Work Experience Abroad - Eunec · 2020. 3. 20. · Jagersweg 23 5262 TM VUGHT; The Netherlands E: [email protected] . QAFP – results WEA inquiry 2 Introduction The agenda of the European

QAFP – results WEA inquiry 1

Work Experience Abroad (WEA)

A challenge for students, VET and companies

Results of the inquiry Work Experience Abroad

Jos Paulusse

Jagersweg 23

5262 TM VUGHT; The Netherlands

E: [email protected]


Introduction

The agenda of the European Commission focuses especially at the competitiveness of

Europe, and promotes an international oriented and skilled workforce. All VET

sectors on secondary and higher level in European countries will have to work on

increase of work experiences abroad. Quality Assurance of Foreign Placement in

Europe (QAFPE), stimulates companies all over Europe to create a learning

environment of high quality to teach and train trainees in an effective and efficient

way and at the same time to develop towards a learning company able to face the

developments in the modern society.

The Dutch VET system requires that students have a substantial amount of practical

training, and this ‘on the job training’ (work experience abroad, mobility, and getting

insight in live and work) is provided and executed at accredited companies.

Accreditation is provided by a National Centre of Expertise as Aequor or KC-Handel is

and is a guarantee for quality of guidance and practical training. Now

internationalisation is being stimulated and increasing, we need much more

accredited companies in the European member states.

Partners in the QAFP project concluded that foreign placements in a learning

company bring personal development and development of vocational (in our sector

agricultural) competencies and that placement companies acquired by other VET

centres may provide a qualitative satisfactory placement. There are a lot of aspects related with ‘getting work experience abroad’; as the

placement company, the coaching during the placement, the content of the

placement (a learning agreement), payments, costs, the valuation of this part of the

educative programme, insurances, tax, work permits, etc.

In this report we give you our view on WEA, on Work Experience Abroad and our

reasons to promote WEA.

Traineeship abroad is an important theme, regarding the programmes in television

and the increasing number of organisations (intermediaries) that offer an

apprenticeship abroad. Whether or not a risky placement or an experience for life or

a placement that answers all conditions in the learning agreement, it remains

important that VET-students get work experience abroad during their vocational

education.

Not only the student should get work experience abroad but also the teaching staff!

Education of young VET students and preparation for their working life requires that

teaching staff has work experience abroad, that they communicate with colleagues

abroad, and that they know about different work attitudes. This requires a change in

education of teachers and demands continued training of staff in vocational

education.

A successful placement in the home country or abroad often is an entry for a job. The

employer has seen the trainee working and being member of the team and why

should the employer look further if this is a good opportunity to acquire the right

employee.


In this report we only give some remarks on a number of aspects important for

traineeships abroad.

With the support of EfVET and the cooperation of their members which chiefly are

employed in VET, we have been able to distribute a questionnaire and the results are

presented in this report.


The issue

The European Commission and many VET stakeholders (parents, schools and

students themselves) aim at an increase of the percentage of graduates from VET

with some work experience abroad. Reasons for this:

• He/she learns to communicate in a strange language while searching and

preparing its placement. To write a letter of application or nowadays an e-

mail of application is not so easy;

• After the application, the student and the company have to agree upon some

details: duration, what competencies will be trained, accommodation,

insurances, work permit, costs and / or salary, etc.

• Organise of the trip, and the accommodation;

• Being and working abroad gives another insight in live: there is another work

attitude, another method of working, another culture, and often another

religion;

• In a different environment the trainee has to use all its skills to get adapted

and accommodated, he/she will need to be flexible; it is a process of learning

and maturation;

More and more we see that students prefer to go abroad but there is a big difference

between the sectors in VET. What can be improved; sometimes there are problems

with the selection of the suitable company, sometimes there are restrictions because

of work permits, do the VET colleges recognise the learning outcomes, how is work

experience abroad shown on the ‘diploma’, are improvements required concerning

the coaching and exchange of information, etc.

Surveying the total than it is less about achieving certain competencies and more

about experience, culture, communication, adaptability, flexibility and responsibility

of the trainees. Regarding remarks of many employers that they will train the

required competencies if VET delivers the right persons answering the above named

characteristics, we started a quick research among VET representatives about

Work Experience Abroad (WEA).

The Questions

A limited number of questions which could provide us with information but which

easily could be processed was the starting point. The questionnaire has been

distributed to the participants in the 23rd conference of EfVET. Students, employers

or intermediary organisations have not been questioned. We have focused on three

main aspects:

• The student or trainee or apprentice

• The company or placement provider

• The Vocational Education & Training centre (VET centre)


The Student

Already here we can mention a number of bottlenecks. Do we talk about a students’

work visit, a study trip, a traineeship of some weeks or an apprenticeship of 4 to 6

months or more. Here we focus at some work experience abroad of in average 8

weeks.

The student can be a full-time student or a part-time student or active in a dual

learning system1. Education and business must prepare the student for the future

and all evidence the student can get to proof his or hers suitability for an employer is

required. The practical training period, nationally or abroad, must be evaluated,

reported, validated and published. For these reasons we have presented the items

on learning agreement, personal development, compulsorily of a traineeship abroad

and a remark on diploma or certificate.

The Placement

Companies that are willing to coach a trainee during his or her traineeship invest

much time and money. On the other hand the trainee helps a lot with the work to be

done. Preferable a great variety of activities so that the trainee learns the ins and

outs of the job. The demands of the schools and / or the trainees are increasing.

Schools and trainees like to agree beforehand on which competencies might be

achieved, what work activities will be trained and executed and how the skills will be

evaluated. On the other hand a traineeship is good for the further development of

the student. Keeping in mind that future employers are looking for employees who

are responsible, trustable, accurate, and comradely than we might see sometimes a

mismatch of objectives.

The VET centre

A traineeship is part of the education; the trainee is still a student and not a cheap

employee for the unpleasant tasks in the company. The VET centre provides the

student with a number of placement possibilities and in accordance with his or hers

education the student selects the most suitable placement company. Therefore

databases should provide more information and experiences of other students.

Stimulation to do a traineeship or a traineeship abroad requires that staff has insight

in up-to-date situations and activities of companies, modern methods of working and

of machines. Exchange of experiences with colleagues from other schools or

1 Refer to: Managing European Diversity in lifelong learning (NL/05/C/F/TH-81802) / VPL country report (2007)


countries is necessary. The teacher is finally responsible for the note (a mark, a

comment, report, etc.) at the diploma or certificate. We need not to redevelop the

wheel but we might use materials and methods from each other.

Other aspects

Indeed, a number of aspects has not been included in this inquiry. We wanted to be

short and to the point. In future it might be necessary to pay attention to:

• Training of teachers and coaches to assess the practical work experience

• The costs of work experience

• To increase staff mobility and to increase the cooperation with business

• Maintenance of the databases with placement information; quality control

• Rules and regulations concerning the criteria for coaches and companies and

for trainees

The questions

Short and to the point. We have 12 questions presented to the participants and

invited them to agree or not and we offered the possibility to make a remark.

Nr. short Keynote /Question

1 Not an

employee

Traineeship is part of VET, part of preparation on a profession and

therefore trainees should not be marked as employee.

2 WEA on

diploma

The introduction of the subject or speciality ‘Work Experience Abroad’ on

the diploma in VET would stimulate students to go abroad.

3

WEA =

personal

development

‘Work experience abroad’(WEA) is important for the development of

personal-, social-, cultural-, and language skills. WEA is not only about

employee-ship but more about becoming a civilian with values and who is

critical.

4 Learning

agreement

A traineeship should be based on a detailed learning agreement to

achieve well-defined competencies.

5 WEA=helps

finding a job One or more periods of WEA, increases VET-graduates to find a job.

6 WEA =

compulsory

A traineeship abroad should be compulsory in VET (with exception for

some special situations)


7

More

cooperation in

VET

VET-colleges should cooperate more with each other to stimulate

students to go abroad, to exchange placement addresses and to help

foreign students (so that the own students abroad are being helped by

foreign staff).

8 Network

meeting

Coordinators or organisers of traineeships abroad should meet once a

year or once in two years.

9

Evaluation

WEA by

coach, report,

tutor

A trainee must be evaluated and get a mark on his/her diploma.

Evaluation by i.e.: report of the company coach, the report of the trainee,

the report of the responsible tutor or teacher.

10 Allowance=not

income

The allowance the trainee receives to cover the costs of the traineeship

(travel, accommodation, food, visa, clothing, etc.) should not be marked

as income / wage.

11

Placement

data base

must give

more

information

Databases with placement companies should provide more information

about the company, the work and the experiences of previous trainees.

12

Coaching

trainees is not

paid

Placement companies should not be paid for their coaching task because

of the advantage that trainees help the company with their work, give

new ideas, discuss innovations in the sector, and stimulate staff to speak

another language.


The results

In total 55 questionnaires have been completed and returned. The number of

distributed questionnaires was about 200. In this group was a number of persons

who have no activities with Work Experience Abroad or with traineeships.

The results are presented in the graph above. In the graph there are three sections:

Trainee – Company – VET centre. The graph gives the percentage of responders:

agree (blue line left); do not agree (orange in the middle); no answer (grey on the

87,3%

90,9%

94,5%

92,7%

80,0%

83,6%

80,0%

72,7%

45,5%

94,5%

90,9%

90,9%

7,3%

5,5%

5,5%

5,5%

10,9%

10,9%

18,2%

14,5%

54,5%

3,6%

7,3%

7,3%

5,5%

3,6%

0,0%

1,8%

9,1%

5,5%

1,8%

12,7%

0,0%

1,8%

1,8%

1,8%

0,0% 20,0% 40,0% 60,0% 80,0% 100,0% 120,0%

(11) Placement data bases must give more information

(8) Network meetings (of traineeship organisers)

(7) More cooperation in VET

(2) WEA results - mark on diploma / certificate

VOCATIONAL EDUCATION & TRAINING (VET)

(12) Companies coaching a trainee, are not paid

(10) Allowance = not income (just covering costs)

(9) Evaluation WEA by coach, report, tutor

(1) A trainee is not an employee

COMPANY / PLACEMENT

(6) WEA = compulsory

(5) WEA = helps finding a job

(3) WEA = personal development(responsibility, attitude, culture, …

(4) Learning agreement

STUDENT / TRAINEE / APPRENTICE

Work Experience Abroad

Agree Do not agree No answer


right side). You may conclude by yourself how these results fit into your WEA

strategy.

A great number of responders have made remarks. This is obvious because they had

to choose between ‘agree’ and ‘not agree’ and some items gave cause fore

discussions. All the remarks are presented here in an arbitrary order but grouped

with the questions/items of the questionnaire:

Item / Question Remarks made by responders WEA

(1) Traineeship is part of VET, part of preparation on a profession and therefore trainees should not be marked as employee.

1. I don´t understand the question 2. For a trainee the focus is on learning. 3. There are two sides. A nice point for a discussion.(GLR) (also X

in not agree) 4. In Germany a mobility is a recognized part of the dual vocational

training (vocational training act) 5. Trainees should be doing “real” work and that’s why they should

be considered employees. 6. This is very obvious as the trainees will not be paid anything. 7. Very difficult to say, depends a lot on country and sector 8. Partly agree. Sometimes they offer a lot and are well paid, so

employee. 9. It is also part of studying at University of applied science 10. A part of a dual training, which comes in different models 11. It will make placement much easier. 12. However, the same treatment should be given to them in the

work placement. 13. But with employee rights and duties. 14. Sorry did not understand the meaning of this question. 15. Mark the trainees as employees can benefit the trainees

(motivation, involvement, responsibility) and companies.

(2) The introduction of the subject or speciality ‘Work Experience Abroad’ on the diploma in VET would stimulate students to go abroad.

16. I don’t think so. I´m not sure the students care. 17. In that case the experience will validated 18. This will never apply to all VET students but definitely to those

anxious to find a proper job. 19. It might be difficult since in Denmark the apprentice is paid, in

other European countries he/she is not. 20. It will put more pressure than needed. The training ship covers

this topic. 21. If it means that new competencies are required, assessed,

recognised. If not compulsory, if optional.

22. Not sure.

(3) ‘Work experience abroad’(WEA) is important for the development of personal-, social-,

23. According the evaluation of the participants reports WEA has more impact on the personal life than the professional life

24. In Dutch qualifications the most important aim of Work Experience.

25. Both goals can be achieved.



cultural-, and language skills. WEA is not only about employee-ship but more about becoming a civilian with values and who is critical.

26. Definitely! The skills mentioned here are crucial not only for personal development and social involvement but also for managing in any job.

27. I’m just now working on this, seems rather complicated to go on a very detailed level: general level works easier for teachers and workplaces? Also no resources available to go to much detail, That’s my impression for the moment.

28. WEA is not only about employee-ship but equally about (not more about) becoming a civilian with values and who is critical.

29. In Italy we never had the problem to stimulate students/learners to go abroad, but the problem to have more funds to allow them to take part to mobility experiences. Demands is much more higher than offer.

30. However, I think it is a combination – I do not think it is more about being a civilian but also an employee-ship – both parts of the internship are important.

31. Especially for those students coming from rural place or for students with trouble

32. Very important! 33. Students will appreciate the diverse European ethnic made and

learn to respect and accept the different. 34. A civilian with extra specialised and soft skills because of his/her

experience abroad. 35. Essential 36. I think we should focus much more on internationalisation at

home than on mobility. Mobility is only one way to obtain this. 37. It is about flexibility + creativity.

(4) A traineeship should be based on a detailed learning agreement to achieve well-defined competencies.

38. But keep it simple. An interns must be attractive for an employer. 39. Yes, but the learning agreement should meet the expectations of

the companies and should not be seen as a barrier that companies cannot achieve. I mean it should be flexible and not too detailed

40. not too detailed, only different competence areas. 41. The LA is a part of the ECVET process and gives a backbone to

the student’s WEA. 42. ! the ECVET instruments are very important for recognized

learning outcomes ! 43. However, not so detailed so the companies find it too difficult to

fill out and give up having trainees. 44. Learning agreement or training program that is approved of by

the educational institution 45. Very important! 46. It depends of the how long the period abroad is. For 3 weeks it

might be too much to think that a lot of competences are developed professionally, and it might be a burden for the company to describe.

47. However, there should be some room of flexibility. Different working settings may require small adjustments.

48. And based on planned learning results also.



49. More emphasis needed on the assessment and validation of the learning outcomes -> you cannot always predict all learning outcomes beforehand.

50. It should be, but we need an active collaboration from companies on this point.

(5) One or more periods of WEA, increases VET-graduates to find a job.

51. Students with WEA are attractive for employers 52. It is proved: if two applicants are even in an employment

situation, the one with WEA will be in a better position. 53. Give VET graduates better opportunities on the labour market 54. It varies from trade to trade. In DK where the VET student/

apprentice already has a lot of work experience, it does not make the biggest difference. BUT, going abroad before signing a contact after the first 20-40 weeks might help a lot.

55. Need to be careful not to turn students to cheap labour. 56. No experience to indicate this. 57. If WEA quality increases and get more prestige. 58. There must be words missing ....? 59. Due to the skills they have activated .....WEA. 60. As a VET college we seldom hear about the value of work

placements abroad when finding a job, so I cannot answer this question.

(6) A traineeship abroad should be compulsory in VET (with exception for some special situations)

61. This will not happen in Denmark. 62. Cannot be organised 63. Every student should decide by himself if he likes to go abroad or

not. Not everybody is open and independent enough. 64. It should be considered an opportunity rather than a must. 65. I think it´s very difficult to do WEA for all the VET students 66. It cannot be compulsory as long as we cannot guarantee equal

funding for all. 67. In the long run, yes. It has so much value on many levels. 68. Work experiences abroad are very well considered when looking

for a job Should be for EVERY student

69. This would be very good but can be difficult to realize financially. Also, not all students like to/may go abroad.

70. It is too much to ask the company to be able to welcome all the different VET student profiles. Please keep the focus on the companies as well.

71. It will be a logistical nightmare. 72. Yes, as soon as there are financial grants for those who cannot

afford it.... On the other hand, there are some young people who really are not prepared to go abroad alone and also there are some parents who do not allow their going abroad.

73. No, from an ethical + practical point of view. 74. a radical reform. 75. Agree for university students 76. If you make it compulsory you'll risk that some students will not

choose a VET programme.



77. Depends on the profession 78. To achieve this point we need a real involvement of companies

and business' world. Only with the desire of the education world will not be possible. We don't have power enough to force them to host trainees.

(7) VET-colleges should cooperate more with each other to stimulate students to go abroad, to exchange placement addresses and to help foreign students (so that the own students abroad are being helped by foreign staff).

79. We don’t need schools abroad to find places for WEA. We are responsible for the quality of our internship places and we have not enough places in our own region for foreign students.

80. Good cooperation also helps in developing the best practices, trust and effective mobility processes.

81. a very good long term goal 82. But then resources should be allocated to the schools to carry

out this task which is quite immense. 83. This is the only way! The VETPRO are in charge to educate the

students in VET. They are professionals to develop detailed learning agreement and assess defined competencies

84. Yes, but in France, the language can be a barrier. 85. Most staff are already very busy with their regular work and

unable to help foreign students . 86. Necessary in case of reform in number 6 question. 87. Cooperation depend on the strength of the partner; no

commitment = no results. 88. But governments should support VET colleges by (co)funding

persons in VET colleges responsible for work placements – in Germany tasks related to work placements are additional tasks for teachers without any recognition.

89. It is a first step, to send more students abroad we need more companies involved. VET-colleges needs more open mind companies.

(8) Coordinators or organisers of traineeships abroad should meet once a year or once in two years.

90. Once a year 91. We already do 92. preference once in two years 93. already a practise in Finland: once a year for coordinators. And

we have a FB-group 94. It is needed for better guidance and assessment of students as

well as updated LA’s. 95. On the base of my experience is very difficult to involve only

colleges as sending and hosting organisations. Intermediary organisations and experienced partners on all aspects of a management of a mobility project are absolutely necessary

96. Good idea to swap experiences and a way to start new collaborations.

97. Once in two years is a good basement for cooperation 98. Is there a network for these coordinators? Is once a year

enough? 99. It might be better to develop a kind of “code of conduct”



100. A special conference financed by the EU will be idea so that go practises can be shared and bottlenecks can be discussed and raised with DG EAC.

101. Although, I find it difficult to be done due to financial issues. Maybe a Forum could be easier.

102. Just meet when necessary, no need to institutionalise it. 103. Not sure, up to them; . . . you meet virtually. 104. Once in two years. 105. Once in two years, but only if there are means for funding

besides the colleges own budgets. 106. Inviting also business organisations: companies, associations,

professional associations, chamber of commerce, they have really contact with companies and the possibility to encourage them to host students.

(9) A trainee must be evaluated and get a mark on his/her diploma. Evaluation by i.e.: report of the company coach, the report of the trainee, the report of the responsible tutor or teacher.

107. The experience is in that case validated 108. But the tutor or teacher is responsible for the final mark. 109. Yes but again it shouldn't be too much extra work for the

company. We always have to keep in mind the aims of the company and keep them happy to cooperate with VET-providers.

110. The success does not depend on the trainee only. 111. better a report added to the diploma 112. The evaluation and the mark are necessary and already done in

Finland but not necessarily on the diploma. A certificate on WEA should be ok.

113. Once a year would be much more suitable 114. ECVET ! 115. Good idea, and this can be achieved using EQVET 116. report made of the company coach together with the trainee

under supervision of the responsible tutor. 117. The marks could be just a few. i.e. Fail, Pass or Pass with

Distinction 118. It is up the individual apprentice or student if they want to use

both their diploma and Europass when they are looking for a job 119. It should be optional, unless an effort in made were by all people

involved understand the process and speak the same language for quality assurance.

120. That means that some e-tools are needed for supporting the process

121. Evaluated: YES; mark: NO, that is the teachers' job.

122. Evaluation is necessary (report, presentation, interview …) – documentation in Europass is sufficient.

123. Doing an evaluation the company feels his role on the agreement

(10) The allowance the trainee receives to cover the costs of the traineeship

124. It doesn’t in Denmark 125. Otherwise it will not stimulate the trainee to go abroad 126. It should definitely NOT be any taxable income! 127. of course not 128. ERASMUS+ KA1



(travel, accommodation, food, visa, clothing, etc.) should not be marked as income / wage.

129. 100% of the money for subsistence and travel are used. This is no income/wage

130. Depending on the level of the allowance. Tax legislation levels vary from country to country. It has to be equal for all for all students/trainees no matter level or educational system (VET, University etc.)

131. Erasmus+ is not an income, but if one gets a salary abroad tax rules have to be followed. Rules differ between countries.

132. ? 133. ??

(11) Databases with placement companies should provide more information about the company, the work and the experiences of previous trainees.

134. Students should be able to find reliable and true information on companies.

135. no experience on this 136. In Italy we have this problem too, so we need to pay

transnational intermediary organisations, which provide all the requested services (accommodation, food allowance, local transport, tutoring, etc.), apart from the travel which is usually paid by the sending organisation

137. Good idea, but as we are working with agencies they see to that the companies are assessed.

138. To build up databases is the job of the VETPRO colleagues from VET schools and companies – no EU wide database!!!!

139. It can be very interesting ! 140. If this database is maintained by the ones who use it. This is

done by organisers of practical training who have an interest in maintaining as they use the database to make the match.

141. It is a lot of work to keep the databases up-to-date. 142. please arrange small cooperation of 3 à 4 schools both sides. 143. I recommend you to have look to www.perfectmatch.fi to see the

model of database proposed for intermediate organisations. Look for products.

(12) Placement companies should not be paid for their coaching task because of the advantage that trainees help the company with their work, give new ideas, discuss innovations in the sector, and stimulate staff to speak another language.

144. In the framework of Leonardo and Erasmus+, they don´t. 145. If being a payment I think it should be a small amount of money 146. might lead to a treatment as an employee 147. Coaching trainees is not a business – it shall always be regarded

as an investment for the future of the company, field, country etc. 148. On the base of my experience (more than 5.000 participants sent

abroad in 12-year experience) hosting/placement companies have never been paid for their coaching tasks, neither when their advantage was really poor due to short duration on the internship or the very low level of competences of learners (because of people with special needs or at their really initial vocational training)

149. I do not think they are paid today. 150. They never asked for this. They know the benefit . 151. Partly true. There are also students who offer less, but would still

profit.



152. By Dutch law non EU students have to be paid 50% of the minimum wage.

153. However, to some extent pay the tutors at the companies might help to find companies willing to take students for workplace training

154. Are we talking about an agent getting paid to find acc. And in company training or the actual company itself? You cannot make rules about that – maybe a company is not used to dual training. They do try to make a living out here.

155. The answer is yes and no. Short placements like 2 weeks, gives very little benefit to the company. Long placements like 10-20 weeks to give the companies benefits. Rules differ between countries.

156. No pay, no gain (=WEA) 157. it is not only an advantage but also hard work to take a foreign

apprentice. 158. I cannot answer this question as I do not know the amount of

work an intern causes a company. 159. Placement companies should be recognised with some financial

incentives to companies or a certificate as a placement company. 160. It is a point of discussion, not all trainees are good enough to go

abroad, and companies are a private business. If we just send the 'best candidates (stimulated, conscious of their needs and learning outcomes, motivated to learn and give new ideas) for a minimum stay of 3 months companies will valuate them as a real way to improve the company, by the other side stays of 2-3 weeks are not attractive for companies and just a small perception of a real situation in company.

Extra remarks (not related to an item:

a) Hosting and training students in a company requires specific skills from the hosting company. Therefore companies need to be advised and coached for that task.

b) It is useful to make good learning companies visible for the world by the use of a specific logo showcasing their ability to train people.

c) We need better resources to support the mobility activities…resources for the coordinating organizations in the sending and also in the host country!!!

d) (better financial resources)…to support / to organize the mobility …this is real work!!

e) The VETPRO are in charge to educate and to train the EU students. The EC gives them the money to send students abroad. The companies take the students for their work placements. The students from the DACH countries are also send and paid as apprentices during their period abroad from their companies at home.

f) Who is the only one who has to give resources to do this job "Internationalisation of VET" ????

g) The regions and the authorities responsible for VET and teachers in VET!!!



h) They don't do this! But it is possible - i.e. the Netherlands or the Scandinavian countries are giving the best examples.

i) I think the EC has to work and to in this direction. Our authorities only declare that they want 10% of VET students (apprentices) in 2010 in mobility. But they don’t talk about necessary resources.

j) Pay attention to the translation of the items because the items are now used ‘ad random’

k) Need to have a database with a quality indication of intermediary organisations. Especially interested in the reviews.

The number of unemployed young people in Europe is enormously and something

has to be done before the society loses this group! Sometimes they get an allowance

of the (local) government, or they stay longer with the parents, often have a small

part-time job, etc. The number of people above 60 years old that keep their job is

increasing. Here is a mismatch in national policies; it might have been better first to

take care for the employment of young people and after this increasing the age of

retirement.

VET, WEA, traineeships, all help to raise the employability of young people but it is

the sector of SME’s and bigger companies to offer jobs. Nowadays we read more

about discharge and firing people than about employing people although in some

sectors there is a shortage of specialised staff. To close the gap between VET and

business a bit it might be necessary that teachers and business have more contacts.


Cooperation between VET colleges in Europe

The most effective and efficient manner of organising placements abroad for VET-

students is by cooperation of VET colleges in different sectors or per sector in a

number of countries. It depends of trust in each other and telling each other what is

good and what is wrong. Some possibilities:

• The EU-MOVE data base can

be an example of mutual

cooperation. Through a smart

interface is your data on

placements (in excel format)

accessible for VET students.

Partners in this database can

agree on sharing costs,

conditions, and growth;

• Send your file with placement information to the coordinator of EU-MOVE

(Mrs. Pauline van den Bosch ([email protected]) or to the

project coordinator ([email protected]);

• Cooperate with schools in your region. This enlarges the possibilities to find a

suitable placement company and your network expands;

• Apply at ERASMUS+ for placement subsidy (mobility grants). This financial

support stimulates you and the students to go abroad for work experience. In

the annexes is more information available;

• Apply for the position of Local Agent in your region (at Aequor:

[email protected]). Schools that take traineeships seriously as part of VET do

already this task of Local Agent because they have contacts with the

placement companies, they help the coach of the company, they help to

select the right trainee for the company, etc.

We expect that participants / users discuss this subject with each other during

meetings or seminars and that this will result in more communication and exchange

of information.

First of all the policy of the schools

Schools with a policy that stimulates students to go abroad for some weeks or

months have addresses of placement companies in their own region (which they

know and trust). It is assumed that these companies have contact with the school or

college and that a teacher of the college now and then pays a visit to this company.

So, in fact the quality of the company is known and some of these addresses might

be interested to receive and to coach a student from abroad. It is a matter of sending

an e-mail asking for this option. Openness is of great importance and we stimulate


that schools gives more access to or share their information about placements /

placement companies abroad.

Secondly: the quality mark (010)

Education and in special the

preparation for a profession

increasingly make use of work

based learning, learning by doing

or a traineeship. The relationship

between the practical training

company, VET-education and

Aequor (knowledge centre) on the

one hand and Employment

potential and Labour market is

presented in Qualification Triangle

with the student in the centre.

In the lower grades the students do

a traineeship in the region (often

not at home or at family) and in the final grade they might go abroad. In most

colleges this is not compulsory. To the opinion of many others this should be

compulsory and also part of the educational profile.

The placement company can be qualified based on information from:

• The visiting teacher of the school or the intermediary organisation / Local

Agent

• The placement report of the student

• A self-assessment form completed by the company / entrepreneur

The college can qualify the company and other colleges can accept (or reject) this. It

is a matter of trust. If during some years other colleges have negative experiences

with this company it should be published in the database. Compare this with the

reviews of guests in a restaurant or clients making use of an aircraft company.

QAFP has introduced a label for international

placement companies. This initiative was also based

on the obligation in The Netherlands that a student

must do its traineeship at a recognised or qualified

placement company. The qualification or recognition

of a company as learning company should be done

by an experienced organisation

and this organisation can reward the company with this label ‘Work Based Learning’.


Thirdly: the conditions

To get a qualification as recognised learning company (or accredited learning

company) the entrepreneur or owner has to fulfil some obligations. The coach at the

company should be trained. The company staff should be aware that the trainee

should learn during its placement and not be used as cheap labour force. This

includes that the trainee should be working on specified tasks and that the coach

judges the quality of the work of the trainee. There should be a report at the end of

the placement period (and the trainee should insert this report in its portfolio).

Employers have also some criteria because they invest time and money in the

trainee. The trainee should be motivated to do the job and especially at this

company. The interest for the job should be noticed by the dedication to the job;

passion for the work and for the company. The work attitude is of importance and

often shown trainee’s discipline. All these criteria are summarised in the added

overviews.

Fourthly: the advantages and disadvantages

Being a placement company may mean that the company regularly receives trainees.

Companies often organise an interview with the potential trainee and the criteria are

comparable with a regular interview. In this way the company makes clear what

‘climate’ they have in the company; their respect for the colleagues, responsibility for

the task, enjoying the job, etc.

The placement is for a short period and sometimes for a longer period or a whole

school year; in the dual system (learning and working together) the student often is

in a company during the whole school year, and goes to school one or two days a

week and experiences the cycle of activities at the company. In the green sector this

is a real cycle changing with the seasons but in other sectors there is also a yearly

cycle. Companies often consider the placement period as a social duty to help young

people to get prepared for a job.

For the school and the student the placement abroad is important to get more

experience and insight in life in other countries and other circumstances. The

possibility to exercise the foreign language and to experience the work situation and

conditions in another country is an experience for many trainees. On the other hand,

the placement has to be organised, you often do not know what kind of work you

have to do, food and accommodation will differ from the situation at home and

sometimes you need to pay some expenditures as travel, housing, insurances, etc.

Companies often appreciate the presence of the trainee because they will be

informed about the situation in the colleges, sometimes the trainee gives new ideas

or way of working, they practice their language skills. Trainee and company

sometimes have contact with each other for many years.


Conclusions and suggestions

• More exchange of information, discussions with each other and more

cooperation between the VET schools in Europe facilitates the schools and

the trainees organising their placement abroad. It is remarkable that on this

item (nr.7 and nr. 8) so many remarks were made.

• The growth of the ‘smart integrated database’ with placements depends on

the schools themselves. They should start to ‘give away’ their placement

companies, join the integrated database of EU-MOVE and receive access to a

huge number of placements in Europe and further. Communication between

schools helps to find placements in sectors with too few places. Using the

proposed method of Aquap includes that the schools themselves are and

remain responsible for the content.

• A learning period abroad should not only be about achieving vocational

competencies but should also focus on the personal development of the

trainee. The learning agreement may focus on one or two competencies or

on a lot of competencies; this is a matter of negotiation between student,

the school, and company.

• In fact the VET schools in Europe should contribute to the network of ‘local

agents’ because all schools have contact with their placement companies in

their region and the placement companies that are insufficient qualified will

be removed from the school database. If these databases should become

accessible for students than they are searching in databases that provide

only qualified placement companies.

• Representatives of VET colleges responsible for placements / placements

abroad should meet each other once per year or once in two years. This will

stimulate the exchange of information and the increases the cooperation

between VET colleges in Europe.

• Recognition of achieved competencies is a difficult one; therefore one should

consider just to valuate the ‘learning period abroad’ as a whole and less focus

on professional competencies achieved. In future projects could focus on the

development of tools for assessment and validation of learning outcomes

achieved during foreign placements.

• A glossary is required.

• Improve of the financial resources is required. A possibility can be that

schools establish a WEA-fund for their students and invite companies and

parents and organisations in their region to participate. Another possibility to

fill this fund is that student once a year do some volunteer activities and put

the money in the fund.

• Publishing in one way or another of WEA of a graduate is appreciated.

• Compulsory of WEA gives a lot of discussions. This was the aim: discus and

think about the value of WEA, the contribution of WEA to a students’ future,

and to the employability of graduates.


Suggestions

The question is always what we can do with the outcomes of this quick scan.

Everybody involved in this theme can draw own conclusions and develop own

changes in the execution of apprenticeships abroad. The included remarks of the

participants may give you ‘a push in the back’ to start changes, discussions or

improvements in your institution. We give here some suggestions:

• It is possible that you agree with some other schools in Europe to cooperate.

This might result in using placement addresses of each other, visiting the

trainee during the traineeship by the colleague of the local school, to keep up

contacts with the placement companies. Some schools have experienced this

and are satisfied!

• Start at the intake to promote apprenticeships abroad or even tell the new

students that it is part of the curriculum (with some exceptions). Being

informed is always important because than the students can reckon with

this. He or she can be prepared, save some money for the trip, might try to

find a suitable address, and can prepare oneself on what to learn abroad.

• Invite graduates who have work experience abroad to explain the procedures

to new trainees. They can give recommendations (tips and tricks) and tell

something about their placement company.

• Open your data! What you give away might result in a huge number of new

traineeship possibilities. This kind of cooperation can start with some schools

or a great number or in certain VET sectors but above all, start with this kind

of cooperation.

• Referring to the remarks, it is obvious that WEA helps the student and later

the graduate to work on his or her career.

View in the future

Realisation of the objective to have 50% of the graduated VET community with some

work experience abroad is a huge task. We ‘need all sails and good wind’ and a clear

destination. The EC, the VET sector and the companies will have to work on:

• A network of organisers of traineeships abroad (or WEA)

• Training of company coaches

• WEA and less focus on professional competences to be achieved

• Evaluation of the usability of mobility funds

• Experiences of trainees published (and applied in accreditation of companies)

• Language training for company coaches

• Development of a strategy to motivate students to do a WEA

• Develop an easy method to valuate work experience abroad based on agreed

criteria

• Motivate companies to receive and to coach a trainee


Epilogue

Some extra documents or parts of it have been added to this report in order to give

you some hints for further reading or study. On traineeship or ‘learning-on-the-job

much has been developed and a lot of the papers or reports remain ‘on the shelve’.

That is a pity and therefore we have given some extra pages in the annexes related to

the subject Work Experience Abroad.

This document is just a short report on a quick investigation of the actual situation

concerning students getting work experience and in special work experience abroad.

We have added a glossary which is certainly not perfect but we hope to improve and

to enlarge this glossary in future with your help.

Send your comments, adaptations or improvements to [email protected]

Warm regards and thank you for your contributions.

Jos


Annexes

Annex 1

Glossary

Accreditation

Evaluation that an education answers the basic legally quality criteria according the law. Parts of this process are self-evaluation, visitation, and research of procedures.

Accredited company

Company that has been assessed according criteria

for placement companies and has received the

WBL certificate

Apprentice

A student in higher education who works a while in

a company to learn the profession or to do

research activities

Apprenticeship on-the-job training leading to nationally recognised

qualifications, developed by industry

Assessment

Judgement of the competencies of a person in

relation to the national qualification structure /

demands.

Assessor The person who is qualifies / experienced to

execute an assessment

certificate Legal proof that a part of the study (part of a

qualification) has been achieved

Competence assessment

An official moment in the education that a

candidate shows or proofs that the aimed

competence fully or partly can be executed.

Coach

Person in the company that guides the trainee

during the job. The coach can also be a teacher

that guides a student.

Competency The power of an individual to act in the right way

certain situation in an adequate, conscious

Criteria Critical point to judge the quality of an activity

DG EAC

Directorate General for Education and Culture (DG

EAC) is the executive branch of the European

Union responsible for policy on education, culture,

youth, languages, and sport

Diploma Legal document that proofs someone’s education

EC European Commission


Employability The ability of a person to get work or a job;

suitable for the labour market

Empowerment The efforts made to strengthen the employability

of a person

Feedback (180 degree)

180 degree feedback is the method in which the

employee makes a self-assessment and the manager

makes an assessment and gives a feedback on the

self-assessment.

Feedback (360 degree)

360-degree feedback is the method in which the

individual gathers in a systematic way judgements of

colleagues, others in the work environment, clients,

one’s private environment, as well as a self-

assessment. These outcomes are compared with the

outcomes of the management, preferably according

to a pre-defined list of criteria.

LdV

Leonardo da Vinci; a programme of the EC that

stimulates the cooperation between VET and

Business.

Learning on the job

A job at a company that is willing and able to coach

a student in practice.

The student can be called: trainee (EN), apprentice

(EN), azubi (DE, Auszubildende), stagiair (NL), ……….

……… ………

Learning outcome

Learning outcome: a statement of what a learner

knows, understands and is able to do on completion

of a learning process, defined in terms of knowledge,

skills and competence

Learning company

Companies that want to implement new ideas or new

methods and prefer that employees keep themselves

up-to-date.

Mobility Study trips, work visits of some days

National Centre of Expertise (NCE) National knowledge centre often specialised in

one or more VET sectors

Placement company Company or organisation where a student can

execute practical assignments of the education.

Portfolio

Evidence is collected and structured according to the

needs of the qualification demand. Present and

provide understandable and valid evidence.

Qualification

A formal outcome of an assessment and validation

process, which is obtained when a competent body

determines that an individual has achieved learning

outcomes to given standards


Trainee

Student in secondary vocational education who

works a while in a company to learn the profession

VET / CVET

Vocational Education and Training

CVET: Continued Vocational Education and Training

(adult education)

VPL

Valuation Prior Learning; the validation of

competencies achieved whenever or wherever

after assessment of the portfolio. Often applied in

situations that professionals have a lot of

experience achieved during their working life but

who have not been able to get a diploma or

certificate.

Work Experience Abroad (WEA)

On the job training

A real work period abroad at a company or

organisation aiming to get experience, practise

language skills and achieving one or more

professional competences

VET sectors

VET sectors

• Engineering, maintenance • Laboratory technics • Construction, planning and built environment • Business, administration, law • entrepreneurship • Retail, commercial enterprise • Information and communication technology • Media, arts, publishing • Transport, logistics • Process operation • Leisure, travel, tourism • Sports • Security • Agriculture, horticulture, animal care, landscaping

(green sector)

• Health and care •


Useful websites

www.stagetekorten.n l Information for shortage of placements (in The

Netherlands)

http://cordis.europa.eu/programme/r

cn/843_en.html Lisbon strategy

http://www.apprenticeships.org.uk/

http://www.greenplacements.eu/

www.agritrainee.org


Annex 2

Europe in five clusters

In the book, Making Learning Visible, by Jens

Bjornavold2, a cluster model is used to

describe the various learning cultures. Mutual

learning takes place through geographic

proximity and institutional similarities of the

countries within each cluster. This has led to

the fact that VPL approaches within each

cluster often resemble one another on the

whole. In this report, we have adjusted this

cluster model somewhat better reflect the

current situation in Europe. For example,

Switzerland has been added to the dual

system. We have placed France, Belgium and

the Netherlands together in a new cluster: the

so-called Mix model. The mix model is

characterised by a combination of specific

elements from a number of different clusters.

The following clusters, with a number of adjustments, are described in this

report:

1. The dual system: Germany, Austria and Switzerland

2. The Mediterranean approach: Greece, Italy, Spain and Portugal

3. The North European model: Norway, Denmark, Finland and Sweden

4. The Anglo-Saxon approach: Great Britain and Ireland

5. The Mix model: France, Belgium and The Netherlands

We are limiting ourselves to the ‘old’ EU member states and some contiguous

countries.

2 Bjornavold J, Making Learning Visible. Cedefop, Thessaloniki, July 2000.

Dual system Mix Model

Germany The Netherlands

Austria Belgium

Switzerland France

Mediterranean

Northern

European

Greece Norway

Italy Denmark

Spain Finland

Portugal Sweden

Anglo-Saxon

United Kingdom

Ireland


Europe’s Learning cultures Each country has its own culture, identity, history and practices on education and training and also has

its own approach and system for education and training. We describe this specific approach as the

learning culture in a certain country. Since the learning cultures – and therefore, also the policy on

‘valuing learning’, which is based on this learning culture – can vary widely within Europe, the systems

for ‘valuing learning’ also vary. Many countries have been involved with ‘valuing learning’ in one way or

another, and it is interesting to study the various approaches in more detail. The concept and process of

‘valuing learning’ provides a perspective with which to analyse the strengths and weaknesses of each

country’s systems and frameworks. This facilitates mutual knowledge exchange in which all countries

can have an interest. It can be called bench learning (Karlöf 2001) since the active learning of each

other’s strong points takes place based on benchmarking.

A cluster model was used in Making Learning Visible (Bjornavold 2000) to describe the various learning

cultures. Mutual learning takes place through geographic proximity and institutional similarities of the

countries within each cluster. This has led to the observation that, overall, ‘valuing learning’ approaches

within each cluster often resemble one another.

In The Unfinished story of ‘VPL in Europe (Duvekot et al 2005) this model was adjusted in order to reflect

the current situation in Europe. For example, Switzerland was added to the dual system. Furthermore,

the French, Belgian and Dutch systems were added as three separate learning cultures, all three of them

characterised by different types of top-down steering on implementing VPL. In the Leonardo-project

Managing European diversity in lifelong learning this cluster-approach has been updated and used to

analyse the variety of VPL-usage in Europe. The cluster model at present focuses on seven learning

cultures. In the course of this project these learning cultures might be described in an even greater

variety in order to catch (and respect) Europe’s diversity for the sake of embedding VPL on the levels of

the learning individual, organisation and system.

Figure 1: Europe’s main learning cultures

System Characteristics Countries

The dual system Learning while working; social

pacts; VET-levels

Germany, Austria, Switzerland

The Mediterranean

approach

Regional; flexible and implicit Greece, Italy, Spain, Portugal

The North European

model

Government-driven; regional;

VET-levels

Norway, Denmark, Finland, Sweden

The Atlantic model Demand-steered, portfolio-based

vocational training

England, Wales, Scotland, Northern

Ireland, Ireland

The French System Top-down; legislation; incl. higher

education

France, Belgium

The Low Countries

model

Supply-driven; shared

responsibilities; bottom-up

implementation

The Netherlands

The East European

model

Top-down; in transition due to

entering EU

Bulgaria, Rumania, Poland, Czech

Republic, Slovenia, Hungary, Lithuania,

Estonia, Latvia, Slovakia

The Leonardo-project worked along this European pattern, asking many questions, such as:

- What are the features and essential system elements of learning in this cluster?

- Does the cluster primarily focus on academic education or on vocational education?

- How is adult education organised and are concepts such as ‘life-long learning’ translated into

practice?


- What status does a completed vocational training course or an academic education provide?

- Is the policy focused more on individual development, on strengthening sectors or on consolidating

the educational concept?

The description of these elements leads us to the nature and content of ‘valuing learning’ approaches

that are developed within various clusters or are still largely in development. Between and within the

clusters there is a lot of variation on the ‘valuing learning’ need, realisation and methods. Together

these learning cultures present us a view on the transition that is taking from the present knowledge

society towards the learning society. In the next paragraph, we will indicate the critical success factors

and learning issues derived from these two projects for the ‘transition-debate’.


Annex 3

Criteria of a placement

The judgement about the quality of a placement company can be based on different

evaluations: the report of the students who have completed their placement at that

company, the visit and check by the local agent, the self-assessment report of the

entrepreneur, the opinion of the school and/or the coordinator of the placements.

Example (from another LdV project):


Annex 4

Training of coaches

A coach training is provided by many VET colleges and knowledge centres. In another

LdV-project a coach training was developed and executed (in the ‘green sector’).

Information is available at [email protected] or you can download the information

(www.qplacement.eu) and use this guide and produce your own coach training for

entrepreneurs and coaches in your region / sector.

The actual profile of the coach is rather general and will probably be reviewed in the

next years. Increasingly vocational education makes use of companies to train their

students for their future profession. Example (from another LdV project):


Annex 5

Protocol

The student or trainee has obligations concerning the practical development. This is

schematically presented in the protocol ‘AQUAP International Traineeship’ and can

be applied as an example to develop your own protocol (or you copy and adapt this

one).


Annex 6

Local Agents

The objective of the QAFP project is to get more insight in the quality of placement

companies abroad. The distance often is to big that all these companies can be

checked by the sending organisation or supervisor. One of the possibilities is to

create a network of supervisors in Europe. These supervisors are called Local Agents

and get the task to check the quality of a placement company.

Aequor is in The Netherlands the responsible organisation to qualify the placement

companies (in the green sector) nationally as well as internationally. The qualified or

accredited learning companies in The Netherlands are visited by a company advisor

from Aequor. Abroad this is a problem because the national company advisors are

not able to do this extra job abroad.

In the QAFP project we

have studied the feasibility

to establish Local Agents in

countries and/or regions in

Europe. Organisations

involved in VET (Vocational

Education and Training) and

interested in further

development of

international mobility and

development of work

experience abroad might

apply to become Local

Agent.

With these organisations

Aequor agrees a

Memorandum of

Understanding (MoU) in

which the parties agree

upon criteria for the

evaluation of the

placement companies. The

objective is to offer the

potential Local Agents organisations a training (005) how to judge the placement

company. The Local Agents work according some rules; the Accreditation Regulations

(002). These rules are quite general and logic; in fact criteria which every school

applies. During the training the Local Agents learn to use instruments as the Quality

Mirror, the criteria for coach and company and the protocol International

Traineeship. The employee charged with the task of Local Agent can get a training

organised by Aequor. A summarised overview of this training is presented in the

picture.


Annex 7

Recognition of the Learning Outcomes achieved abroad

In the LdV-project QAFP project, mrs. Pauline van den Bosch has developed a paper on the

recognition of the results of a placement abroad. The sending educational institute should

recognise what the learner or trainee has learned and practised during its stay abroad. Being

abroad is not only learning some technical aspects of the job, it is much more. As employers

often say “the technical aspects of a job can be learned in the company, we need new

employees who are interested, motivated, respectful to others, trustable and responsible for

their work”. These competencies often are not valuated. This could change if colleges reward

‘work experience abroad’ and this change would be of great added value.

This paper should inspire the actors in international traineeships. The document presents

essential elements to be taken into account for the recognition of competencies achieved

abroad. The main elements described or discussed are:

• Mobility: the benefits, the roles and the purposes of international traineeships. This

has to be clear from the beginning for all actors involved;

• Quality Assurance: the functioning and moreover the importance of quality

assurance in all stages of international traineeships;

• Learning outcome based approaches in training: an explanation of the role of the

importance of international traineeships in the achievement of learning outcomes;

• Assessment of learning outcomes: examples and criteria for a good assessment of

learning outcomes;

• Transfer and recognition of learning outcomes: how to make sure that the achieved

learning outcomes are valued and recognized in the training organisation.

The full paper is available on the website (www.qplacement.eu ).


Annex 8

References

Duvekot, R.C., Schuur, C.C.M. and Paulusse, J. (eds.) (2005) The unfinished story of VPL:

Valuation and validation of prior learning in Europe’s learning cultures, Vught, Foundation EC-

VPL. (ISBN: 90-5003-466-7)

Duvekot, R.C., Schuur, C.C.M. and Paulusse, J. (eds.) (2007) Managing European diversity in

lifelong learning, Vught, Foundation EC-VPL (ISBN: 978-90-79108-01-5).

Bosch, Pauline van den (2014). Guidelines for the recognition of learning outcomes achieved during international traineeships; Developed by EVTA in the framework of work package 2 of

the QAFP project. Final version July 2014

CIMO, Hidden Competences; Centret för internationell mobilitet och internationellt

samarbete / Centre for International Mobility; (ISSN 1798-3649 (printed)

Jadnanansing, (2014) Initiatiefnota van het lid Jadnanansing «Elke mbo’er een goede stage; borging stagebegeleiding en stagegarantie bij het mbo». (ISSN 0921 - 7371 ’s-Gravenhage

2014)

Schellings, Tamara; et.al. (2014) SBB-Barometer (ISSN 1879-7911)

Some videos are presented on YouTube:

https://www.youtube.com/watch?v=tMjURStU_0U

https://www.youtube.com/watch?v=yqZHYUib4fc

https://www.youtube.com/watch?v=z-CHKG7ng_w

https://www.youtube.com/watch?v=fuWqPMoTR7Y

Documents

Work Experience Abroad - Eunec · 2020. 3. 20. · Jagersweg 23 5262 TM VUGHT; The Netherlands E: [email protected] . QAFP – results WEA inquiry 2 Introduction The agenda of the European