Research Snapshot about Testing New Approaches to Training VET and - - PowerPoint PPT Presentation
Research Snapshot about Testing New Approaches to Training VET and Workplace Tutors for Work Based Learning (TTT4WBL) Erasmus + Project no. 582951-EPP-1-2016-2-LV-EPPKA3-PI-POLICY Leena Kaikkonen Irmeli Maunonen- Eskelinen Arja Pakkala
Erasmus + Project no. 582951-EPP-1-2016-2-LV-EPPKA3-PI-POLICY
Leena Kaikkonen Irmeli Maunonen-Eskelinen Arja Pakkala Tommi Veistämö
development of WBL tutors through EU and regional cooperation and mutual learning. The project aims to promote stronger cooperation between VET and social partners and SMEs. It wishes to collect and analyse evidence for implementation of innovative measures and facilitate their transferability.
professional development model for WBL tutors in which tutors from VET and tutors from enterprises will jointly be trained in all three Baltic countries - Latvia, Estonia and Lithuania.
What is the impact of the joint training of VET and workplace tutors? The sub questions are:
workplace tutors have developed according to their own assessment?
schools and enterprises have developed?
Estonia Latvia Lithuania
Pictures from Pixabay
VET school and Workplace tutors = WBL tutors Vet Students VET school managers Company managers Lead trainers
Data collection process follows the schedules for the WBL tutor training process. The data collection has been planned to implement in three phases. The aim of the cyclical data collection is to make possible to develop the WBL tutor training by sharing the findings from each cycle through lead trainers’ peer learning visits, in national and transnational meeting and taking into account the preliminary research outcomes.
From VET school and workplace tutors’ surveys
Pilot phase Oct 2017 – Jan 2018 2nd+3rd phase March 2018-Jan 2019 1+2+3 Phase Estonia Latvia Lithuan ia Total Estonia Latvia Lithuan ia Total Total
Number of tutors trained
67 70 54 191 145 230 258 633 824
Responded persons to the surveys WBL-tutor Beginning
50 66 54 170 97 187 125 409 579
WBL-tutor End
36 54 47 137 137
WBL-tutor 6 months
14 29 16 59 42 79 54 175 234
VET Students
2 1 10 13 27 43 6 76 89
VET School managers
1 1 14 16 3 11 27 41 57
Company managers
4 1 11 16 1 37 12 50 66
Responses all together
107 152 152 411 170 357 224 751 1162
trained VET school tutors trained Work Place tutors Total/ Country Lithuania 187 125 312 Estonia 36 172 208 Latvia 131 169 300 Total 352 466 820
The key idea of the WBL tutor training is to implement a joint training of VET and enterprise tutors. This mode of training, called Tandem training, is considered to be the basis for the Baltic model of WBL tutor training. According to the data collected, the majority
come from the work places, enterprises.
Respondents who had someone to guide (WBL student) assessed more often themselves to be on level ’good’ than ’weak’ (difference around 10%). Guidance experience has also other impacts;
years of experience, less than 10 % felt their skills to be on level ’weak’. In comparison to un-experienced of whom approximately 30% felt their skills to be on level ’weak’.
Weak
40,4 % 16,4 % 24,2 %
Average
48,1 % 52,8 % 59,6 %
Good
11,5 % 30,8 % 17,3 %
Yes! The Estonian tutors assessed their skills lower that the Latvians and Lithuanians.
Pilot phase Phases 2 and 3
Weak
37,5 % 17,90 %
Average
43,8 % 61,4 %
Good
18,80 % 20,7 % In pilot phase, 37,5% of respondents assessed their skills to be on the level ’weak’. In the phases 2+3 only 17,9% of the tutors considered their skills to be on the lowest level. Also, the amount of the tutors on the level ‘good’ increased. The WBL tutor training developed during the experimentation.
The questionnaires are based on the Finnish WBL tutor competence profile. The findings show that planning is the weakest competence area. There is statistically significant difference between males and females, the females being better in planning.
Planning Guidance Assessment
Development
environment
curriculum
No statistically significant difference between tutors’ professional fields; i.e. professional field does not have an impact on how tutors experienced their competence However, tutors in the fields of business and social care considered their competence to be stronger (especially in planning) BUT this is not statistically significant difference No statistically significant difference between the size of tutors’ schools and enterprises. No statistically significant difference between tutors’ teaching experience. No statistically significant difference between tutors’ tutoring experience. No statistically significant difference between tutors’ age.
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Age Professional field Size of
Teaching experience Tutoring
Competence Profile for WBL tutors
training model
between VET schools and companies Please note, it is important to do it in connection with other EU discussions of the topic. So, you need to study carefully other conceptualizations: Competence profile behind the TTT4WBL project’s
amended for the experimentation by JAMK partners Consider especially the area ‘Planning of WBL’. It showed as the weakest of the profile areas It needs to be many-sided and systematic. It is needed to develop the quality
responsibility in cooperation and quality development.