Pasar al contenido principal
News
Noticias

Work-based learning

workbasedlearning

The following were the findings generated by discussions in small working groups in the framework of the Lifelong Learning Day organized by NAVETQ in the role of the National Support Center to promote the Electronic Platform for Adult Learning in Europe (EPALE), with regard to the work-based learning situation:

As regards  the current situation:

  • There are currently few positive practices of adult work-based learning.
  • There are some positive work-based learning practices in vocational education and training.
  • The legislation on this issue has been improved and the relevant framework enriched.
  • Cooperation on the side of businesses for the implementation of work-based learning is unsatisfactory.
  • Human capital in the competent and decision-making institutions is scarce in number and unsatisfactory compared to the labor market needs.
  • There is still a high degree of informality in the private sector, where small businesses are generally disorganized and underdeveloped.
  • The cooperation of VET providers with employment offices is inadequate.
  • VET curricula (frame curricula and course programs) are improved to reflect work-based learning goals (job-competency based).
  • The provision of new qualifications still requires compliance with the labor market demand.
  • There is a training shortage for teachers and business instructors on professional aspects according to their respective qualifications.
  • There is a shortage of job positions in both VET providers and businesses.
  • There is a growing demand for teaching materials (manuals, catalogs, etc.).
  • There is a shortage of mentors in the labor market.

As regards competent institutions or mechanisms:

The competent institutions for adult work-based learning were identified as follows:

  • The public and private VET system.
  • The National Agency for Vocational Education and Training and Qualifications (NAVETQ)
  • Various donors operating in the field of adult learning.
  • The regulatory framework, the Law on VET, the Law on Crafts, the Internship Regulation.
  • The National Agency for Employment and Skills (NAES).

The main mechanisms for work-based learning were identified as follows:

  • Placing students in businesses for internships/ WBL.
  • Sector committees have a considerable role to play in this regard.
  • The review of the National Skills and Employment Strategy 2019-2022 increases the focus of all stakeholders on the importance of work-based learning nowadays.
  • The VET Development Unit facilitates coordination of internship/ WBL implementation. This unit is well defined in the new VET law.

As regards positive work-based learning practices, the following were shared:

  • VET providers and Universities send students / trainees to real businesses to carry out part of their practical training.
  • Business-school collaboration is mentioned as a positive practice but as being without a structured and formalized relationship so far.
  • Many instances of curricula (frame curricula and course programs) adaptation to the needs of the labor market were highlighted as positive examples.
  • Adult / student / internships in businesses create opportunities to start a career.

As regards the future challenges of adult work-based learning, the following were identified:

  • The Future TREND is towards the DUAL system.
  • The establishment and operationalisation of the National Agency for Employment and Skills (NAES).
  • Increase business and adult awareness of the importance of work-based learning.
  • Ongoing strengthening of VET provider - business cooperation.
  • New policies to facilitate the implementation of this approach.
  • Greater involvement of persons / adults with different abilities.
  • Provision of appropriate learning materials and infrastructure.
  • Exchange of experience between different actors operating in the field.
  • Training of in-company mentors is an urgent need.
  • Recognition of prior learning and work-based evaluation of adults is a future challenge.
  • Information on AQF to all concerned.
Login (0)

¿Quieres escribir un artículo?

¡No dudes en hacerlo! ¡Haz click en el link que aparece debajo y comienza a publicar un artículo nuevo!

Últimos debates

Enfoques temáticos de la EPALE 2021. ¡Empecemos!

Os invitamos a enriquecer con vuestras aportaciones y conocimientos lo que va a ser un año intenso. Empecemos por participar en este debate en línea. El debate en línea tendrá lugar el martes 9 de marzo de 2021 de 10 a 16 horas CET. La discusión escrita será introducida por un directo con una introducción a los focos temáticos de 2021, y será presentada por Gina Ebner y Aleksandra Kozyra de la AEEA en nombre del Consejo Editorial del EPALE.

Más

Discusión de EPALE: Aprendizaje mixto en la educación de adultos

En este contexto, el jueves 26 de noviembre de 2020, a partir de las 10.00 horas hasta las 16.00 horas CET, EPALE acogerá un debate en línea sobre el aprendizaje mixto en la educación de adultos. El debate tendrá un nuevo formato, comenzando a las 10 con una transmisión en vivo de 30 minutos, acompañado y seguido por el debate sobre los comentarios de la plataforma.

Más

Debate en EPALE: inclusión social de la población envejecida y aprendizaje intergeneracional

El miércoles 28 de octubre, a partir de las 10 a.m. CEST, EPALE acogerá un debate en línea sobre la inclusión social de la población envejecida y el aprendizaje intergeneracional. Los comentarios estarán abiertos el 19 de octubre para que los participantes puedan presentarse y enviar sus comentarios con antelación. ¡Únete a nuestro debate en línea!

Más