Flexible Pathways in Childcare Training
In the Edusprong project* 'Flexible Pathways in Childcare Training,' various centers for adult education from all Flemish provinces and Brussels collaborated to develop flexible pathways to better meet the training needs and qualification requirements of students who are already working in the sector or have experience during their training. The solution to the demand for extra flexibility was sought and found in combinations of teaching methods such as open classes with individual guidance and coaching, and a greater emphasis on distance learning and workplace learning. This took shape in numerous sub-projects. A brief overview is provided below.
The centers worked together on a competency matrix to map out where a student is in the learning process and to track and evaluate their growth. Attention was paid to creating this document in 'clear language,' at the request of the students. However, a flexible learning path is not the best route for every student. The centers developed a screening tool to help all candidates and students choose the right pathway. A self-screening tool was developed, which can be taken independently or with guidance.
In flexible pathways with more workplace learning, the role of the teacher shifts to that of teacher-coach. This is a crucial role in the success of self-directed pathways. The teachers were introduced to video coaching. This is coaching with video images from their own familiar workplace. This way, students become more aware of their qualities and possibilities. The video images also help them remember better.
In project work, the students organize half a day of childcare. During this day, two coaches are present. They score all the competencies of the student from the modules they are following. This way, students can practice many competencies in a safe yet authentic context. Other assignments from the modules are then omitted. Only this overarching assignment is carried out once per semester.
Several modules for the training 'Childcare Worker for Babies/Toddlers' and 'Childcare Worker for School-Aged Children' were clustered and are now offered together to accommodate small classes.
Some knowledge clips have already been made, for example, about 'looking at children holistically.' These are short videos to explain essential concepts. A collaboration with Blink, the learning and inspiration platform for childcare, was also initiated as part of this project. Meanwhile, 10 centers for adult education are structural partners in the BLINK project.
What added value do the participating centers for adult education and teachers see?
The major added value of the project for center for adult education HIK is that they can serve students much faster. By organizing the training more flexibly, someone who enrolls can start the training very quickly.
Center for adult education Encora now has an open class, combined with 80% workplace learning. In the open class and during workplace learning, students can be better and individually guided. The emphasis is on progressive self-directed learning but also on peer learning, learning from each other. We can and must, of course, strengthen the mentors. Encora also contributed to the knowledge clips that can be used in the Open Class, among other things.
Center for adult education Kisp is convinced that the training has now improved and found the consultation with the other CVOs particularly valuable. They could hear how others approach things and thought together about how they could work more flexibly. Then they looked for ways to implement those ideas. They noticed that flexible working is really an added value for working students. Therefore, they will continue to try new things and make adjustments.
Center for adult education Scala often received comments from students in the EVC pathway (Recognition of Acquired Competencies) that they could not come to class because they were already working. Therefore, they started the @home pathway. All lessons, guidance, and evaluations are offered via distance learning from home, combined with a lot of workplace learning. The combined pathway also proves to be very interesting for students working on the qualifications required by the labor market.
Center for adult education Qrios mainly learned to look at the training with a more open and broader perspective. Working on your own island sometimes gives a familiar feeling, but it is also very limiting. When you hear the ideas of other CVOs, you can cross over to other islands. That is certainly an added value.
Center for adult education LBC describes the goal of their project and the project in general as: 'getting more hands on the work floor.' They noticed that there are barriers for some students to start the training. Now, for example, childminders or people already working in the sector can go through the modules at the CVO on Saturdays. The quality remains the same, but now they can obtain their diploma faster.
Center for adult education Groeipunt organizes a pathway on Saturdays, with 50 to 60% distance learning, which is perceived as very attractive by their students. In a year and a half, students can complete a pathway for babies and toddlers, but it is also possible for people who want to start the pathway for school-aged children.
Center for adult education Miras strengthened their practical component by creating an evaluation document. This also refined their expectations of workplaces and mentors. Their dream is to eventually get all non-working students into fixed workplaces. To achieve this, framework agreements are now being worked on. With their flexible pathway 'Flextra,' they aim for 80% workplace learning, 10% contact education, and 10% distance learning.
More information: Eddy.demeersseman@katholiekonderwijs.vlaanderen
*Edusprong-projects: After the pandemic, with the action ‘Edusprong’ (Link is NL) the Flemish government wanted to give a boost to formal adult education
