NextSteps@TechVET

The NextSteps@TechVET project takes place in the field of VET. In VET, there is a strong policy focus on work-based learning (WBL) as an educational strategy or approach. Thus, through focusing on WBL learning, the project responds to the EU priorities for VET (2015-2020) aiming to promote WBL in all its forms, by involving companies and VET providers. This project focuses on the development of WBL that takes place in real work environments, focusing on on-the-job training (see also UNESCO, 2017). World Economic Forum has also underlined the importance of WBL in preparing individuals to deal with the uncertainty and changes. Moreover, this project responds to the EU priorities for VET (2015-2020) by developing and creating opportunities for initial and continuous professional development for VET teachers and trainers in work-based settings, thereby promoting lifelong learning. In practice, VET teachers are often expected to collaborate with workplaces and workplace trainers. Teachers may visit workplaces during WBL and provide guidance for students through discussions that are essential in helping the student to integrate learning between school and work. Also, wider career guidance skills are often needed to prevent drop out or early school leaving, as versatile learning environments and personalized study paths may even overly emphasise students’ self-directed approach to learning in VET (Pylväs, 2018). To support learning and guidance at work, it has been suggested that VET teachers should act as pedagogical and educational advisers.The project promotes WBL and teachers’ and trainers’ professional development through following objectives: a) recognition of the current state and development needs regarding cooperation between VET institutions and working life; especially focusing on guidance (incl. career guidance and workplace guidance in physical and digital environments), b) development of pedagogically considered educational materials to support guidance skills and cooperation between education and work, c) promotion of best practices for WBL from the perspectives of teachers, students and working life, d) improvement, recognition and accreditation of guidance skills through the development of digital open badge-driven learning process.The project outputs are: a) Report on the current state of school-work connection and guidance competencies, b) educational materials to develop guidance skills and materials for workplace instructor training, c) Best practices for work-based learning support guide for teachers, students and workplace instructors, d) Defined competence criteria for a Digital Badges for “Learning Ambassador” and “Workplace instructor” and piloting Digital Badges. The intended project results and outputs will illustrate learning outcomes and thus enable the VET teachers, HRs, students and representatives of working life to understand them better.Project Outcomes illustrate best practices in work-based learning and workplace guidance training, thereby giving organizations, teaching and guidance staff, students, and work representatives a better understanding of the importance of working life partnerships. The project develops the international knowledge of the target group of the project, lowering the threshold to guide students to international exchange in the future.The consortium is composed of six organisations from four different EU countries (FIN, EST, LAT and NED). In all partner countries, target groups are VET institutions, especially VET teachers and their working life connections covering workplace managers and workplace instructors. Through these target groups, the project also benefits VET students.The need to bridge education and work in order to response to the labour market needs is shared, although VET systems vary between partner countries and WBL takes different forms. Nevertheless, a common challenge is that the connections between education and work are limited from the perspective of students’ learning, as well as from the perspective of practical collaboration between school and work. However, close collaboration between vocational institutions and workplaces is considered as an ideal way to organize work-based learning for VET students (Guile & Griffiths, 2001). After the project, participants will have a better understanding of the importance of VET and working life cooperation, both for the development of VET and for the professional development of the teacher. Teachers' working skills with the world of work have developed and teachers are able to direct their teaching in a more work-oriented way. Teachers learn to anticipate the development of working life together with working life.The development of business and VET through co-operation will provide companies with a well-trained workforce and secure labor supply. Businesses are increasingly involved in the development of VET and can have a greater influence on the quality of VET.