Framework conditions for establishing work based learning: Some lessons

from in-company learning arrangements

Dr. Ludger Deitmer, Universität BremenInstitut Technik und Bildung (ITB)

Productivity, Investment in Human Capital and the Challenge of Youth Employment

Universita Degli Studi di Bergamo16.-18.12. 2010

My Focal Points

• The importance of in-company training• Work based learning• Current tensions • Typical example on tensions• Surveys• Measuring the quality of work based learning? • Conclusion and Recommendations

Importance of in-company training

• The company: The primary learning venue with a major impact on apprentice or trainee

• Germany: 2/3 of the training and working time in the company

• Main target is to develop an „holistic“ expert in an vocational profession e.g. mechatronic, industrial electrician; this by integrating practical and theoretical knowledge

What makes work based learning?

• Work based learning emerges know how; know that and know why

• Vocational Know-how (Knowledge, Skills and Competences) develops through active participation of Novice in authentic work and business processes.

• Is based on self regulated completion of work task and by a limited extend in an simulated learning arrangements (e.g. training office; training company)

„Our apprentice‘s are in the middle of company action“

• Putting apprentices on central path

• Following the production process throughout the company

process oriented vocational training

Order design Order design NegotationNegotation

customercustomer

Order design Order design NegotationNegotation

customercustomer

Technical Technical & Work& Work

planningplanning

Technical Technical & Work& Work

planningplanningTechnical Technical

production production

Technical Technical production production ImplementationImplementation

customer customer

ImplementationImplementationcustomer customer …

work flow and business flow processes

Inherent tensions within work based learning understanding

1. Apprentice-Learner is not ready for this2. More traditional in company training

centres get smaller or close down 3. Too little active participation in real work

processe4. Too little planning of the training course5. Missing feedback culture by collegues6. Missing participation in greater work

orders

typical company example

material flow systems

Customer:Car industry

problems in training:

• training workshop closes down because Meister get on retirement

• Missing comprehensive and legal adjusted training plan for apprentices

• deficit: apprentices lack overview and good understanding of business process qualities

• Vocational learning too narrow• Where are the key work task which should be

learned to meet the occupational standards?

2005 2006 2007

Sept Okt Nov Dez Jan Feb Mär Apr Mai Juni Juli Aug Sept Okt Nov Dez Jan Feb Mär Apr Mai Juni Juli Aug

Jan Tore

Walter

Przemy

Jörg

Martin

Sebastian

Qualitäts-sicherung

Mechanische Fertigung I

Fertigung div. P&F-

Baugruppen I

Fertigung div. P&F-

Baugruppen II

Mechanische Fertigung I

Fertigung div. P&F-

Baugruppen I

Fertigung div. P&F-

Baugruppen II

Manuelle Schienen-fertigung

Manuelle Schienen-fertigung

P&F-Weichen Montage & Fertigung

Fertigung div. P&F-

Baugruppen II

Endmontage P&F-

Baugruppen

Endm. P&F-

Ketten

Endmontage P&F-

Baugruppen

Manuelle Schienen-fertigung

Vollaut. Schienenfert.

Schweißrobot

er

Endm. P&F-

KettenLackiererei

Mechanische Fertigung II

Fertigung div. P&F-

Baugruppen I

Fertigung div. P&F-

Baugruppen I

Fertigung div. P&F-

Baugruppen II

Mechanische Fertigung I

Mechanische Fertigung II

LehrwerkstattVersand/

Warenannahme Lager

Mechanische Fertigung I

Individual learning ‚road map‘: planning of training schedule

Framework condition: personal guidance by trainers or co-trainers

• Training skills: enable & encourage learning; enhance knowledge and skills by professional work and learning task

• Coaching skills: support personal learning strategies of VET-student/apprentice

• Guiding skills: guiding students' learning paths by in-company training plans

• Empowering skills: support self-direction, personal responsibility and reflective capacities by self-evaluation and qualitative examinations

Learning venues work in parallel worlds

• School learning programme without relation towards in company work and business processes

• Learning venues are just little connected

• Here the school learning – there the company learning

CompanyCompanyCompanyCompany

Vet schoolVet schoolVet schoolVet school

Assessment of the quality of cooperation of school and enterprise by 1500 apprentices & trainees in over 40

occupations (IBB 2008)

13%

54%

29%

4%

0%

10%

20%

30%

40%

50%

60%

Bad Rather Bad Rather Good Good

Key problems (BIBB 2008)

According to experts, currently very strong common problems and areas of conflict in dual training

12%

28%

29%

40%

0% 5% 10% 15% 20% 25% 30% 35% 40% 45%

Vocational School

Cooperation vocationalschool /company

Role of trainers in the workplace

Readiness for training

Trainer capabilities

Shaping of teaching and learning

Monitoring and Feedback

Material conditions

Coordination with school

The technical equipment represent the latest standards.

Training material and teaching books are available

The trainer have good knowledge of the technical subject.

The trainer are also good teachers

The apprentice undertake real work task for the company .

The apprentice know reponsible contact person

Mistakes within work are tolerated.

There is enough time for testing and preparing for work

Apprentice receive clear work orders.

Work results of app. are assessed and feedback is given

Good work is honouredRegular fedback on apprentice performance

Mutual projects undertaken between company and school.

Coordination between company training plan and school curriculum

5,54,8

4,74,6

5,44,9

5,24,8

4,64,2

4,64,0

5,14,6

4,83,8

5,44,0

3,93,5

5,04,4

4,0 4,8

2,02,4

3,62,7

Trifft bei uns nicht zu Trifft bei uns zu

6000 apprentices: 15 occupations; Source: Ebbinghaus/Krewerth/Loter 2010;

//

What is QRC Quality, Returns and Costs ?

QRC is an online self evaluation tool for practioners.

QRC is based on concrete key questions to trainers and co-trainers.

QRC enables companies to self-estimate costs, returns and the quality of apprenticeship.

QRC has a double function: diagnosis and research

The Ilsemann QRC Spider

1 year light brown, 2 year blue; 3 year green; 4th year light blue

Learning in the workplace:

experience - based learning

Professional level of training: core working task

Self regulated learning

Learning in work processes

(PDCA circle)

Vocational committment

2. Professional level of training (good: 2,33)

1. Learning in the workplace (very good: 1,33)

3. Autonomous/independent learning (good: 2,00)

4. Learning in work processes (good: 2,00)

5. Professional competence (very good:

1,45)

6. Vocational committment (very good:

2,15)

Average rankings of one companyAverage rankings of other companies

Illustration of TVET quality: spider diagram under six quality criteria

Example of a quality diagram in the apprenticeship of industrial clerks in Bremen

strong weak

3rd year2nd year

2nd year

1st year

1st year

3rd year

Years of apprenticeship

Model: Increase of apprentice productivity over training time

Niveau of skilled workers

20

30

40

50

60

70

80

90

10

0

100

0 1 1,5 2 2,5 3

Phase 1: vocational orientation

Phase 2: rising competence development

Phase 3: reaching

proficiency 0,5

General recommendations

• Maximising learning time on real company work orders• Comprehensive work task with planning and preperation as

well as assessment after work completed (Feedback!!)• WLT as a part of the companies business process based on

common quality standards• Different kind of work and learning task (WLT): beginners,

advanced beginners and young experts (Roadmap!)• Online training log book as a learning process in itself• Self assessment of individual learning makes external

assessment by others nescessary• The use of Tools (QRC) can help to support and analyse

whether the work based learning is working in the company.