Right tools for VET programmes
Internet connection, digital device (smartphone, tablet or PC).
This unit provides an overview of benefits and challenges related to the internationalisation of work-based vocational training practices. It contains tips and suggestions for overcoming the challenges and planning of efficient international cooperation and learning successes.
Identifying and addressing key challenges in the International Vocational Training Pact and work-based learning lessons associated with internships.
A crucial aspect of this work on vocational training programs is the early cooperation of all those involved who are interested in vocational training. This includes the teachers at secondary schools, parents, students, companies, facilities (such as hospitals, kindergartens, sales outlets, etc.) but also vocational schools and future employers. On the basis of skills, interests, experiences of the parents and school performance that are identified early on, the first professional wishes of the future trainees are formed. Promoting them is therefore the focus. It would be beneficial if the same guidelines were available at international level. Proven tests are applied.
Based on experience, this includes the following results.
Meaningful support starts early in the education protectory, the foundation is laid in primary education and expanded in secondary and third level education.
The children get to know their skills through tasks (written and manual) and can then improve them with help and support over the next few years.
In addition to the parents’ role at home, this also includes those in the teaching profession, companies and institutions, hospitals, medical practices, etc.
The essential knowledge is provided during school education, while practical skills are honed through multiple experiential on-the-job-training throughout the school years. This experience also encompass preparation for higher education or the working environment, such as fostering computer literacy, teaching work progresses, etc.
The earlier the interest in today's challenges are laid, the better!
In addition to pupils’ academies at universities, especially the STEM subjects should (mathematics, computer science, technology, natural sciences) are promoted.
The pupils enjoy working creatively and are curious about knowledge.
This should be promoted and supported at an early stage!
Working groups, GTA offers (all-day offers in schools such as model building, learning to fly with model airplanes and much more) are also suitable for this at the beginning.
In this way, career aspirations arise at an early stage, which can be specifically promoted.
The implementation of the skills promotion offered to survive on the modern job market should take place at an early stage. In this way, existing motor or mental abilities can be promoted in a targeted manner and then deepened. The first school offers such as handicrafts, sawing, screwing, gluing, assembling with many different materials and working with electronic components for the first time are suitable for this. In this way, knowledge can be learned continuously over a longer period of time and constantly expanded and consolidated. Special support could be extended to areas relevant to the labour market, while at the same time the joy of experimenting, discovering and curiosity about new things remain. The implementation of work-based learning at international level could be done as follows.
In perspective, the countries involved could try to align the training content, times and practical requirements in the curricula, the same training times. That would make international recognition of professional qualifications much easier. In addition, a professional exchange would be possible and desirable even during training and the practical experience could be used quickly for the respective job market situation.
In this unit, participants will receive general information about the importance of professions. What requirements must be met, abilities, skills and experience are also an advantage in relation to internships that have already been carried out. The following questions are best suited to get an overview. Familiarisation with the individual professional fields.
Company Name:
Where is this company headquartered?
Where are there other locations?
What does the company manufacture or what services are offered?
Which of these products are manufactured at the local headquarters?
Which school subjects are particularly important for the training?
Which professions are trained in the company and how long does the raining last?
Who is the contact person for interested parties?
Where is the vocational school located?
What is the system of instruction?
Does your company offer internship opportunities?
What qualification opportunities does your company offer its employees?
What earning opportunities does your company offer, what is the trainee salary like?
Does the training involve additional costs?
Is there financial help?
By when should an application be submitted? Which documents (certificates) for suitability approvals are required?
The participants visit a wide variety of companies and work out the individual insights about their career aspirations. You ask questions about the individual training courses, which virus exposures are expected? Try it out on site and take part in the daily work processes. Get an introduction to the respective professional field. The participants learn which basic requirements must be met before training (e.g., a driver's license for a car), which physical aptitudes they should have, which working hours and deployment times apply to the professions. They record all of this in an on-site report.
Exercises and Activities
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