IMPLEMENTATION PLAN

ILP ‘LEARN’

2011-2013

Final draft 15 February 2011

Project Title ‘LEARNING CONTEXT MATTERS’

Innovation and Learning Project: ILP-LEARN WP11-40-19

0. Summary

The project is about promoting ‘learning’ in different contexts in VET in ETF partner countries, with a focus on work-based learning (WBL). It addresses policymakers in VET, teachers and trainers, the business sector, social partners and other VET stakeholders and it aims to improve work-based learning policies and practices through the development of innovative methodologies, tools and instruments suitable for partner countries. It further aims to draw lessons from work-based learning for improving practical learning in workshops in schools and for learning in school-based VET in general.

A fundamental theoretical learning argument claims that any occupation must ultimately be learned on the job, regardless of whether it is an academic profession or a non-academic occupation (Garfinkel 1986).1 For the development of professional competence in the context of VET this means that the principle of ‘dualism’ of theoretical and practical learning (i.e. learning in the work process) is an indispensable and fundamental principle of VET (Rauner & Smith 2010).2

Following the discussions on the emergence of a knowledge-driven economy, work-based learning and its more limited sibling ‘workplace learning’ are emerging as the latest innovations throughout the education system. An international trend can be observed ‘to re-appraise work-based learning in VET’ or even in higher education. EU policy documents increasingly emphasise the importance of apprenticeships and other forms of work-based learning (VET Communication 2010, Agenda 2020, Agenda for New Skills and New Jobs) and stress the need to foster co-operation between education and business. Moreover, the expansion of workplace learning and the improvement of its quality has been recommended in several OECD reviews of VET in recent years.

The project capitalises on several past ETF activities, in particular the MEDA ETE project and its component on ‘Apprenticeship and enterprise-based learning’ (2007) which produced a comparative analysis of work-based learning programmes for young people in the Mediterranean region, supported by a transnational network of policy makers. The project further capitalises on the ETF Yearbook 2005 on ‘Teachers and Trainers’, on the results of the ETF Community of Practice ‘Transition from education to work’ (2009-2010), the joint ETF – INAP International Conference on ‘Innovative apprenticeships – promoting successful school-to-work transitions’ (2009) and on the ETF ‘Learn’ project in the IPA region (2010). It also builds on the findings of Torino Process and the ETF Education and Business Study (2010).

The project is going to be implemented as a multi-annual project over a period of three years. Its methodology consists of a mix between desk research, policy analysis, reflective practice, surveys case studies and pilots implemented through expert panels, practitioner teams, peer reviews, networks and innovative learning circles, involving ETF, local and international specialists. The expected results aim to increase the policy sensitivity in work-based learning in ETF partner countries and to enhance implementation capacities through the development of innovative methodologies and tools for quality work-based learning to the benefit of both individual learners and the economy in ETF partner countries.

1. Background

The findings of the ‘Torino Process’ 2010 revealed that most ETF partner countries are facing tremendous external and internal challenges in modernising VET and increasing attractiveness and efficiency of their VET systems. One of the reasons for the evident deficits and the low responsiveness can be attributed to the almost entirely school-based VET provision offering little if any work-based learning opportunities. While in some countries this may be due to the overall academic drift in education, to small VET systems and to the widespread phenomenon of ‘informal 1 Ethnomethodological Studies of Work, London, Routledge.2 Rediscovering Apprenticeship, Springer.

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apprenticeships/skills building’ in some sectors, in others this may be because the strong links between enterprises and schools have not yet been re-established since their demise in the transition period. As a result, in many ETF partner countries, business representatives complain about the low relevance of the VET system, VET graduates themselves are facing difficult transitions from education to work, and young people often do not currently find VET learning attractive or relevant.

The lack of practical training, internships, apprenticeships, alternance models or other forms of work-based learning has therefore been articulated by a number of countries in the Torino Process reports. Some countries have already started to shift their VET policies in a new direction (i.e. Morocco, Algeria, Ukraine, Moldova, Kazakhstan) while others have recognised that learning in VET needs to be made more relevant to the realities of jobs and labour market demands on the one hand, and to better meet the demand of individual learners on the other. An ETF mapping of apprenticeship supply (Zelloth 2010) found that in the majority of partner countries some kind of apprenticeship schemes, co-operative VET or alternance provision exist – but are often small-sized, fragile or recent phenomena. The scope and potential for work-based learning in the future across all ETF regions is huge, yet a number of challenges and obstacles need to be addressed.

At European level, a number of policy documents underline the importance of work-based learning for the individual learner, for the world of work and for education and training systems. The Council Decision on ‘Promotion of European pathways for work-linked training, including apprenticeship’ (1997) followed by a Commission Communication, stressed the dimension of strengthening the employability of young people. The EC Communication ‘Making a European area of lifelong learning a reality’ points out that it is essential to promote actively the development of learning at the workplace and for enterprises and other organisations to become learning organisations. More recently, significant attention is being paid again to apprenticeships, internships or other work experience within the Europe 2020 goals (‘Youth on the move’, European Parliament Resolution 2010) to promote youth entry into the labour market. The VET Communication of the Commission (2010) recommends ‘the increased use of different forms of work-based learning’ and reiterates that IVET must provide young people with an opportunity to get acquainted with different vocational trades and career possibilities. The Communication also stresses the crucial role of teachers and trainers and their convergence. While ‘a trainer in a work-based setting will need more pedagogical competence and must play a supportive and mentoring role, a teacher in a school will need, like a trainer, a good understanding of work’. The role of teachers and trainers and their co-operation is pivotal due to the social process of work-based learning.

International research argues that effective professional practice is not merely an application of theory, but a complex mixture of theory and practice and tacit knowledge achieved through reflection (Schoen, The Reflective Practitioner, 1983), as opposed to the traditional learning assumption that ‘general principles’ can be learned and applied (QAA Scotland 2008).3

It is anticipated that work-based learning will play a major role in the future – in both developed and developing countries – for at least three reasons: (a) because school-based learning has structural limits in preparing sound human capital, in particular in areas and sectors where contents are far from being academic (eg emerging manufacturing and modern craft sector); (b) moreover, in contexts of high population growth combined with growing bottlenecks in public funding for education and VET, work-based learning could alleviate part of the pressure that is being put on governments and public policymaking. VET schools in partner countries often neither have the corresponding infrastructure for effective learning nor the resources to upgrade school realities towards work realities in the mid-term; (c) it is often stipulated also by ETF partner countries that economies are becoming more knowledge-driven, which in turn require new forms of learning, work organisation and management. This creates a need to develop new approaches to learning environments, forms and methods. Leney et al (2004) 4

claim that it not a question of acquiring an ever-increasing amount of new knowledge, but rather new work- and business- process knowledge which is situated and contextualised (‘real world’ driven’ and ‘integrating working and learning’).

ETF partner countries require an improved understanding of the potential and obstacles for different forms of work-based learning in their specific context, to raise awareness on the economic, social and learning benefits of such type of learning. Moreover, they require developed methodologies, tools and 3 Emerging models of work-based learning in Scottish higher education.4 Achieving the Lisbon goal: the contribution of VET. Final report to the European Commission.

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instruments that help them study the feasibility and design of work-based learning and (re)establish work-based learning routes and opportunities in VET. As a next step, developed methodologies to assess the learning outcomes and to measure competence achieved through work-based learning could provide important evidence on its impact and benefit as well as on how to improve it further.For ETF, this project provides an opportunity to improve the institutional knowledge base in an emerging area which has not featured significantly in previous ETF work, including the Torino Process. As a result, strengthening the ETF core expertise and capacities in this field will permit a better ETF response in meeting the needs and supporting the demands of partner countries in the future.

2. Overall Objective

The overall objective of this project is ETF thematic expertise development in the area of work-based learning in order to support ETF partner countries in the reform of their VET systems aiming at increasing the overall efficiency and responsiveness towards both labour market demands and the needs of individual learners.

2.1. Specific Objectives

2.1.1 To raise awareness about (the benefits, obstacles and potentials for) work-based and practical learning in partner countries and within ETF

2.1.2 To develop – together with international and partner countries’ experts- methodological instruments with a view to achieve a better synergy and ‘mix’ between school- and work-based learning in VET

2.1.3 To enhance the ETF knowledge-base and expertise on work-based and practical learning in partner countries

3. Project Approach

3.1. Target Countries

Year 1 (2011)Component 1: all ETF regions and partner countriesComponent 2: two countries - criteria-based selectionComponent 3: four countries, one per region - criteria-based internal call and selection

3.2. Target Beneficiaries

European CommissionX EU DelegationX Ministry of EducationX Ministry of Labour/Employment/Social affairsX Ministry of Economy

Regional and local authoritiesX Schools and other training institutionsX Teachers and TrainersX Social partnersX Employment officesX BusinessX Donor

NGOsOther

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3.3. Methodology

The scope of the project is to raise awareness in partner countries and within ETF about different types of work-based learning, its effectiveness and conditions of applicability in partner countries’ context and to support reform of work-based learning through development of ETF expertise about systemic policy options, methodologies and tools in this area.

Project organisation:The project is implemented as a multi-annual project over a period of three years and is structured in components. While the overall focus is work-based learning, it has components with a changing annual specific focus (i.e. selected types of work-based learning like informal/formal apprenticeships or practical learning in schools) as well as components that continue over the entire project cycle (i.e. TT network). In addition, it consists of elements which are progressively growing over the three year period leading to a final and complete output in the last year (i.e. tool-box for work-based learning). The geographical scope of the project is a mix of targeting few selected countries and at the same time targeting all ETF partner countries in at least one component (i.e. work-based learning analysis in the first year).

Year 2011 is organised in following components:

Component 1 – Work-based learning analysis and tools will map and analyse work-based learningpolicies and supply in 30 ETF partner countries and identify interesting examples of work-based learning in both partner countries and the EU; it will also analyse the preconditions, obstacles and benefits for work-based learning with a view to develop a methodology that can be used by partner countries to identify the potential, feasibility and policy options of work-based learning in their specific context (as part of the overall ‘toolbox’ developed at the end of the three-year project). This component will also support the ETF knowledge base on VET in general and the Torino Process in particular.

Component 2 – Case studies on learning in informal/formal apprenticeships will enhance the empirical evidence and knowledge on learning benefits and obstacles of this selected type of work-based learning from the perspectives of both learners and providers; it will allow to draw conclusions and fine-tune the methodology to be developed in component 1. The criteria for selection of two countries are based on the evidence of strong presence of informal apprenticeship in the country coupled with policy interest as expressed by country managers.

Component 3 – Teachers and trainers in work-based learning are pivotal both as delivery- and as change agents for improved work-based learning practices. A TT Focus Groupcomposed of TT representatives (policy makers and social partners) from all four ETF regions will be established to create a creative learning space and to develop a concept for a TT network (‘Learning Triangle’) in work-based learning, drawing lessons from European experience through a peer learning activity. The TT Focus Group will both support and benefit from work being done in the other two components. Selection of the four countries is based on priority given to TT in the Torino Process, presence of regulated education-business co-operation in the country and commitment by government.

Component 1 is mainly implemented through contracting of international and partner countries’ experts, component 2 is largely done by ETF experts (project team) and component 3 by representatives from selected partner countries. All three components are interlinked and to be implemented in parallel.

Project sequence:

Year 2011The project will start with a ‘Synergy-brief’ taking stock of past ETF activities related to the project (Q1), followed by a literature review on benefits and obstacles for work-based learning and the development of a glossary to ensure common understanding of terminology across partner countries

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and within ETF (Q2). Field visits to two countries will ‘test’ the ground and methodology, focusing on learning through informal and formal apprenticeships (Q2-Q3). In parallel a ‘Learning Triangle’ (TT focus group) and an Expert Panel involving partner countries’ and international experts will be established (Q2) which support the project throughout the entire cycle. Mapping of the work-based ‘Learn-scape’ in partner countries and analytical work is to be carried out by contracted experts with involvement and close cooperation of the project team (Q2-Q3). In the last phase, the first set of methodological tools will be developed (Q4) to form part of the entire innovative toolbox produced at the end of the project.

Years two and three of the project cycle will deepen the analysis and understanding of work-based learning through introducing a new annual specific focus but it will also keep a certain flexibility based on demand orientation by partner countries.

Year 2012 is planned to focus on the topic of practical learning in schools and in widening the ‘didactical room’ in classrooms and school workshops/laboratories. It will link the outputs of the first year to practical learning in schools (including training firms, school enterprises) and determine what learning arrangements and advantages of work-based learning could be replicated in school-based workshops. It will also look at methodologies to measure competence in work-based learning.

Year 2013 is intended to have a specific focus on workplace learning and practice orientation of teachers and trainers, to look at quality and measuring effectiveness and to finalise and disseminate the entire tool-box for work-based learning. The toolbox is planned to be of multi-level use, thus to include instruments for policymakers (‘Handbook on policy options for work-based learning’), teachers and trainers (‘Practical guide to improve work-based learning’) as well as support for ETF country managers and specialists.

The overall methodology of the entire project consists of a mix between desk research, policy analysis, reflective practice, surveys, case studies and pilots implemented through expert panels, peer learning, networks, practitioner teams and innovative learning circles. A methodological note (Q1) will provide a more detailed roadmap of the delivery model and different methods to implement the project.

Meeting the needs of partner countries and its contextual specificities will be ensured by involving local representatives and experts from selected countries, covering all ETF regions, as well as close co-operation with ETF country managers and geographical units. This approach will be followed in all project components, in particular the TT network component.

4. Outputs table

ETF FUNCTION

A. ETF Function

indicators

B. ETF Theme

C. Description output

Year 2011

D. Targe

t Q

E. ETF Corporate output

F. Planned Publication

Policy analysis

3.1 Comparative analysis

3.2 Country studies

3.3 Thematic studies

A

A

A

Report on work-based learning in 30 ETF partner countries (3.1)

Two case studies on learning in informal / formal apprenticeship (3.2)

Thematic report incl. literature review on benefits and obstacles for work-based learning (3.3.)

Q4

Q2-Q3

Q2

ILPILP 3.A.139 (1)

ILP 3.A.140 (2)

ILP 3.A.139

Publication on work-based learning(covering in short version all outputs as described in C) – Q4

Policy brief on work-based learning – Q4

Working paper on ‘Learning in

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3.4 Analytical tools A

A

A

Compendium of good practice examples in work-based learning (3.4)

Work-based learning Glossary (EN, FR, AR, RU) (3.4)

Methodology to identify potential and feasibility of work-based learning(3.4)

Q4

Q2

Q4

ILP 3.A.140 (2)

ILP 3.A.140

3.A.139

3.A

apprenticeship’ – Q3

Networking and dissemination

4.1 Specialised publications

4.2 Promoting collaborations and facilitation of dissemination activities/events

4.3 ICT-based dissemination

A

A

A

A

Peer learning report on teachers and trainers (4.1)

Focus Group for TT Network on work-based-learning established (4.2)

‘Synergy-brief’ (stocktaking) of past ETF activities related to the project(4.2)

Thematic knowledge-area on work-based learning on ETF Intranet (4.3)

Q3

Q2

Q1

Q 2

ILP

A3.3.A.139

3.A3.A.139

3(13.A.139

3.A.140

5. Expected results

5.1. Policy sensitivity for work-based learning and practical learning has increased within ETF and in (selected) ETF partner countries

5.2 ETF expertise and international reputation is enhanced in the area of work-based learning

Annex 1 Logical Framework Matrix

Project number: ILP-LEARN WP11-40-19 Team Leader: Helmut ZELLOTH Date: 28 01 2011

INTERVENTION LOGICOBJECTIVELY VERIFIABLE

INDICATORSSOURCES OF VERIFICATION

ASSUMPTIONS

OVERALL OBJECTIVE

To contribute through expertise development in the area of work-based learning to the reform of VET systems in ETF partner countries aiming at increasing the overall efficiency and responsiveness of VET towards both labour market demands and the needs of individual learners

VET reform in some ETF partner countries considers more than in the past to take into account work-based learning approaches

Mid-term evaluation of the project (Q3-2012) and/or Torino Process reports (Q3-2012)

Continued commitment to VET reform and education and business cooperation by ETF partner countries

Political stability in ETF partner countries

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SPECIFIC OBJECTIVE(S)

S1 - To raise awareness in partner countries and within ETF about work-based and practical learning, in particular about its benefits, obstacles and potentials

S2 - To develop – together with international and partner countries’ experts- methodological instruments with a view to achieve a better synergy and ‘mix’ between school- and work-based learning in VET

S3 - To enhance the ETF knowledge-base and expertise on work-based and practical learning in partner countries

I1 – Active involvement of policymakers, social partners and local experts in different project activities (TT focus group, peer learning, expert panel)

I2 – The reports and tools developed on work-based learning are disseminated and considered relevant

I1&3 – Two internal knowledge sharing meetings attended by ETF specialists and country managers (Q2-Q4)

V1 – Feedback participants, country managers (Q2-2012) and Torino Process reports (Q3-2012)

V2 – Feedback country managers (Q2-2012); statements by policymakers and stakeholders in VET from some countries

V3 – Feedback ETF specialists and country managers

A1 –Openness of policymakers and stakeholders to the topic and timely dissemination of outputs

A2 – Demand for tools and reports; quick policymaking cycle

A3 – Knowledge management system will be in place

RESULTS

R1 - Policy sensitivity for work-based learning and practical learning has increased within ETF and in (selected) ETF partner countries

R2 – ETF expertise and international reputation is enhanced in the area of work-based learning

I1 - Policymakers or stakeholders in VET in some partner countries find the reports and methodology useful and/or are considering further concrete steps/initiatives towards work-based learning

I2 – ETF contribution to an International Conference related to the topic of work-based learning + ETF staff makes use of the new thematic knowledge area on work-based learning (Q4)

V1 – Mid-term evaluation questionnaire (Q3-2012) and/or feedback from country managers

V2 –Presentation at an International Conference and/or article/paper published + ETF staff feedback (Q4)

A1-2 - Readiness of the business community for work-based learning and commitment in education-business cooperation by policymakers and stakeholders

A2 – Work-based learning continues to feature high on the EU and international agenda

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ACTIVITIES

COMPONENT 1

- Mapping and analysis of the work-based ‘Learn-Scape’ in 30 ETF partner countries (Q2-Q4)

- Elaborating a compendium of interesting practice examples in work-based learning (EU and partner countries) Q2-Q4

- Analysing the benefits and obstacles for work-based learning, incl. literature review (Q2)

- Developing a glossary on work-based learning terminology in EN, FR, AR, RU (Q2)

- Developing a methodology to identify potential and feasibility of work-based learning (Q3-4)

- Knowledge management (Q2-3)

COMPONENT 2

Field work on informal/formal apprenticeships

- Field visits to two partner countries on case studies about informal/formal apprenticeship and methodology development

ETF knowledge sharing event

COMPONENT 3

Launching a TT network‘ (Learning triangle’) in work-based learning

- TT Focus Group established (kick-off meeting)

- Concept for TT network and virtual platform

- Peer learning activity

MEANS

Contracting a service provider/international and local experts (Q1-Q2) via NP-5 – Negotiated Procedure

Top-level expert panel

(5 international and 5 local experts) – direct contracts

- one two-day workshop

- virtual meetings

ETF knowledge-sharing meeting for staff + launch of thematic knowledge area on Intranet

Support to field work by local expert

Iinternational expert)

TT policymakers and social partners from 4 selected partner countries (8 participants)

2-day workshop at ETF

ALLOCATED PROJECT BUDGET

TOTAL 130,000 (YEAR 2011)

C1 TOTAL: 94,000 EURO

55,000 EURO

39,000 EURO

C2 TOTAL: 5,000 EURO

3,000 EURO

2,000 EURO

C3 TOTAL: 31,000 EURO

14,000 EURO)

Availability of top-level international and local experts in 2011

Access to information on work-based learning in partner countries +

Capacity of ETF country managers to support survey and dissemination

Political stability in ETF partner countries

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in one EU member state 3-day peer learning of TT

Focus Group (possibly making use of ETF agreement with one member state)

17,000 EURO

Annex 2 Division of roles and responsibilities / List of tasks and responsibilities by project members

Project member Role FTE Specific responsibility and task of each project team member

Denise Loughran Lampugnani

Project officer and thematic contributor to work-based learning and teacher training

0.2 Overall project administration (including procurement, budget monitoring),contributing to one case study on informal/formal apprenticeship and to the TT network

Ian Cumming Knowledge management and thematic expert in Critical Action Learning, learning technologies and practice

0.15 Knowledge management system for the project, sharing his expertise on learning practice and from Europe’s leading conference on learning (training mission)

Manfred Wallenborn Leader of component 2 and thematic expert on VET driven human capital development, informal and formal apprenticeships

0.2 Responsible for component 2 on informal/formal apprenticeships, team leader for three field visits to partner countries, commenting on other project components

Dagmar Ouzoun Leader of component 3 and thematic expert in teachers and trainers

0.25 Responsible for component 3 on teachers and trainers, establishing the TT network on work-based learning, implementing one peer review for the TT network to an EU member state, contributing to one case study on informal/formal apprenticeship, commenting on other project components

Helmut Zelloth Leader of component 1, team leader and thematic expert on work-based learning

0.45 Overall coordination of the project, ensuring teamwork and deliverables,responsible for component 1 on work-based learning

5 Out of the total 0.5 allocation 0.1 FTE went to ENP-S (Lebanon) as part of CoP ‘Learning’ support (help desk function)

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analysis and tools, final editing of publication and outputs, contributing to one case study and supporting all project components

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