Quick Scan WBL

Purpose

This tool was developed to support improvement of WBL programmes in collaboration with people (e.g., staff, employers etc) involved.

Structure

This tool consists of two components.

1st component:
A “Quick Scan WBL” which will support to make an inventory on existing WBL programmes in VET institutes/organisations, how WBL is positioned within their education, and how procedures applied take account of key stakeholders involvement. The Quick Scan WBL consists of four (4) thematic groups (Themes):

  • Theme 1: Vision and Policy
  • Theme 2: Internal Organisation of WBL
  • Theme 3: Learner
  • Theme 4: Employer
Each theme is divided into three different attention areas (12 attention areas in total).

2nd component:
Guidelines, which are general advices on how to improve quality in certain areas. Some guidelines offer a set of advices on how to take care of certain aspects while others are more detailed and elaborated.

How to fill in the “Quick Scan WBL” tool

Please indicate for each of the following statement whether this is the case within your institute and to what extent by simply ticking the appropriate answer box below each statement. Get feedback report accompanied by a spidergraph representing scores on specific areas at a 4-level evaluation scale (4 for Completely, 3 for Largely, 2 for Somewhat, 1 for Not) and the Guidelines. Completing the Quick Scan WBL will take about 15 minutes.



“We have developed a clear vision on WBL and how it contributes to the objectives of our educational programs and of the individual learner.”

⇒ We see WBL as a means to acquire professional skills and competences
⇒ We see WBL as a means for orientation on jobs and career possibilities.
⇒ We see WBL as a means to develop a “professional identity” and general competences for citizenship but also to experience the culture of the sector and what means to be an employee.
⇒ We offer all our work placements on the basis of an individual matching process.
⇒ We use WBL as a means to be informed on labour market development and to keep education up to date.
⇒ We all perceive our education results as a joint effort of school and labour market (co-makership).
⇒ We work together with employers who share our vision.

“The vision and objectives regarding WBL are set out in a long-term plan of the institute containing information on activities and dedicated means, as well as regarding the way the effects are monitored and evaluated.”

⇒ We have a long-term policy plan on WBL.
⇒ Our WBL policy plan is part of the general development of our institute.
⇒ We have appointed responsibilities, means and resources to our policy plan.
⇒ We have selected indicators to monitor progress and effect.
⇒ We periodically evaluate and inform staff on the effects of our WBL policy and act accordingly.

“To create commitment and understanding of staff within our institute regarding our vision on WBL the management actively promotes this vision and involves staff in its further development.”

⇒ Our staff understands the role of WBL for achieving our objectives.
⇒ Our staff understands how WBL contributes to master curriculum objectives as well as personal (learning) objectives of the individual learner.
⇒ Our staff knows how to contribute to the objectives of WBL and to those of the learner.
⇒ We appointed the responsibility for our WBL policy and objectives to one of the managers.
⇒ Staff is informed periodically on how WBL has contributed to the objectives of our institute.

“Tasks and responsibilities regarding WBL are appointed to competent staff to assure optimal conditions during WBL and good learning outcomes of the WBL period.”

⇒ We have defined clear roles and responsibilities for the different aspects and objectives of WBL.
⇒ For these different roles and responsibilities we have defined the required skills and competences (professional profile) of staff.
⇒ To these roles and responsibilities we appoint staff who possesses the required skills and competences.
⇒ Periodically performance interviews are held addressing the contributions of appointed staff to the objectives of WBL.
⇒ Our Human Resources (HR) policy actively supports life-long learning of our staff.
⇒ Our HR policy is adequately resourced to meet potential staff development needs in the WBL area.

“Within our institute we have defined criteria as well as how we organise our WBL offer. In this way we are be able to meet all the objectives of WBL within the curriculum, to assure for co-makership as well as to meet the needs of the individual learner

⇒ WBL contact persons of our institute understand the needs of the employers and the costs of WBL.
⇒ We have clear criteria for recruitment of employers for WBL.
⇒ We have sufficient employers in both the short and the longer term
⇒ Our institute has the required variety of work placement possibilities in line with all our WBL objectives.
⇒ All our WBL placements meet the required rules and obligations (contract, payment, labour conditions, health and safety).
⇒ All WBL arrangements are well described and specified in tripartite contracts and supporting handbooks for both employer and learner.
⇒ For questions regarding offer, demand and support regarding WBL we have organised clear and easy access to staff concerned.
⇒ In case of conflict we have a protocol on conflict resolution.
⇒ We periodically monitor and evaluate our WBL offer and act accordingly.

“Our institute is able to assure that the WBL period is meeting the objectives of education as well as those of the individual learner. Placement of learners is also in line with requirements and possibilities of both employer and of education.”

⇒ Of each WBL position we know what kind of learning is possible.
⇒ Of each WBL position we know the minimum entry requirements.
⇒ For each WBL we assure co-makership by agreeing on each other’s roles and responsibilities.
⇒ Learning process and learning outcomes are evaluated and established in dialogue with employer and learner.
⇒ We offer support to learners who do not yet meet the minimum requirements.
⇒ We have equally relevant alternative work placement possibilities or substitutes at hand in case of mismatch / misapplication.
⇒ We evaluate all WBL periods with all participants and adapt our WBL policy, curriculum and support accordingly.

“To achieve a good individual learning outcome of WBL the institute makes learners aware of own development needs and of the different WBL learning opportunities.To optimise this we stimulate learners to make conscious choices in WBL and therefore acquire

⇒ We assure that each individual student understands what needs to be learned during WBL, how it is assessed and how it relates to the curriculum.
⇒ To enable a good WBL matching we structure and support learner’s orientation and preparation process.
⇒ WBL staff know the actual level and development needs of each individual learner.
⇒ Our matching process includes an initial WBL interview or related form of appraisal.
⇒ We assure that the learner knows how to prepare for initial interview and personal matching.
⇒ We assure for a WBL offer and support for all of our students which meets their required professional development as well as their individual training needs.

“Effectiveness of learning is increased by creating synergy of the learning process between work placement and education. Also for each students learning outcomes are specified in advance, as well as the way how these outcomes are established. Workplace a

⇒ Our learners understand how their professional and personal skills and competences will benefit from their WBL period.
⇒ We offer WBL assignments which are suited for a particular work placement and for particular individual work placement learning objectives.
⇒ We assure that the learner understands how the in-work mentor and school tutor will monitor and support development toward the learning objectives.
⇒ We know what is going on at the work placement.
⇒ We assure that the learner understands how his/her learning process will benefit from inputs and assessments of both in-work mentor and school tutor.

“Our institute is well aware of the value of our diplomas as perceived by the labour market. In our vision a positive evaluation of objectives achieved by both learner and employer will contribute to a great amount to this value. Therefore our closure pro

⇒ All our students know what the requirements are for closing a WBL period successfully and how it is organised.
⇒ Part of our closure procedure is a tripartite dialogue between learner, In-work mentor and School tutor.
⇒ We are open for and never surprised by the feedback of a work place trainer when evaluating our leaners at the end of a WBL period.
⇒ We always collect feedback from all our learners on organisation, process, objectives and results of their WBL period, and on our intended co-makership.
⇒ We know whether and why employers want to recruit our learners (or not).

“To achieve a good learning outcome of WBL it requires a thorough understanding of the learning opportunities at the workplace as well as of the minimum level of skills and competences which are needed at this workplace. Our institute arranges for a care

⇒ We have knowledge of the company to assure that the right learning conditions are indeed available.
⇒ We have knowledge of the company to assure that right learning options are indeed available and applied.
⇒ Prior to any WBL period we inform the in-work mentor on the individual learning objectives.
⇒ Prior to any WBL period the individual learner and the potential employer are introduced to each other to assure for a proper match
⇒ We tailor our tripartite agreements to the specifics and objectives of each work placement at hand.
⇒ Prior to the start of the WBL period we check whether relevant rules and regulations regarding WBL are met (labour conditions, payment, health and safety conditions).

“To offer effective WBL learning as a co-makers’ process, the employer provides competent staff to guide, support and control the learning process of the learner. The staff understands how their tasks and responsibilities align with those of the educatio

⇒ The in-work mentor uses the circumstances and conditions at work to create a variety of relevant learning experiences.
⇒ The in-work mentor arranges for an introduction of the learner.
⇒ The in-work mentor understands how the individual learning outcome is assessed by our institute and why this is done in this way.
⇒ The in-work mentor understands how specific WBL assignments match to the learning objectives as well as to the circumstances of the work place.
⇒ The in-work mentor possesses the required skills and competences to facilitate learning of our learners.
⇒ The in-work mentor reports in agreed intervals on learner progress.

“Our institute is aware of the required investment of employers in the professional education of our learners. To facilitate and optimise their efforts we arrange for transparency of WBL, and offer support.”

⇒ In case of major disturbance in the learning progress the work place trainer contacts our institute in time.
⇒ We check whether the different roles and responsibilities are understood.
⇒ We offer a clear and easy way to access contact in case of questions regarding the current WBL placement opportunities.
⇒ We offer training and support for work place trainers regarding our WBL concept and didactical approach.
⇒ We evaluate the WBL placement (content, match and outcome) with the work place trainer and adapt accordingly.
⇒ We periodically check whether employer and institute still have a similar view on WBL.



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