Workplace learning partnerships: Interim synthesis on the country studies and on the preparation for

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Workplace learning partnerships Interim
synthesis on the country studies and on the
preparation for the piloting phase

• Pekka Kämäräinen
• January/February 2006
• WLP project Velenje/Bremen

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Contents

• I The challenges for the WLP project (3)
• II Analysis of the country contexts (3)
• III Benefits of workplace learning partnerships
  in different country contexts (3)
• IV Challenges for the WLP Web Tools (3)
• V Bringing the WLP project further (4)

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I The challenges for the WLP project 1(3)

• General challenges for the WLP project
• The conceptual challenge How can innovations in
  workplace learning be made transparent and
  transferable across different ET cultures?
• The methodological challenge How can diverse
  innovations in workplace learning be promoted
  with jointly developed tools and instruments?
• The community-building challenge How can the
  WLP project support community-building processes
  across different countries and piloting contexts?

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I The challenges for the WLP project 2(3)

• Fieldwork-oriented challenges for the WLP project
• The focal challenge How to keep the focus on
  workplace learning partnerships in the light of
  the different starting positions in diverse
  countries?
• The toolkit-related challenge How to promote
  coordinated tool development initiatives while
  taking into account different potentials for
  piloting?
• The synergy-related challenge How to promote
  synergy between parallel research activities,
  emerging networking initiatives and uses of web?

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I The challenges for the WLP project 3(3)

• Trans-national challenges for the WLP project
• The focal challenge How to present different
  partnership concepts as contributions to a joint
  European group picture?
• The toolkit-related challenge How to present the
  different developmental and support instruments
  as contributions to common toolkit?
• The synergy-related challenge How to present
  the work on diverse piloting arenas as
  coordinated implementation of a common piloting
  agenda?

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II Analysis of the country contexts 1(3)

• Starting points for workplace learning
  partnerships
• VET college partner enterprises,
• Training enterprise selected training
  provisions
• Regional training centre regional training
  network
• Industrial supply chain training-supported
  process improvement partnership
• Regional learning organisations and potentials
  for virtual networking
• Developmental tensions in partnership shaping
• Systemic conformity/ Use of formal/non-formal
  learning
• Regional networking/ Trans-national cooperation
• Virtual support/ Adjustment to the user-needs

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II Analysis of the country contexts 2(3)
Workplace learning partnerships as means to
develop collaborative VET structures
School-based VET/ National and sectoral
cooperation
Training enterprises/ Linking to public VET and
CVT frameworks
Workplace learning partnerships Starting points
and working perspectives
Training enterprises/ Using local and regional
VET or CVT provisions
School-based VET/ Regional and local autonomy
Workplace learning partnerships as means to
promote collaborative business processes
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II Analysis of the country contexts 3(3)
Adjustment of VET/CVT provisions to training
enterprises France, Italy, Germany (GAB)
Cross-over from VET college to workplace
contexts Estonia, Slovenia, Germany (GOLO)
Clustering of developmental issues in diverse
country contexts
Support for network-based workplace learning
partnerships United Kingdom, Cross-border
cooperation (EH), Germany (GAPA)
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III Benefits of workplace learning partnerships
in different country contexts 1(3)

• Promoting workplace learning partnerships in
  collaborative network-based settings
• Overcoming the limitations of ordinary dual
  settings (training enterprise and VET college)
  broadening the range of workplace learning
  opportunities
• Incorporation of training providers into
  work-related process improvement measures
  reusing formal learning provisions as support for
  HRD measures
• Re-using country-specific curriculum components
  (and workplace learning periods) in a
  trans-national curriculum design articulation
  of the national training concepts with a
  company-specific strategy

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III Benefits of workplace learning partnerships
in different country contexts 2(3)

• Promoting workplace learning partnerships as the
  regional partnership web of a regional training
  centre
• Development of interactive partner cooperation
  alongside workplace learning placements within
  vocational curriculum
• Utilisation of training provisions or training
  facilities as support for company-specific
  training measures
• Re-using curriculum components and advanced
  training know-how as support for regional
  training and development cooperation
  initiatives

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III Benefits of workplace learning partnerships
in different country contexts 3(3)

• Promoting workplace learning partnerships as the
  training-related support web of learning
  organisations
• Targeted use of contact learning provisions (and
  accreditation of non-formal learning) as means to
  promote the competences of workforce
• Focused use of virtual learning provisions as
  support for advanced workplace learning
• Creation of virtual resource pools (virtual
  learning partnerships) to support learning
  initiatives in different enterprises and as
  arenas for preparing the grounds for networking

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IV Challenges for the WLP Web Tools 1(3)

• The general challenge To strengthen the benefits
  of workplace learning partnerships to different
  parties
• Educational aspects Linking workplace learning
  to curricula Collaboration between training
  providers and enterprises via new virtual
  interfaces
• Work process-related aspects Linking appropriate
  training provisions to measures that promote the
  competences of workforce Uses of virtual
  learning interfaces as support for process
  improvement
• Learner-oriented aspects Using workplace
  learning as a basis for promoting learners
  awareness of ones own learning Providing the
  learners opportunities to participate in the
  social shaping of working and learning activities

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IV Challenges for the WLP Web Tools 2(3)

• The contextual challenge To create
  context-adjusted piloting arenas based on
  realistic partnership concepts
• Support for individual learners Equipping the
  learners with capability to analyse and compare
  their learning gains in different contexts for
  workplace learning
• Support for training providers and partner
  enterprises Equipping training providers
  partner enterprises with tools for
  shaping/monitoring the learning activities
• Support for creating joint resource pools
  Providing the users and developers of workplace
  learning with a platform for joint knowledge
  development and for sharing experiences on pilot
  activities

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IV Challenges for the WLP Web Tools 3(3)

• The methodological challenge To enhance the
  quality of workplace learning on different arenas
  for piloting
• Capability of individual learners to coordinate
  and profile their learning Awareness of the
  (individual/ organisational) learning potentials
  and deficits vis-à-vis a changing learning
  landscape
• Capability of training providers and enterprises
  to promote boundary-crossing learning Opening
  the prospects for updating/upgrading/enriching
  ones competences in the light of new
  developments
• Capability of diverse actors to make strategic
  choices Readiness to relate ones
  (individual/organisational) profiles and
  potentials to changing demands and constraints in
  the socio-economic environment

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V Bringing the WLP project further 1(4)

• Steps to be taken in the further project work
• To proceed from country studies to specification
  of appropriate arenas and focal issues for
  piloting
• To proceed from the groundwork with support
  instruments to the shaping of developmental tools
• To proceed from general ideas for piloting to
  specified working concepts for piloting
• To proceed from general exchanges with similar
  pilot projects to a focused approach on mutual
  learning
• To proceed from relatively open expectations on
  the results to a clear demarcation between the
  work of the present project and the agenda for
  follow-up measures

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V Bringing the WLP project further 2(4)

• Specifying the scope for further analyses and
  piloting

Learning interfaces
Partnership concepts
partnership development
cross-valorisation
portfolio development
tool development
Learners awareness
Virtual tools
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V Bringing the WLP project further 3(4)
Exploring the trans-national cooperation
prospects
Incorporation into regional/ sectoral networking
landscapes
Developmental arenas Workplace learning
interfaces Partnership arrangements Uses of
support facilities
Linking to complementary virtual support services
Exchanges with parallel initiatives to promote
virtual learning partnerships
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V Bringing the WLP project further 4(4)
Drawing conclusions at the level of European
comparisons and trans-cultural Research
Development dialogue
WLP piloting measures WLP Web -tools
WLP concluding activities WLP Manu-al,
WLP Course
WLP support instruments LPA, LAR, PoFos
WLP follow-up activities WLP Platform initiative
s
WLP country studies Nat. maps, Case studies
Preparing the grounds for piloting within and
transfer of innovations across diverse country
contexts