Work place- based supervisors professional training– pedagogical and digital tools,

<< Background >>Apprenticeship/work based learning is important, popular and constantly increasing form of learning, but its value has often been assessed from the viewpoint of students or employers. However, work-based supervisors play as important role as the others. They are competent practitioners but their pedagogical competencies are rather modest. They lack digital and methodological knowledge and skills. The same problems were found in other partner countries: supervisors are not used to use digital tools, they are afraid of assessing students etc.In apprenticeship training the supervisor is appointed by employer. Sometimes, due to the hierarchical relationship, the supervisor who is appointed by the employer is not at all interested in this additional task; and does not have required competences and attitude.In the course of this project six partner countries prepared a blended learning training program, which covers topics of digital ethics, assessment process, motivation procedures, tandem supervision and other topics connected with pedagogical and digital issues. The training program allows to choose individual time for learning but it also gives opportunities to get direct on-site instructions and feedback.<< Objectives >>The main aim of the project was to achieve that non pedagogical staff (work-based (WB) placed supervisors) who have been appointed by employers following the suggested criteria for the selection of supervisors have improved competences for supervising. These competences cover both digital and pedagogical skills. The focus is on building capacity to carry out online, blended and distance teaching and learning, what means that we aim to develop digital pedagogical competencies of supervisors, enabling them to provide high quality inclusive digital education. Particular attention was given to the promotion of innovative methods and tools for teaching, training, learning and assessment as drivers of improvements in lifelong learning; and that the target group will meet the criteria of motivated and competent supervisors. The aim was to achieve the goal that WB supervisors are motivated and satisfied due to the right selection process in all partner countries and have better digital and pedagogical competencies that will help them to supervise their supervisees more competently, being able to give constructive feedback and motivate them; and use digital tools to improve time management and supervision process.<< Implementation >>Within the project there were two main outputs which required different activities: the preparation of a profile of a supervisor and a training program. Additional activities like project management, risk management, quality control and dissemination activities supported the implementation of two main activities. Therefore the whole project was divided into five different work packages: WP1 - Management; WP2 - Quality and risk management; WP3 - Dissemination and exploitation; WP4 - Supervisor´s profile; WP5 - Training course development. << Results >>The two main outputs of the project were the preparation of a profile of a supervisor and a training program. The other WP-s like project management, risk management, quality control and dissemination activities supported the implementation of two main activities. Within the first period all partner states have worked together mainly with WP4: Supervisors profile. The work started with defining what do we mean under work place based supervision. For that each partner state answered the following questions:1. Define the meaning of workplace based training.2. What is the difference between school based and work based training (duration, ECVET, curricula).3. What is the difference between apprenticeship training and workplace based training.4. Supervisor at work place – what are the requirements.5. Legislation that regulates education connected with workplace based training and supervision.On the grounds of collected information a general comparison table was prepared. The next step was to compile a national report. The structure of the report was as follows: 1. Vocational education system.2. History of workplace-based learning.3. Rules and regulations for workplace-based learning.4. Supervisors’ roles.5. One practical case illustrating workplace-based supervision. The reports of each partner state help to understand better the system of VET education and through that also the form of WBL. During this project period all partners conducted focus group interviews with managers who appoint supervisors. The aim of the interview was to understand what is the profile of a supervisors appointed by the manager like. In order to carry out focus group interviews the main themes and some questions to be asked in interview were agreed. The themes that had to be covered by partners were the following:•Nomination/appointment procedure. How does the employer nominate/appoint the supervisor? Is it fixed in the employment contract, in the job profile description etc.. Is it easy/difficult to find a supervisor? And why? •An average supervisor. Describe an average supervisor. What criteria the employer follows to choose a supervisor? Are these criteria written down somewhere? What does the employer expect from the supervisor: knowledge, education, personal characteristics? Does the average supervisor meet these requirements?•Profile of an ideal supervisor. Describe your ideal supervisor: knowledge, tasks to perform, benefits to the company.•Difficulties in appointing the supervisor. What are the main difficulties, what are they caused by? How to overcome these difficulties?•Help needed. What kind of help is needed? Where to get the necessary help? Who should help?•Training. What kind, if any, training is provided to supervisors?This period also covers the preparation of the recommendations for employers for appointing supervisors and the self- analyses checklist. Preparation of training need analyses was also started. For the end of this period the “Recommendations for the employer to appoint motivated and qualified supervisors” was prepared. The list of recommendations will help the employer to identify and nominate motivated and suitable supervisors. The aim was to gather as much information as possible and, on that basis, draw up recommendations suitable for use in all partner countries. During the preparation work we also discussed country specific issues, but finally we left these aside. This one-page recommendation list could be summed up with the slogan that we put at the beginning of the page: Not everyone can be a supervisor, you should have certain skills and suitable characteristics.This recommendation list also includes a self-analyses test that was finalized within WP4 – Supervisor’s profile. Self- analyses test was prepared as the rest of the project outcomes in cooperation with all partners. At first all team members presented their ideas, which then were discussed and worked through together. The teamwork was finalized by self-analyses test that includes 15 statements. The idea is that this test can be used individually by the supervisor to reflect his/her weak and strong characteristics; but it could be also filled in by the supervisor together with the employer in order to start analyzing/assessing the supervision process. The second period of the project focused on the preparation of the training module. The work started at the transnational meeting in Ede, Netherlands in February 2023. The general structure of the training course was agreed already during the preparation process of the application, including the topics of Modules. Additional input was gathered at the first phase of the project via focus group interviews and training need analyses. The structure of the working process was the same as before: individual preparation at home, then teamwork at the transnational meeting; and additional preparation and improvement of the content in national teams after the transnational meeting. As said, the training course content and basic structure were already agreed at the preparation phase. The training course is a blended learning programme consisting of three modules. The volume of the programme is 5 credit points, whereas the content of 4 credit points is similar in all partner countries and 1 credit point covers country specific content. After passing the course the supervisor:- communicates by using alternative web based technologies and following digital ethics;- understands the teaching and learning process;- motivates supervisees;- gives constructive feedback.At meeting in Ede all partner countries worked together and suggested ideas for different modules. Teams were formed randomly, with representatives from different partner countries in each team. After the meeting at Ede national teams continued the work started at Ede. Topics were divided between partner countries. All work was made in Canva environment. Later on, when the whole training course was approved by each country, the country specific part was added and the training programme in national language was uploaded into the environment used by the country/school. At the beginning we suggested Moodle environment, but as it appeared, not all participating countries use that environment. We therefore agreed that partner countries will use a platform/environment to upload the final course that suits them the best.