ERASMUS+ KA2 VET

ERASMUS+ KA2 VETProject: “R.APP - European Roadmap for Apprenticeship

Effectiveness and Quality Governance”

No. 2018-1-IT01-KA202-006806

R.APP APPRENTICESHIPMOBILITY VADEMECUM FOR VET

AND ENTERPRISES TUTORS

ERASMUS+ KA2 VETProject: “R.APP: European Roadmap for Apprenticeship

Effectiveness and Quality Governance”No. 2018-1-IT01-KA202-006806

R.APP APPRENTICESHIPMOBILITY VADEMECUM FOR VET

AND ENTERPRISES TUTORS

3

4

INTRODUCTION

GLOSSARY

CHAPTER 1How to match the apprentice profile to the labour demand needs of the host company

CHAPTER 2 How to prepare the enterprise to host and train the apprentice

CHAPTER 3 How to organise pre-mobility training/preparation and induction

CHAPTER 4How to design a personal, professional and tailor-made learning plan for the mobility apprentice (Learning outcomes-oriented)

CHAPTER 5How to put in place specific activities to facilitate the apprenticeintegration in the host location

CHAPTER 6How to apply quality assurance measures for the acquisitionof agreed Learning outcomes

CHAPTER 7How to apply coaching and mentoring procedures inside thehosting company

CHAPTER 8How to carry out a thorough assessment at different stagesof the mobility experience

CHAPTER 9How to transfer and validate Learning outcomes achieved bythe apprentice at the end of the mobility experience by applying ECVET procedures and tools

CHAPTER 10How to integrate mobility experiences into national apprenticeshipcurricula and foster long-term mobility experiences

ANNEXES

SUMMARY

7

11

17

23

29

35

43

49

55

61

67

73

79

SUMMARY

5

INTRODUCTION

INTRODUCTION

International Mobility is central for apprentices as it helps them to acquire new

professional and technical skills, gain independence and foreign language

skills. The companies involved also benefit, as cultural exchange fosters cre-

ativity, reinforces the companies’ skills base and attracts international talents.

However, in spite of the positive effects from VET mobility in terms of impro-

vement of professional, personal and social skills for apprentices as well as

wide benefits for companies, figures from the Erasmus+ mid-term evaluation

indicate that relatively few apprentices have taken up a mobility experience

in other EU countries on the last years.

Additionally, very often companies and schools as sending VET organisations

and even the EU hosting companies do not know how to support young ap-

prentices before, during and after their mobility experience.

The R.APP Apprenticeship Mobility Vademecum, thus, responds to the need

of supplying a practical tool to VET and Enterprises Tutors when dealing with

apprentices participating to international mobility experiences.

The Vademecum aims at effectively support VET and Enterprises Tutors du-

ring the overall apprentice’s mobility process and also provides examples of

tools and sources available for a quality assured planning and implementa-

tion of the apprentice’s international mobility experience.

The R.APP Mobility Vademecum is based on the regulations and procedures

of the international mobility programmes such as EQF, ECVET, EQAVET, the

Europass Portfolio and the European Quality Charter for Mobility.

The Vademecum is an useful tool for the VET learning context because it

gives common reference points that allows the target groups of VET and En-

terprises Tutors to act in a context of shared rules on a European level, firstly

on a methodological level and then on a system level.

From a concrete viewpoint the Vademecum provides the target groups and

the VET learning contexts with the following competences:

1) How to match the apprentice profile to the labour demand needs of the

host company;

2) How to prepare the enterprise to host and train the apprentice;

INTRODUCTION

7

3) How to organise pre-mobility training/preparation and induction;

4) How to design a personal, professional and tailor-made learning plan for

the mobility apprentice (Learning outcomes-oriented);

5) How to put in place specific activities to facilitate the apprentice integration

in the host location;

6) How to apply quality assurance measures for the acquisition of agreed Le-

arning outcomes;

7) How to apply coaching and mentoring procedures inside the hosting company;

8) How to carry out a thorough assessment at different stages of the mobility

experience;

9) How to transfer and validate Learning outcomes achieved by the apprentice

at the end of the mobility experience by applying ECVET procedures and tools;

10) How to integrate mobility experiences into national apprenticeship curri-

cula and foster long-term mobility experiences.

The R.APP Apprenticeship Mobility Vademecum for VET and Enterprises

Tutors is freely accessible and downloadable via the R.APP project website

www.eu-rapp.eu

INTRODUCTION

8

GLOSSARY

GLOSSARY

Apprenticeship:

combination of on-the-job training and related instruction in which apprenti-

ces learn the practical and theoretical aspects of a highly skilled occupation.

Apprentice:

follows an apprenticeship learning schemes which usually has the following

characteristics (cited from CEDEFOP, 2014):

• learning that alternates between a workplace and an educational or training

institution;

• part of formal education and training;

• on successful completion, learners acquire a qualification and receive an

officially recognised certificate;

• apprentices usually have the status of employees and are paid for their work;

• ideally based on a contract or formal agreement between employer and

learner, but sometimes, based on a contract with the education or training

institution.

Work Based Learning (WBL):

it is an educational strategy that provides learners with real-life work expe-

riences where they can apply academic and technical skills and develop their

employability. WBL encompasses a diversity of formal, non-formal and infor-

mal arrangements including apprenticeships, work placement and informal

learning on the job. The key driver is the need for active policies to secure

learning that meets the need of the workplace.

VET provider:

any organisation that delivers apprenticeship training, e.g. school, higher edu-

cation institution, private training organisation.

Sending organisation:

it is a VET organisation, a school, a company or other kind of organisation, that

assumes all implementation of mobility tasks (preparation, monitoring, asses-

sment and recognition of learning outcomes).

GLOSSARY

11

Receiving organisation:

it is the organisation (usually a company) in charge of receiving the learner

from abroad and offering him/her a learning programme or a programme of

training activities.

Tutor:

person in charge to consider the personality, learning needs and preferences

of the apprentice tutored, to create a context or a process where the appren-

tice ends up building his/her own knowledge and path.

Mentor:

guidance and support provided to an apprentice by an experienced person

who acts as a role model, guide or coach.

Learning outcomes:

set of knowledge, skills and competences an individual has acquired and/or

is able to demonstrate after completion of a learning process, either formal,

non-formal or informal. Statements of what a learner knows, understands and

is able to do on completion of a learning process, which are defined in terms

of knowledge, skills and competence.

European Qualifications Framework (EQF):

it is a translation tool that helps understand and compare qualifications awar-

ded in different countries and by different education and training systems. Its

eight levels are described in terms of knowledge, skills and competences.

European Credit System for Vocational Education and Training (ECVET):

it is a technical framework for the transfer, recognition and (where appropria-

te) accumulation of individuals’ learning outcomes with a view to achieving a

qualification.

Memorandum of Understanding (MoU):

it is an agreement which sets out the roles of the involved parties and details

the conditions via which learning outcomes can be achieved, assessed and

potentially transferred.

Learning Agreement (LA):

it is the document where are defined the learning outcomes to be acquired

GLOSSARY

12

during mobility by the apprentice, agreeing on the assessment procedures

and how learning achievements will be documented, specifying the roles of

partners involved and under which conditions credits can be transferred (va-

lidation and recognition).

Europass Mobility:

it is a document to record knowledge and skills acquired in another European

country. The Europass Mobility allows the credit accumulation and the com-

petences recognition among EU.

Self-assessment:

a process by which the apprentice engages in a systematic review of his/her

progress and achievement, usually for the purpose of improvement.

Assessment of learning outcomes:

process of appraising knowledge, skills and competences of an individual

against predefined criteria (learning expectations, measurement of learning

outcomes). Assessment is typically followed by certification and validation.

Certification of learning outcomes:

process of issuing a certificate, diploma or title formally attesting that a set of

learning outcomes acquired by an individual have been assessed and valida-

ted by a competent body against predefined standards.

Recognition of learning outcomes:

process of granting learning outcomes official status to skills and competen-

ces either through award of qualifications (certificates, diplomas or titles).

Personal Learning Plan:

it forms part of a Learning Agreement. It identifies the learning outcomes/

objectives learners wish to achieve, a strategy to meet these objectives, and

the means by which evidences of this achievement are provided.

Introduction plan:

checklist on what to prepare, organize and do to guarantee a smooth, ef-

fective start of the mobility/practical training, including dates to follow up on

certain introduction activities.

GLOSSARY

13

Standard occupational classification:

common classification of occupational information, used to classify workers

into occupational categories for the purpose of collecting, calculating, or dis-

seminating data.

Quality Indicators:

statistics or measure giving quantitative and/or qualitative information on the

context of VET, e.g. quality of training of tutors, teachers and trainers, quality

of learning activities, etc.

Soft skills:

soft skills are the personal attributes, personality traits, inherent social cues,

and communication abilities needed for success on the job. Soft skills cha-

racterize how a person interacts in his/her relationships with others.

Soft skills include adaptability, attitude, communication, creative thinking,

work ethic, teamwork, networking, decision making, positivity, time manage-

ment, motivation, flexibility, problem-solving, holistic thinking, critical thinking,

conflict resolution, etc.

Erasmus Pro:

it is an Initiative under the Erasmus+ Programme. This Initiative, included under

the Key Action 1 (learning mobility) aims at facilitating and promoting 50.000

work placements from 3 to 12 months for VET learners and recent graduates

between 2018 and 2020.

European Alliance for Apprenticeships (EAfA):

the Alliance is a platform for sharing experiences and learning from best

practices. It aims at creating partnerships, developing new ideas and initiati-

ves, and accessing the latest news and tools on apprenticeships. EAfA unites

governments and key stakeholders with the aim of strengthening the quality,

supply and overall image of apprenticeships across Europe, while also pro-

moting the mobility of apprentices. These aims are promoted through natio-

nal commitments and voluntary pledges from stakeholders.

GLOSSARY

14

CHAPTER 1 How to match the

apprentice profile to the labour demand

needs of the host company

CHAPTER 1How to match the apprentice profile to the labour de-mand needs of the host company

Finding the right balance between the skill needs of the hosting company and

the need to improve the professional and personal skills of the apprentice.

How to match the apprentice profile to the labour demand needs of the host company

17

This Chapter describes how to do skills matching and which are the tools to be used by VET and Enterprise tutors.

Contents

This Chapter will help VET and Enterprise tutors to match the apprentice with the most appropriate hosting com-pany.

Aims

1. Check very carefully the CV of the apprentice (educa-tion and training path, work experience, other activities and interests);2. Organise a face-to-face meeting with the apprentice (a short interview) in order to talk about the suitable in-ternship abroad and his/her career orientation;3. Try to understand in depth the skills and competences already gained by the apprentice;4. Try to identify what he/she wants from his/her intern-ship abroad and what he/she could offer to the hosting company (is he/she willing to work passionately and to develop the company? Has he/she a clear orientation about his/her career path?, etc.);5. Match the learner´s wishes with the interests of the sending organisation/company and a strong link to the learner´s VET profile;6. Describe the planned units of learning outcomes to discuss with the hosting company;7. Match theoretically the skills of the apprentice with the best hosting company he/she could work;8. Check the hosting company (activity, size, working de-partment);9. Ask to the hosting company to prepare a description of the internship position;10. Before finalizing the matching contact the apprentice in order to be sure that he/she will be able to meet the work placement requirements.

Methodology

The most important tools for skills matching are:

1. The CV of the apprentice where the VET tutor will write his/her own notes coming from the face-to-face short interview;2. Description of planned learning outcomes as part of learner´s VET profile; learning mobility as part of national VET curricula; find a common language between sen-ding and hosting organization/company related to the learning outcome descriptions;3. The description of the internship position is a central tool, thus the hosting company should write it carefully. TheEnterprise tutor who will write the description of the position should understand that this is the most useful document because the matching will be done according to this. Therefore, this document should describe clearly the position and should be specific and clear about what the company is requesting. This paper should have the following contents:• Activity of the company (in which sector the company operates);• The size of the company (if the size is big, e.g. more than 50 employees, we need to match, for example, an ap-prentice who will be able to follow the internal processes of the business and the deadlines);• The daily tasks (with expanded description) that the ap-prentice is required to perform;• The description of the most appropriate apprentice for the position with clear reference to his/her skills.

Resourcematerials and tools

1. The VET tutor should devote enough time to every apprentice in order to do an appropriate skills matching that will help the apprentice to perform well and acquire the planned learning outcomes. The VET tutor should try his/her best in order to achieve good results and everyo-ne to be satisfied (apprentice and hosting company). 2. The Enterprise tutor should be careful when writing the internship position. The description of the internship is an internal document that clearly states the essential internship requirements, duties, responsibilities, and skil-ls required to perform a specific role during the mobility experience. The Enterprise tutor includes all the details about the position, the responsibilities that the appren-tice will have and the perfect combination of skills the position requires.

Minimum qualitystandards to beconsidered


18


19

VET and Enterprise tutors should take into account whe-re the hosting company is established and how the ap-prentice will reach the company (by walking, bus or train, for example). This is very important because the appren-tice should arrive on time in the hosting company.

Young people choose to follow VET programmes in or-der to expand their knowledge, skills and competences and find a better job.A good skills matching will satisfy the apprentice and will add value to VET providers and sending & hosting com-panies. The VET and Enterprise tutors who do the skills matching should try to find an appropriate position for the apprentice and this position should satisfy both the apprentice and the hosting company.

If VET and Enterprise tutors achieve this goal, VET pro-grammes will be more attractive and they will attract more stakeholders. On the one hand apprentices will know that a good mobility opportunity may appear and on the other hand more international companies will co-operate with VET providers in order to cover positions with the appropriate persons.A good skills matching will add value to VET program-mes, companies and VET providers and will facilitate the alignment of apprentices’ skills and needs with the ho-sting companies’ requirements.

Recommendations

The face-to-face short interview

When the VET tutor prepares the face-to-face short interview with the apprentice he/she should ask que-stions about the future of the apprentice and how the apprentice imagines it. This is a very important part of the matching because the tutor can understand where the apprentice would like to work and where the apprentice could perform better. The tutor could ask the apprenti-ce the following questions in order to determine the ap-prentice’s plans:1. How do you imagine yourself in 10 years?2. Which one is the perfect job position for you?3. Would you move to another city or even country if you had found a good job position?4. Do you think you are able to cope with a lot of pressure?

Case Studies


20

If the answers of the apprentice were the following what do we understand?1. I imagine myself in a safe job position in the field of ICT.2. The perfect position is to work to the ICT department of a medium size company with separate departments.3. This is a difficult question that depends on the job position.4. Yes, I can work under pressure but the working envi-ronment should be good in order to do so.From the above answers we could say that this apprenti-ce could match better to a medium or small size hosting company because he/she searches for a safe and calm job position. He/she could not work in a big size com-pany with competitive styles from other apprentices or employees.

The internship description

Title: Accounting Assistant Internship Description Tem-plate.Description: We are searching for a motivated intern per-forming the role of Accounting Assistant with good com-munication and time management skills. The intern can expect to assist the Accounting department with data entry, processing, and recording transactions, updating the ledger, assisting with audits or fact-checking, and preparing budgets and reports. To be a successful intern as Accounting Assistant, the apprentice needs to have an understanding of basic Ac-counting principles and proficiency with computers and software, such as MS Excel or Quickbooks. Accounting Assistant responsibilities:• Providing support to the Accounting Department;• Performing basic office tasks, such as filing, data entry, answering phones, processing the mail, etc.;• Handling communications with clients and vendors via phone, email, and in-person;• Processing transactions, issuing checks, and updating ledgers, budgets, etc.;• Assisting to prepare financial reports;• Assisting with audits, fact checks, and resolving discre-pancies.Accounting Assistant requirements:• Education and training in related field with work experience;• Additional certifications and licenses may be required;


21

• Proficiency with computers and bookkeeping software, good typing skills;• Good time management and verbal and written com-munication skills;• Familiarity with basic Accounting principles;• Professional manner and strong ethical code;• Ability to multitask and remain motivated and positive;• Commitment to working efficiently and accurately.

Employability: Matching employer needs with student capabilities,https://www.eaie.org/blog/matching-employer-ne-eds-with-student-capabilities.html, retrieved 08/07/2020

Apprentice Job Match,https://www.itabc.ca/apprentice-job-match, retrieved 08/07/2020

Apprentice Job Match,https://www.workbc.ca/Training-Education/Tra-des-Training/Trade-Training-Programs-1.aspx, retrieved 08/07/2020

A framework for quality apprenticeships,https://www.ilo.org/wcmsp5/groups/public/---ed_norm/---relconf/documents/meetingdocument/wcms_731155.pdf, retrieved 08/07/2020

The skill matching challenge,https://www.cedefop.europa.eu/files/3056_en.pdf, re-trieved 08/07/2020

Job descriptions,https://www.betterteam.com/job-descriptions, retrie-ved 08/07/2020

Links/bibliography

CHAPTER 2 How to prepare

the enterpriseto host and train

the apprentice

How to prepare the enterprise to host and train the apprentice

23

CHAPTER 2How to prepare the enterprise to host and train the apprentice

Optimization of the hosting company’s capability to host and train the apprentice

participating to mobility.

Tools to be used by the hosting company to:

• make sure that necessary policies, procedures and do-cuments related to preparation phase are in place;• understand the mobility programme and the expected learning outcomes via effective communication with the VET tutor or in-company trainer; • prepare the working place; • appoint the Enterprise tutor to guide and monitor the apprentice;• inform hosting company’s staff about the incoming ap-prentice; • prepare a welcome package for the apprentice.

Contents

Aims The main objective of this Chapter is to assure the readi-ness of the hosting company and of the tutor to welcome the mobility apprentice and provide the agreed learning mobility programme. It is relevant to define the minimum competences and requirements needed for the enter-prise and the tutor to host and train the apprentice. This Chapter can also be used to facilitate apprenticeship and to support international companies evaluate their readiness to host apprentices. The Enterprise tutors – in addition to having experience, knowledge, vocation and willingness to develop this role – need a certain sensitivi-ty towards training and be willing to pass on knowledge to others, not only provide information but actually teach the apprentices. They must be responsible and with the capacity to motivate the apprentices both in the training and in the company, put themselves in the apprentices’ shoes, be empathic and know that the apprentices are learning – they are not workers – so the way to deal with them is different. Enterprise tutors must know what they have to teach from the more general subjects to the more concrete

and specific topics. They must support the apprentices and supervise their activities. They must know how to as-sess the attitudes and aptitudes of each apprentice in order to assess the practices.


24

Enterprise tutors should have the following qualities:

• Be good professionals with vocation to teach;• Be sensitive with the functions entrusted since this has a direct impact on the development of the apprentice;• Be able to motivate apprentices, show affinity and pa-tience with them;• Know the academic programme and quality and con-crete knowledge of the contents they teach.

The methodology can be based on the following ele-ments: • Diagnosis of apprentices’ initial level, which allows to determine the apprentices’ knowledge about the subject, the level of knowledge and their previous ideas;• Exposition. The tutor of the VET school/provider explains the key concepts on which the apprentice´s le-arning will be based;• Debates on individual or group works which serve as a reflection on a unit´s content. This process is essential for the experiential learning and self-assessment of the apprentice; • Resolution of questionnaires. It allows to determine the degree of achievement of the objectives referred to the-oretical contents; • Performing works and solving practical case studies of different types, either individually or as a team.

Methodology

A tool composed of the below series of questions can be used by the company before hosting the apprentice:

• Know the regulation regarding apprentices’ training;• Choose the training specialty in which you want to train the apprentice in line with his/her needs and expectations;• Establish a relationship with the tutor of the sending VET school/provider;• Define the company’s requirements;• Select and train the tutor;• Plan the training/learning mobility (establish times and phases) of the apprentice;• Match the right apprentice;



25

• Discuss some formalities with the VET tutor such as accessibility of your company by public transports, me-ans of communication (phone, emails, etc.), specific pro-tection equipment or safety regulations inside the com-pany, benefits for the apprentice;• Formalize agreements between the hosting company, the sending VET school/provider and the apprentice;• Plan the reception of the apprentice in the company;• Plan the monitoring of the achievement of learning outcomes by the apprentice;• Plan ongoing and final evaluation of learning outcomes.

See Annex 1 – Hosting company Check-List before the Mobility of the apprentice

Right at the beginning of the mobility, the tutor should prepare a «Welcome Pack», which should include in-formation about the hosting country/company and also on how to address practical issues, such as:

• Information about the hosting country, region and city; • Information about the company and the available sup-port services; • Map of city/region; • Accommodation; • Administrative steps required before and after leaving country; • Health insurance; • Accident insurance; • Transport; • Useful telephone numbers; • Internet access; • Financial provisions; • Emergencies (police, hospital(s), card stop, etc.); • Useful addresses (post offices, tourist information offi-ce, doctors, language training centres, etc.); • Books, booklets, leaflets, etc.; • Useful web pages.

There are some crucial preparatory measures the ho-sting company needs to take into consideration to main-tain the required quality standards:

• Ensuring that practical arrangements are in place to sa-feguard apprentices who have little experience of wor-king conditions in general and none of working in a forei-gn company;



26

• Ensuring that those who train and supervise the ap-prentices are well briefed and trained;• Ensuring that work placement learning outcomes math the outcomes indicated by the specific training regulation.

A checklist to ensure a suitable preparation

In Germany, the medium-sized clothing and protective equipment manufacturer Bierbaum-Proenen has deve-loped a checklist to ensure that the necessary prepara-tion is made for each foreign incoming apprentice. Each named person signs to say that the required actions have been taken. There are special events for apprentices, in-cluding a meeting with the chief executive officer. The firm’s HR manager presents the first day’s event in person. There is an emphasis on health and safety issues, and a briefing is given personally by the firm’s safety of-ficer within the first three days before the starting of the mobility experience of the apprentices.

Enterprise tutors should have the following qualities:

• Be good professionals with vocation to teach;• Be sensitive with the functions entrusted since this has a direct impact on the development of the apprentice;• Be able to motivate apprentices, show affinity and pa-tience with them;• Know the academic programme and quality and con-crete knowledge of the contents they teach.

Recommendations

Case Studies

Q-Placements Project (2015): Guidelines for Designing and Conducting. Joint Workshops for tutors from VET and Mentors from enterprises.

Starting with apprenticeship project (2015): Finding and retaining trainees. A recruitment handbook for small and medium enterprises.

Websites:http://auswahlhilfe.at/, retrieved 08/07/2020

https://www.apprentissage06.fr, retrieved 08/07/2020

http://www.emploi-store.fr/portail/services/mission-Behave, retrieved 08/07/2020

h t t p : //w w w. e u ro a p p r e n t i c e s h i p . e u / e n / b e co -ming-an-awarding-body.html, retrieved 08/07/2020

http://www.diversityremix.be/, retrieved 08/07/2020

https://www.duaalleren.org/, retrieved 08/07/2020

https://kickstart.goleweb.eu/nl/main,retrieved 08/07/2020

Links/bibliography

CHAPTER 3 How to organise

pre-mobilitytraining/preparation

and induction

How to organise pre-mobility training/preparation and induction

29

CHAPTER 3How to organise pre-mobility training/preparation and induction

Preparation is the process of providing the apprentice with an initial induction

before the beginning of his/her mobility programme.

The content of this Chapter contains the preparation steps. The preparation process typically involves:

• Providing an overview of the learning programme;• Introducing the key people, they will encounter and the roles they have;• Explaining workplace rules and routines (timekeeping, reporting absence, etc.);• An introduction to health and safety at work;• Making it clear who to approach if they have concerns;• Preparation in terms of language and culture;• Organizational issues like mobile phone card, transport systems at destination, phone numbers in case of emer-gencies, etc.

Contents

Aims Preparatory activities are a key component of best practi-ce in effective pre-mobility programmes for apprentices. Such activities are important in developing levels of con-fidence and self-esteem.They can take the form of role play interviews or CV pre-paration, with activities carefully sequenced to lead up to contact with real employers (e.g. through mock inter-views initially taking place with programme staff).Sometimes a number of sessions are needed for one activity, e.g. – pre-session to introduce/inform; sessions with an employer; feedback, follow up reflection session. Such interactions help to develop communication skills and prepare trainees for a real working environment.Employability skills are often subtly embedded into team building, enrichment, and exploration activities.

Methodology Before the mobility, pre-departure induction is necessary. The induction needs to cover all the practical aspects of the mobility, such as what to pack, and it equips appren-tices to solve common problems which can occur whilst on placement. It is particularly important to emphasise emotional wellbeing, staying safe, and managing home

sickness. Apprentices should be asked to sign a Code of Conduct before mobility starts.


30


Participant FAQs This document, addressed to apprentices, can be used for tutors as part of induction pre-mobility process, but it is also handy to refer to this so you can respond to ap-prentices’ questions before, during and after the mobility.

Preparation • What travel documents will I need? You will need a va-lid passport, and a European Health Insurance Card (EHIC), which is available online via www.ehic.org. If you are a non-EU citizen you might also need to apply for a VISA. • Why and if do I have to do the language assessment and course? Being able to speak some of the local lan-guage is an important part of the mobility experience. Even if you find languages difficult, learn as much as you can before you go, and whilst you are away. It will real-ly make a difference to your experience, and something you can talk about to a future employer.

The work placement • When will I start my work placement? You will gene-rally start on your second day, unless you arrive late, in which case you will start on the third day. • What will I be doing? You should already have an idea from the job description. You and your tutor will meet in the first few days to finalize your Learning Agreement, and what tasks you will be doing. If you show enthusiasm and speak some of the language, you are more likely to get interesting tasks. • How long is the working week? Working hours vary from country to country, but you should usually be wor-king 5 days a week. Some placements might require you to work evening or weekend shifts, but you will get the same amount of time off as everyone else. Working hours can usually be negotiated within the first few days of your placement. • What happens if I am ill and I can’t go to work? You must phone your tutor as soon as possible, explaining the nature of your illness. You should also contact your sending VET school/provider. Under no circumstances should you stay off work without contacting your tutor and giving a valid reason.


31

• What happens if I don’t like the work placement? You should give it a few days and try your best. If you think you have too much work, or too little, speak to your tutor. Keep a positive attitude. Your company is experienced at hosting apprentices from across Europe, and it wants to support you. Some apprentices have gone to a workpla-ce they didn’t enjoy at first, but by the end, they didn’t want to leave! If it is really not working out, speak to your Enterprise tutor. • Will my colleagues speak English? Your tutor will de-finitely speak English, but it is possible that quite a few of your colleagues won’t. Generally, people will be much friendlier towards you if you make an effort to speak the local language. • Why do I need a Learning Agreement and have to complete a Learning Log? We want you to have a chan-ce to apply what you have learnt in the classroom, or to learn new things, so it is important that you note down each day what tasks you have done, and what skills and knowledge you have learnt. Your tutor might be plan-ning to use the evidence gathered on your placement to count towards your final qualification. Sometimes photos and videos can be used as evidence towards your quali-fication, but your tutor will tell you what you need to do. If you don’t record this learning whilst you are there, it will be too late once you get back!


There are the kinds of preparatory measures the enter-prise needs to take to maintain the necessary quality:

• Ensuring that apprentices are well briefed about what to expect and how they should behave. This is often achieved through an induction programme at the start (or sometimes before) the mobility begins;• Devising special tasks or projects which will help inte-grate apprentices’ learning, give them responsibility for task management and – often – form the basis for as-sessments.

Recommendations For a successful preparation of apprentices’ mobility experience it is recommended to:

• Pay special attention to health and safety, recognizing that young people are inexperienced and therefore vulnerable;• Make the necessary provisions for apprentices with di-sabilities and those with special learning needs;


32

• Plan the mobility phase thoroughly;• Think carefully about which staff will supervise appren-tices, whether they are suited to the role – which involves achieving a rapport with young people – and whether they need additional training in instructional skills;• Draw up a list of all the actions which need to be ta-ken when an apprentice first joins. This can be based on what is already provided for new recruits, but will need to contain items specific to the apprenticeship context (e.g. attendance at off-the-job training, completion of logbo-oks, etc.);• Provide an induction programme which is a combina-tion of written and face-to-face communication and whi-ch does not overwhelm apprentices on their first day;• Introduce projects and work-based exercises which allow apprentices to bring together the skills they have learned.

Case Studies

https://learningandwork.org.uk/, retrieved 08/07/2020

h t t p : //w w w. e u ro a p p r e n t i c e s h i p . e u / e n / b e co -ming-an-awarding-body.html,retrieved 08/07/2020

http://www.diversityremix.be/, retrieved 08/07/2020

https://www.duaalleren.org/, retrieved 08/07/2020

https://kickstart.goleweb.eu/nl/main, retrieved 08/07/2020

Hackney College, England

Before starting a traineeship with Hackney College, all young people undertake a BKSB Assessment and receive information, advice and guidance to identify any barriers to joining the programme, for example the need for finan-cial support, help to manage home circumstances or one-to-one support. Employers attend and meet apprentices to explain about the sector, the job and apprenticeship opportunities available and discuss the training options within their company. The aim is to ensure that appren-tices are committed to the traineeship programme, have understood their responsibilities, the employer’s expecta-tions and the progression opportunities that will be avai-lable to them if their traineeship is successful.

Links/bibliography

CHAPTER 4How to design a

personal, professional and tailor-made

learning plan for the mobility apprentice

(Learning outcomes-oriented)

How to design a personal, professional and tailor-made learning plan for the mobility apprentice (Learning outcomes-oriented)

35

CHAPTER 4How to design a personal, professional and tailor-ma-de learning plan for the mobility apprentice (Learning outcomes-oriented)

Personal learning plan as basis for mutual understanding, mutual trust and

expectations between the apprentice, the sending organization/company and

the hosting company.

• Why to design a personal learning plan?• How to describe units of learning outcomes• The purpose of the Learning Agreement

A personal learning plan forms part of a Learning Agree-ment. It identifies the learning outcomes/objectives the apprentice wishes to achieve, a strategy to meet these objectives, and the means by which the apprentice will provide evidence of this achievement. It should be ini-tiated by the apprentice in discussion with the VET tutor from the sending organisation/company and/or the tu-tor from the hosting organisation/company.

The three steps to drafting a personal learning plan are:

1. Description of Learning outcomesThe VET tutor must define together with the apprentice the expected learning outcomes for the work placement abroad. Learning outcomes are statements of what a le-arner knows, understands and is able to do on comple-tion of a learning mobility. Learning outcomes are defi-ned in terms of knowledge, skills and competences. A mobility project is a learning experience for the appren-tices. The focus is on the learners, and their individual learning outcomes. Participants have an opportunity to express their needs. The organisers take these into ac-count to secure suitable conditions and appropriate en-vironments for all participants. The relevant actors know in advance how to adapt arrangements accordingly. This is especially important to enable all young people to ful-ly participate regardless of their additional needs.

2. Agreement about learning activities What are the best ways to learn, what learning activi-

Contents

Aims

Methodology

ties will meet the apprentice’s needs, what help will the apprentice need and how long (time) will it take? Tutors in hosting companies and tutors in sending VET organi-sations play a strategic role in the quality assurance of organizing, carrying out and finally recognizing learning outcomes in mobility.

Typically, learning objectives are described under the following groups:• Intercultural competence (enabling participants to in-teract constructively with people with other languages, values and cultural frameworks);• personal development (strengthening competences like self-reliance, problem solving, adaptability, flexibili-ty, etc.); • societal development (active citizenship, European va-lues, community impact);• vocational skills (obtaining knowledge and skills that can be used in a specific work context).

The programme of the activity fits with what the hosting environment can offer. All actors share expectations and agree well in advance how they will implement the project. Roles and responsibilities are clear. The activities for par-ticipants are tailored to their capacities and skills. The or-ganisers put in place a process for participants to share feedback. The organisers review the learning objectives and methods and adapt them to the changing needs of participants and to any changes in the circumstances

3. Evidence of learningWhat will be the apprentice’s document into the intern-ship portfolio to demonstrate learning outcomes and achievements?Learning outcomes are evaluated both for the project as a whole and for individual participants. Such evalua-tion compares the participant’s starting point and the impact of the project on the individual. The evaluation also encompasses a longer term perspective. Partici-pants receive proof of participation. The organizers as-sist participants to document the learning outcomes and achievements from the project. In the early stages of the project, the organizers together with the participants de-cide how they want to do this. Organisers help partici-pants to gain recognition of their achievements. Appren-


36

tice’s achievements, certificate or any other document attesting validated and recognized knowledge, skills and competence (Europass Mobility/e-portfolio).


A personal learning plan requires preparation and faci-litation of work-based learning by assisting eEnterpri-se tutors identify the learning needs, analyse the work practices and the environment of the apprentice. More-over, it assists the enterprise tutor to organise and allo-cate/facilitate training in a way that reflects the learning


37

See:Annex 2 – Individual learning plan templateAnnex 3 – Learning Agreement Annex 4 – ECVET attachment for Learning Agreement

Minimum standards of Learning Agreement for Traineeships:

Defining the conditions for the mobility of each individual apprentice. Preparing the Learning Agreement inclu-ding information about:• Unit(s)/groups of learning outcomes the apprentice will achieve abroad. • How and when these will be assessed?• How the unit(s) will be recognized?

Obligations of the Sending and Host Organisation• Negotiate a tailor-made training programme for each participant;• Define the envisaged learning outcomes of the mobility period in terms of knowledge, skills and competences to be developed;• Establish the Learning Agreement with the participant trainee or teacher to make the intended learning outco-mes transparent for all parties involved;• Establish appropriate communication channels to be put in place during the duration of the mobility and make these clear to the participant;• Agree monitoring and mentoring arrangements;• Evaluate the progress of the mobility on an on-going basis and take appropriate action if required;• Arrange and document the assessment of the learning outcomes, picking up on the informal and non formal learning where possible. Recognize learning outcomes which were not originally planned but still achieved du-ring the mobility.


Recommendations

1. Yale Office Career Strategy – Tips for learners

Ask yourself: what am I hoping to achieve and learn during the internship?It is important to know why you are pursuing an intern-ship, while remaining flexible and open to opportunities that may arise. Once you have determined your goals, review them with your supervisor and discuss ways you can realistically achieve them.


38

needs and provides effective learning mobility for the apprentice.

In addition to fundamental questions regarding the equi-valence of training programmes and occupational pro-files as well as different national ways of describing and presenting qualifications, a central task is that the part-ners should agree on the learning outcomes envisaged, i.e. the professional/technical, methodical, personal and social competences to be gained by the apprentice abroad, or the command of certain work assignments.Basically, learning outcomes should be formulated in such a way as to be understandable and thus “manage-able” for all those involved. The units of learning outco-mes should be structured and dimensioned in such a way that the relevant learning outcomes can actually be achieved in the given time, i.e. during the period of mo-bility. The units of learning outcomes should, therefore, not be too extensive.

Before implementing a mobility measure, the partner in-stitutions are faced with the challenge of agreeing on a common language and common terminology regarding the contents and objectives of a mobility project. The ba-sis for this agreement can be both the European Qualifi-cation Framework (EQF) and the range of ECVET instru-ments for describing learning outcomes and assessing, documenting and validating units of learning outcomes.

Once the hosting company has been selected, the Enter-prise tutor will decide from the proposed work plan the different tasks that the apprentice will perform at his/her workplace adapted to the company’s specific needs. The company can also propose new tasks that could be sui-table for the apprentice’s profile. This decision will be based on the description of the apprentice and the description of the type of work and tasks recommended as work plan.

Case Studies

Drafting a Learning Plan is an effective way to structure your internship goals and identify your overall mission. A clear focus is essential in identifying appropriate oppor-tunities as well as setting expectations between you and your hosting company. Once you have developed and articulated learning outcomes, consider in detail how you will achieve and evaluate them. Identify specific pro-fessional skills and knowledge you are looking to gain, and the tasks/projects that will help you achieve these. You may also wish to include personal goals regarding attitudes and values (e.g. being more patient, being able to adapt quickly in changing environments).

A Learning Plan will be helpful in finding/creating an in-ternship; it can serve as the basis for mutual understan-ding and expectations between you and your internship tutor. Additionally, it can assist during mid-internship check-ins to assess what to focus on in the remainder of the internship. Your Learning Plan should reflect learning of substance and should challenge you. If you feel that you are unable to accomplish a specific goal, take time to review the tasks/projects/activities with your tutor.The Learning Plan can be adapted and modified to ensu-re both yours and your hosting company’s goals are met. Once your internship is completed, you can use your Le-arning Plan to help update your resume and cover letter, and can reflect upon your goals and accomplishments for networking and interviewing opportunities.

2. Individual learning plansIndividual learning plans should implement information relating to learning gathered during induction. Goal set-ting and SMART targets are an essential part of indivi-dual learning plans. You have probably heard of SMART goals already. But do you always apply the rule? The simple fact is that for goals to be powerful, they should be designed to be SMART. There are many variations of what SMART stands for, but the essence is this – goals should be:

• Specific• Measurable• Attainable• Relevant• Time Bound


39

Individual learning plans should:

• Provide structure for one-to-one tutorials, focusing both the tutor and apprentices on meeting individual needs;• Aid three-way communication between personal tu-tors, apprentices and subject teachers;• Provide apprentices with helpful feedback on their progress;• Have SMART targets and specific action plans to pro-mote improved learning that can be agreed, planned and targeted with short-term, achievable goals such as ‘I will attend every lesson punctually for the next three weeks’; those who hand in assignments late can be gi-ven specific dates that can be monitored, for example on 25th November 2020;• Include support mechanisms that can help promote success, for example, apprentices can agree to attend the learning centre for help with essay-writing or portfo-lio-building skills on Wednesdays at 2pm;• Include apprentices’ time-keeping, attendance, attitu-de, motivation and commitment;• Be used as a working document by teachers, tutors, le-arning support assistants and apprentices;• Be incorporated into a pastoral care system which cen-ters around the apprentice and learning;• Lead to a prompt response to issues that restrict ap-prentices’ progress;Encourage apprentices to form a holistic view of their le-arning. It will be possible for them to make essential links across subjects or units, for example where a need to develop research skills has been identified in one curri-culum area; targets that seek to improve research skills are likely to benefit apprentices’ approaches across their learning programme;• Include progression advice and possibly careers advice;• Set Goals that Motivate You – when you set goals for yourself, it is important that they motivate you: this me-ans making sure that they are important to you, and that there is value in achieving them. If you have little interest in the outcome, or they are irrelevant given the larger picture, then the chances of you putting in the work to make them happen are slim. Motivation is key to achie-ving goals.


40

Definition of Personal Learning Plan,https://www.edglossary.org/personal-learning-plan/, retrieved 08/07/2020

Learning Agreement,https://ec.europa.eu/programmes/erasmus-plus/re-sources/documents/applicants/learning-agreement_en, retrieved 08/07/2020

Guidelines on how to use the Learning Agreement for Traineeships,https://ec.europa.eu/programmes/erasmus-plus/si-tes/erasmusplus2/files/learning-traineeships-guideli-nes_en.pdf, retrieved 08/07/2020

ECVET Toolkit,https://www.ecvet-toolkit.eu/, retrieved 08/07/2020

How to create your own learning planht tps ://www. l inked in .com/pulse/how-create-your-own-learning-plan-helen-blunden, retrieved 24/07/2020

Personal learning plan,https://centricconsulting.com/blog/6-steps-perso-nal-learning-plan/, retrieved 24/07/2020

Guidelines for writing learning agreement,http://web.augsburg.edu/strommen/websitedocs/Guidelines-for-writing-Learning-Agreement.pdf, retrie-ved 24/07/2020

Case study - Student learning agreements as a way to improve attendance and reduce drop-out,h t t p s : //w w w. e q av e t . e u / E U - Q u a l i t y-A s s u r a n -ce/Case-Studies/Student- learn ing-agreemen-ts-as-a-way-to-improv-(1)/Malta-1, retrieved 24/07/2020

Case Study - Teaching Assignment Activities with diffe-rent topics for mobility,https://epale.ec.europa.eu/en/resource-centre/con-tent/case-study-teaching-assignment-activities-diffe-rent-topics-mobility, retrieved 24/07/2020

Links/bibliography


41

CHAPTER 5How to put in place

specific activities to facilitate the

apprenticeintegration in the

host location

How to put in place specific activities to facilitate the apprentice integration in the host location

43

CHAPTER 5How to put in place specific activities to facilitate the apprentice integration in the host location

This Chapter explains how to familiarize apprentices to the hosting company

and colleagues by conducting an apprentice orientation and several other

activities to make him/her feel welcomed and properly supervised..

Not only are apprentices new to the host company, in many cases, they are new to the professional world of work.During the orientation and later the training itself, you will need to address issues and information about the ho-sting company’s working habits, values and communica-tion structures.This way apprentices understand the hosting company and how it operates.With a proper orientation you will support the apprenti-ces’ immersion in the hosting company. Therefore you will make sure that there is room for exchanging expecta-tions in the beginning. The responsible contact persons have been identified and will be introduced.

1) Welcome the apprentices in the host location and make them feel comfortable by introducing them to the country, the company and their mobility training.

2) Familiarize them with their specific role. This includes a technical and practical introduction and all further rele-vant information for apprentices to perform well on their assignments. In addition, it is crucial to communicate your expectations to the apprentices from the beginning.

3) Plan and run activities alongside for apprentices and staff to mix and engage in order to support their deve-lopment, not only in terms of professional and technical skills but also soft skills and the ability to express them-selves in the foreign language.

Contents

Aims

Methodology To facilitate the apprentices’ integration in the hosting com-pany and location you can implement the following activities:1) Give presentations: e.g. on cultural differences;2) Hand over handbooks: e.g. on safety regulations and requirements;

3) Organize guided tours: e.g. across the company plant (e.g. through a factory tour, etc.), specific work place(s), different offices/workshops to be introduced to collea-gues; different departments;4) Organize discussions/feedback talks: the basic setup of the apprenticeship; talk about your expectations to the apprentices and vice-versa;5) Hand over fact-sheets: e.g. of main contact persons in the hosting company, company vision and values, wor-king hours and breaks, map of the company area if it is bigger (where to find the cafeteria, etc.);6) Allocate a “buddy” and a supervisor (= enterprise tu-tor): one person at similar age acting as a “buddy” and another person more senior and experienced as super-visor (enterprise tutor). The buddy will connect to the ap-prentice on a personal level and build also a relationship outside working hours. The supervisor will provide more guidance and training advice;7) Organize meet-ups especially in the beginning e.g. in-vite the apprentice for lunch or organize social activities in the evenings with colleagues (for those who are open for these kind of activities);8) Discuss the introduction plan together: This plan eases the start of the mobility experience and offers points of re-ferences for different matters that can occur now or later.




44

See:Annex 5 – Apprentice Mobility Introduction PlanAnnex 6 – Allocation of a “buddy” and a supervisor

The apprentices…

• should be treated like all other employees with respect and kindness;• should be provided with feedback on work quality and personal and professional behavior from the beginning on;• should be supported whenever they requires assistance;• should be informed about schedules social activities held by the company (if there are any).

Contact persons should proactively engage with the ap-prentices (help them overcome cultural and language borders), a constant communication should be ensured especially during the first days.The materials handed out to apprentices should be writ-ten in a standard foreign language (English for example)

Recommendations

or in simple language of the hosting country. The planned assignments should include some kind of interaction with co-workers in order to expose appren-tices to as much cultural experience as possible. The planned tasks, in particular in the beginning, should be interesting and a little challenging, so to avoid frustration.

Case Studies


45

With using these tools both the company and appren-tices can make themselves familiar of what to expect during the introduction phase. For the training company the introduction plan works like a guideline on what to prepare and organize to guarantee a smooth, effective start of the mobility/practical training. For the apprenti-ce it provides orientation where to go and whom to ad-dress with regards to different issues, such as workplace organization, health & safety regulations, etc. Both tools contribute to a stronger awareness but also a sense of security on both sides. Thanks to the presence of a buddy and an enterprise tutor the apprentice can grow both, personally and professionally.

Jason remembers the time when he started his appren-ticeship

Before starting my apprenticeship at Lexter Ltd., I was very nervous and anxious. I did not know what to expect since this was my first work experience after completing school. Many thoughts ran through my head, “Will I be able to keep up with the work?”, “Do they expect me to already know everything?”, etc. My nerves calmed down after I received an e-mail from my new buddy Tim about a week before my apprenticeship started. He welcomed me to the company and explained that I could ask him any questions throughout my first weeks, questions even like where the printer is or where to go for lunch. I imme-diately felt welcomed into the company. Every appren-tice has a buddy that they can reach out to for anything that they need. Tim was in his third year of training at Lex-terLtd. so he was very familiar with the apprenticeship programme and was able to answer all of my questions. In the different departments (idea of the rotating appren-ticeship programme) I had designated employees as supervisors, so I ended up with all kinds of supervisors. Communications director Meagan helped me with social media tasks. I teamed up with multimedia designer Bas-

sel to produce FAQs. In addition to teaching me about various content-related tasks, each of my supervisors gave me insights into different mentorship styles.Sources: (https://www.cohencpa.jobs/blog/learning-buddy-pro-gram); (https://lemonly.com/blog/buddies-intern-support-system)

Mr. Jordon, the founder of Surf Life Ltd., remembers the first days of his apprentice Jessica

When Jessica first came to our office, we had a very posi-tive impression: she had a good general knowledge and informed herself already about our company. We are a small company with eight staff members. So Jessica was likely to be part of a larger whole. Thanks to the Intro-duction Plan, she made herself familiar with her tasks and the company quickly. She was able to work through her first tasks independently after a short time. In our com-pany the orientation period is short because our appren-tices are far too valuable as workers. Our hierarchies are flat, so I was boss and trainer in one and the same person. The entire company is quite familiar, but we attach great importance to some essential points: e.g. treating custo-mers professionally, that also includes data security and communication skills. The Introduction Plan helped to not forget any important information she needed to know. It also helped to structure her start, transport our key values and make Jessica familiar with internal communication ru-les, a professional treatment of customers, technical equi-pment, features of our products and health & safety rules in our workshop for surfboard production.


46

Toolbox for Apprenticeship Coaches: Increase Apprentice-ships in SMEs, https://www.ac4sme.eu/wp-content/uplo-ads/2017/09/Apprenticeship-coaches-toolbox_finalfinal.pdf#%5B%7B%22num%22%3A96%2C%22gen%22%3A0%-7 D % 2 C % 7 B % 2 2 n a m e % 2 2 % 3 A % 2 2 X Y Z % 2 2 % -7D%2C82%2C744%2C0%5D, retrieved 08/07/2020

Company fact book: Experiencing Europe, https://www.oliverwyman.de/content/dam/oliver-wyman/v2-de/culture/ExperiencingEurope_CompanyFactbook.pdf, retrieved 08/07/2020

Briefing note: Developing apprenticeships, CEDEFOP (2014):https://www.cedefop.europa.eu/files/9088_en.pdf, retrieved 24/07/2020

Links/bibliography

CHAPTER 6How to apply quality assurance measures

for the acquisition of agreed Learning

outcomes

49

CHAPTER 6How to apply quality assurance measures for the acquisition of agreed Learning outcomes

Quality procedures to ensure that LOs acquired during the apprentice’s learning mo-

bility lead to qualification and progression through the education and training system.

This Chapter refers to the EU Recommendation for Qua-lity and Effective Apprenticeships, that emphasises the positive effects of the international mobility on apprenti-ceship, labour market conditions and youth employabili-ty. In particular, high quality for international mobility on apprenticeship means that apprentices undertaking in-ternational mobility have confidence that the LOs achie-ved will help to succeed and progress in a skilled occu-pation and in the workplace.

This Chapter is aimed at:

1) Ensuring that the mobility learning process of the ap-prentices and LOs achieved are of high quality, with de-fined standards for learning outcomes and quality assu-rance, in line with the EU Recommendation for Quality and Effective Apprenticeships;

2) Setting up a Quality Framework which can guarantee an effective partnership between VET sending institu-tions and hosting companies, in particular the respective roles in the process of validation and recognition of the LOs acquired;

3) Increasing the employability and personal develop-ment of the apprentices and contributing to the deve-lopment of a highly skilled and qualified workforce, re-sponsive to labour market needs.

Contents

Aims

Methodology Before of the start of the apprentice’s international mobility, the sending organisation and the hosting company should provide Quality Agreements, defining criteria/procedures to guarantee a transparent process of recognition of the LOs acquired by the apprentice during the mobility period:

1. Quality Partnership Agreement to define:• the framework for recognition of the apprentice’s learning outcomes;

How to apply quality assurance measures for the acquisition of agreed Learning outcomes

• the partnership’s procedures for an efficient cooperation;• the guidelines to ensure, during international mobility, a correct application of the quality procedures agreed by the project’s partners.

2. Quality Apprenticeship Agreement to define:• the apprentice’s VET path (level of qualification, studies, etc.);• the learning activities and related learning outcomes that should be achieved at the end of the international mobility (job-related skills and personal development);• the guidelines on how, during and at the end of the inter-national mobility, the LOs achieved by the apprentice should be assessed and evaluated;• what certificates and evidences need to be kept for the re-cognition of the LOs achieved.

3. Quality Validation and Recognition Agreement to define:• the competent institution(s) responsible for verifying what learning outcomes the apprentice achieved in comparison to what is required in his/her personal Quality Apprentice-ship Agreement;• the certificates and evidences issued (Europass Mobility, Certificate of the hosting company, etc.) for the validation and recognition process.


50

See:Annex 7 – Template for Quality Partnership AgreementAnnex 8 – Template for Quality Apprenticeship AgreementAnnex 9 – Quality Validation and Recognition Agreement



The EU instruments to ensure minimum quality stan-dards in an international mobility programme that involve the apprentice are: European Qualifications Framework (EQF): reference tool for describing and comparing qualification levels in qualifications systems developed at national, internatio-nal or sectoral levels;ECVET System: technical framework for transfer, reco-gnition and, where appropriate, accumulation of indivi-dualsʼ learning outcomes to achieve a qualification;EQAVET Framework: which develops a quality cycle supported by a series of quality criteria and reference indicators for each phase of the mobility process (plan-ning, implementing, evaluating and reviewing).

Recommendations for quality assurance of the lear-ning process: 1) The VET tutor of the sending organisation should en-sure an initial assessment of the apprentice’s prior lear-ning and the job role;2) Written quality agreements should be agreed by the sending organisation, the hosting company and the ap-prentice, which fully defines the responsibilities/tasks of each part and the learning activities required to achieve the planned LOs;3) It is recommended to deliver a set of comprehensive learning outcomes defined in accordance with apprenti-ceship national legislation.

Recommendations for quality assurance of the asses-sment process: 1) The hosting company should appoints a person (tutor) who will be the representative of the working place, coa-ching and supervising the apprentice during the interna-tional learning mobility;2) The enterprise tutor should cooperate with the VET tutor of the sending organisation to provide a detailed training programme including regular assessment on the progress of the apprentice’s learning mobility and the fi-nal assessment of the leaning outcomes achieved;3) The hosting company should provide the apprentice with certificates and evidences to acknowledge his/her individual achievements and learning outcomes.

Recommendations for quality assurance of validation and recognition process:1) The sending VET institution should verify that assessed and certified LOs correspond to what has been agreed in written quality agreements;2) The responsible person in charge of the validation con-firms that learning outcomes achieved by the apprentice correspond to specific learning outcomes which may be required for a qualification;3) Following validation, the institution(s) in charge of re-cognition should verify that the processes of assessment and validation have taken place according to existing (national, institutional) regulations and that there are no irregularities.


51

Recommendations

Emily Marston did an apprenticeship in horticulture at the London Royal Horticultural Society

Emily Marston is a 20-year-old French apprentice in the agricultural field who has been selected as participant in an international mobility project, where she will be able to spend three months of her apprenticeship in a Lon-don-based company, the Royal Horticultural Society.French sending organisation in the home country and British hosting enterprise agree following procedures to guarantee the quality of the apprenticeship abroad and to ensure the transparency for the validation and reco-gnition of the learning outcomes achieved during ap-prenticeship mobility:Before mobility apprenticeship begins, the tutor of the sending organisation assesses Emily’s prior learning to establish the ‘starting point’ or baseline of the apprenti-ceship abroad. This can assure an appropriate mobility programme for Emily.Following a comparison of the two national apprentices systems, the tutor of the sending organisation and the tutor of the hosting enterprise identify:• the apprenticeship programme abroad and related le-arning outcomes (knowledge, skills and competencies) would expect Emily to acquire during the international learning mobility;• the methods and tools for the assessment of the LOs identified.

During mobility abroad, as planned, Emily takes part in the apprenticeship activities by preparing for the LOs identified: botanical horticulture, garden maintenance, working in glasshouses, nurseries and display horti-culture. Emily is aware of the learning outcomes she is expected to achieve and, if needed, she can request that the tutor of the hosting enterprise let her work and learn further in a specific area that she needs to develop. As planned, at the end of the mobility period the tutor of the hosting enterprise, in accordance with the sending VET tutor, carries out the assessment of the learning outco-mes she achieved. Assessment has two parts: a skills demonstration/programming task in the company and a technical discussion at the end. On a distance basis, for the sending VET tutor, there is the possibility of participa-

Case Studies


52

ting as a guest observer. At the end of final assessment the enterprise tutor and the VET tutor confirm the asses-sment results. Emily receives the certificate and the Eu-ropass Mobility. After mobility, when Emily returns to her home country, her VET tutor looks at the assessment documents and the certificates and confirms that she has indeed achieved the learning outcomes needed for the unit Horticulture and Landscape Operative which she attended at home.


53

CEDEFOP (2011), Glossary – Quality in Education and Training, https://europa.eu/capacity4dev/iesf/docu-ments/glossary-quality-education-and-training-cede-fop-2011, retrieved 08/07/2020

European Commission (2017). Proposal for an European Framework for Quality and Effective Apprenticeships,https ://ec.europa.eu/commission/news/qual i-ty-and-effective-apprenticeships-2017-oct-05_en, re-trieved 08/07/2020

OECD (2017), Costs and benefits of apprenticeship,http://www.oecd.org/officialdocuments/publicdisplay-documentpdf/?cote=EDU/WKP(2017)2&docLangua-ge=En, retrieved 08/07/2020

CEDEFOP (2011), Using Learning Outcomes,https://www.cedefop.europa.eu/files/Using_learning_outcomes.pdf, retrieved 08/07/2020

European Commission (2017), European Alliance for Ap-prenticeships – Assessment of progress and planning the future

Apprenticeship Quality Toolkit,https://learntowork.eu/apprenticeship-quality-toolkit/, retrieved 08/07/2020

Institute for Apprenticeships Statement: Quality Appren-ticeshipshttps://www.instituteforapprenticeships.org/quality/the-quality-strategy/, retrieved 08/07/2020

European Trade Union (2016), A European Quality Fra-mework for Apprenticeships.

Links/bibliography

CHAPTER 7How to applycoaching and

mentoringprocedures inside

the hosting company

55

CHAPTER 7How to apply coaching and mentoring procedures inside the hosting company

Equipping VET and enterprise tutors with pedagogical tools for conducting and

coaching apprentices during the placement in hosting companies.

The main objective of this Chapter is to provide a set of tools to VET and Enterprise tutors to correctly apply coaching and mentoring procedures within the hosting company.In the following Chapter, you will find practical tools to be used during the apprentice’s mobility period in the hosting company and all along the learning mobility it-self. These tools will help you to mentor the apprentice’s training and learning process.

• Identify and evaluate skills and/or characteristics of Enterprise tutors necessary to supervise and coach the apprentices;• Select practices for developing and implementing work place coaching and mentoring activities;• Learn how to manage apprentices during the learning mobility.

Contents

Aims

Methodology Identifying the key components of a Tutor Training Pro-gramme – the skills and knowledge required to be provi-ded to Enterprise TutorsCompanies’ active involvement and participation are crucial for the success of initiatives aimed at increasing apprentices’ mobility opportunities and improving work-based learning in vocational training. Policies should envisage and provide support to hosting companies who wish to train apprentices.The following can be used to identify the training required to enhance the coaching and mentoring role of Enterprise tutors – the efforts they make to motivate apprentices, teach them about the work, develop their skills, provide them with feedback and recognise their achievements. Knowing how and when to coach (and when to use other tools, like men-toring) is an essential skill that can benefit both the tutor and the apprentice.

Checklist for Monitoring Supervision – a Guide for Tutors As to the duties they are expected to complete all Enterprise

How to apply coaching and mentoring procedures inside the hosting company

tutors will have their own work duties in addition to their su-pervisory responsibilities. Successful supervisors need to be able to balance their supervisory and other work responsibi-lities. The checklist below can be used to monitor workplace supervisors in their efforts to supervise and direct apprenti-ces: induct apprentices within business policy and guideli-nes; monitor and coach apprentices; it outlines the capabili-ties needed to provide supervision and on the job training to apprentices in the key areas of Managing Apprentices and managing the Work.

See:Annex 10 – Identifying the key components of a Tutor Training Programme: the skills and knowledge requi-red to be provided to enterprise TutorsAnnex 11 – Checklist for Monitoring Supervision: a Gui-de for Tutors



For VET Tutors: • Have skills to present information clearly and effectively;• Know developments in professional field, both nationally and internationally;• Know about learning difficulties and psychology;• Have skills to detect and identify learning difficulties;• Know guidance and counseling theories and techniques;• Be aware of equality and equity issues, special educa-tion needs and inclusion, multiculturalism;• Assessing learning achievements of apprentices (in co-operation with the Enterprise tutors);• Monitoring the Enterprise tutors.

For Enterprise Tutors: • Familiarising the apprentice to the hosting company, equipment, procedures and routines mixing the lear-ners/initiating team-work ;• Performing apprentice-centred learning;• Facilitating the learning process;• Individualisation and personalisation of training.

56


Recommendations A successful tutor programme provides opportunities for apprentices to:• Explore the world of international work through inte-raction with professionals in the career of their choice;• Gain a job experienced perspective on applying textbo-ok concepts to real-life situations;• Familiarize themselves with corporate protocol;

57


• Identify long-term professional development needs.

A tutor programme benefits professional by allowing them to:• Contribute to the professional development of the fu-ture workforce;•Identify potential apprentices and new hires for their or-ganisation;•Skills enhancement – mentoring enables experienced, highly competent staff to pass their expertise on to others who need to acquire specified skills.

For VET tutors:• It allows the tutor to have a regular update as to the level of knowledge of the apprentices in day to day business;• They are constantly enriched by their contacts with the En-terprise tutors for whom they can even become a reference.

Case Studies WorkMentor Project

Johansson has been working at Akureyri Vocational Col-lege, in Iceland, mostly teaching biology and related academic subjects. WorkMentor was part of a series of projects, all of which are based on the idea that in the education and training process it is important to involve three parties – the learner, the school, and the workplace. The project WorkMentor focused on the third party – the tutors and supervisors of the learners at the workplace. They thought it was very important to involve employe-es in the training because they are the people working alongside the learners. The overall aim of the WorkMen-tor project was to provide work supervisors with greater understanding of vocational learning and mentoring skil-ls to provide better support to young people in VET. This would improve the effectiveness, retention, and achie-vement of on-the-job learning for apprenticeships and work placements. The first phase of the project was cre-ating a survey for employers about the support provided in the workplace. They had about 100 employers partici-pating in the survey. The main result was that employers recognized the need for training of Enterprise tutors and they were positive towards sending their employees to a workshop on work mentoring. Then, they selected the key issues to be addressed at the workshop and finally launched the workshops where around 50 people parti-cipated. They had very positive feedback from everyone

58


who took part. They had developed mentoring methods for many types of support systems. They looked at the specific issues concerning the workplace as a place for mentoring and then melted these together into a training pack for tutors in the workplace and the workbook for qualities and skills for mentoring in the workplace.

Walker Electrical Services-Mentor training

Walker Electrical Services provides a service, in all fields of electrical contracting in Portsmouth and Hampshire, United Kingdom. The company has been offering Appren-ticeships for 12 years and tends to recruit two apprentices every year. Walker Electrical Services introduced mento-ring about six years ago when it was noted that a num-ber of their apprentices were struggling to follow (written) instructions because they lacked basic skills and were starting to lose confidence because they were unable to complete tasks. The company’s managing director de-veloped in-house tutor training for all their senior staff to ensure that they gave time and support to the new ap-prentices. As explained by Julie Quintin, HR Manager: “The role of the tutor is to hold the apprentice’s hand through every aspect of working life, to ensure the apprentices understand work ethics, appropriate behavior and so on. This means that mentees feel more valued and that they are seen as the future workforce. At the same time, senior staff feel more valued as they are able to share and pass on their knowledge and expertise”.

Links/bibliography

The WorkMentor project – Mentoring in the Workplace for VET,https://epale.ec.europa.eu/en/blog/case-study-work-mentor-project-mentoring-workplace-vet_week, retrie-ved 08/07/2020

CEDEFOP, Handbook for VET providers – Supporting in-ternal quality management and quality culture,https://www.cedefop.europa.eu/files/3068_en.pdf, re-trieved 08/07/2020

Unionlearn, TUC Education,https://www.unionlearn.org.uk/, retrieved 08/07/2020

An Employers Guide to Building a Quality Internship,http://www.ca-ilg.org/sites/main/files/file-attachment-s/180223-sw-internship-book1.pdf, retrieved 08/07/2020

59


https://www.cedefop.europa.eu/files/MENTORING_HANDBOOK_final_version.pdf, retrieved 08/07/2020

CEDEFOP, Competence framework for VET profession-s,https://www.cedefop.europa.eu/files/111332_Com-petence_framework_for_VET_professions.pdf, retrieved 08/07/2020

CHAPTER 8How to carry out a

thorough assessmentat different stages

of the mobilityexperience

61

How to carry out a thorough assessment at different stages of the mobility experience

CHAPTER 8How to carry out a thorough assessment at different stages of the mobility experience

Assessing the learning process of the apprentice before, during and at the end of the

international mobility.

This Chapter aims at showing, through tools which are used day in and day out by VET and enterprise tutors, how they can manage the assessment processes which needs to be undertaken to deliver a successful interna-tional apprenticeship programme.

Criteria presented in this Chapter for assessing interna-tional mobility of the apprentices, is aimed at:1) Making clear where, when and how the learning mobi-lity of the apprentice will be assessed;2) Making sure that the enterprise tutor, the VET tutor and the apprentice know the criteria and conditions for the assessment;3) Making sure that the apprentice is directly involved in the planning of the assessment of his/her learning process.

Contents

Aims

Methodology The methodology goes through three phases – initial evalua-tion, mid-term evaluation, final evaluation – that complement the phases of the international apprenticeship programme. In this section, each of the three phases is discussed.

1. Initial EvaluationBefore an international mobility begins, the VET tutor of the sending organisation (in home country) should assess the apprentice’s prior learning to establish the ‘starting point’, or baseline, of the apprentice. This informs how much of the apprenticeship training content the apprentice requires. Good practice would suggest that the enterprise tutor abro-ad might undertake the initial assessment alongside the VET tutor and prior to defining the apprenticeship activities abro-ad. The initial assessment checks that the planned mobility programme is appropriate for the participant.

2. Mid-term EvaluationThis is the opportunity to check how things are going. As the name implies, it takes place during the international mobility of the apprentice. It may be an “ongoing evaluation”, such

62


as daily reviews at the end of each day, or a whole set of methods that take place at the mid-point of the apprentice-ship programme abroad. Mid-term evaluation gives the pos-sibility of identifying potential problems or shortcomings as the apprenticeship programme progresses.

3. Final EvaluationTo discuss and assess the apprenticeship process and gui-dance, an evaluation should take place at the end of the ap-prenticeship programme abroad. On the one hand, the en-terprise tutor evaluates the apprentice and his/her learning outcomes on personal and professional levels. It is important to offer a clear feedback with concrete examples. On the other hand, this final evaluation is also an opportunity for the apprentice to give his/her point of view and suggestions to improve future apprenticeship programmes abroad.This section provides practical tools to be used by VET end enterprise tutors before the start of the apprentice-ship programme abroad, along the mobility itself and at the end of the apprenticeship experience abroad. To this end please see:Annex 12 – Initial EvaluationAnnex 13 – Mid-term EvaluationAnnex 14 – Final Evaluation



To ensure minimum quality standards, assessment of the learning process of the apprentice should conform to the following ECVET Quality Assurance key points: 1) The actors involved (host and sending organisations and any other competent institution involved) agree on assessment procedures and criteria. This agreement should be described in a transparent way (for example, in a Partner/Apprenticeship Agreement).2) The actors involved define when will the assessment take place. This is a practical detail, but it is important to agree between the apprentice, the enterprise tutor and also the VET tutor of the sending organisation about the time and place for assessment. The apprentice should also know how he/she will be assessed.3) The actors involved agree what procedures will en-sure the quality of the assessment. The quality assuran-ce of assessment ensures that the apprentice is treated fairly and that the result of the assessment is valid and reliable.

63


Recommendations

4) The actors involved define how will the results of the assessment be certified and recorded. It should be made clear before the apprenticeship mobility, thus facilitating the recognition of the learning process (in general) and learning outcomes (in particular) in the home country.

Particular recommendations that VET and enterprise tu-tors should take into consideration in all the three phases of the assessment are:

• Review progress frequently during the apprenticeship programme abroad, and be prepared to take early action to counter emerging problems before they become serious;• Involve apprentices in their reviews and record that they have seen and discussed their assessments;• Carry out both formal assessments, which contribute towards professional qualifications, and reviews of ap-prentices’ general progress and personal development. Even though these may be conducted concurrently, they are usually seen as separate processes;• Seek the views of apprentices and former apprentices about the helpfulness of their mobility programmes;• Assessment should involve a series of different people in evaluating performance of the apprentice, typically: managers/HR professionals in the department whe-re the apprentice is working to input into assessments of general progress and suitability; technical experts to make formal assessments necessary for stages in the apprentice’s qualification process;• involve on a regular basis the VET tutor of the sending organisation to act as an informal guide, as a sounding bo-ard and sometimes as an advocate for the apprentices.

Case Studies “Electrical Maintenance Experience”: a VET mobility apprenticeship project

Thomas is an English apprentice (Electrical Maintenance – EQF Level 3).Through the Erasmus+ KA1 VET Mobility project “Electri-cal Maintenance Experience” Thomas had the possibility to make a 15-week learning mobility in a Spanish enter-prise. Before the departure for Spain, the VET tutor of the sending organisation, through an individual interview and self-assessment sheets, carries out a skills asses-sment to define Thomas’ training and career path in the home country. In addition, both VET and enterprise tutors

64


Links/bibliography

agrees on an Apprenticeship Agreement (shared also with Thomas) to define how to assess the apprenticeship abroad and evaluate the learning outcomes achieved by Thomas at the end of the international mobility.During mobility, Thomas gained practical experience and increased his work based knowledge and developed in-dustry specific competences in areas such as enginee-ring design, installation and electrical fault-finding. The enterprise tutor checks on a regular basis (weekly) with observation grids and exploratory interview, the activi-ties carried out by Thomas and evaluates the related le-arning outcomes achieved, recognised through the final Europass Mobility certificate. So, it is possible to plan a mobility experience to be an integral part of the appren-ticeship that contributes towards Thomas’ professional qualification.

Toolbox for Apprenticeship Coaches,https://www.ac4sme.eu/, retrieved 08/07/2020

Guidance for Initial Assessment to Prior Learning for Ap-prenticeships,https://haso.skillsforhealth.org.uk/, retrieved 08/07/2020

High-performance apprenticeships & work-based learning,https://www.cedefop.europa.eu/hr/toolkits/vet-to-olkit-tackling-early-leaving/resources/high-performan-ce-apprenticeships-work-based, retrieved 08/07/2020

Participative evaluation,https://www.participatorymethods.org/resources/the-mes/monitoring-and-evaluation-37, retrieved 08/07/2020

Evaluation Tools,https://www.salto-youth.net/tools/evaluation/additio-nalresources/, retrieved 08/07/2020

The Outcomes Approach to Evaluation,https://www.salto-youth.net/tools/evaluation/outco-mes/, retrieved 08/07/2020

Guidelines for Tutors from VET and Mentors from Enter-prises to Support High Quality Apprenticeships,http://qualityplacements.eu/, retrieved 08/07/2020

The Assessment and Evaluation Process,https://tll.mit.edu/assessment/assessment-and-eva-luation-process, retrieved 08/07/2020

CHAPTER 9How to transfer and

validate Learning outcomes achieved by the apprentice at

the end of themobility experience

by applying ECVET procedures

and tools

6767

How to transfer and validate Learning outcomes achieved by the apprentice at the end of the mobility experience by applying ECVET procedures and tools

CHAPTER 9How to transfer and validate Learning outcomes achie-ved by the apprentice at the end of the mobility expe-rience by applying ECVET procedures and tools

How ECVET procedures and tools allow to transfer and validate the learning outco-

mes achieved by the apprentice during the international learning mobility.

ECVET tools have the advantage of harmonizing the methodologies and tools used by individual member states for the validation and formal recognition of the knowledge and skills acquired in working contexts.The ECVET system, therefore, eases the embedding of mobility experiences abroad in apprenticeship paths, formalizing their recognition by the training body. It is therefore a set of tools that defines a way of allowing the recognizing of the skills acquired by the apprentice in a foreign working context.

• How to plan an apprenticeship mobility experience by involving the “sending organisation”, the “sending VET provider” the “hosting company” and the apprentice;• How to collaborate with the hosting company in order to define the tasks and learning outcomes of the apprentice;• How to strengthen mutual trust at EU level among VET providers and training companies in order to allow the competences recognition at EU mobility level;• How to use the ECVET Toolkit for the recognition of Le-arning outcomes at the end of the mobility (Memorandum of Understanding, Learning Agreement, Europass Mobility);• How to use the “Learning outcomes evaluation check list” as “easy to use” tool in order to check and validate the competences gained by the apprentice during the learning mobility.

• To create a collaborative modality between those in-volved in the apprenticeship (hosting company and VET provider) to allow a shared planning of mobility;• To properly use the tools provided by the ECVET system;• To strengthen the EU networking among companies and VET providers;• To foster the mutual recognition of credits to give rise to mutual trust between companies.

Contents

Aims

6868


1. Before Mobility• The sending organisation/VET provider and the hosting company sign the Memorandum of Understanding (MoU). The MoU sets out the roles of the involved parties and de-tails the conditions via which learning outcomes can be achieved, assessed and potentially transferred.MoU lays at the basis of the Mutual Trust between the sen-ding organisation/VET provider and the hosting company, confirming their acceptance of quality assurance, asses-sment, validation and recognition criteria and procedures as adequate for learning recognition and credit transfer.• The sending organisation/VET provider, the hosting com-pany and the apprentice sign the Learning Agreement (LA). The LA is the document where are defined the learning outcomes to be acquired during mobility by the apprentice, agreeing on the assessment procedures and how learning achievements will be documented, specifying the roles of partners involved and under which conditions credits can be transferred (validation and recognition).

2. During Mobility• The apprentice demonstrates the achievement of the re-quired learning outcomes in an assessment process as spe-cified in the MoU/LA;• The hosting company documents the assessment results.

3. After Mobility• The learning outcomes achieved by the apprentice will be recognized by the apprentice’s VET provider, in accordance with the provisions of the Learning Agreement.• The apprentice receives the Europass Mobility, as a do-cument recording knowledge and skills acquired in another European country. The Europass Mobility allows the credit accumulation and the competences recognition among EU, supporting the apprentice in terms of geographical mobility.In addition to ECVET tools, it can be useful to use a simple check list through which the Enterprise tutor can check the skills acquired by the apprentice. To this end please see:Annex 15 – Learning outcomes evaluation Check List



• The VET and Enterprise tutors have a good knowledge of English language;• The VET and Enterprise tutors are aware of the Europe-an and national system in order to enable accumulation of learning outcomes gained in formal, non-formal and/or informal settings;

Methodology

6969


• The VET and Enterprise tutors ease the transfer of lear-ning outcomes from one learning context to another for their validation;• The VET and Enterprise tutors know how to use the to-ols for recognition, validation and certification of learning outcomes.

The use of the ECVET toolkit and the learning outcomes evaluation check list will impact companies in terms of mu-tual trust, essential to foster the long term mobilities of ap-prentices.By using these tools the VET and Enterprise tutors will have a control action on possible deviations from the mobility experience and its learning outcomes.

Recommendations

Case Studies A mobility experience in the field of logistics 4.0

Francesco is an Italian apprentice in Warehouse Mana-gement in large-scale distribution sector. His VET scho-ol has a network of national and European companies and his apprenticeship path includes a period of mobility abroad of one month each year within foreign compa-nies operating in the same sector. The foreign companies where the apprentice carries out the mobility periods are excellent in logistics 4.0 and the foreign experience al-lows the apprentice to acquire skills updated to the la-test developments in logistics 4.0.Once the company that will host Francesco for his mobi-lity abroad has been identified, the apprentice activity is planned so as to allow the apprentice to acquire relevant skills for his apprenticeship path.Before each period of mobility, the sending VET school together with the company where Francesco works as an apprentice as well as with the hosting company use ECVET tools to allow the validation and recognition of the skills acquired abroad.The VET tutor, together with the Enterprise tutor of the hosting company, define the learning outcomes to be acquired by Francesco abroad. Based on these, the En-terprise tutor assigns suitable tasks to Francesco.The hosting company is committed in the evaluation of the learning outcomes achieved by Francesco through an intermediate and a final evaluation. The sending VET school is committed in recognizing credits to Francesco, on the basis of the assessment carried out by the hosting company.

7070


In this way, the international mobility is fully embedded into the apprenticeship path, representing an added va-lue and an opportunity to gain and reinforce new com-petences in an international context.

Links/bibliography ECVET toolkit,https://www.ecvet-toolkit.eu/, retrieved 08/07/2020

ECVET User’s Guide for Geographical Mobility,http://www.ecvet-projects.eu/Documents/ECVET_Mo-bility_Web.pdf, retrieved 08/07/2020

Euro Apprenticeship,http://www.euroapprenticeship.eu/, retrieved 08/07/2020

CHAPTER 10How to integrate

mobility experiences into national

apprenticeshipcurricula and foster long-term mobility

experiences

7373

How to integrate mobility experiences into national apprenticeship curricula and foster long-term mobility experiences

CHAPTER 10How to integrate mobility experiences into national apprenticeship curricula and foster long-term mobility experiences

Raising the standing of apprenticeship in a transnational perspective by integrating

mobility experience in apprenticeship paths.

The embedding of mobility experiences within apprenti-ceship paths represents an added value in terms of: ac-quisition of language skills; adaptability to different na-tional contexts; knowledge of different working methods; greater awareness of the European context in relation to own working sector.

However, to make long term mobility a reality in appren-ticeship paths it is necessary to:• Involve a large number of stakeholders (both at natio-nal and European level) that promote its importance and allow its full recognition;• Plan a long-lasting WBL hit in a different national con-text that respects high quality standards and allows the achievement of the learning outcomes foreseen in the apprentice’s training path;• Promote a learning culture in companies, so that they become places of work and learning at the same time.

This Chapter therefore focuses on:• How to stimulate the debate with stakeholders on the importance of long-term mobility;• How to raise awareness of the impact generated by long-term mobility;• How to enrich the training offer with transnational mobi-lity as an integral part of the apprenticeship path;• How to enhance the skills acquired by the apprentice in different national contexts.• Collect the best practices of apprenticeship mobility to raise the companies awareness on the importance of this kind of experience for young workers and for companies;• Know the available tools and procedures for the planning and implementation of long-term mobility for apprentices;• Strengthen networking action with the local entrepre-neurial system to promote the implementation of mobility for apprentices both as “sending” and “hosting” partner.

Contents

Aims

See:Annex 16 – Stakeholders QuestionnaireAnnex 17 – VET Tutor QuestionnaireAnnex 18 – Enterprise Tutor Questionnaire



• The VET and Enterprise tutors have detected the main difficulties of companies/training providers in the reali-zation of apprenticeship long-term mobilities;• The VET and Enterprise tutors are aware of the European and national programmes through which it is possible to finance the experience of apprenticeship mobility abroad;• The Enterprise tutor is aware that the company he/she works for can be involved as a host organisation for ap-prentices coming from another country;• The VET tutor, on the basis of the information collected, can elaborate a report on the experiences carried out and formulate project proposals for the planning of ap-prenticeship mobility paths.

Methodology

7474


SEMI-STRUCTURED QUESTIONNAIRES

To Stakeholders: it is useful for those involved in the plan-ning of apprenticeship mobility paths to better understand the difficulties related to the promotion of long-term mo-bility, as well as their awareness of the added value of mo-bility in the apprenticeship paths.The semi-structured questionnaire proposed, in addition to helping the VET tutor in the detection of the above, can also be of support in promoting long-term mobility towards stakeholders.

To VET tutors: the semi-structured questionnaire is a sel-f-reflection questionnaire useful for initiating a dialogue between experts on how to promote long-term mobility and about the necessary tools to plan work experiences abroad embedding them in the apprenticeship learning paths.

To Enterprises tutors: the questionnaire addressed to En-terprise tutors is a practical tool, whose main purpose is to analyze the potential of long-term mobility and the rea-sons that have held back its widespread diffusion.

On the basis of the questionnaires collected, it will be pos-sible to prepare an evaluation report, in order to produce policy and training proposals addressed to VET and En-terprise tutors.

7575


The questionnaire addressed to the stakeholders is deve-loped both to detect the difficulties of the stakeholders in promoting apprenticeship mobility, and to promote its im-portance and added value.

The questionnaires intended for VET and Enterprise tutors will have an impact on local companies who will be sen-sitized and informed on the strategic value and opportu-nities offered by long-term mobility during apprentice-ships. In the same way, these tools represent a moment of reflection and analysis by tutors as well as key players of the Dual System, on the opportunity to enhance the skills of apprentices through international mobility paths.

A mobility during apprenticeship must be perceived by the sending organisation/company as a strategic HR tool in order to allow apprentices to gain key competences that cannot be gained in the home company context. In this sense it would be good to define the “transferability” of the apprentice experience abroad to the other employees in order to have a larger impact on the company.

In order to make mobility for apprentices a widespread re-ality it is needed a strong commitment by a large coalition of stakeholders that sensitizes business representatives to allow a relevant number of WBL paths abroad. Public bo-dies, in this sense, can provide financial coverage for the companies for the period of the apprentice’s mobility, or other types of benefits.

VET and Enterprise tutors will be aware of the opportunity to embed a mobility experience as a part of the apprentice-ships carried out by their apprentices.

Enterprise tutors will be more aware that mobility can be a key factor for companies in order to reinforce staff profes-sional and transversal competences.

Recommendations

Case Studies The Italian case of “Foundations of Higher Technical In-stitutes”

To embed international mobility within apprenticeships paths it would be desirable. A good practice in this sense is represented by the training programmes provided in Italy by the “Foundations of Higher Technical Institutes” (Fondazioni Istituti Tecnici Superiori), whose programmes are co-financed with regional funds. These foundations members are representatives of the entrepreneurial

7676


sector, VET providers, public bodies, trade unions, etc.These training programmes of EQF level 5 can also be carried out through an apprenticeship path. In this case, it is possible that the apprentice carries out a part of his/her path abroad. Each Foundation, as an expression of the territory, helps in identifying the training needs that can be the basis for planning an apprentice’s mobility abro-ad. Mobility is perceived as a WBL methodology able to help apprentices to acquire skills in the use of tools and/or adoption of techniques and methodologies that can-not be acquired in the local companies. In this sense, the apprentice becomes a key resource, able to transfer the know-how acquired abroad and make his/her skills avai-lable to serve the company and the territory.

Links/bibliography CEDEFOP, “Skillset and match”,https://www.cedefop.europa.eu/en/publications-and-re-sources/publications/9125, retrieved 08/07/2020

ANPAL Servizi S.p.A, “Il Sistema Duale nell’IeFP – Vade-mecum per i CFP”, http://www.sistemaduale.anpal.gov.it/Pagine/default.aspx, retrieved 08/07/2020

Dual Training: Guida metodologica tutor aziendale,http://dual-t.com/contenidos/it/IO2-guide-tutor.pdf, retrieved 08/07/2020

ANNEXES

7979

Annexes

ANNEX 01Hosting company Check-List before the Mobility of the apprentice

Are you aware of the full potentials of apprenticeships for all stakeholders?

Benefits of apprenticeship

YES NO

Are you aware of the legal framework in your Country? Do you know the aids or benefits your company can receive?

Context and legal regulation – Technical information –

Country

Have you considered the economic/financial aspects (costs and benefits) of hosting an apprentice?

Studies

Has your company a potential to host an apprentice?

Explore the potential of your company

Is your company ready to host appren-tices?

Please check the steps needed

Do you know how to interview an ap-prentice?

Interview selection guideli-nes

Do you know how to select the right apprentice?

Evaluation and selection of apprentice

Is there anyone in your company trai-ned to mentor the apprentice all along the mobility period?

Online training for Enterprise tutors

Have you already defined the appren-tice activity plan for the duration of the mobility?

Apprentice plan inside the company

Have you ever written an agreement with a sending VET organisation and an apprentice?

Agreement template

Have you already prepared a folder with all practical information for the first day of the apprentice?

Apprentice folder

8080

Annexes

ANNEX 02individual learning plan template

Goal 1: (Global statement in relation to desired outcome)

Objective: (Stated in measurable terms)

Activities/Tasks: (Plans and steps to engage in order to meet a stated objective)

How will you evaluate your progress? (Include time frames for all of the above)













Source: https://www.northcentral.edu/wp-content/uploads/2016/01/social-work-internship-handbook.pdf

8181

Annexes

ANNEX 03Learning Agreement

1. Information about the participants

Contact details of the home organisation

Contact details of the host organisation

Contact details of the learner

Name of organisation

Address

Telephone/fax

E-mail

Website

Contact person

Telephone/fax

E-mail

Name of organisation

Address

Telephone/fax

E-mail

Website

Contact person

Tutor/mentor

Telephone/fax

E-mail

Name

Address

Telephone/fax

E-mail

Date of birth

Please tick

(dd/mm/yyyy)

☐ Male☐ Female

8282

Annexes

2. Duration of the learning period abroad

(dd/mm/yyyy)

(dd/mm/yyyy)

(number of weeks)

Start date of the training abroad

End date of the training abroad

Length of time abroad

3. The qualification being taken by the learner – including information on the learner’s

progress (knowledge, skills and competence already acquired)

Title of the qualification being taken by the learner (please also provide the title in the language

of the partnership, if appropriate)

EQF level (if appropriate)

NQF level (if appropriate)

Information on the learner’sprogress in relation to the

learning pathway (information to indicate acquired

knowledge, skills, competence could be included in an annex)

Enclosures in annex – please tick as appropriate

☐Europass Certificate Supplement☐Europass CV☐Europass Mobility☐Europass Language Passport☐European Skills Passport☐(Unit[s] of) learning outcomes already acquired by the learner☐Other: please specify

8383

Annexes

4. Description of the learning outcomes to be achieved during mobility

Title of unit(s)/groups of learning outcomes/parts of units to be

acquired

Number of ECVET points to be acquired while abroad

Learning outcomes to be achieved

Description of the learning acti-vities (e.g. information on loca-

tion(s) of learning, tasks to be completed and/or courses to be

attended)

Enclosures in annex – please tick as appropriate

Description of unit(s)/groups of learning outcomeswhich are the focus of the mobility☐Description of the learning activities☐Individual’s development plan when abroad☐Other: please specify

5. Assessment and documentation

Person(s) responsible forassessing the learner’s

performance

Assessment of learningoutcomes

How and when will theassessment be recorded?

Please include

☐Detailed information about the assessment procedure (e.g. methods, criteria, assessment grid)☐Template for documenting the acquired learning outcomes (such as the learner’s transcript of record or Europass Mobility)☐Individual’s development plan when abroad☐Other: Please specify

Name:

Organisation, role:

Date of assessment: dd/mm/yyyy

Method: Please specify

8484

Annexes

6. Validation and recognition

Person(s) responsible for vali-dating the learning outcomes

achieved abroad

How will the validation process be carried out?

Recording of validatedachievements

Person(s) responsible forrecognising the learning

outcomes achieved abroad

How will the validation process be carried out?

Name: Please insert

Organisation, role: Please specify

Date of assessment: dd/mm/yyyy

Method: Please specify

Please specify

Name: Please insert

Organisation, role: Please specify

Please specify

7. Signatures

Home organisation/country Host organisation/country Learner

Name, role Name, role Name

Place, date Place, date Place, date

8585

Annexes

ANNEX 04ECVET attachment for Learning Agreement

Title of the Unit:

Reference to thequalification:

Title of work task/work process

Title of qualification EQF-Level:

NQF-Level:

Description of the Unit: brief description/overview of the steps and learning outcomes, required to fullfil the task, if applicable add information about the task area or context of work process Learning outcomes

He/she is able to:• describe knowledge that refers to skills and competencies with active vocabulary like descri-be, explain, etc.• describe skills/part of the work process with active vocabulary and result, if necessary use adverbial determinations• describe social and personal competence considering responsibility, quality of self-organiza-tion, etc.

Assessment of learning outcomes

Describe methods, criteria and instruments used to assess learning outcomes/ knowledge, skills and competence

Additional information: describe the reference to syllabi or general training plans of the basic vocational education the work placement should fit in

Developed by: author, organisation

8686

Annexes

ANNEX 05Apprentice Mobility Introduction Plan

Apprentice Introduction Plan for

Name of apprentice Introduction period

Department:

Project(s):

Supervisor:

“Buddy”:

Main person responsible for the introduction:

Possible topics of introduction

Transfer of existing information - starter kit

- Work rules- List with contact details of relevant colleagues- The company – brief historical review and facts on the current situation of the company- What does the company do?- Values and mission of the company- Areas of the company

Delivery of the project documents/working documents

Introducing the team - Present all relevant employees - Contact persons: buddy and supervisor(s)/mentor(s)

Introduction to direct work place (e.g. desk)- Objective- Position (hierarchical dependency)- Profile- Tasks- Monitoring and evaluation- Rights and obligations

Date Name - Instructing staff member

Supervisor(s)

Supervisor(s)

Buddy

Supervisor(s)

8787

Annexes

Introduction to technical equipment (copier, fax, telephone...)

Familiarisation with premises

Admission and access controlauthorization (keys, cards), if necessary

Organisation of the work/projects, e.g. proce-dures, schedules

Computer handling (passwords, access rights, intranet etc.)

Health & Safety (escape routes, alarm plan, fire detector, first aid kit, etc.)

IT-Officer or office staff

Supervisor(s) and/or Buddy

Security Officer or supervisor

Supervisor(s)

IT-Officer or office staff

Security Officer or supervisor

8888

Annexes

ANNEX 06Allocation of a “buddy” and a supervisor

One suggestion could be to accompany apprentices especially in their first days in a new company with two persons: a “buddy” and a “supervisor”. Whereas the buddy is a colleague at similar age, a senior could act as supervisor/mentor being experienced in this role. The buddy should connect to the apprentice on a personal level and build also a rapport outside working hours. The supervisor/mentor will provide more gui-dance and educational advice. Both parties should be aware that cultural, personal as well as professional topics might come up.The buddy functions as an informal contact person for the intern –similar to a friend. In this role, he or she almost acts as a cultural ambassador who builds an emotional relationship with the apprentice. For this reason and due to the foreseeable duration of the apprenticeship, the buddy could engage with the intern as much as possible also outside of working hours and planned social events. They can for example participate in a sightseeing tour, visit local cultural sights or sports events together. The counterpart of the buddy would be a more senior employee acting as mentor. The mentor will focus more on professional guidance including educational advice and less on personal issues. Especially given the fact that the apprentices are at the begin-ning of their working life, the mentor can also provide tips for their future career path. This way it can be ensured that the apprentice can grow both, personally –in particular in terms of cultural experience –and professionally.

8989

Annexes

ANNEX 07Template for Quality Partnership Agreement

General Objectives

Period of Validity

Information about the partners

Apprentice’s professional profile/ related learning outcomes

Assessment validation and recognition of learning outcomes

Signatures

From………….. To………………

Describe briefly your organisation and your role in the respective national apprenticeship sy-stem

Title of qualification………..EQF level (if applicable)………..Units of learning outcomes………..

The partner organisations agree the procedu-res for assessment, documentation, validation and recognition of learning outcomes achieved

Partner 1...

Partner 2...

ANNEX 08Template for Quality Apprenticeship Agreement

Apprentice’s details

Apprenticeship Programmein the Hosting Enterprise

Assessment of the apprentice’slearning outcomes

Name of the apprentice...

VET tutor...

Enterprise tutor...

Delivering the learning activities and the rela-ted learning outcomes to be achieved

VET and Enterprise tutors are asked to assess the learning performance of the apprentice (training process and final outcomes).Process indicators: measure how learning acti-vities were conducted in practice and whether they were carried out to the desired standard of quality(the application of quality standards, quality tutoring, time on tasks, learning environment). Process indicators also concern qualitative is-sues and may be obtained through surveys and pedagogical observations, inspection reports, and self-evaluations.

9090

Annexes

ANNEX 08Template for Quality Apprenticeship Agreement

Apprentice’s details

Apprenticeship Programmein the Hosting Enterprise

Assessment of the apprentice’slearning outcomes

Name of the apprentice...

VET tutor...

Enterprise tutor...

Delivering the learning activities and the rela-ted learning outcomes to be achieved

VET and Enterprise tutors are asked to assess the learning performance of the apprentice (training process and final outcomes).Process indicators: measure how learning acti-vities were conducted in practice and whether they were carried out to the desired standard of quality(the application of quality standards, quality tutoring, time on tasks, learning environment). Process indicators also concern qualitative is-sues and may be obtained through surveys and pedagogical observations, inspection reports, and self-evaluations.

Outcomes indicators: measure the effects of the learning activities to see whether the lear-ning objectives were attained. They reveal how the international mobility path is performing in terms of subject knowledge, competencies and enterprise satisfaction. Outcomes indica-tors may be obtained through examinations and systematic field observations by the en-terprise, assessments and surveys by the VET tutor of the sending organisation.

Signatures

Apprentice...

VET tutor...

Enterprise tutor...

9191

Annexes

ANNEX 09Quality Validation and Recognition Agreement

This checklist presents the key actions to be carried out to ensure the validation and recognition of the learning outcomes achieved by the apprentice during the interna-tional mobility:

• Comparing the documentation of the learning outcomes assessed by the host en-terprise with what has been agreed in the Quality Apprenticeship Agreement;• Reviewing the learning process and the results of the apprentice’s mobility;• Reflecting on the entire process in order to identify any necessary adaptations. For example: consider whether the learning outcomes agreed for the mobility phase were appropriate; consider whether the documentation of the assessment abroad provides enough evidences for recognition.After returning the home institution, the achievements during mobility will be checked by the sending organisation. If the learning outcomes were achieved as defined in the Quality Apprenticeship Agreement, these will be validated and reco-gnized by the competent home institution(s).

9292

Annexes

ANNEX 10Identifying the key components of a Tutor Training Programme: the skills and knowledge required to be provided to enterprise Tutors

Understand how coaching can be used to develop apprentices

Develop the coaching and mentoring skills that help improve individual apprentice performance

Recognise apprentices’ strengths and give them the feedback they need to succeed

Identify apprentice problems and ways they can help to correct them

Provide on-the-job coaching to apprentices

Explain and demonstrate specific skills, knowledge and procedures

Monitor the progress of apprentices until they are able to operate independently of the coach

Lead and manage apprentices and support and encourage their commitment to the organisation

Lead by example and manage performance through effective leadership

Oversee and monitor the quality of day-to-day work

Communicate effectively with apprentices

Plan and organise operational functions and solve problems

Veryimportant

importantImportant in some cases

NotRelevant

9393

Annexes

ANNEX 11Checklist for Monitoring Supervision: a Guide for Tutors

Managing Apprentices

• Clear communication Do you take time to think about the instructions you provide? Do you write down your instructions or break the job into steps if necessary? Do you give clear instructions that: assumes no prior knowledge; explains why the job is done this way; uses clear and simple language; identifies risks and includes safe work practices in their instructions; asks the apprentice to re-state the instructions back to check their understanding; make sure there are no distractions.

• DemonstrationDo you take time to show the apprentice how to do things in the correct way? Do they use observation as a quick and effective way to learn, as it allows them to show their ap-prentice correct procedures and sequences and explain why the task is done that way.

• PracticeDo you allow time for the apprentice to practice new skills? Do you expect mistakes? Do you point their apprentice in the right direction?

• Asking questionsDo you obtain information and feedback? Ask questions frequently about the appren-tices’ work to gauge their knowledge and understanding of their role?

• Conducting Performance ManagementDo you Know the cycle of performance management? Do you write effective goals? Do you coach apprentices and provide feedback for performance improvement and at the same time recognize apprentices contributions?

• Work towards Conflict ResolutionDo you encourage effective teamwork? Understand basic methods of resolving con-flicts within the workplace? Help resolve conflicts? Gather appropriate input and/or participation from people involved in a conflict?

• Managing Inappropriate BehaviorKnow the standards and expectations of appropriate workplace behavior. Identify inappropriate behavior in the workplace. Consistently and fairly address inappropriate behavior and seek help when needed.

9494

Annexes

Managing the Work of Apprentices

• Resource ManagementOrganise and prioritise resources to meet changing work demands of an apprentice. Organise their own work and time to be able to meet needs of the apprentice and the business.

• Goal SettingEducate apprentices about how their roles serve the business. Develop relevant goals, including goals that guide where apprentices are heading and enable them to develop a clear picture of what they want to achieve; goals that motivate apprentices and give them something to aim for; goals that reinforce accomplishment and de-velop feelings of success. Develop work plans that meet desired goals. Monitor and evaluate the apprentices’ successful completion of a work task.

• Management PracticesDo you take steps to ensure apprentices are focused and motivated ? For example: rotate jobs; include them in staff meetings; allow them to do useful things; provide help and make sure apprentice is clear on tasks including safety criteria; provide them individual projects.

9595

Annexes

ANNEX 12Initial Evaluation

Assessment of the apprenticeNumerical rating (1: Poor – 10: Excellent)

Subject knowledge

Technical skills

Methodological skills

Communication skills

Team spirit

Punctuality and time management

Training background

Personal balance

In addition to this assessment form, other tools (example interview) can be used by the VET tutor of the sending organisation to assess the apprentice and define in more concrete terms his/her skills and abilities.

/10

/10

/10

/10

/10

/10

/10

/10

9696

Annexes

ANNEX 13Mid-term Evaluation

ASSESSMENT PERIOD (from…..to….)Knowledge of work procedures and processes

Level of skills achieved compared to the outcomes of the apprenticeship programme

Ability to managetasks independently

Awareness of all the safety rules n the company

Deals correctly with problemsat the workplace

Plans and prepares work properly

Degree of initiative shown in undertakingthe work

Ability to deal adequatelywith the company’s staff

GOOD FAIR POOR

In addition to these ongoing work-orientated assessments, the enterprise mentor and the VET tutor of the sending organisation hold more informal reviews to share feedback about the overall performance, strengths, weaknesses and future aspirations of the apprentice.

9797

Annexes

ANNEX 14Final Evaluation

Apprentice self-assessment

The following statements should be given a scale score from “Poor” to “Excellent”, where “poor” corresponds to a totally negative asses-sment and “Excellent” to a totally positive assessment.

1) Orientation: How would you rate the quality of the organisational orientation you received

(1)Poor (2)Fair (3)Good (4)Very Good (5)Excellent

2) Personal Skills: How would you rate the contribution the apprenticeship mobility pro-gramme has made to your soft skills (work organisation, listening and communication, ma-nagement of interpersonal and group dynamics, problem solving, etc).


3) Professional skills: How would you rate the contribution the apprenticeship mobility pro-gramme has made to your professional skills (set of knowledge, skills and personal resour-ces specific and distinctive to one’s professional activity)


4) Programme attributes: How much of the activities carried out during the international ap-prenticeship period correspond to what was established in your apprenticeship agreement?


5) Please provide examples of how you think the apprenticeship mobility programme could be improved.

6) Please provide examples of how you think the apprenticeship mobility programme wor-ked well for you.

Assessment from the Enterprise

Discussion on theapprentice’s strengths

Discussion on the integrationof the apprentice into the hosting company and the work team

Discussion on the apprenticeown initiative

Verysuccessful

successfulLess

successfulNot

successful

9898

Annexes

Discussion on the compliance of the apprentice with the working plan

Discussion on the effectiveness of the apprentice in the performanceof assigned tasks

The mentor gives advice about the apprentice’s functioning, which the apprentice can benefit from asubsequent apprenticeship period

The mentor indicates whetherthe apprentice will have theemployment possibility in thecompany in the future and whathe/she should do to maintain or increase such opportunities

OVERALL ASSESSMENT BY THE ENTERPRISE TUTOR

OVERALL ASSESSMENT BY THE VET TUTOR

9999

Annexes

ANNEX 15Learning outcomes evaluation Check List

This is an example of a check list used for an apprentice engaged in a path of “Technician for Energy Efficiency” (EQF Level 4).

I.a DETAILS ON THE PARTICIPANT

Name of the apprentice:

Fi

I.b DETAILS ON THE SENDING ORGANISATION

Sending Institution

Name:

Address:

Contact person

Name: Function:

e-ma Telephone: e-mail:

I.c DETAILS ON THE INTERMEDIARY ORGANISATION (receiving country)

Intermediary Organisation

Name:

Address:

Contact person:

Name: Function:

Telephone: e-mail:

I.d DETAILS ON THE HOST COMPANY

Host Company:

Name:

Address:

Contact person

Name: Function:

Telephone: e-mail:

100100

Annexes

I.e LEARNING OUTCOMES

UNIT 1: “ENVIRONMENTAL IMPACT OF ENERGY SYSTEMS”

Analyze the indicators used for monitoring environmental impact of energy systems on the territoryYES NO

Identify the situations of non-compliance and report to the appropriate containment measuresYES NO

Understand the principles governing the energy market and know how to implement the mechanisms associated with this, both in a global and national scaleYES NO

UNIT 2: “RENEWABLE ENERGY”

Be able to verify the existence of conditions for the use of a particular type of plantYES NO

Be able to verify the existence of conditions for the use of a particular type of plantYES NO

Identify and analyze the technological characteristics for the use of a particular type of plant of a plant powered by renewable sourcesYES NO

Be able to select the required plant size and assess its potential in the context of im-plementationYES NO

Estimate in terms of economic value the benefits and the direct and indirect costs of a projectYES NO

Estimate the economic value of a project and be able to assess the cost/benefit ratio YES NO

Signature and stamp

Tutor of the Sending Organisation _____________________

Tutor of the Intermediary Organisation _____________________

Mentor of the Host Company _____________________

ANNEX 16Stakeholders Questionnaire

101101

Annexes

• Does your institution also include the promotion of students and apprentices’ mobility abroad?a. Yesb. No

If that is the case, which difficulties did you encounter?………………………………………………………………………..………………………………………………………………………..

What are the main difficulties encountered in promoting mobility?………………………………………………………………………..………………………………………………………………………..

• On a scale from 1 to 5, how do you consider important the following factors to allow the embedding of long-term mobility in apprenticeship paths:

a) A high quality planning of the long-term mobility experience in order to guarantee minimum standards in achieving the apprentice’s training objectives and in the valida-tion and recognition of the acquired skills by the apprentice.Please briefly detail your answer.………………………………………………………………………..………………………………………………………………………..

b) A greater awareness by the sending organisation/company on the added value re-presented by an apprentice mobility experience in terms of growth and training of the company’s HR: ………………Please briefly detail your answer.………………………………………………………………………..………………………………………………………………………..

c)Aa stronger action to promote long-term mobility by public and private stakeholders: ……………….Please briefly detail your answer.………………………………………………………………………..………………………………………………………………………..

• To what extent do you agree with the following sentence: “mobility experiences wi-thin apprenticeships paths represents an added value in terms of: acquisition of lan-guage skills; adaptability to different national contexts; knowledge of different working methods; greater awareness of the European context in relation to own working sector”.Please specify:………………………………………………………………………..………………………………………………………………………..

102102

Annexes

•What kind of motivation may help a company to host an apprentice for a long-term mobility in your opinion?………………………………………………………………………..………………………………………………………………………..

•What kind of motivation may help a company in sending an apprentice for a long-term mobility in your opinion?………………………………………………………………………..………………………………………………………………………..

103103

Annexes

ANNEX 17VET Tutor Questionnaire

• Please provide a brief description of the experience gained by the School/VET pro-vider you work for, in the apprenticeship and Work Based Learning paths.………………………………………………………………………..………………………………………………………………………..

• Please provide a brief description of the experience gained by the School/VET pro-vider you work for, in the transnational mobility for apprentices.………………………………………………………………………..………………………………………………………………………..

• How do you consider the various initiatives/programmes put in place by the Europe-an Commission in order to support EU Mobility for young apprentices? Do you know any of the following initiatives: Your first Eures Job; Erasmus Pro; European Alliance for Apprenticeships? ………………………………………………………………………..………………………………………………………………………..

• How do you consider the long-term mobility for an apprentice?………………………………………………………………………..………………………………………………………………………..

• Did you ever planned and implemented mobility experiences for apprentices?a. Yesb. No

• If that is the case, which difficulties did you encounter?………………………………………………………………………..………………………………………………………………………..

• In planning a mobility, have you ever involved other stakeholders from the local busi-ness environment and other stakeholders (Employers associations, Trade Unions, Public bodies, etc.) in order to better define the training needs of the specific professional figure?………………………………………………………………………..………………………………………………………………………..

• How much do you consider difficult to find foreign companies available as hosting companies for apprentices?………………………………………………………………………..………………………………………………………………………..

• Have you ever involved local stakeholders in the search and identification of host companies? If yes, do you think it was useful?………………………………………………………………………..………………………………………………………………………..

104104

Annexes

• What kind of motivation may help a company to host an apprentice for a long-term mobility?………………………………………………………………………..………………………………………………………………………..

• What kind of motivation may help a company in sending an apprentice for a long-term mobility?………………………………………………………………………..………………………………………………………………………..

105105

Annexes

ANNEX 18Enterprise Tutor Questionnaire

• Please provide a brief description of the experience gained by the company you work for, in apprenticeships and in Work Based Learning paths.………………………………………………………………………..………………………………………………………………………..

• What are the soft skills that you consider a priority for an effective placement of an apprentice in the company?………………………………………………………………………..………………………………………………………………………..

• Does your company have venues and/or commercial partners abroad?a. Yesb. No

• Have you ever hosted apprentices from foreign countries?a. Yesb. No

• In your opinion, can an experience abroad help improve the apprentice’s training path? If yes, in which way? Please briefly detail your answer.………………………………………………………………………..………………………………………………………………………..

• What may be the advantages of a training period abroad for your apprentice working for your company?………………………………………………………………………..………………………………………………………………………..

• What may be the disadvantages of a training period abroad for an apprentice working for your company?………………………………………………………………………..………………………………………………………………………..

• Currently a too little number of apprentices are involved in a mobility experience du-ring their training path. What are the reasons in your opinion?………………………………………………………………………..………………………………………………………………………..

INFORMATION TECHNOLOGY, CONSULTING & TRAINING SERVICES

E.N.F.A.P. Marche (Ancona, IT)www.enfapmarche.it

IHK-Projektgesellschaft mbH (Frankfurt Oder, DE)www.ihk-projekt.de

Hermes Corporation, (Gzira, MT)www.hermesjobs.com

SVAP - Federation Of Attica And Piraeus Industries, (Piraeus, EL) www.svap.gr

REATTIVA – Regione Europa Attiva (Campobasso, IT)www.reattiva.eu

Asociatia European Academy (Bucharest, RO)www.europeanacademy.ro

Apopsi S.A., (Piraeus, EL)www.apopsi.gr

106106

Project Partner