4.B How to assess the schools’ expectations? (regarding VET results)

VET provider survey

The VET Provider Survey is designed to collect additional data on iVET programmes and to recruit/approach VET students for self-assessment.

Schools, teachers and students to involve

You need iVET providers with relevant programmes in their offer: preferably with a proper volume of learners and some regional variation across the country.

The teachers/co-ordinators to be involved in the survey (and focus groups to discuss the outcome) must have responsibility for the content of the programme, as well as for student work placements.

The programmes/iVET providers must provide a substantial work placement in the final year, where the students really participate in the work for which they are trained.

Classification of VET programmes

The feedback loop for VET providers involves starting with their own intentions, ambitions and expectations regarding their students’ performance in the work that they train them for. To be able to compare it with the assessment outcomes of the companies and students, you ask teachers to classify their VET programmes with the relevant abilities for the jobs at hand to see how their coverage compares to the ability levels required by the labour market.

The classification of the VET programme in question can include both tasks and abilities but can also be limited to the abilities - like in the next example, taken from the survey on Swedish electricians. It illustrates the technical competencies to be classified for the start level ,as well as the end level of the programme concerned.

Levels of professional abilities

0: No real ability/experience in the aspect concerned

A: Basic Works under supervision, assisting to others, mostly simple and frequent/known activities, low risk

B: Advanced Self-reliant, can deal with most issues and solve most problems

C: Expert Is specialist in this field, can help, lead, guide and teach others 

iVET Program: ……………………………………………………………….

EQF level:……...

Start level

End level

0

A

B

C

0

A

B

C

Technical competencies

General technical skills

Knowledge of materials and resources

 

 

 

 

 

 

 

 

Measuring tools and techniques

 

 

 

 

 

 

 

 

Spatial awareness & insight

 

 

 

 

 

 

 

 

Drawing reading

 

 

 

 

 

 

 

 

Expertise in electrical engineering

Electrical installations in housing and utility

 

 

 

 

 

 

 

 

Measurement and control technology

 

 

 

 

 

 

 

 

Consumer electronics

 

 

 

 

 

 

 

 

Security installations

 

 

 

 

 

 

 

 

Home automation

 

 

 

 

 

 

 

 

Light and lighting technology

 

 

 

 

 

 

 

 

ICT and telematics

 

 

 

 

 

 

 

 

Fibreglass technology

 

 

 

 

 

 

 

 

Business installations

 

 

 

 

 

 

 

 

Industrial automation

 

 

 

 

 

 

 

 

Emergency power installations

 

 

 

 

 

 

 

 

Electro-technical inspection technology

 

 

 

 

 

 

 

 

Knowledge of (inter)national standards and regulations

Safety standards/regulations for low-voltage installations

 

 

 

 

 

 

 

 

Standard symbols for measuring and control technology

 

 

 

 

 

 

 

 

Standards and regulations for operational management of electrical low-voltage installations

 

 

 

 

 

 

 

 

Standards and regulations for low-voltage switchgear and distribution devices

 

 

 

 

 

 

 

 

In this example it proved to be fun -if difficult - for teachers to score and the outcome of their classification often differed from the (more consistent) scores of companies and students. It seemed a good idea to engage a pair of teachers to do it together.

Classification form examples available

Please advise the file “4.B.11. Electricians VET Classification”

Please advise the file “4.B.12. Kitchen staff VET classification”

VET supplier questionnaire

Again, the introduction and instructions are similar as for companies and students but the context is, of course, different. The next example sets out the questions for teachers to answer regarding their context. 

2. School context

Name of the school : ………………………………………………………………..……………………………

Name of interviewee : mr/mrs ………………………………………………………………………………

Position of interviewee :…………………………………………………………………………………………

VET programme(s) Relevant for: (job) # Outflow per year
……………………………………… ……………………………………… ………………………………………
……………………………………… ……………………………………… ………………………………………
……………………………………… ……………………………………… ………………………………………

Current trends and developments (in VET and labour)
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………..

School questionnaires available

Please advise the file “4.B.13. Electricians VET provider questionnaire”