Preparatory training project within the Education Authority, City of Göteborg, Sweden

1. Preparatory training projectwithin the Education Authority, City of Göteborg, Sweden • Whoami? • The Education Authority • The Swedish Educational System • Problem background • Conceptual model for the Preparatory Training Project

2. The concept… • is not a pedagogical tool in the common sense but has fundamental pedagogical implications • and can be viewed as a structured, ICT-supported model for managing the individual learning process

3. The Education Authority • Upper secondary education • Vocational training • 3-year programs • 13 500 pupils • 16 schools • 1500 teachers

4. The Swedish Educational System • Pre-school, ages 0-5 • Pre-school class, age 6 • Primary/lower secondary, ages 7-16 (compulsory) • Upper secondary, ages 16-19 • ”Every pupil” enters the upper secondary (both education and vocational training) • Eligibility criteria: passing grades in Swedish, English and Mathematics • The pupil’s first choice when applying to upper secondary level should be met – if possible

5. Problem background Societal trends: • Information content increases in most areas • Technology is constantly growing more complex • High frequency change makes competencies obsolete faster • Simpler jobs are gradually phased out • ”The life long learning problem”

6. This leads up to… • Jobs demand increased skills and competencies • Increased demands on education and training • Shrinking recruitment base for education/training and enterprise

7. Further problem aspects • Increasing number of admitted pupils lack necessary competencies (at present about 15% in the EA:s schools) • These pupils have little or no chance of completing their education/training • Motivation is very low • Dropout rates are growing

8. also… • Pupils in vocational training are increasingly not accepted even for practice periods (lacking competencies, safety considerations etc) • These pupils draw more resources than ”their share” • General shortage of resources for both categories

9. and… • Very uneven distribution of these pupils among the EA:s schools • Compound problem: pupils with a first choice in vocational training are not accepted here (resource shortage) but instead in theoretical education • Hardest hit schools face social as well as economic difficulties • Serious problems for the individuals concerned

10. so… … we are really nearing a breaking point! What is to be done?

11. The Preparatory Training Project Aims at: • enabling the pupils to enter the ”real” program to which they are already admitted with at least reasonable chances of success

12. … and so • become employable or eligible for higher studies • carry with them a tool to manage their own continued learning process

13. First - a mutual understanding and agreement! • No formal way to refuse the pupils entering the ”real” program • Instead: make the pupils an ”offer they cannot refuse”

14. The offer… ”We have assessed your present skills and knowledge. We believe that you have little or no chance of success in the ”real” program!” However....

15. ”If you agree to take preparatory training for one semester or two, maybe more, we think you will have a fair chance of success in the ”real” program to which you have been admitted. Also, by becoming more competitive, there may be a possibility to switch to a program nearer your own choice.”

16. The process backbone • Enrol the pupils in groups separate from the ”real” program • Focus sharply on individual needs • Take learning styles into consideration and improve study techniques • Both teacher/tutor and career advisor have extended roles • Employ a Learning Management System (LMS) as a general platform for storing/retrieving information

17. The work cycle • With career advisor: make up a study plan covering the whole education/vocational training (3 yrs) • With teacher/tutor: break down study plan into short term work plans with tasks, deadlines and necessary info for working on the tasks • Carrying out the tasks should also involve reflection and practicing self assessment

18. … continued • With teacher/tutor: regular tutoring sessions to follow up work (much the same as small scale project management) • When a work plan is completed go on and make up the next one… until the desired competence level is attained and the pupil can enter the ”real” program

19. ”The learning loop” Discussion with peers and teachers Vision Tutoring Counseling planning Diary Self assessment (LMS) Teacher/tutor Policies Pupil Pupil Teacher Study plan (New) Individual Development plan Working with tasks 2 Career advisor Tasks (LMS) Process file (LMS) LMS LMS 1 3 Process file Diary (LMS) 1 Tutoring No, Continue work No, adjust Yes Pupil Check point OK? Yes continue work IDP finished? Yes New IDP No Adjust study plan? No Training finished? 2 3 Teacher/ tutor LMS LMS Yes!

20. When…? • The Preparatory Training Project will start in August this year in 4 of the EA:s schools • The intention in a somewhat longer perspective is that the concept should be employed in all the EA:s schools • The concept has attracted interest from the teacher education at the University of Göteborg