Enhancing Work-Based Learning: TTT4WBL Project by Vita Unda

 
 
Vita
 
Žunda
Board member, Baltic Bright
WBL tutor trainer, Latvia
 
February 2, 2018
 
 
 
 
 
 
 
 
 
 
Testing New Approaches to Training VET and Workplace
Tutors for WBL
 in Latvia, Estonia, Lithuania
 
Vita Žunda, Baltic Bright, TTT4WBL Project
 
Why Tandem Training
 
Double results:
1)
Skills
 of tutors
2)
Cooperation and communication
 between VET and Ent
 
S and C can communicate their expectations;
Personal contacts, 
continuous 
dialogue between 
S&C
    - curriculum, required skills
    - how to support and guide VET trainee
    - how to handle problems
Become 
a team
 in WBL
Learn from each other
, see good cooperation examples
Develop communication and pedagogical skills
Improve schools’ methodological capacity to support workplace
tutors
 
Vita Žunda, Baltic Bright, TTT4WBL Project
 
Why Tandem Training
 
 Survey of VET schools and host enterprises in 4 countries
about quality of apprenticeships and WBL:
 
Schools believe that the quality of WBL or apprenticeships
depends on companies. They expect more interested
involvement and more ability to provide pedagogical support.
 
Companies believe that schools do not show enough interest
about what is going on during WBL, do not provide enough
support.
www.qualityplacements.eu
 
 
 
Vita Žunda, Baltic Bright, TTT4WBL Project
 
Cooperation, Communication
 in WBL
 
 
Vita Žunda, Baltic Bright, TTT4WBL Project
 
 
3 key actors:
 
VET tutor
 
VET trainee
 
Workplace
tutor
 
 
 
3 stages:
 
Before
During
After
VET
VET Trainee
ENT
 
WBL Period
 
I
 
II
 
III
 
WBL Tutor Training programme
 
Aims:
-
Knowledge of basic requirements, rules of WBL
-
Skills of planning, organizing WBL steps
-
Pedagogical skills
-
Communication and cooperation skills
 
See Topics in printed programme (handout)
Link with the “WBL Tutor Competence Profile”
 
Vita Žunda, Baltic Bright, TTT4WBL Project
 
 Program Structure
 
Vita Žunda, Baltic Bright, TTT4WBL Project
 
Shaping a “Baltic Programme”?
 
Vita Žunda, Baltic Bright, TTT4WBL Project
 
Vita Žunda, Baltic Bright, TTT4WBL Project
 
Methods and tasks:
Group work and pair work, team-building elements
SWOT analysis, case studies
Simulations and role plays
Brainstorming and discussions
Peer learning (sharing experience, observations, etc.)
 Texts, e.g., some pieces from “Practices and policy
pointers” ….
 
       
EXAMPLES of TASKS
 
Company’s readiness for WBL
 
After we have brainstormed WBL benefits and agreed on criteria for company’s suitability
SWOT analysis of your company’s (partner company’s) readiness for WBL
 
Vita Žunda, Baltic Bright, TTT4WBL Project
 
Hairdresser Olga, Story in 3 parts; 
Part 1
 
May hairdresser is telling me news: we have 4 apprentices at our shop/salon
Vita: 
How are they doing?
Hairdresser: 
Well, quite all right. They have just arrived. But you know –
there is this one girl…. She comes in the morning, sits down on the sofa,
opens her i-pad, and spends the whole day!
Vita: 
 but 
what does her
 tutor
 say
?
Hairdresser:  
well, probably she will write something nasty at the end.
Vita:  … 
but it will be too late! The time here will be wasted!
 
Vita Žunda, Baltic Bright, TTT4WBL Project
 
Simulation task: Company>School
 
Your company wishes to get involved in WBL.
Meet VET school and reach agreement
 
Company: what you need to find out
                   what are your selling points;
                   what is your offer
 School:    what you need to find out
                  what can you offer
                  what are your interests
 
Preparation: 
10
 minutes;
Conversation: 6
-8
 minutes
 
Vita Žunda, Baltic Bright, TTT4WBL Project
 
    
Simulation task: School > Company
 
Calling a company to arrange an 
WBL
 place for the student.
Role 1: VET representative
Role 2: Company representative
Role 3: Observer
 
Preparation
 10 minutes
:
 
VET
 
thinks about
                 how  to get company interested
                 will company be good for apprenticeship/learning
          Company thinks about
                 why company wants to take the student, what it can offer
                 what will be the requirements/demands
            
Both think: what they need to agree on.
 
 
 
 
Vita Žunda, Baltic Bright, TTT4WBL Project
 
 
Simulation task: Enterprise-VET Trainee
 
Decide on the sector/type of enterprise
 
VET Trainee applies for a job, 1
st
 meeting at the enterprise
What info enterprise will provide, what do they want to find out?
What does Trainee wish to find out?
 
Roles
:
A.
Enterprise representative
B.
Potential Trainee
C.
Observer
 
(VET School)
 
 
Preparation 
10
 min
Meeting 
6
 min
 
 
 
 
Vita Žunda, Baltic Bright, TTT4WBL Project
 
3 stages, 3 key actors
 
 
Vita Žunda, Baltic Bright, TTT4WBL Project
 
Presenting results: 3 actors in 3 stages
 
 
Olga, Hairdresser, part 2.
 
After 3rd week of 
WBL
At my next meeting with my haidresser I enquire about Olga. It turns out that during the 1st
week of apprenticeship Olga’s tutor was not at work, whe was away on a trip.
 
Later everybody learned that Olga is an excellent student at school, has very good marks
(scores) She believes that she has practiced enough, and practicing more during 
WBL
 is not
so important.
When she was 
given
 a customer, and had to cut his hair, other haidressers felt they should
interfere and help.
 
Here, at the hairdresser’s shop, she performed what she was assigned, but without too
much enthusiasm.Olga says that in the future she will not serve customers. She wants
to set up her own hairdresser’s shop, and she will be the owner of the haidresser
company
.
 
As a workplace tutor, how would you handle the situation?
Do you see several options/strategies? Brainstorm scenarios!
How could school tutor be involved?
 
Vita Žunda, Baltic Bright, TTT4WBL Project
 
 Handle the situation with Olga
 
Task: Simulation of a dialogue
Role 1 Workplace tutor
Role 2 School tutor (otional)
Role 3 VET 
Trainee
 Olga
 
There is a problem (attitude, learning problem, performance?).
Workplace and school wish to help.
Please meet with Olga
and try to motivate her
 
Preparation : 10 min.
Conversation: 5-8 min.
 
 
 
Vita Žunda, Baltic Bright, TTT4WBL Project
 
 
Try out 4-step method
 
Steps:
1.
Greet, prepare the Trainee: state the task, ask trainee’s experience;
2.
Demonstrate and explain (
2
 or 
more
 times);
3.
Let the Trainee try out several times. Guide, encourage questions.
4.
The Trainee performs the task independently. Assess the
performance/ provide feedback.
 
Task: teach your collegue a simple action
In pairs or in groups of 3:
1)
VET Trainee
2)
Workplace tutor
3)
Observer (helping through the process)
 
Vita Žunda, Baltic Bright, TTT4WBL Project
 
 
Use video
 
To reflect, review your performance
To comment and correct your mistakes
 
Or
about millenials (millenial job interview)
https://www.youtube.com/watch?v=Uo0Kjd
DJr1c
 
Vita Žunda, Baltic Bright, TTT4WBL Project
 
Hairdresser Olga, Part 3
 
After some time I decide to visit Olga’s tutor at VET school and find out
about Olga’s background.
Olga comes from a well-to-do family, owners of some small business. Olga’s
parents have tried to persuade Olga that she should go to haidresser’s
school, and after she graduates they plan to buy a haidressers’ shop for her.
Olga was not very enthusiastic, she had thought – Ok, she will obey her
mother, spend 1-2 years at this haidresser’s school, because she does not
have her own plans, but then she will do something else.
 Olga’s VET school tutor did not let her leave after the 1st and 2nd year. She
kept persuading Olga that she should finish hairdresser’s school.
 
I asked: why do you press her?
She said: At the very beginning I noticed that Olga is very good with her
hands, she can develop into a very good haidresser. She would be the right
person for haidresser’s work.
 
 
Vita Žunda, Baltic Bright, TTT4WBL Project
 
 
Vita Žunda, Baltic Bright, TTT4WBL Project
 
Why 
are 
WBL Tutors so important?
 
Vita Žunda, Baltic Bright, TTT4WBL Project
 
Some effects of Tandem approach
 
Establish personal contacts, arrange visits, etc.
   Cooperation not only at management level, but at
human level, “transfer of skills” level
 
Change their 
wrong 
assumptions about 
WBL partner
e.g. - schools see commitment of enterprise tutors,
       - enterprises learn that they can help update curricula
 
 More discussions about VET and WBL system, and
what should be improved/changed
 
Vita Žunda, Baltic Bright, TTT4WBL Project
 
Demonstrate VET-Enterprise
Cooperation examples
 
Vita Žunda, Baltic Bright, TTT4WBL Project
 
Competence Mapping of WBL Tutor
 
What competences, skills, knowledge does he/she need?
 
Write competences on post-it slips
Paste them on board
Let us classify them
 
We get “qualification requirements” of WBL tutor
Hand out: what we do in TTT4WBL
 
Vita Žunda, Baltic Bright, TTT4WBL Project
 
Towards a «Baltic WBL Tutor
Competence Profile» +
Handout
 
Vita Žunda, Baltic Bright, TTT4WBL Project
 
 
Thank you!
 
Vita Žunda, Baltic Bright, TTT4WBL Project
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Explore the TTT4WBL Project led by Vita Unda, focusing on training VET and workplace tutors in Latvia, Estonia, and Lithuania. Discover the benefits of tandem training, the importance of cooperation and communication in WBL, and the structure of the WBL Tutor Training Program. Gain insights into improving the quality of apprenticeships and WBL through enhanced collaboration between VET schools and host enterprises.

  • Work-Based Learning
  • TTT4WBL Project
  • Tutor Training
  • Vocational Education
  • Baltic Bright

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  1. Vita unda Board member, Baltic Bright WBL tutortrainer, Latvia February 2, 2018

  2. Testing New Approaches to Training VET and Workplace Tutors for WBL in Latvia, Estonia, Lithuania Vita unda, Baltic Bright, TTT4WBL Project

  3. Why Tandem Training Double results: 1) Skills of tutors 2) Cooperation and communication between VET and Ent S and C can communicate theirexpectations; Personal contacts, continuous dialogue between S&C - curriculum, required skills - how to supportand guide VET trainee - how to handle problems Become a team in WBL Learn from each other, see good cooperation examples Developcommunication and pedagogical skills Improve schools methodological capacity to support workplace tutors Vita unda, Baltic Bright, TTT4WBL Project

  4. Why Tandem Training Surveyof VET schools and host enterprises in 4 countries about qualityof apprenticeshipsand WBL: Schools believe that thequalityof WBL orapprenticeships depends on companies. Theyexpect more interested involvement and more ability to provide pedagogical support. Companies believe that schools do not show enough interest about what isgoing on during WBL, do not provide enough support. www.qualityplacements.eu Vita unda, Baltic Bright, TTT4WBL Project

  5. Cooperation, Communication in WBL 3 keyactors: 3 stages: VETtutor VET Trainee Before During After VET ENT VET trainee III I Workplace tutor II WBL Period Vita unda, Baltic Bright, TTT4WBL Project

  6. WBL Tutor Training programme Aims: - Knowledge of basic requirements, rules of WBL - Skills of planning, organizing WBL steps - Pedagogical skills - Communication and cooperation skills See Topics in printed programme (handout) Link with the WBL Tutor Competence Profile Vita unda, Baltic Bright, TTT4WBL Project

  7. Program Structure Introduction, about WBL Planning the process, role of tutor, WBL curricukum General Responsibilities of involved parties How to perform the tasks: organizational, pedagogical, communication aspects through WBL experience Before Responsibilities of involved parties How to perform the tasks: organizational, pedagogical, communication aspects through WBL experience During Responsibilities of involved parties How to perform the tasks: organizational, pedagogical, communication aspects through WBL experience After Vita unda, Baltic Bright, TTT4WBL Project

  8. Shaping a Baltic Programme? WBL Tutor training program from Latvia (developed 4-5 years) benchmark Tandem of Trainers Baltic Train-the-Trainer workshops: Result: teams of lead trainers in LV, EE, LT Tandem training programs and events in LV, EE, LT adapted to national contexts Next step: Peer learning. Visiting and watching trainings of neighbours. Summarize best ideas Vita unda, Baltic Bright, TTT4WBL Project

  9. Methods and tasks: Group work and pair work, team-building elements SWOT analysis, case studies Simulations and role plays Brainstorming and discussions Peer learning (sharing experience, observations, etc.) Texts, e.g., some pieces from Practices and policy pointers . EXAMPLES of TASKS Vita unda, Baltic Bright, TTT4WBL Project

  10. Companys readiness for WBL After we have brainstormed WBL benefits and agreed on criteria for company s suitability SWOT analysis of yourcompany s (partnercompany s) readiness for WBL Strong points Weaknesses Company XY Opportunities Threats/risks Vita unda, Baltic Bright, TTT4WBL Project

  11. Hairdresser Olga, Story in 3 parts; Part 1 May hairdresseris telling me news: we have 4 apprentices at ourshop/salon Vita: How are they doing? Hairdresser: Well, quite all right. They have just arrived. But you know there is this one girl . She comes in the morning, sits down on the sofa, opens her i-pad, and spends the whole day! Vita: but what does her tutor say? Hairdresser: well, probably she will write something nasty at the end. Vita: but it will be too late! The time here will be wasted! Vita unda, Baltic Bright, TTT4WBL Project

  12. Simulation task: Company>School Yourcompany wishes to get involved in WBL. Meet VET school and reach agreement Company: whatyou need to find out whatareyourselling points; what is youroffer School: whatyou need to find out whatcan you offer whatareyour interests Preparation: 10 minutes; Conversation: 6-8 minutes Vita unda, Baltic Bright, TTT4WBL Project

  13. Simulation task: School > Company Calling a company to arrangean WBL place for thestudent. Role 1: VET representative Role 2: Company representative Role 3: Observer Preparation 10 minutes: VET thinks about how to get company interested will company begood for apprenticeship/learning Company thinks about why company wants to take the student, what it can offer what will be the requirements/demands Both think: what they need to agreeon. Vita unda, Baltic Bright, TTT4WBL Project

  14. Simulation task: Enterprise-VET Trainee Decide on the sector/type of enterprise VET Trainee applies for a job, 1st meeting at the enterprise What info enterprise will provide, what do they want to find out? What does Trainee wish to find out? Roles: A. B. C. Enterprise representative Potential Trainee Observer (VET School) Preparation 10 min Meeting 6 min Vita unda, Baltic Bright, TTT4WBL Project

  15. 3 stages, 3 key actors VET Tutor VET Trainee Workplace Tutor Before WBL During WBL AfterWBL Vita unda, Baltic Bright, TTT4WBL Project

  16. Presenting results: 3 actors in 3 stages

  17. Olga, Hairdresser, part 2. After 3rd week of WBL At my next meeting with my haidresser I enquireabout Olga. It turns out thatduring the 1st week of apprenticeship Olga s tutorwas not atwork, whe was away on a trip. Latereverybody learned that Olga is an excellent student at school, hasvery good marks (scores) She believes that she has practiced enough, and practicing more during WBL is not so important. When she was given a customer, and had to cut his hair, other haidressers felt they should interfere and help. Here, at the hairdresser s shop, she performed what she was assigned, butwithout too much enthusiasm.Olgasays that in the futureshe will not serve customers. She wants to set up herown hairdresser s shop, and she will be theownerof the haidresser company. As a workplace tutor, how would you handle the situation? Do youseeseveraloptions/strategies? Brainstormscenarios! Howcould school tutorbe involved? Vita unda, Baltic Bright, TTT4WBL Project

  18. Handle the situation with Olga Task: Simulation of a dialogue Role 1 Workplace tutor Role 2 School tutor(otional) Role 3 VET Trainee Olga There is a problem (attitude, learning problem, performance?). Workplace and school wish to help. Please meetwith Olga and tryto motivate her Preparation : 10 min. Conversation: 5-8 min. Vita unda, Baltic Bright, TTT4WBL Project

  19. Tryout 4-step method Steps: Greet, prepare the Trainee: state the task, ask trainee sexperience; Demonstrateand explain (2 or more times); Let the Trainee tryoutseveral times. Guide, encouragequestions. The Trainee performs the task independently. Assess the performance/ provide feedback. 1. 2. 3. 4. Task: teachyourcolleguea simpleaction In pairs or in groupsof 3: VET Trainee Workplace tutor Observer (helping through the process) 1) 2) 3) Vita unda, Baltic Bright, TTT4WBL Project

  20. Usevideo To reflect, review yourperformance To comment and correctyour mistakes Or about millenials (millenial job interview) https://www.youtube.com/watch?v=Uo0Kjd DJr1c Vita unda, Baltic Bright, TTT4WBL Project

  21. Hairdresser Olga, Part 3 Aftersome time I decide to visit Olga s tutorat VET school and find out about Olga s background. Olga comes from a well-to-do family, owners of some small business. Olga s parents have tried to persuade Olga that she should go to haidresser s school, and aftershegraduates they plan to buya haidressers shop for her. Olga was not veryenthusiastic, she had thought Ok, shewill obey her mother, spend 1-2 yearsat this haidresser sschool, becauseshedoes not have herown plans, but then shewill do something else. Olga s VET school tutordid not let her leave after the 1st and 2nd year. She kept persuading Olga that sheshould finish hairdresser sschool. I asked: whydo you press her? She said: At thevery beginning I noticed that Olga is very good with her hands, shecan develop into a very good haidresser. She would be the right person for haidresser swork. Vita unda, Baltic Bright, TTT4WBL Project

  22. Vita unda, Baltic Bright, TTT4WBL Project

  23. Whyare WBL Tutors so important? Labour market, economy Education system Qualified labour force Quality of VET WBL tutors Awarenessand commitment Pedagogical skills Cooperation skills Economic growth Quality of WBL Vita unda, Baltic Bright, TTT4WBL Project

  24. Some effects of Tandem approach Establish personal contacts, arrange visits, etc. Cooperation not only at management level, but at human level, transfer of skills level Change their wrong assumptions about WBL partner e.g. - schools see commitment of enterprise tutors, - enterprises learn that they can help update curricula More discussions about VET and WBL system, and what should be improved/changed Vita unda, Baltic Bright, TTT4WBL Project

  25. Demonstrate VET-Enterprise Cooperation examples Vita unda, Baltic Bright, TTT4WBL Project

  26. Competence Mapping of WBL Tutor What competences, skills, knowledge does he/she need? Write competences on post-it slips Paste them on board Let us classify them We get qualification requirements of WBL tutor Hand out: what we do in TTT4WBL Vita unda, Baltic Bright, TTT4WBL Project

  27. Towards a Baltic WBL Tutor Competence Profile +Handout Personal features e.g., patience, tolerance, etc. explain complicated things in simple way, able to motivate, Pedagogy, psychology Communication understands young people Professional competences Management skills planning, organization skills cooperation Vita unda, Baltic Bright, TTT4WBL Project

  28. Thank you! Vita unda, Baltic Bright, TTT4WBL Project

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