Work-Based Learning (WBL) Coordination The Ammattisilta Project

1. COMMENCEMENT OF THE WORK-BASED LEARNING PERIOD Adults Young students PLANNING AND COACHING FOR WORK-BASED LEARNING Adults Young students Work-Based Learning (WBL) CoordinationThe Ammattisilta Project WORKLIFE COOPERATION PLAN Workplaceanalysis Workplacedatabase Frameworkagreement Workplaceinstructortraining Personalisedplan Coordination of goal-basedlearning Learningassignments Cooperation with the workplace instructor FEEDBACK AND DEVELOPMENT NEEDS Collection and analysis of feedback; operational development Group feedback, sharing of experiences Documentation Communication ASSESSMENT OF WORK-BASED LEARNING Adults Young students WBL COORDINATION AT THE WORKPLACE Adults Young students

2. WORKPLACE COOPERATION PLAN Workplaceinstructortraining • Ekami has a proprietary model for the training of workplace instructors • a trained workplace instructor/ a workplace instructor who is familiar with the pedagogical model • organised based on the individual needs of businesses • realised in a multi-format mode • multidisciplinary/sector-specific • the teacher/international project coordinatorsystematically markets the training programme • the teacher/international project coordinatortrains workplace instructors/inform the workplace instructor about the pedagogical model Workplaceanalysis • concepts of work-basedlearning • a suitable workplace for the objectives of the curriculum • a suitable person as a workplace instructor Workplacedatabase • allworkplacesare to befullydocumented Personalisationplan • work-based learning as part of the personal learning plan • the objective is to obtain the required vocational competence • the learning plan outlines what will be studied at the educational institution, at the workplace and possible other places in order to obtain the required vocational competence Frameworkagreement • an agreement with the business/workplace on the training organised in connection with practical work assignments, vocational competence demonstrations and arrangements for exams that result in qualifications.

3. Adults PLANNING AND COACHING FOR WORK-BASED LEARNING Young students The trainingprovider'stasks • provide assistance in the selection of the WBL placement based on the objectives outlined in the student's personalisation plan • contact the workplace • based on the objectives, design a variety of learning assignments with the workplace instructor and the student • determine the characteristics of the workplace, the working hours and workplace rules • conclude the work-based learning contract The teacher´s/international project coordinator'stasks • identify appropriate places for work-based learning and build personal contacts • prepare the workplace instructor with the WBL • prepare the student with regard to the work-based learning period by providing occupational safety, and vocational competence demonstrations • guide the student in choosing a place for the work-based learning period • oversee the student's WBL agreement Pedagogicalsolutions Supporting the student'slearning Trainingprovider • clarify the objectives of the WBL period with the student based on his or her personal learning plan • encourage the student in work-based learning Workplaceinstructor • design suitable work assignments that are based on the student's objectives Mentoring the workplaceinstructor • familiarise yourself with the stages of the instruction process model • review and analyse the student's personal learning plan • review the core objective and purpose of the instruction process Pedagogicalsolutions The workplace instructor and the teacher/international project coordinator as the student's coordinators • draft a plan for the work-based learning period • draw up a preliminary plan detailing the student's work assignments and the demonstration of vocational competence • organise the necessary facilities, equipment and licences for the student The teacher/international project coordinatoras a mentor for the workplace instructor • familiarise yourself with the stages of the instruction process model on the website of the educational institution • review and analyse the vocational competence requirements with the workplace instructor The tasks of the workplace instructor • familiarise yourself with the objectives and assessment of the WBL period • explain what a workplace demonstration is, and what the objectives, assessment, legislation and statutes are • inform the workplace personnel about the WBL period • update your workplace instructor competencies The tasks of the workplace instructor • link the student's objectives with the development needs of the workplace • based on the objectives, design a variety of learning assignments with the training provider and the student • conclude the work-based learning contract The student'stasks • set objectives for the work-based learning period as part of your personal learning plan • based on the objectives, design learning assignments with the training provider and the workplace instructor • conclude the work-based learning contract The student'stasks • familiarise yourself with the objectives and assessment of the WBL period • find a WBL placement with your supervising teacher/international project coordinator • draw up preliminary objectives for the WBL period

4. Pedagogicalsolutions Supporting the student'slearning The training provider and the workplace instructor • emphasise the importance of the outlining and learning of the whole Workplaceinstructor • based on the objectives, instruct the student in carrying out different kinds of work tasks • based on the student's needs, break down the induction programme into sections • monitor the student's need for guidance, provide support as required Mentoring the workplaceinstructor • review and analyse the instruction process model • emphasise the student's personal learning objectives • encourage the instructor to provide instruction, feedback and assessment based on the items identified in the learning plan Young students Adults COMMENCEMENT OF THE WORK-BASED LEARNING PERIOD Pedagogicalsolutions The workplace instructor and the teacher/international project coordinatoras the student's coordinators • break down the induction programme into sections based on the student's needs • agree on the rules for the work-based learning period with the student • agree and make a record of when and how you will carry out instruction and learning assessments • find out what skills and knowledge the student already has and, based on the objectives, what level of competence he or she is hoping to obtain • guide the student in carrying out multi-faceted work assignments The teacher/international project coordinator as a mentor for the workplace instructor • review and analyse the instruction process model • review and analyse the vocational competence requirements with the workplace instructor • support the workplace instructor during the instruction and feedback process • create learning situations, for example, by giving assignments with the workplace instructor The teacher´s/international project coordinator'stasks • familiarise the workplace instructor with the WBL • discuss the objectives with the student (development discussion) • draw up a plan for the demonstration of vocational competence • maintain active contact with the workplace and the student The trainingprovider'stasks • based on the objectives, design a variety of learning assignments with the workplace instructor and the student The tasks of the workplace instructor • provide the student with induction to the workplace and give job orientation • support the student'slearning • based on the objectives, design a variety of learning assignments with the training provider and the student The tasks of the workplace instructor • provide induction to the student with regard to the workplace and occupational safety: staff, facilities, work assignments, functions, practices • take part in the development discussion and in the planning of the vocational competence demonstration The student'stasks • based on the objectives, design a variety of learning assignments with the training provider and the workplace instructor • take responsibility for your study and learning The student'stasks • clarifyyourobjectives • take part in the development discussion and in the planning of the vocational competence demonstration • write down your learning and work assignments

5. Young students Pedagogicalsolutions Supporting the student'slearning Workplaceinstructor • provide instruction based on the student's needs • use different styles and methods of instruction • support and develop the student's self-directiveness and self-assessment skills • organise guidance discussions and give feedback regularly The workplace instructor and the teacher/international project coordinatoras assessors of learning • based on the objectives identified in the personal learning plan evaluate the learning • encourageand support • provide feedback on the skills and knowledge the student has already obtained and on what he or she still needs to learn The training provider as a mentor for the workplace instructor • review and analyse the assessment items and criteria with the workplace instructor • support the workplace instructor during the instruction and feedback process • agree on the interim assessment/remind the workplace instructor of the interim assessment The teacher´s/international project coordinator'stasks • maintain contact with the student • guide and support the student • support the workplaceinstructor • clarify the learningobjectives • clarify the assessmentcriteria • design the work-based learning period and the vocational competence demonstration • provide formative assessment of the WBL period Adults COORDINATION OF WORK-BASED LEARNING AT THE WORKPLACE Pedagogicalsolutions The workplace instructor and the teacher/international project coordinatoras the student's coordinators • provide instruction based on the student's needs (teach skills) • use different styles and methods of instruction • support and develop the student's self-assessment skills • organise guidance discussions and give feedback regularly The workplace instructor and the teacher/international project coordinatoras assessors of learning • evaluate learning based on the objectives identified for the WBL period • encourage and support • provide feedback on the skills and knowledge the student has already obtained • provide feedback on what student still needs to learn The teacher/international project coordinatoras a mentor for the workplace instructor • review and analyse the assessment items and criteria with the workplace instructor • support the workplace instructor during the instruction and feedback process • agree on the interim assessment/remind the workplace instructor of the interim assessment The trainingprovider'stasks • review the student's objectives during a counselling visit • provide guidance for thelearning assignments • provide feedback • maintain contact in other ways The tasks of the workplace instructor • maintain contact with the educational institution • review the progress of the student's learning plan • teachworkassignments • guide the learning process and provide feedback • design the work-based learning period and the vocational competence demonstration • set a good professional example The tasks of the workplace instructor • provide guidance during the learning assignments • provide feedback • cooperate with the training provider The student'stasks • carry out the work assignments to support your learning • contribute to the objectives • maintain contact with the supervising teacher/international project coordinator • take part in the planning and implementation of the work-based learning period and the demonstration of vocational competence • keep a WBL diary • actively gather information by asking questions • integrate with other employees, maintain contact with the workplace instructor and other employees The student'stasks • carry out learning assignments based on the objectives • carry out work assignments based on the objectives • keep the training provider and the workplace instructor up-to- date

6. Pedagogicalsolutions Supporting the student'slearning The training provider and the workplace instructor • support the student'sself-assessment Assessment of the student's competence The training provider and the workplace instructor • based on the student's personal learning plan and the evaluation items and criteria specified in the curriculum, assess the student's competence and knowledge • conduct a performance review, clearly highlighting the student's strengths and development needs Mentoring the workplaceinstructor • evaluate the objectives identified in the student's personal learning plan and the curriculum with the workplace instructor • ask clarifying questions and request examples if the criteria used in the student's assessment are not clear • support the workplace instructor during the assessment process Young students The teacher´s/international project coordinator'stasks • evaluate the work-based learning process in cooperation with the workplace instructor • Evaluate the demonstration of vocational competence • lead the performancereview • evaluate the suitability of the workplace as a WBL placement for vocational qualifications Adults ASSESSMENT OF WORK-BASED LEARNING Pedagogicalsolutions The workplace instructor and the teacher/international project coordinatoras the student's coordinators • support the student'sself-assessment The workplace instructor and the teacher/international project coordinatoras assessors of competence • support the student'sself-assessment • evaluate competence based on the predetermined evaluation items and criteria • conduct a performance review and assess the demonstration of vocational competence • highlight the individual's strengths and development needs • grade the demonstration of vocational competence and document the reasoning for the grade The teacher/international project coordinatoras a mentor for the workplace instructor • review and analyse the assessment items and criteria with the workplace instructor • askclarifyingquestions, requestexamples • support the workplace instructor during the assessment and grading process The trainingprovider'stasks • organise the feedback/performance review with the workplace instructor and the student • lead the performancereview • document the outcomes of the discussion The tasks of the workplace instructor • evaluate the work-based learning process • assess the demonstration of vocational competence • provide feedback to the educational institution The tasks of the workplace instructor • assess the student'sperformance • provide development proposals for the work-based learning programme The student'stasks • carry out self-assessment • participate in the performance review • organisepracticalmatters (returnkeys, etc.) The student'stasks • carry out a self-assessment of your personal competence • actively participate in the performance review • provide feedback on the work-based learning programme

7. FEEDBACK AND DEVELOPMENT NEEDS Collection and analysis of feedback as well as development needs • collect feedback from the student and the workplace instructor during the performance review • the coordinating teacher/international project coordinatordraws up a summary report on the feedback received • the feedback is analysed by the department/faculty • the WBL team coordinates the collection of feedback and development needs analysis Documentation • feedback forms are filed and stored by the department/faculty Group feedback and the sharing of experiences • the coordinating teacher/international project coordinator(s) organises a group-specific feedback discussion with the aim of sharing experiences about the work-based learning programme Communication • feedback reports are submitted to workplaces and the management of the educational institution for information