Pedagogical Model Worklife Cooperation Plan

1. Similarities: • a national framework (DE) • frameworkagreement (LT) • suitableworkplace for objectives of curriculum (TR, LT) • workplacesaredocumented (TR) • a suitable person as a workplaceinstructor (LT) PedagogicalModelWorklifeCooperationPlan • Differences • no specialworkplaceinstructortraining (DE, LT), in Germany included in the MasterCraftsman Training • workplaceinstructorsaretrainedbyVocationalEducationalCentres (TR) • allcompaniesarelisted in a chamber (DE) • therearecurricula for eachprofession (DE) • a general framework is applied for all the students (TR) • no personalizedplan (TR) • no workplacedatabase (LT) • Workplacementanalysis • Workingplaces´ suitability for VET • companiesregistered in the chamber of skilledcrafts(DE) • have to provide a skilledtrainer (DE) • companiesinterested in receivingstudents for WBL, looking for youngspecialists, innovative, modern and new equipment (LT) • suitable for education, 80 % equipment to apply the educationcurriculum, educationdepartment, trainers, provide the needs of students (TR) • Personalisedplans • - everystudenthas a Developmenttable (TR)

2. PedagogicalModelPlanning and coaching for WBL • Similarities: • teacheridentifies WBL plan, guidance of student, oversees the student`sagreement for WBL (LT) • guidingstudents for the objectives of WBL (TR) • prepare the workplaceinstructor with WBL (TR) • informsskilledworkers (DE) • anouncesmentor (DE) • Differences: • no specifictask for workplaceinstuctor at all (LT) • workplacesarefoundby the school management according to student´sdemand (TR) • studentsfill in the skillbook (TR) • studentsget a salary of 1/3 min. salary, the insurance is paidby the government (TR) • Responsibilities/tasks: • Students • make the contract with the workplace (TR) • applying for a VET place, sign the indenture (DE) • to find a workplace, to sign an agreement, to getacquiainted with the company (LT) • Teacher • checks the workplace (TR) • collectinformationabout the students, look for actualteachingcurriculum, get in contact with the trainingcompanies (DE) • prepare the students to the WBL, to help students to find a workplace, to primeabout the documentsneeded, to prepare the student´s WBL agreement (LT) • Workplaceinstructor • organizeseducationalsubjects for the student (TR) • select the applicants, look for actualtrainingcurriculum, register the student , get in contact with the teacher (DE) • to put a person in charge / contact person for student (LT)

3. PedagogicalModelPlanning and coaching for WBL • Importantpedagogicalaspects • student: having and acquiringvocationalcompetence (TR) • teacher: havingenoughvocationalpedagogy (TR) • trainer: knowingvocationaleducationmethods and techniques (TR) • teacherconsiders the composition of the class, drafts a teachingplan (DE) • workplaceinstructorinforms the skilledworkersabout the new student, anounces a tutor/mentor for the student (DE) • teacher´sability to developtheory and practicalskills of students, to givestudents the opportunity to learnhow to inquire and discover new information (LT)

4. PedagogicalModelCommencement of the WBL period • Similarities: • workplaceinstructorshows the company to the student (DE, LT, TR) • finds out skills and knowledge of the student (DE) • studentwrite a daily report (DE) • teachersdiscuss the objectives with students (TR) • studentsshouldmake a reportwhattheylearned (TR) • Differences: • no specifictasks for students and teachers in thisperiod (LT) • in general the system is nearly the same with the beginning of WBL (TR) • Responsibilities/tasks: • Students • to getacquiainted with the workplace, colleagues, to know the rules and conditions (LT) • to obeyrules and workingconditions, worksystematic, protectequipments, attendtheoretical and practicaleducation (TR) • start to writevocationalreport, informwhere and whenhas to go to the vocationalschool (DE) • Teacher • to specifictasks and responsibilities (LT) • explainnecessaryinformation, control the students in workplaces, help to solveproblems, monitorsuccess, attendance, discipline and guide (TR) • find out the knowledgelevel of students, try to create a common level of knowledge (DE) • Trainer • explain the rules and workdiscipline, providenecessarymaterials, paysalaries in time (TR) • Workplaceinstructor • to instruct the studentabout the safety at work, workplace and main tasks (LT) • show the company to the student, environmentalhealth and safetyinstructions, providesafetyequipment (DE) • Importantpedagogicalaspects • teachershave to guide the student in carrying out differentworkassignments, to analyzewhatcompetences the studentmustimprove (LT) • lovestudents, listen to the problems and wishes of the students, help studentsdevelopthemselvesmorally, nationally and humanitarian (TR) • teacher: inform the studentsabout the curriculumand VET system (DE) • workplaceinstructor: informs the studentaboutrights and obligations, find out whichknowledgelevel the studenthas, explainhow the educationwillberealised (DE)

5. PedagogicalModelWBL coordination at the workplace • Similarities: • teachermaintainscontact with the student, guides and supports the student (TR, LT) • teacher´s, student´s, workplaceinstructorstasksaregenerally the same with Finnishsystem (?) (TR) • setssometimes a good prof. example (LT) • studentcarries out the workassignments, keepsdiary, hascontact with workplaceinstructor and otheremployees (LT) • workplaceinstructor: guide + support the student, clarify the learningobjective, demonstrate the learningcontent, review the progress of the student´slearningplan (DE) • Differences: • studentshave to makereport and dodrawings of the works. It is evaluated and marksaregivenaccording to the works. (TR) • teacherprovidesformativeassessment of the WBL period (LT) • WBL specifictasks (LT) • studentdoesnottakepart in the planning of the WBL period (LT) • no contact with the vocationalschool (just in case of problems) (DE) • Responsibilities/tasks: • Students • integrate with otheremployees and the company´s daily work, start to work, maintaincontact, accept and follow the rules, activelygatherinformation, write the vocationalreport (DE) • to fill in the learningdiary, to improveprofessionalskills (LT) • mustbecareful with hiswork, mustnotdamageequipments, obey the workinghours, mustdraw on practicepapers and write the reports (TR) • Teacher • no responsibilities (DE) • to be in contact with the student and workplaceinstructor (LT) • provideplannededucation in the workplace (TR) • Trainer: workdelicately and makecooperation to developstudent´sskills (TR) • Workplaceinstructor • guide and support the student, clarify the learningobjectivesand the assessmentcriteria, demonstrate the learningcontent, review the progress of the student´slearningplan (DE) • to maintaincontact with the vocationalschool, to review the progress of student (LT)

6. PedagogicalModelWBL coordination at the workplace • Importantpedagogicalaspects • teacher: no responsibilities (DE) • workplaceinstructor: be in closecontact with the skilledworkers to get feedback, give feedback to the student, provideenoughtime for the student to prepare for the exams, ensurethat the studenttrainedallneededcontents (DE) • teachers: to organizemeetings and discussions, to evluatein-betweenskills and competences of the student, to preparequestionnaires for self-evaluation, to review and analyze the assessmentcriteria with workplaceinstructor (LT) • workplaceinstructor: to evaluatestudent´slearningduring WBL, to provide feedback (LT) • the necessaryeducationprogrammewillbeappliedby the workplace, trainer an teacher (TR)

7. PedagogicalModelAssessment of WBL • Similarities: • somearesimilar to the Finnishmodel (big companies) (DE) • teachers, workplaceinstructorsevaluate the process (TR) • Differences: • intermediate and finalexam of the apprenticeship (DE) • examinationboard: teacher, workplaceinstructor, owners of companies (DE) • studentsdon´tcarry out self-evaluation (TR) • recoopeducation (TR) • no evaluationorself-evaluation (LT) • Responsibilities/tasks: • Students • mustdrawtechnicaldrawings and fill the reports in time, the skillbook to the department (TR) • write the vocationalreport, takepart in the tests (DE) • Teacher • mustprovide at least 80 % of curriculum, providerecoopeducation (TR) • evaluate the theoreticalpart, the studentsget a certificateeachhalfyear, provide feedback to the company of the theoreticalpart (DE) • Trainer: • mustevaluate the works (TR) • Workplaceinstructor • evaluate the practicalpart (DE) • There is no evaluation at workplaceor at school. The studentonlygets a shortregisterfromworkplaceinstructor into hislearningdiary. (LT) • Importantpedagogicalaspects: • teacher: provideaidwhen the studentshavegotproblems (DE) • workplaceinstructor: support the student´sself-assessment (DE) • assessment and self-assessment, evaluation of competences, skills, creatingcriteria for evaluation (LT)

8. PedagogicalModelFeedback and developmentneeds • Similarities: • onlydocumentation (LT) • studentsfill feedback form and evaluatetheirdevelopmentneeds. It is controlledby the coordinator. (TR) • Differences: • no: discussionsbetweenteacher and workplaceinstructor, reportsfromteachers, feedback, analysis (LT) • there is a practical and theoreticalexam in the end of the term to seehow the objectivesareobtained (TR) • there is no group feedback (TR) • no feedback fromstudents (DE) • no standardizedprocedure to get feedback from the students (DE) • Collection and analysis of feedback • at the end of WBL the workplaceinstructorwrites a shortreview in learningdiaryabout the student and hiscompetences, no student feedback questionnaire of self-evaluationafter WBL (LT) • feedback on the quality and standards of the workplacement (LT) • the only feedback are the marks of the tests and the writtenvocationalreport (DE) • Group feedback, sharing of experiences • no group feedback (LT, DE) • collect feedback from the teacher and the workplaceinstructor (DE) • whendefining the success of the student, marksand skillsbookmustbeconsidered (TR) • Documentation • agreements and learningdiaries (LT) • vocationalreports, marks of the tests, certificates (DE) • student´sfillingcard, parentsform, contract, startingworkreport, daily worksfollowupform, semesterpermissionform, justificationform, vocationaleducationgradingchart, attendanceform, developmentform for the student, guidanceform (TR) • Reporting to whom • to the Klaipedachamber of commerce, industry and crafts (LT)

9. PedagogicalModel • Coordination of goal-basedlearning (guiding/councelling) • to overbridgebetween the workplace and student and gainproductivity (TR) • veryimportantduring the process of WBL is cooperationbetweenstudent and teacher. To guide the studentmeans to bealwaysnear the student, to givehim/her an advice, to discussadvantages and disadvantages of workplace. (LT) • Learning assignments • studentshavelearningtasks; theyhave a chance to meet the workplaces. Theyacquire and adaptwork life. (TR) • theyhavegotlearningtaskswhicharewrittendown in a vocationalcurriculum . Thereare no specialtaskswhich the studentsgetduring the practicalpart in the company. The studentswork on the daily tasks of the company. (DE) • thereare no specificlearningtasksduring WBL (LT) • Cooperation with the workplaceinstructor • planannualeducation for the students (TR) • teachers and workplaceinstructorsareresponsible for teachingtehlearningfieldswhicharefixed in the curriculum. In best case the workinstructorsinform the teachersabout the background of the new student/apprentice. (DE) • cooperationconsists of discussing the gainedskills of student, his/hermotivation, competences, solvingproblems (LT)