VET-providers are focused to fulfil the goals and expectations of both the learners, the enterprises and the society. These expectations can often be reduced to prepare the students for further studies or prepare the students for work. This section will cover how to assess the VET-providers 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
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iVET Program: ………………………………………………………………. EQF level:……... |
Start level |
End level |
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0 |
A |
B |
C |
0 |
A |
B |
C |
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Technical competencies |
General technical skills |
Knowledge of materials and resources |
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Measuring tools and techniques |
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Spatial awareness & insight |
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Drawing reading |
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Expertise in electrical engineering |
Electrical installations in housing and utility |
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Measurement and control technology |
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Consumer electronics |
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Security installations |
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Home automation |
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Light and lighting technology |
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ICT and telematics |
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Fibreglass technology |
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Business installations |
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Industrial automation |
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Emergency power installations |
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Electro-technical inspection technology |
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Knowledge of (inter)national standards and regulations |
Safety standards/regulations for low-voltage installations |
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Standard symbols for measuring and control technology |
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Standards and regulations for operational management of electrical low-voltage installations |
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Standards and regulations for low-voltage switchgear and distribution devices |
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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
For inspiration take a look at “4.B.11. Electricians VET Classification”
For inspiration take a look at “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.
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2. School context Name of the school : ………………………………………………………………..…………………………… Name of interviewee : mr/mrs ……………………………………………………………………………… Position of interviewee :…………………………………………………………………………………………
Current trends and developments (in VET and labour) |
School questionnaires available
For inspiration take a look at “4.B.13. Electricians VET provider questionnaire”
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