Exploring a Comparative Approach
The following information reflects a Comparative Approach in the context of an audit of CDETB Work Experience arrangements for Students and findings from study visits to Germany and Slovenia.
| Work Based Learning | Ireland — Dublin | Germany — Berlin | Slovenia — Kranj | Northern Ireland — SERC |
| Title | Work Experience | Work Placement | Training on the Job | Study Visit in September 2015 |
| Programmes | Further Education ProgrammesOne or two years full-time
Quality and Qualifications Ireland(QQI) Awards on the National framework of qualifications (NFQ) |
Full-time – 4 Years Dual (Similar to Apprenticeships)
Learning System Full-time – 4 Years Leading to a secondary school diploma (Diploma qualifying for entrance to a university of applied science, or a diploma qualifying for entrance to a university -Abitur). |
Upper Secondary Vocational Education(USVE)3 Years
Upper Secondary Technical Education (USTE) 4 Years (Technician Diploma Level)
1 or 2 year ‘add-on’ courses to enable transition between general education courses and the 2 above courses, or to allow transition between the 2 course specified above
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| Age of Students | 18 years plus | 15 to 19 Years plus mature students | 15 to 19 YearsStudents can also re-join this sector later in life (mature students)
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| Duration | The CDETB work experience programmes at Levels 5/6 each have a minimum requirement of two weeks. However some vocational areas require additional work placement time e.g. Early Childhood Care and Education.
Placements are generally in blocks but other models can be implemented e.g. one day per week. |
6 Weeks in Third Year
Block and regarded as providing the Student with the opportunity to achieve personal growth. |
Upper Secondary Vocational Education (USVE) 3 Years24 Weeks (3+3+18)
Upper Secondary Technical Education (USTE) 4 Years 4 Weeks (2+2)
For 2 year (short technical courses) 3 wks or 114 hrs in first year & and 1 wk or 38 hrs in second year |
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| Main Examining / Awarding Body | Quality and Qualifications Ireland (QQI)QQI engages with further and higher education and training providers and institutions in the public and private sectors.
In some cases it engages as the awarding body and the external quality assurance body. In other cases, it acts solely as the external quality assurance body. In all cases it promotes Quality Improvement and Enhancement |
Chamber of CommerceOnly dealing with Vocational Training
Overall Responsibility for Content and Delivery of the Interim and Final Examinations
Engaging with Companies and Trainees
Provision of Training for College Staff with Responsibility for Work Placements
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Ministry for Education and 4 Chambers (E.G. Chamber of Craft & Small Business, Chamber of Business & Industry)
Within the CPI (central national institution for VET) the nominated Chambers are very strong as social partners.
The Chambers are involved in setting occupational standards (on which curriculum is based) and also have some input into exam content at an expert level within the 20% ‘open curriculum’
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| Work Based Learning | Ireland — Dublin | Germany — Berlin | Slovenia — Kranj | Northern Ireland — SERC |
| Education Business Partnership | Heretofore this relationship was unstructured across the CDETB, but elements happening at Centre level.
In the context of this project a structure has been formalised between the CDETB and a number of organisations that may provide Work Experience for CDETB students |
Facilitating Meetings at least two or three times per year with Employers.
Preparing an Agenda for the Meetings with Employers as relevant for Two Hours duration that would focus on: Demands of Particular Jobs
Review of Further Training Expectations
Considering the concept of having new Jobs and related Job Specifications
Preparation of Recommendations in the context of New Job Facilitating Internships for Teaching Staff Re—6 Months or 12 Months |
Facilitating One or Two Meetings each year.
In addition to this, ongoing relationship between school’s WBL coordinator and individual employers, including one meeting between the two parties whilst student in the workplace on WBL.
Only employers that have attained Verified Learning Placement Status can offer WBL.
Employers given suggested ‘learning outcomes’ for students on WBL
Employers should provide WBL that is relevant to learner’s course of study
Hotels Astoria, Bled is outstanding in terms of partnership between education & business, as a ‘learning hotel’ |
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| Person with Overall Responsibility for Implementation
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Principal / Manager of the College / Centre | Principal / Manager of the College / Centre | Principal / Manager of the College / Centre | |
| Person with Responsibility on the Ground for Co-ordinating the WBL | Member / Members of Staff in the College/Centre | Member / Members of Staff in the College/Centre | Member/Members of Staff in the College / Centre and a Company Mentor subsidised by the Government in the form of a grant. Colleges provide the mandatory training required for organisational mentors
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| Person Responsible for Securing the WBL | Student with Support of the College / Centre | Student with Support of the College / Centre | Student with Support of the College / Centre | |
| Agreement between Education and Business | Informal Contracts framed more as a ‘Statement of Intent’ reflected in Work Experience correspondence between individual Centres and employers | Formal ContractsThe actual relationship during the Work Placement between the College, Student and the Employer is less formal.
The fact that the Work Placement is a once off Block of Six Weeks all of the Partners are more concerned with helping the students to achieve Personal Growth and to address the development of Soft Skills. Content would include manners, appropriate workplace communication, interest in and concern for the company, ability to be flexible and participate in team activities. |
Formal Contracts, either individual or collective, that outline the duties of employer, school and student whilst on WBL
Requirement for the employer to be a ‘verified learning placement’ organisation, these organisations are listed on a public database maintained by Chambers.
The role of the employer mentor is also quite unusual here in relation to the requirement to undertake training and provide structured, ongoing evaluation of learner whilst on WBL, guided by documentation provided by school/college
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| Preparation of Students prior to Placement | First Term of Academic Year (Sept- Dec) for block placements | During First and Second Year of Programme | At the end of the academic year during month of June. The student’s curriculum has a 20% optional element that allows the tutor / teacher to engage in alternative actives that will benefit the preparation of the student.
CLARIFICATION REQUIRED FROM MILOS
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| Work Based Learning | Ireland — Dublin | Germany — Berlin | Slovenia — Kranj | Northern Ireland — SERC |
| Expectations of the College/Centre | The students would have the opportunity to develop their interpersonal, personal and practical skills in the work place.
For certain awards they must have the opportunity to demonstrate skills required for the relevant vocational areas. |
The student would have the opportunity to operate as a Professional person.To gain personal development with a view to improving social/soft skills.
Securing additional knowledge as related to a student’s area of study is regarded as a bonus.
Personal growth, improved emotional intelligence, greater motivation and maturity.
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While the duration of the WBL of overall course is less than the Dual Learning System in Germany. The “Learning on the Job” element of Upper Secondary Vocational Education (USVE) 3 Years is a type of a Dual Learning System where class contact comprises 80% of the College/Centre programme.
However the WBL element has much more focus on getting practical experience and upgrading school acquired knowledge e.g. training and development in specific skills ,exploring new learning situations,teamwork, cooperation and communication, and development of own responsibilities.
In addition, there is a strong focus on improved personal growth, emotional intelligence, motivation and maturity (per Vocational College, Bled)
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| Expectations of the Employers
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Before a placement· Communicate when placements are needed
· Communicate the competencies that the students have · Planning meeting to establish ground rules, practice and desired outcomes · Students are helped to understand the work environment they are going into and expectations · Depending on vocational area: Safe Pass, Manual handling, SISK, First-aid, Garda (Police) vetting, reference checks, Health checks/ Medical certs · Students are made aware of the importance of demonstrating: a strong work ethic, desire to learn, strong interest in the work, working as part of a team, time keeping, appropriate dress code, attention to detail, using common sense, confidence, good communication skills / interpersonal skills and application of maths principles · Depending on vocational area: hand washing routines Interview skills |
· Communicate when placements are needed· Communicate the competencies that the students have
· Planning meeting to establish ground rules, practice and desired outcomes · Students are helped to understand the work environment they are going into and expectations · Depending on vocational area: Safe Pass, Manual handling, SISK, First-aid, Garda (Police) vetting, reference checks, Health checks/ Medical certs · Students are made aware of the importance of demonstrating: a strong work ethic, desire to learn, strong interest in the work, working as part of a team, time keeping, appropriate dress code, attention to detail, using common sense, confidence, good communication skills / interpersonal skills and application of maths principles · Depending on vocational area: hand washing routines · Interview skills |
· Ability to operate in a professional manner within the organisation, for example, appropriate dress, courteous and confident in dealings with others· Good written and verbal communication skills e.g.
use of good grammar with no slang words · Personal skills: co-operative, positive, flexible, interested in the company, ability to work in a team, to listen and take responsibility. Employers expect students to be proactive and questioning · Employers expect the students to have basic professional and/or technical skills · Overall the student is expected to synchronise with the staff and needs of the business and have appreciation for time/effort provided by permanent staff of organisation · ‘Socialisation of the person’, is seen as the goal, with students learning how to fit into a workplace
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| Expectations that Students have about undertaking work experience | Varies according to the vocational area of study.
In general students hope that a placement will give them some insight and experience of specific vocational work areas, support their skill development and help them to make contacts for possible future employment
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To operate as a Professional Person while achieving some soft skills and professional development.
Opportunity to travel and gain an insight into the requirements of Employers from other EU Countries.
Meet nice, helpful and friendly people.
Take the opportunity to help the organisation where required
To prepare, design and deliver a Presentation for their Teachers and fellow students as capturing their Experience during their Work Placement.
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To operate as a Professional Person while achieving some soft skills and professional development.
Opportunity to Travel and gain an insight into the requirements of Employers from other EU Countries.
To experience the achievement of surviving and living away from home Meet nice, helpful and friendly people.
Take the opportunity to help the organisation where required . To prepare, design and deliver a Presentation for their Teachers and fellow students as capturing their Experience during their Work Placement. |
