication and collaboration between VET providers and businesses,
and a skills gap among learners of entrepreneurship skills. For work-based learning to be
effective and also more cost-efficient, learners may need to be more proactive and creative,
to increase problem solving skills, to reflect on and conceptualise what is being learnt and
communicate more effectively. VET teachers play a key role in this as they can act as the
facilitator of that learning.
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Project beneficiaries
• VET teachers
• Businesses
• VET students
• Social partners
Needs addressed
• The need to promote effective WBL, resulting in a win-win
situation (also among SMEs)
• The need to improve VET teachers’ skills to act as catalysts and
facilitators
• The need to provide them with the necessary support
• The need to provide teachers with strategies and tools for VET-
business collaboration
The main objectives of Promote WBL project are to:
foster a tradition of
promote entrepreneurship skills communication and enhance
in VET to help students collaboration between key
maximise their learning players in WBL (Vet providers,
experience and increase their learners, business mentors,
employability businesses in general, social
partners)
provide training opportunities promote effective WBL in
and tools for teachers to Europe, focusing on
promote effective WBL and apprenticeships and WBL
prepare their students for it stimulating entrepreneurship
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In other words, the ultimate goal is to train teachers to promote and facilitate effective WBL
(with a focus on apprenticeships and WBL stimulating entrepreneurship).
The training course and all relevant tools developed alongside this manual aim to train and
enable VET teachers to:
a) help their students to make the most of their work-based learning by applying
entrepreneurship skills through an experiential learning approach and
b) provide teachers with skills, practical examples and successful approaches to help
them develop strategies and skills to engage in long-term school-business
collaborations.
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2. What is and who is this manual for ?
This manual is for VET Teachers who carry out / are interested in carrying out
entrepreneurship education.
Alongside all contents of the online training course, it contributes to achieving the project’s
objective, that is to “promote effective WBL in Europe, focusing on apprenticeships and WBL
that stimulates entrepreneurship” by providing specific support to VET teachers.
Therefore, the main goal of this manual is to function as support and information tool that is
complementary to the training course for the VET teachers involved in the support and
promotion of Work-Based Learning.
This manual is integrated into the open online learning environment and serves as a tool for
the VET teachers who took the training course to now apply their skills by helping their
students and by engaging in collaborations with business partners for WBL.
As such, the manual provides VET teachers with:
A set of Information
tools and on external
Tips, hints
guidelines Additional support and
and tricks
on how to informatio events that
Extra for effective
create n (such as can
resources communicat Case
success on-going contribute
and links ion with studies /
stories to events of to effective
to businesses further
promote interest to match-
support and readings
WBL among them or making
WBL students for
students their between
WBL
and VET- students) students
experiences
business and
cooperation companies
This manual will be integrated by an interactive “contact point” for VET teachers on the
online platform to share and exchange information on the results and impact of the training
course, to discuss specific questions related to WBL and to publish up-to-date success stories
of students who participate in WBL.
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3. Milestones to effective Work Based Learning in
VET
It is understood that “entrepreneurship education” is a learning pathway for students to
acquire skills such as sense of initiative, creative thinking, problem solving, analytical skills,
communication skills, team work, decision-making and conceptualisation.
The main steps identified in the training course and integrated by this manual to support
learners and VET teachers in undertaking and successfully completing this crucial learning
pathway aim at:
• Promoting entrepreneurship skills in VET to help students maximise their learning
experience and increase their employability
• Providing training opportunities and tools for teachers to promote effective WBL and
prepare their students for it
• Training teachers to promote and facilitate effective WBL (with a focus on
apprenticeships and WBL stimulating entrepreneurship)
In this perspective, this manual alongside the training course will train and enable VET
teachers to help their students to make the most of their work-based learning by applying
entrepreneurship skills through an experiential learning approach, and also to provide
teachers with skills, practical examples and successful approaches to help them develop
strategies and skills to engage in long-term school-business collaborations.
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3.1. STEP 1 - The Benefits of Work-Based Learning for
Students, Businesses and VET Institutions.
Introduction
This is an informative module that helps to contextualise the online course. It shows who it
is for and how it will contribute to their professional development. It also provides clear
guidance on the terminology used within the course.
Learners will be able to read through material and additional resources that will help to
develop their understanding of the wider-world of work-based learning and it will
contribute to their knowledge of how work-based learning benefits all key stakeholders
involved, especially students and businesses.
As a result of this module, learners will be able to:
• Understand the objectives and structure of the learning programme and how it will help
their professional development.
• Understand the wider work-based learning agenda and context in their country and why
this course is important.
• Clearly explain the benefits of work-based learning, including apprenticeships, to
students and businesses of all sizes, whether they have previously been involved in VET
delivery or not.
• Explain the importance of entrepreneurship and associated skills in the arena of work-
based learning.
Expected duration of mandatory activities of this module is 55 minutes. The optional
activities could extend that time frame.
The content of the unit includes:
• What is Work-Based Learning (WBL)?
• Advantages that work-based learning programmes have over traditional classroom-
based teaching and learning.
• Short information about the course and how to use it.
• Examples of learning in informal settings and in the workplace.
• Why an entrepreneurial mindset is important.
• What the benefits are for students.
• What the benefits are for businesses.
• The teacher's role.
• Establishing your relationship to work-based learning: Quiz with diagnostic result and
tips.
• How WBL learners can grow emotionally and mature in their relationships and
become economically more independent, diversifying their broadening their world-
view.
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• Understanding apprenticeships – which can be formal, structured, WBL-based jobs
with learner salaries, hosted by employers who can offer permanent roles to
successful apprentices.
• Understanding the wider structure of work-based learning in your country – its
issues, debates and solutions.
• A Glossary for the course.
• Self-assessment: What am I good at now? – with Feedback.
• Opportunity to discuss with your peers on our LinkedIn Group.
Tips, hints and tricks
• Meaningful work-based learning should be based with employers over an extended
period of time, not a short and limited course.
• Learn how to recognise quality work-based learning, and how to communicate its
benefits to colleagues, learners and businesses, and inspire them with its potential.
• Put theory into practice, and facilitate others to do so – because WBL is about a
totally different methodology to conventional classroom-based education.
• Build and sustain supportive relationships with businesses – because creating and
sustaining work-based learning roles can take many years.
Case studies/further readings
• Video: 'World of Work Based Learning - Introduction' explains more about the
learning in informal settings and in the workplace. https://youtu.be/mzYkZJG2fQo
• Video: ‘Centre for Work-based Learning’. This organisation integrates the
efforts of government, academia, business and wider community to create
more effective work-based learning. https://youtu.be/_svaxqualso
• Discuss the course and your experiences with WBL at our LinkedIn Group!
https://www.linkedin.com/groups/8583272
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3.2. STEP 2. Students in Work-based Learning
Introduction
Following an overview of entrepreneurial skills needed to successfully transform experience
into knowledge and competences, this step is the linked to the second module developed
within the online training course, which analyses Working with others, Planning and
management and Learning through experience competences that can be crucial for students
to make the most of their work-based learning experiences.
The practical strategies, tools and ideas for educators included in this module encourage and
stimulate their students and subsequently themselves to undertake an experiential approach
of their learning experience. They can help teachers to disclose their entrepreneurial skills
and attitudes for an optimistic and successful work-based learning experience.
This step can surely provide useful methods and tools to allow students becoming aware of
them, training themselves to recognise and developing some core entrepreneurial skills to
make the most of their experiences.
Following an overview of entrepreneurial skills needed to successfully transform experience
into knowledge and competences, this step is linked to the second module developed within
the online training course, which analyses Working with others, Planning and
management and Learning through experience competences that can be crucial for students
to make the most of their work-based learning experiences.
The practical strategies, tools and ideas for educators included in this module encourage and
stimulate their students and subsequently themselves to undertake an experiential approach
of their learning experience. They can help teachers to disclose their entrepreneurial skills
and attitudes for an optimistic and successful work-based learning experience.
This step can surely provide useful methods and tools to allow students becoming aware of
them, training themselves to recognise and developing some core entrepreneurial skills to
make the most of their experiences.
At the end of this module, learners will assess their learning and ability to:
• Work in a team, collaborate, co-operate to put ideas into action and share
responsibilities
• Face up to competition positively
• Define priorities and plan and implement adequate courses of action to achieve valuable
effects as well as activities to achieve their goals
• Manage projects, action plans and time to effectively and efficiently transform ideas into
action
• Learn by doing , from trial and error, learn on the fly as the venture develops
• Incorporate feedback received to improve performance
• Reflect upon success and failure (your own and other people’s) and learn from both
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The contents of this module are structured as follows:
• Introduction, detailing learning goals and methodology of the whole module
• Entrepreneurial skills as tools to successfully transform experience into knowledge and
competences
- What are entrepreneurial skills?
- Why are entrepreneurial skills important?
- What are some core entrepreneurial skills for successful WBL experiences?
- How to encourage students and develop these skills.
- Quick test
• Working with others
- Introduction and explanation of benefits and reasons why collaboration and
teamwork are essential to entrepreneurship and successful WBL experiences.
- Activity
- Self-assessment test
• Planning and management
- Introduction and explanations of the entrepreneurial planning and management
skills, how they are crucial & strictly connected to the development of an action plan.
- Activity
• Learning through experience
- Overview of the “learning through experience” competence as essential concept in
teaching and developing a learning mindset.
- Activity
• Tools / activities, including videos, quizzes, self-assessment tests, games and discussion
activities in word/ppt/pdf files including images
Tips, hints and tricks
Working with others - teamwork is an essential part of workplace success. Like a basketball
team working together to set up the perfect shot, every team member has a specific role to
play in accomplishing tasks on the job. Although it may seem as if one player scored the
basket, that basket was made possible by many people’s planning, coordination, and
cooperation to get that player the ball. Employers look for people who not only know how to
work well with others, but who understand that not every player on the team can or will be
the one who gets the ball. When everyone in the workplace works together to accomplish
goals, everyone achieves more.
Tip: Learning the value of teamwork and becoming an effective member of a team is an
important first step to developing leadership skills. For youth the development of these skills
is critical. Affording young people experiences through which they learn to rely on themselves
and others is an important factor in the development of a productive teamwork mentality.
Planning and management - while there is no one "right" set of characteristics for being a
successful entrepreneur, certain general traits and practical skills will help you succeed.
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What we do know is that successful entrepreneurs seem to have certain traits in common
that we have gathered these traits into four categories:
- Personal characteristics.
- Interpersonal skills.
- Critical and creative thinking skills.
- Practical skills.
Tips and hints: practical skills include goal setting, including setting goals regularly, creating a
plan to achieve them and then carrying out that plan. Planning and Organizing include having
and fostering the talents, skills and abilities necessary to achieve your goals, coordinating
people to achieve these efficiently and effectively (here, effective project management skills
are important, as are basic organization skills) and knowing how to develop a coherent, well
thought-through business plan, including developing and learning from appropriate financial
forecasts.
Learning through experience - let us introduce the concept of experiential learning through
an example: you want to get a driving license and study all the traffic rules trying to remember
all the traffic signs. Of course, you need the practice or your own experience, because once
you have the know-how and experience, you are ready to hit the roads with the licence in
your pocket.
Hint: remember the following 4 stages of Kolb’s experiential learning cycle.
Stage 1: feeling: the first stage is represented by the learner’s concrete experience where
students learn intuitively and according to what they have felt when they experienced any
random or complex situation. Positive feelings are directly linked to motivation to learn
further.
Stage 2: reflective observation: the second stage focuses on watching or observing the new
situation and involves evaluating, searching, and analysing connections. Students begin to
expand their perspective and develop different points of view, drawing new meanings from
experiences. Tip: At this stage, you can help your students reflect on their experience. Ask
them questions, challenge their minds, go beyond asking them to share and recount what they
did, but challenge them to think deeply and link to other concepts, etc. Be sensitive to hints –
if your student is excited while speaking about their experience and use questions rather than
hints to let students discover what was so exciting about it.
Stage 3: thinking: at this stage, students think about their experience and the situation, fit
new information into existing concepts and they then go on to create new concepts and ideas
or modify the existing concepts. Tip: This stage is crucial – encourage your student to think,
to create new ideas, to come up with creative, unusual or original ideas! Your student might
feel really shy or “stupid” to even tell these ideas. Your support can make a huge difference.
Stage 4: doing: the final phase is much more than learning by doing where students do not
only influence other people or change the situation, they also apply new knowledge or skills
in a new environment. Students use the theory of an existing concept and they actively apply
the concept. In other words, based on the concrete experience, thinking and doing, they are
able to create new concepts. Tip: At the final stage, again, support your student, ask
questions, and encourage them to actively apply their knowledge. Assure your student that
failing is a necessary part of creating and creativity. Your student can feel really exhausted
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when all their effort is not working! Your role is to tell them “You’re on the right track, keep
trying!”.
Case studies/further readings
- https://wexhe.eu/wp-content/uploads/2018/01/WEXHE_Journal_January_2018.pdf
INTEGRATING E N T R E P R E N E U R S H I P AND WORK EXPERIENCE INTO HIGHER
EDUCATION - WEXHE JOURNAL JANUARY 2018 ISSUE to learn about WBL developments
across Europe, while taking a peek into engaging WBL examples embedded within
university-business cooperation practices.
- http://ec.europa.eu/dgs/education_culture/repository/education/policy/vocational-
policy/doc/alliance/work-based-learning-in-europe_en.pdf Work-Based Learning in
Europe - Practices and Policy Pointers, policy handbook is one of the European
Commission contributions to strengthen work-based learning (WBL) in initial vocational
education and training (IVET).
- Discuss the course and your experiences with WBL at our LinkedIn Group!
https://www.linkedin.com/groups/8583272
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3.3. STEP 3. Educator-Business Partnerships for effective
Work-based Learning
Introduction
This step is linked to the third module developed within the online training course that covers
the area of Work-based Learning partnerships and focuses on the benefits of WBL for
business, by analysing several cases of successful Work-based Learning, discussing the issue
of different education and business “language” and investigating the issue of how to get high-
quality WBL experiences.
Tips, hints and tricks
*For purpose of this manual we will use terminology “apprenticeship” as the synonym of work-based learning.
Firstly, we need to be aware of the key success factors of high quality WBL, which are:
1. A stable and sound institutional and legal framework
➢ define the general context and the basic conditions in which the WBL programmes
shall be carried out has to be defined.
2. Active involvement of social partners:
➢ Strong employer involvement
➢ Constructive dialogue with trade unions and representatives of employers
3. Strong employer involvement
➢ Including participation in programme design, provision of valuable apprenticeship,
support for apprentices, quality assurance, promotion of WBL programmes
4. Close partnership between employers and education institutions
➢ Bilateral interaction and exchange of knowledge between education (VET schools /
training institution) and employers on skills requirements
➢ Ensuring high-quality WBL placements
5. Funding including grants and other incentive schemes for employers
➢ Ensuring adequate funding for the proper design and rigorous implementation of
schemes
➢ Sources include EU funding (including ESF), national/regional funding, employer
funds and employer grants/ incentive schemes
6. Strict matching with labour market needs
➢ Matching apprenticeships to the needs of the national, regional or local labour
market
7. Solid quality control
➢ solid procedures managed by one external body or jointly by the educational
institutions and employers
➢ Can include e.g. learning content, duration of apprenticeship, equal access and
working conditions
8. Certification of acquired knowledge, skills and competences
➢ Accreditation of knowledge and skills acquired during both phases of
apprenticeship - both in and out of work
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➢ Certification should cover at least the duration and content of the learning, the
activities and tasks undertaken, and the knowledge, skills and competences
acquired
Below, a set of standards for high quality apprenticeship. The list is based on Polish Quality
Framework for Traineeships and Internships.
1. Programme preparation and recruitment
- The apprenticeship programme should be available as a written document.
- The workplace of the apprentice should be suitably prepared.
- The programme should be transparently communicated to a target group (Educational
institution, apprentice, employer).
- The recruitment process for the WBL should be thorough.
- The adaptation process of the apprentice should operates as written document.
2. Agreement
- - A written agreement shall be signed between the parties involved in the WBL programme.
3. Educational value
- The Programme has defined educational objectives.
- The programme has defined educational content.
- The programme has defined responsibilities.
3. Care and mentoring
- Mentors for future apprentices shall be designated during the following stages preparations
for the implementation of the programme.
- Each apprentice has to have designated mentor from employer.
- Mentor introduces the apprentice to the job description and to the principles and the
employer's procedures.
- Mentor monitors the implementation of the responsibilities assigned in the programme and
educational objectives.
- Mentor shall provide feedback to the apprentice on the results achieved and the extent to
which the tasks have been carried out.
5. Duration, remuneration and social welfare
- The apprenticeship programme has to have a clearly defined duration (The apprenticeship
has a precise timeframe so that all parties involved can plan appropriately time for the
objectives to be achieved) and remuneration rules and procedures
- Employer has to ensure health and accidents insurance during the duration of the
programme.
6. Evaluation of the programme
- Upon completion of the programme the apprentice shall receive written confirmation of the
completing the WBL programme, described in the language of learning outcomes.
- The apprentice has to assess the apprenticeship programme and employer in writing.
Case studies/further readings
• Find more in Journal of Vocational Education and Training,
https://doi.org/10.1080/13636820000200141
• http://www.nrccte.org/sites/default/files/external-reports-
files/tech_jan_2015_theme_3.pdf
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• Engaging SMEs for Quality Transnational WBL experiences:
https://www.youtube.com/watch?v=kIrMdWLgemE
• Discuss the course and your experiences with WBL at our LinkedIn Group!
https://www.linkedin.com/groups/8583272
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3.4. STEP 4. Recognising high quality Work-based Learning
Introduction
This step is linked to the fourth module developed within the online training course, which
helps teachers identify a structured methodology for planning, assuring the quality and
evaluating WBL apprenticeships before, during and after their completion. This step also
helps to identify the importance of setting learning agreements, common frameworks and
clear learning outcomes for all the stakeholders involved in WBL (i.e. learners, VET providers
and companies).
The module is structured as follows:
− High-quality Work-based Learning
Optimizing Work-based Learning
o EQAVET - Quality assuring Work-based Learning
o Quality Assurance Systems in Work-based Learning and Assessment in
European VET
o Joint Expert Seminar Quality Assurance in VET and Higher Education for
improving their Permeability
o Work-based Learning in continuing VET
o Work-based Learning - Apprenticeships
o Work-based Learning in Europe
Work-based Learning - finding an Employer
Creating a Work-based Learning Job and appointing the Candidate
Problem Solving
Challenges to the successful Work-based Learning
− Success factors for high-quality WBL
− Discuss it with your Peers!
− Resources, additional reading and links
Tips, hints and tricks
Quality Work-based Learning is:
➢ Designed to promote enhanced learning, skill development and workplace awareness
➢ Structured to be effective, safe, legal and measurable
➢ Supported by appropriate planning, tailored training and efficient processes
➢ Connected to classroom learning, individual career development plans and sequenced
education, training and workplace activities
7 straightforward guidelines can assist with creating quality work-based learning experience.
These guidelines are designed as easy-to-remember rules of thumb for teachers, VET
providers and companies designing work-based learning experiences.
The 7 guidelines are:
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1. Plan and prepare for successful experiences;
2. Maximize learning;
3. Provide effective supervision;
4. Promote safety;
5. Manage the hours a learner is at the workplace;
6. Pay when required; and
7. Provide ongoing support.
Case studies/further readings
• “High-performance apprenticeships & work-based learning: 20 guiding principles”,
European Commission, Publication
• “What makes a successful work-based learning programme?”, The OU on YouTube,
Video
• “Success factors for work-based learning”, Podcast
• “Work-based learning provision: Factors affecting quality and performance - Evidence
from the West Midlands”, Quality and Standards - Evaluation and Good Practice Team,
Report
• “Quality Work-Based Learning Toolkit”, Kansas City - Kansas Public Schools,
Publication
• “Peer-to-peer learning group on WBL”, Promote WBL, LinkedIn group
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3.5. STEP 5. Supporting Delivery of high quality Work-based
Learning
Introduction
This step is linked to the fifth module developed within the online training course, and
discusses the Qualifications and other approaches which may be needed within the Work-
Based Learning programme. In many cases, all WBL funding depends on these Qualifications,
so teachers should concentrate on them during the whole term of WBL.
The expected duration of the mandatory activities in this module is 20 minutes.The optional
activities and reading the additional pdf materials could extend the expected time frame.
The module includes:
• Qualifications and Documentation: Educators and practitioners working with WBL
students will often be required to fulfil needs and demands set out to meet
Qualifications standards. This lesson focuses on how educators can fulfil these, as
well as a look at different types of documentation that are used on various WBL
programmes.
• Tools for effective Work-based Learning: Experienced Work-Based Learning
educators have developed some tools to support and organise the learning of their
students. Schedules, maps and checklists are some of those tools.
Tips, hints and tricks
• Qualifications can prove that WBL took place, was done to a high quality, and was
standardised with other programmes across the country.
• If a learner completes a suitable WBL qualification, this can prove that they are
capable of doing an equivalent role anywhere in the country for a different
employer.
• However, these qualifications are often written from educators’ point of view, not
those of employers or learners – a big part of the teacher’s job may be translating
what they really mean for the specific learner and job in question!
• It may also be vital to ‘tailor’ the qualification modules and assignments, to match
the needs and circumstances of the learner and employer, as much as possible.
Many kinds of ‘evidence’ may be acceptable, and some learners may be unfairly
disadvantaged by tasks that depend on their reading and writing skills.
• Educators can produce useful ‘templates’ that they can use regularly to set tasks for
their learners, as long as they always meet the learner’s needs: for example, you can
give learners the opportunity to choose whether to answer questions in a written
report, and in-person session, or a remote session via Skype or a similar service.
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• Eportfolio systems can be great ways to log, respond to, and track progress, but
learners and teachers may need training in how to use them correctly.
• Planning in advance is vital to ensure that visits to learners are as productive as
possible and journeys are efficiently organised.
• Compile full lists of all the documentation, evidence and other materials that each
learner will need in order to be successfully completed, and check them off over the
duration of the WBL programme.
• If the learner successfully completes their programme, many or even most
employers may look to employ them permanently. This may be a far more important
reward than the qualification itself, but without the qualification, the learner might
not have achieved this goal successfully.
Case studies/further readings
• An example of a map generated by a WBL educator to help manage their journeys
efficiently:
http://elearning.promotewbl.eu/pluginfile.php/219/mod_scorm/content/19/Conten
t/Projects/Res/library/Example%20learner%20location%20map.pdf
• A ‘tracksheet’ generated by a WBL educator to help ensure that they can complete
everything that will be needed before the qualification can be achieved:
[ATTACHMENT LINK – I can’t get this from the course website]
• A ‘monthly tracker’ for a WBL educator to keep track of the different needs and
stages of all of their many learners in a month: [ATTACHMENT LINK – I can’t get this
from the course website]
• An ‘exit meeting’ form to help ensure that learner and employer needs have been
met by the WBL programme, and will continue to be in future: [ATTACHMENT LINK –
I can’t get this from the course website]
• Discuss the course and your experiences with WBL at our LinkedIn Group!
https://www.linkedin.com/groups/8583272
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3.6. STEP 6. How to create Links and Synergies with external
Sources of Support
Introduction
This step is linked to the sixth module offering an overview of the main programmes co-
funded by the European Union that teachers can delegate their students to in order to help
them obtain an apprenticeship or entrepreneurial learning experience throughout Europe
in which they can apply effective work-based learning.
This step mainly aims at supporting teachers in identifying the appropriate programme by
presenting other EU co-funded projects that can offer complementary tools for effective
work-based learning, information or contacts of interest.
Tips, hints and tricks
On 5.10.2017 the European Commission adopted a proposal for a Council Recommendation
for a European Framework for Quality and Effective Apprenticeships, confirming once again
the importance of work-based learning. The promotion of high quality work-based learning is
therewith one of the top priorities, which leads to a variety of highly interesting EU co-funded
projects with which VET teachers can create synergies. The following section is intended to
provide some tips and tricks on how to best undertake this.
→ Create a personal contact with someone from the concerning project/programme
Once you have selected the programme or project you want to create synergies with, consult
the concerning website. This will give you a good overview of what the project or programme
can offer to you or to your students. Revise the website to find contact data and get in touch
with one specific contact person rather than with a general email address. Whenever
possible, try to establish contact with a programme/project representative who is hosted in
your country, since this will help you with country specific questions (keep in mind that work-
based learning often depends on country specific regulatory frameworks and it will be easier
to be assisted by someone who is familiar with the framework that concerns yourself).
→ Introduce yourself with a concise and clear email
When establishing the first contact, we advise you to first send a brief email introducing
yourself and the objective for which you are contacting. Mention who you are, your role in
your organisation and state the motive for your inquiry briefly. If you have several questions,
you can advance them via email. This will help your contact partner to be prepared and, if
necessary, do a little research before contacting you back to offer a smooth cooperation.
Whenever possible and needed, this first contact can be followed up with a telephone call to
discuss the inquiry in more depth and be able to treat the subject interactively.
→ Is the information requested for you or for your students?
Is the information you request for you (e.g. requesting information on how to sign up as
school in a mobility programme) or for your students (e.g. requesting information for your
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students interested in finding an apprenticeship in another EU country or a work-based
learning opportunity that stimulates entrepreneurship)? If the information is for your
students, you might have the possibility to ask for flyers or guides that provide your students
with all the necessary information they need to sign up and might lead them through each of
the necessary steps. Sometimes this information is available not only in English, but also in
your country specific language, so do not hesitate to find out about this potential availability.
Sometimes, projects and programmes have promotional material (e.g. flyers) that they can
send you so that you can hand it to your students or display in the school (e.g. posters).
Sometimes this information is also available in electronic version suitable for emailing to your
students or posting it on your school website. Depending on the project/programme,
sometimes it is possible that someone from the programme visits your school to present the
programme and the conditions to participate to your students or your schools educational
staff (e.g. consult availability in the programme Erasmus for young entrepreneurs).
→ Jointly plan the next steps to create synergies
Be prepared and propose to your contact how to create synergies (e.g. by helping potential
interested students to sign up for a specific programme which the contact person is managing;
to jointly promote a specific programme and follow-up on the results; etc.). Discuss with your
contact person the best way to undertake this (keeping in mind that there should be a mutual
benefit), next steps to be carried out, responsibilities and a potential timeframe.
When thinking about what you could offer to the contact person, keep in mind that many of
the programmes/projects are interested in disseminating information about their projects or
recruiting participants for their project activities. Therefore, be prepared and study if this is a
possibility in your case (e.g. publication on the programme in the social networks of the
school, etc.).
→ Consider signing a collaboration agreement to establish long-term synergies
Depending on the nature of the programme you are interested in, you might consider if it
makes sense to propose the signing of a collaboration agreement. These type of collaboration
agreements might help to establish a long-term smooth collaboration which, established
through commonly agreed procedures, can help you to reach jointly benefitting objectives
with each time less work as time progresses.
This might be an interesting option if you know that you have students every year who are
interested in engaging in cross-border apprentice mobility (e.g. how to sign up in the data
base of “Drop'pin@EURES”) the project or students who have entrepreneurial ideas (e.g.
create synergies with the programme Erasmus for young entrepreneurs). In the framework
of these agreements you could agree on regular dissemination activities of the programme in
your school (e.g. workshops or information days, online dissemination, etc.) or ask for the
possibility to be trained yourself so that you can forward the specific information and tricks
and tips your students need to submit high quality applications.
Case studies/further readings
→ FAIR - Fostering Apprenticeship sharing ideas and resources
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Project website: http://www.fairapprenticeship.eu
The project, FAIR - Fostering Apprenticeship sharing ideas and resources1, is co-funded under
the European Union Erasmus+ Programme. It aims to contribute to an increase of high quality
apprenticeship offers by supporting SMEs and VET providers in offering high quality work-
based learning opportunities.
As VET school, you will benefit by contacting with one of the local contact partners to benefit
from the soft matching database for students interested in an apprenticeship in their country.
By clicking on the following link, you can identify Partners to create synergies with in Italy,
Spain or Rumania: http://www.fairapprenticeship.eu/es/project/
If you are looking for information for your students, you can access the following link where,
starting in July 2018, you will find a series of training videos for VET students on soft skills for
apprentices: http://www.fairapprenticeship.eu/es/help-desk/
→ EYE- Erasmus for young entrepreneurs –work-based learning programme for (soon
to be) entrepreneurs
If your students have entrepreneurial ideas and you are looking to create synergies with
programmes that can support their development through a transnational work-based
learning programme based on mutual exchange of experiences between two entrepreneurs,
then consider contacting representatives of the programme “Erasmus for young
entrepreneurs”.
By accessing the following link you can find the local contact point in your country:
https://www.erasmus-entrepreneurs.eu/page.php?cid=5
The local contact points can help you with:
• Personalised support on how to inform your students about the programme and
provide you with information in your language (e.g. flyers).
• Organise an information event/invite you or your students to the next event planned.
• Support your students personally in the application and selection process.
• Etc.
To create synergies, think about what you could offer in return, e.g.:
Offer to publicise an article about the programme on your school website.
Send information (digital or paper flyers) to your students/ hang up posters on campus
Get trained to prepare your students to hand in high quality applications to the programme
Etc.
For more information on the programme consult: https://www.erasmus-entrepreneurs.eu/
1
http://www.fairapprenticeship.eu/
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3.7. STEP 7. Further learning Opportunities: Course
Assessment and sharing Experiences
Introduction
This step is linked to the seventh module developed within the online training course where
learners can increase their knowledge and awareness of the available networks enabling
them to reflect on their learning and share their experiences with other professionals.
This module will help signpost you to virtual places where you can continue to share your
experiences, create networks with other professionals, and access other useful resources
and people that can help you on your own journey of development.
As a result of completing this module, learners will be able to:
• Access the Promote WBL LinkedIn group and share their learning experiences and
‘next steps’.
• Advocate for peer-to-peer learning in their VET institutions.
The expected duration of this module is 30 minutes.
Tips, hints and tricks
Once you have joined the LinkedIn group and are approved to post, you could:
• Introduce yourself on the ‘Peer Introduction’ conversation thread.
• Start your own conversation or contribute to someone else’s by sharing your own
experiences.
• Either pose a question about how you might be able to improve on a particular area
of your own delivery (asking help from others), or provide useful information to
someone else who is seeking to develop their knowledge and understanding (helping
your colleagues and peers).
• Keeping going: Like all learning, the real test is applying your new knowledge so that
you can develop your understanding and improve your practice, turning it from
theory to real-life competence and skill. The learning from this course has only just
begun!
• Identify methods and opportunities for you to embed your new knowledge,
including how you might use the Promote WBL LinkedIn group so you can reflect on
your ongoing development.
• We encourage you to be open, ask questions, share your practice, and give
confidence to others to do the same.
• Users of this course can take and share their knowledge of WBL both across their
institutions and in their wider community. They can aim to get people thinking and
talking about what WBL can do for them, and to facilitate successful WBL
programmes which will work in the interests of learners and young people,
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employers and the community, government and the education system, all at the
same time!
Case studies/further readings
Discuss the course and your experiences with WBL at our LinkedIn Group!
https://www.linkedin.com/groups/8583272
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4. Extra open resources
Library
- Compendium of other projects promoting work-based learning –potential candidates to
create synergies with: http://www.net-wbl.eu/wp-content/uploads/2016/04/NETWBL-
Compendium_BER_June-2016.pdf
- Explanatory video on the programme “Erasmus for young entrepreneurs”:
https://www.youtube.com/watch?v=KdSc1shbc1Q
Links to events and external supports for successful WBL experiences
- European Alliance for Apprenticeships: Good for Youth, Good for Business – Four Years On
file:///C:/Users/windows/Downloads/KE -04-17-152-EN-N.pdf
- The European Commissioner for Employment, Social Affairs, Skills and Labour Mobility is
supporting the launch of the first ever European Network of Apprentices initiated by the
European Youth Forum (EYF) and the Organising Bureau of European School Student Unions
(OBESSU). In this brochure, you’ll find some of the stories behind the numbers. Young
people, who, because of the European Alliance for Apprenticeships have got their foot onto
the jobs ladder and a good career which will allow them to follow their passion. Companies
who are stepping up to the mark and acting as an inspiration to others in opening up new
opportunities for young people and invigorating their business with the skills that will help
them to thrive.
- Link to Drop'pin@EURES (European Job mobility Portal, offering work-based learning
opportunities for youth, including apprenticeships):
https://ec.europa.eu/eures/public/en/opportunities
- List of local contact points on WBL stimulating entrepreneurship through “Erasmus for
young entrepreneurs”: https://www.erasmus-entrepreneurs.eu/page.php?cid=5
- Information on European Vocational Skills Week 2018:
https://ec.europa.eu/social/vocational-skills-week/european-vocational-skills-week-
2017_en
References and links
See our interactive “contact point” on the online platform as well as linked-in posts.
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5. Glossary of terms
Term Definition Synonym(s)
(used in idividual context)
Apprentice A new entrant to an industry, whose job is
based upon a structured WBL programme
(called an apprenticeship) for a certain period
of time (eg. 1 year).
Apprenticeship A structured WBL-based job which enables an
employer to recruit someone who is new to
their industry, who can work through a
recognised structure (and usually
qualification) over a certain period of time (eg.
1 year) in order to achieve the industry
standard which can enable the employer to
retain them as a permanent, trained member
of staff.
Quality to check delivery of certificates and education
Assurance (QA) system audit
Learning Centre Institution/organisation organise education This could be a:
part of the course School/College/Provider/Insti
tution/
Employer The company/organisation where the Work Business/Organisation
Based Learning happens
Work-Based Definition: Formal training or learning that is Training/Study
Learning (WBL) provided at employer not by a school or
college or university
Educator Representative of Learning Centre AssesorTeacher/Tutor/Deliver
er
Mentor Representative of Employer Manager
Needs Analysis Part of the induction process - when we check
the needs of the student/learner (lead by
Learning Centre with involvement of
Employer)
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Individual Apprenticeship program - program of learning Training Plan
Learnig Plan at employer
(ILP)
Course The education system course potentially Programme
leading to gain a certificate
Learner Person: student/appentice who is taking part Student/Trainee/Appentice
in WBL
Learning Formal target checking particular skill or Learning aims, Learning
Outcomes knowledge. objectives, goals, programme
objectives
Placement A temporary role perhaps within a different
employer (school) than usual
Internship Temporary generally unpaid opportunity at an
Employer
Traineeship Organised in Learning Centre
WBL job Learner's/student's tasks/activities during
WBL
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6. Bibliography
- Erasmus for young entrepreneurs: https://www.erasmus-entrepreneurs.eu/
- Fostering Apprenticeship sharing ideas and resources:
http://www.fairapprenticeship.eu/es/project/
- Programy Praktyk i Staży w UE 27: Kluczowe czynniki sukcesu, UE, 2013
- Polskie Ramy Jakości Staży i Praktyk. Informator
- Teachers and trainers in work-based learning/apprenticeships. Mapping of models and
practices. Final report. Request for Services VT/2015/075 In the Context of EAC-47-2014-4,
S.D. Broek, M. Cino Pagliarello, R. de Vreede-Van Noort, P. Vroonhof, April 2017
- Apprenticeships and traineeships: Good practice guide for registered training organisations,
ISBN 978-1-74205-817-7
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