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Module 2.3.

Internationalisation of Work-Based Learning

Duration

2 hours

1 hour of theory

1 hour of practical work and self-assessment

Requirements

No specific devices are required. However, internet connection is useful to consult the hyperlinks and get further information.

Description

This Unit offers an overview of benefits and challenges related to the internationalisation of work-based learning practices. It provides for tips and suggestions to mitigate the challenges and plan an efficient international collaboration.

Learning outcomes

Identify and address the main challenges in international employer engagement and work-based learning (WBL).

Content

Unit 2.3.1: Internationalisation of Work-Based Learning

BENEFITS

  • Employers compete in a global market (export, international customers, international staff etc.) so there is an increased need for global competences, global skills, and global thinking. Work-based learning initiatives allow for creating a skilled workforce that is experienced and capable to work abroad with an international team in an international market.
  • Some European countries have high unemployment rates, especially among young people. International VET-employer cooperation can compensate for these gaps among countries, suppling new skilled young professionals, and increasing countries competitiveness.

CHALLENGES

  • To promote and manage international work-based experiences particular skills and competences are required (language skills, communication skills, networking skills, international attitude).
  • Curricula and qualifications must be defined among international partners and must be recognised among cooperating countries.
  • When defining curricula, skills’ demand of the employers should be appropriately explored. The degree of difficulty in this task increases within international collaborations.
  • Communication is one of the challenges within international WBL; it is fundamentally one of the building blocks of the European Framework for Quality Assurance in Vocational Education and Training (EQAVET).

Building Blocks for effective Quality Assurance of work-based learning

Source: EQAVET, 2021

HOW TO MITIGATE THOSE CHALLENGES

As mentioned, challenges in respecting the EQAVET blocks include a major degree of complexity if applied to international initiatives. To mitigate challenges when working on employer engagement at international level, a VET organisation should be able to set quantitative and qualitative SMART objectives (specific, measurable, achievable, relevant and time-based) considering the following factors:

Internal changes within the organisation

  • Upskilling programmes for the staff
  • Structural changes

(e.g., the creation of an international office, hiring new staff etc.)

The impact on participants

  • IMPACT ON LEARNERS: Acquisition of global competences and technical skills that are recognised everywhere in Europe;
  • IMPACT ON TRAINERS AND STAFF (both sending and welcoming participants): International attitude, new skills and competences in terms of management, networking and communication.

Which geographical areas/kind of organisations are important to work with?

It is recommended to start a collaboration with European countries; after building strong expertise in international work-based learning programmes, it is possible to look beyond European borders. To build an international partnership different actors should be included:

  • Businesses companies with international prospective and attitude (international staff, international clients).
  • Professionals of the field.
  • Chambers of Commerce.
  • Political leaders who have knowledge of planning and can help spot the future trends in jobs development.

In which sectors should investment be made considering future labour needs and which arrangements will be needed?

On the global market there is an increasing demand for green economy jobs, roles at the forefront of the data and AI economy, as well as roles in engineering, cloud computing and product development. Below is an overview, at international level, of the jobs whose demand will increase or decrease in the following years:

Increasing demand

1

Data analysts and Scientist

2

AI and Machine Learning Specialists

3

Big Data specialists

4

Digital Marketing and Marketing Specialists

5

Process Automation Specialists

6

Business Development Professionals

7

Digital Transformation Specialists

8

Information Security Analysists

9

Software and Applications Developers

10

Internet of Things Specialists

11

Project Managers

12

Business Services and Administration Managers

13

Database and Network Professionals

14

Robotics Engineers

15

Strategic Advisors

16

Management and Organisation Analysts

17

FinTech Engineers

18

Mechanism and Machinery Repairs

19

Organisational Development Specialists

20

Risk Management Specialists

Source: Future of Jobs Survey, 2020, World Economic Forum

Decreasing demand

1

Data Entry Clerks

2

Administrative and Executive Secretaries

3

Accounting, Bookkeeping and Payrolls Clerks

4

Accountants and Auditors

5

Assembly and Factories Workers

6

Business Services and Administration Managers

7

Client Information and Consumer Service Workers

8

General and Operation Managers

9

Mechanics and Machinery Repairers

10

Material-Recording and Stock-Keeping Clerks

11

Financial Analysts

12

Postal Service Clerks

13

Sale Rep., Wholesale and Manuf., Tech. and Sci. Products

14

Relationship Managers

15

Bank Tellers and Related Clerks

16

Door-to-door Sales, News and Street Vendors

17

Electronics and Telecoms Installers and Repairers

18

Human Resources Specialists

19

Training and Development Specialists

20

Construction Labourers

Source: Future of Jobs Survey, 2020, World Economic Forum

VET organisations’ staff should always be aware on how the international job market is evolving, reviewing it on a regular basis, updated business reports. An example is the Jobs of tomorrow of the World Economic Forum (2020). Here is a useful tool to use – on a global scale - what are the top roles against a set of professional clusters (Care Economy, Data and AI, Engineering and Cloud Computing, Green Economy, People and Culture, Product development, Sales, Marketing and Content) and which are the key skills needed to be proficient in those roles (see pages 21-24).

How does the curricula need to be developed/adapted or what will be assessed abroad?

This evaluation must be carried out through a strict collaboration with the employers engaged. However, some common aspects must guide each collaboration, at European level. It is indeed necessary to consider European VET policies and strategies for transfer and recognition of learning outcomes:

  • Refer to the ECVET - the European credit system for vocational education and training - whose key principle is the structuring of qualifications into units of learning outcomes.
  • Refer to EQF – the European Qualification Framework – and to its eight reference levels defined in terms of learning outcomes, i.e., knowledge, skills and autonomy-responsibility.
  • Respect the EQAVET principles

INTERNATIONAL NETWORKS AND HOW TO ACCESS THEM

After reflecting on these topics, a detailed action plan must be defined and partners engaged. Links with organisations abroad can be established through different approaches:

• Creation/participation in international activities, such as conferences and seminars that promote employer engagement in education and training.

• Development of international communities of practice, focused on specific sectors where partners can share goals, interests, problems and how they approach them (the creation of a Consortium within Key Action 2 of the Erasmus+ Programme – like the JOBS4ALL project - represents an example of this strategy).

• Joining existing networks, in which many stakeholders can be reached. Some potential networks that can be relevant for international VET-employer engagement are:

European Forum of Technical and Vocational Education and Training - facilitating networking to bring up connections between businesses, VET and researchers;

A representational platform for European VET providers;

The European Association of Institutes for Vocational Training – working for the qualitative improvement of VET in Europe;

The European Centre working for the development of VET policies and their implementation;

The EPALE Community of practice aimed at strengthening the European VET system through the exchange of good practices;

In the Platform, it is possible to find organisations involved in international work-based initiatives financed by the Erasmus+ Programme, to get inspired and find new contacts. An example within the Erasmus+ Community is The EDUWORK.NET Virtual Networking Space, a free of charge online platform for VET providers and companies interested or already working on European mobility projects. It offers networking opportunities, sharing of information and idea, online cooperation and support services for newcomers.

• Submit for and manage EU funded projects that promote cooperation among VET providers and employers, enabling them access finance and set plans for the mobility of VET learners.

The Erasmus+ programme represents a great opportunity in this sense, in particular under the Key Action 1, whose functioning will be explained in Unit 2.

Exercises and activities

True or False

If you are organising a transnational WBL initiative for the first time, it is suggested to start a collaboration with an international entity instead of a European one:

  • True
  • False

Multiple Choice

When organising an international WBL initiative in which area should specific goals be set:

  • Internal changes within the organisation
  • Impact on staff, trainers and learner
  • Both

Exercise

To understand the starting point of your organisation and the core skills of the staff, carry out a small survey about staff’s international experience and skills (testing for instance their level of English/other languages, their knowledge of the European credit system for VET, assessing their previous experience in international environment and their cross-cultural competency)

Online quiz to assess your cross-cultural competency

https://globisinsights.com/purpose/dei/cross-culture-quiz/

Practical work content

To understand the starting point of your organisation and the core skills of the staff, carry out a small survey about staff’s international experience and skills (testing for instance their level of English/other languages, their knowledge of the European credit system for VET, assessing their previous experience in international environment and their cross-cultural competency)

Online quiz to assess your cross-cultural competency

https://globisinsights.com/purpose/dei/cross-culture-quiz/

Additional materials

Case studies

The following case studies provide you with examples of successful international WBL initiatives

Tutorial video/animation

Look this video to learn more about EQAVET

https://www.youtube.com/watch?v=1V-9CGpsoGw

Glossary

EQAVET

European Framework for Quality Assurance in Vocational Education and Training.

EQF

European Qualification Framework including eight reference levels defined in terms of learning outcomes, i.e., knowledge, skills and autonomy-responsibility.

ECVET

European credit system for vocational education and training.

References

World Economic Forum (2020), Future of Jobs Survey

https://www.weforum.org/reports/the-future-of-jobs-report-2020/?fbclid=IwAR2SHE_P0lui4N9tDfX-MRO45M7x4QGQof4jaT2J4nlnrJSxBqkjBtpNSpE