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 Tommi Veistämö
The aim is to get wider understanding about WBL through WBL tutor training experiences The main question is: • TTT4WBL project aims towards professional What is the impact of the joint development of WBL tutors through EU and regional training of VET and workplace cooperation and mutual learning. The project aims to promote stronger cooperation between VET and social tutors? partners and SMEs. It wishes to collect and analyse evidence for implementation of innovative measures and facilitate their transferability. The sub questions are: • How the competences of the VET and workplace tutors have developed • The more precise objective of the project is to test a according to their own assessment? professional development model for WBL tutors in which • How the collaboration between the VET tutors from VET and tutors from enterprises will jointly schools and enterprises have developed? be trained in all three Baltic countries - Latvia, Estonia and Lithuania.
Th The geo eographical l con ontext xt of of the the rese esearch Estonia Latvia Lithuania Pictures from Pixabay
Collecting data
The data is collected through a number of different respondent groups In each country, the data is collected through online questionnaires, group interviews and observations from different groups. VET school and Workplace tutors Vet Students = WBL tutors Lead trainers VET school managers Company managers
The phases of data collection 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.
Preliminary research findings 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 Total Estonia Latvia Lithuan Total Total ia ia Number of 67 70 54 191 145 230 258 633 824 tutors trained WBL-tutor 50 66 54 170 97 187 125 409 579 Beginning How Responded persons to the surveys WBL-tutor End 36 54 47 137 137 many WBL-tutor 6 14 29 16 59 42 79 54 175 234 months VET Students 2 1 10 13 27 43 6 76 89 VET School 1 1 14 16 3 11 27 41 57 managers Company 4 1 11 16 1 37 12 50 66 managers Responses all 107 152 152 411 170 357 224 751 1162 together
trained trained Tandem training VET school Work Place tutors tutors Total/ Country in numbers Lithuania 187 125 312 The key idea of the WBL tutor training is to Estonia 36 172 208 implement a joint training of VET and enterprise tutors. This mode of training, Latvia 131 169 300 called Tandem training, is considered to be the basis for the Baltic model of WBL tutor training. According to the data collected, the majority Total 352 466 820 of the participants in the trainings in Estonia come from the work places, enterprises.
How the tutors self- assessed their skills in Good WBL? 102 tutors Respondents who had someone to guide (WBL student) assessed more often Average themselves to be on level ’good’ than ’weak’ (difference around 10%). 289 tutors Guidance experience has also other impacts; of the respondents having more than 11 years of experience, less than 10 % felt their Weak skills to be on level ’weak’. 112 tutors In comparison to un-experienced of whom approximately 30% felt their skills to be on level ’weak’.
Are there any differences between the countries? Estonia Latvia Lithuania 40,4 % 16,4 % 24,2 % Weak 48,1 % 52,8 % 59,6 % Average Yes! The Estonian tutors assessed their skills lower that the Latvians and Lithuanians. 11,5 % 30,8 % 17,3 % Good
Are there any signs of development of the WBL tutor training? Pilot phase Phases 2 In pilot phase, 37,5% of and 3 respondents assessed their skills to be on the level ’weak’. 37,5 % 17,90 % Weak In the phases 2+3 only 17,9% of 43,8 % 61,4 % Average the tutors considered their skills to be on the lowest level. Good 18,80 % 20,7 % Also, the amount of the tutors on the level ‘good’ increased. The WBL tutor training developed during the experimentation.
How what kind of findings there are about the WBL tutor competence? The planning skills need The questionnaires are based on the Finnish WBL tutor competence profile. The findings show that planning is attention the weakest competence area. There is statistically significant difference between males and females, the females being better in planning. Planning Development Assessment Guidance
What did the tutors bring up in the open questions? The benefits of the training Suggestions to develop training • Cooperation: • Cooperation • between VET schools and workplaces, • to be continued and improved, • Network experience, • more cooperation • Experience and knowledge of work • Training: environment • Tandem training, • Learning: • methods to be developed, • Improvement, • cooperational problem solving, • Confidence, • updating and improving the • Methods, curriculum • Learning process
Ho How w the the back backgr grou ound fact actors sho how in n the the fi findi ndings? Professional Age field Size of No statistically significant difference between Teaching organisation Tutoring tutors’ professional fields; i.e. professional experience 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 This Photo by Unknown Author is licensed under CC BY-SA-NC tutors’ age.
Recommendations at this stage 1. Creating a recognizable 2. Re-constructing the WBL-tutor 3. Developing strategic co-operation Competence Profile for WBL tutors training model between VET schools and companies Please note, it is important to do it Consider especially the area It needs to be many-sided and in connection with other EU ‘Planning of WBL’. systematic. discussions of the topic. So, you need to study carefully other It showed as the weakest of the It is needed to develop the quality conceptualizations: profile areas of the cooperation; shared responsibility in cooperation and Competence profile behind the quality development. TTT4WBL project’s experimentation. It is based on EU and Finnish models and amended for the experimentation by JAMK partners
The phase of collecting data continues till the end of March 2019
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