Design 1Building Block 01 - Design work based learning

Work with partner organisations to ensure the relevance of learners' training during periods of work based learning

Key Questions - have you decided:

  • which organisations to work with in order to provide high quality training?
  • which courses/qualifications should learners follow?

Key issues

  • The quality of work based learning can be enhanced if quality assurance is considered during the planning phase. In some situations this can be part of a formal arrangement between partner organisations.
  • It is important to ensure each partner organisation links the content of their training to the learner’s qualification.
  • Quality assurance is strengthened if each partner organisation has an opportunity to evaluate and review their working relationship.

Member States' experiences to day

Many case studies (e.g. Portugal 1 and France 1) show that VET providers have designed a three stage quality assurance process for work-based learning: before the placement; during the placement and after the placement.

VET provider staff from Netherlands 1 spend one day/week in a company to ensure connections are made between the school’s provision and employers’ practice.

Germany 1 has encouraged small and medium sized enterprises to become involved in work based learning by responding to employers’ needs. Also Germany 2 has participated in the Soufflearning project, a Leonardo da Vinci funded project aims to respond to SMEs by tailoring training to meet the needs of staff

Italy 1 has designed its training courses, curriculum and qualifications in response to the needs of employers

Main Messages

Quality assurance is strengthened if it is planned from the start – and responsibilities for each stage of work based learning are clarified.

Many VET teachers who spend time in companies find it easier to establish close connections between work-based and school-based provision.

Small and medium sized enterprises can be encouraged and supported to become more involved in work-based learning if attention is paid to their specific training needs and their context.

On-line systems enhance employers and VET schools’ ability to work collaboratively and this supports quality assurance and the strengthens the opportunity to review work-based learning.

Decisions on selecting companies to be involved in work based learning is difficult. However when VET schools are able to select, many report significant improvements in the quality of provision

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