VETTER E learning course (EN)

Learner perceptions of VET placements

 According to EFQEA recommendation, VET centres should promote the excellence and attractiveness of work-based learning through awareness raising events in order to engage learners into relevant education and career pathways. According to this document, awareness raising activities should promote the positive image of VET placement among young people, their families and employers – an example being the European Vocational Skills Week. Hence, learner perceptions of the industry placement must be addressed[1].

 Perceptions can be interpreted as an understanding and assessment of an individual on a subject matter based on interfering information from knowledge and experience associated with it. With learner perceptions we refer to learners’ thoughts, beliefs and feelings towards the experience of a VET placement. Perceptions of VET can vary with demographic characteristics like gender, age, education, nationality, socioeconomic factors, etc.[2]

Some learners may perceive the experience as negative, as a compulsory burden of their study programme that interferes with other activities such as part time jobs, education or leisure. Learners involved in study programmes that are more likely to lead to higher education can be less motivated to complete their VET placement. Others possess a general fear of entering workplace, feeling inadequate to standards expected by employers. Even parents have often objected on the grounds that it is unpaid labour. In response to all the above, providers should promote the excellence and attractiveness of VET among young people and their families. In order to do so, they should highlight the benefits of a placement in terms of professional and technical experience, developing key skills and the fact that many placements lead to paid jobs. Work experience is an important facilitator for young people entering and succeeding in the workplace.

 Learner expectations of VET placements

 Having the perception of a clear career pathways can improve motivation, behaviour and learning outcomes. Once a learner decides to take part in a VET programme, VET providers should support the learner with guidance and tutoring. This also means evaluating, understanding and managing learner expectations. Learner expectations refer to strong hopes or beliefs that something will happen or that one will achieve his/her goals. VET providers can analyse learner expectations using various methodologies, such as surveys and interviews, to make informed decisions and planning, hence improving the overall quality and success of the placement.

 The best way to close the gap between expectations and reality is to have a clear and transparent communication, providing detailed information. VET providers should verify that learners are aware of what the placement will entail in terms of role, tasks, responsibilities and professional standards of behaviours and communication in the workplace. Also, VET coordinators/tutors should clarify the purpose of the experience and the benefits for the learners in terms of development of technical skills, meta and transferable skills, knowledge and competence for personal development, lifelong learning, future learning pathways and long-term employability. This helps learners to begin the placements with an intentional purpose and direction, improving motivation, behaviour and learning outcomes.

Learner expectations can refer to various aspects of the VET placement such as the excellence of the curricula, the relevance of the placement, the quality of the learning/working environment, adequate pedagogical, psychological and technical competences of the staff, also with respect to innovative learning methods and digital tools, accessibility, sustainability and flexibility of learning contents, value-for-investment and high employability, positive relationship, collaboration and communication with peers, tutors and employers, timing and work life balance, etc.

 Learner expectations might also refer to payment/compensation schemes. The nature of the payment/compensation depends upon the type of VET placement contract[3]. If this is an employment contract, compensation takes the form of taxable income paid by the employer accounting for national minimum wage legislation. It remains arguable whether a contract covered by industrial collective agreements that entitles learners to receive an income for their work can still be considered a VET placement as this will likely have turned into an employment relationship. Indeed, VET placements must be completed as a requirement of the study programme – or individual subjects/modules. VET placements are the ones approved by VET coordinators/tutors. If instead the contract takes the form of a formal learning agreement as part of the overall study programme, VET learners are not considered to be employees and compensation takes the form of an allowance (i.e., non-taxable) to cover basic expenses (e.g., travel, meals, etc.) or there is no compensation at all. According to the European Commission’s Report[4] on EFQEA implementation in 2018, the criteria for payment/compensation of VET placements was largely covered by each Member State. With respect to VETTER partners countries, only Cyprus and Spain still had to improve payment/compensation schemes for learners, with Spain having large heterogeneity across regions.  Similarly, according to a 2021 study from CEDEFOP²⁵, the level of payment/compensation varies largely across Member States and apprenticeship schemes.

Understanding learner career intentions

 During the time of the placement, VET providers, in cooperation with companies, should track learners’ progress towards the expected learning outcomes by establishing progress indicators and success criteria. Also, mutual and regular feedback should be delivered. This helps to evaluate learner perceptions and expectations of the experience throughout the whole duration of the placement. At this stage, it is important to foster self-reflection and self-assessment in learners. Learners are recommended to track their progress, also through a learner log book or an e-portfolio. This activity can help learners being confident about their learning achievements and mindful about the possible challenges. Tracking can also help in planning the future skills development of learners. By doing so, learners become active agents of their career progress and future career ambitions.

 Additionally, tracking and self-reflection can help VET providers to adjust the learning outcomes previously set in learning agreements. This can prevent/reduce dropout and help learners reorient themselves towards alternative education/career pathways more in line with their skills and interests. By the end of the placement, learners are expected to demonstrate sufficient progress towards the learning outcomes set in learning agreements. Learners should reflect upon how to further develop and apply the new skills, knowledge and competences in the future. This conclusive phase should include discussion between learners and VET tutors/coordinators about if and how their professional ambitions have changed following the industry placement.