Three Learning Places” constitutes work-based learning model of ICT CoC
The youth unemployment rate in D-A-CH, where the curriculum of VET is work-based, is significantly lower in comparison to other EU countries with school-based curricula and this is mainly due to the fact that the students are equipped with skills and competencies which are needed by the labour market, the transition from school to the labor market runs more smoothly and the involvement of industry tends to co-ownership.
We also strongly believe in the strength of work-based learning and we have over 20 years of experience with this issue. We have built up a reputation in the introduction and implementation of VET reforming projects in several countries. In work-based learning the daily practice of a company is leading for the curriculum.
A “dual” education system typically combines work-based learning with vocational education at a vocational school in one programme. Apprenticeships are probably the oldest public-private partnership in history – they have been around for a matter of centuries. They form part of DUAL VET to help get young people into the labour market by equipping them with technical and core skills needed to take on new jobs, both today and in the future.
As already stated in Problem definition part, VET schools nowdays are facing the challenge that their curricula’s are strongly school-based and not work-based and that VET teachers have strong academic and pedagogical preparation and background, but they lack practical work experience in their field.
The implementation of dual VET in its classical form of apprenticeships is therefore quite challenging due to different factors and mainly since, so far:
- Most countries has not collected sufficient experience in this regard;
- Companies are not yet familiar with this form of education system,
- Lack of incentives (subventions) for companies to offer apprenticeships and train and assign instructors,
- A clear and consistent legal framework is required to enable apprenticeship stakeholders to act effectively and guaranteeing mutual rights and responsibilities,
- Apart from the governance structure, a consistent legal framework for VET also has to reach the individual level; apprentices should have a meaningful contract that includes a clear task description and working conditions for the apprentice.
We recognize the risks associated with the introduction of DUAL VET work-based learning models in countries where such models represent a novum and we commit to develop the ICT CoC DUAL TVET Model which will combine the “Three Learning Places”:
- School-based learning → learning delivered through well trained and certified schoolteachers,
- IC-VTC, learning → learning delivered through company instructors,
- IC-VTC, learning → learning delivered through company instructors,
But the risk is very high if we would suggest starting from first year of operation of new ICT CoC with this model. Therefore, we analyzed all possible variations of solutions that will have the benefit of offering work-based learning, adopting work-based curricula, aligning the school with labour market, integrating real-life work experience and projects into learning environment and still mitigating the risk of failing because of the lack of experience, incentives, legislation to adopt a full apprenticeship model. We strongly believe that our proposed model of A BLENDED FORM OF WORK-BASED LEARNING is the optimal TVET model for the new IT CoC.