WBL is a fundamental aspect of VET which is directly linked to the mission to help learners acquire knowledge, skills and competences which are essential in working life (EC - Practices and Policy Pointers, 2013). With the expansion of apprenticeship, WBL and other dual education schemes supported by EU initiatives (EaFA) and by the reforms of national TVET systems promoted in many EU MSs, more companies need support to ensure the development and improvement of competences, even new digital competences, of potential apprentice tutors. Improving continuing professional development (CPD) of in-company trainers, tutors and mentors has been on the EU policy agenda for some years but it is now become even more important in the context of the increased policy attention (EC, 2010, 2012, Teachers and Training Matter EC 2018) STEP UP moves from the assumption that there is a direct link between the effectiveness of WBL schemes and the pedagogical skills detained by all the different professionals involved in the planning, follow up and evaluation of these paths. Particularly important issues surrounds the development of pedagogical skills for in-company trainers in order to be adequately equipped for new or expanded roles in the co-planning, implementation, follow up and evaluation of training and learning outcomes achieved through WBL and hampers the effectiveness and quality of WBL in Europe and in particular in the 4 Countries targeted. As a result, continuous professional development still seems to be a neglected area for both teachers and in-company trainers, representing a greatest challenge for quality in apprenticeships in terms of the cost for both public sector and enterprises of ensuring the supply of sufficiently competent teachers and trainers. STEP UP will contribute to enhance the quality, effectiveness and relevance of training, of follow up and assessment of LO achieved in WBL settings through the development, testing and mainstreaming in continuous capacity building paths implemented in Italy, Germany, Lithuania and Spain of a new pedagogical framework for the preparation, training and support of in-company tutors, trainers and mentors. The project will call up EDU-VET Providers, Universities, Trade unions and company associations, PES and key policy country actors to: A.Move from the quality criteria of the European Framework document for Quality and Effective Apprenticeships (Oct. 2017) and from EU effective-proved practices to identify methodological approaches and tools for the training of trainers, tutors and staff engaged into different WBL paths. B.Get engage in mutual learning as a means to promote systematic cooperation and effective professional development (Thematic WG on Professional development of VET trainers) in order to adapt the methodological framework and the upcoming Capacity Building path to complementary gaps and needs perceived by the different actors involved in work-based learning, to enhance its exploitation potential in WBL schemes held in "digitalization I 4.0" working places and its relevance to the needs in particular of vulnerable learners. C.Develop and test an innovative ECVET based modular capacity building path (including a set of learning outcomes, competences, assessment and validation procedures, guidelines and supporting tools) with a specific focus on pedagogical competences, aimed at training and supporting in-company tutors, mentors and trainers engaged in 4 different WBL schemes: dual apprenticeship, on-the-job training, integrated in a school system, informal training. D.Run business-education partnerships at local level through the “Community of practices” (CoP) approach in order to support the mainstreaming of the supporting tools and CB modules in on-going continuous training of trainers paths implemented in the 4 Countries. Through its CoP, STEP UP in-company trainers, VET tutors and mentors will be: 1. better supported and equipped to design learning path for apprentices and other types of students involved in WBL, to follow up and evaluate learning outcomes they achieve, particularly within “digitalized” working environments (I. 4.0). 2. more capable to accompany and facilitate school-to-work transition of disadvantaged learners. 3. better skilled to accompany first-job insertion processed, 4. more active and meaningfully aware of their training role and responsibility STEP UP project outputs and tools will target about 1200 company VET tutors and mentors, will potentially result in a more homogeneous, relevant and effective professional development of about 1290 different EU professionals and stakeholders engaged in WBL (dual apprenticeship, on-the-job training, WBL integrated in a school system, informal training) and impact in terms of more effective, quality based training and of outcomes most likely to be achieved by more than 4000 apprentices, trainees and internees addresses of the WBL paths in the 4 Countries targeted.
STEP-UP aims to promote systematic cooperation between schools or vocational training centers and enterprises. In particular, SMEs with limited HR staff will benefit from this ongoing cooperation and support provided through local business training partnerships. The STEP-UP pathway will benefit both learners and training providers. The methodology of WBL pathways plays an important role in the social inclusion of disadvantaged youth, often NEETs; however, this can result in additional costs for companies offering such WBL experiences. Consequently, it is important to support companies offering WBL programs for disadvantaged students by motivating and supporting them in assigning qualified trainers and mentors for their trainees. Therefore, the key outcomes of STEP-UP are twofold and concern the field of WBL experiences, both on the part of the training provider and the company.
The project contributed to deepening the applications of the WBL methodology and the dual system as pillars of IVET, paying special attention to the involvement of companies, training institutions and universities, encouraging the introduction of continuing education opportunities with a focus on pedagogical skills, disadvantaged youth and the digitized workplaces of Industry 4.0, an upcoming challenge for the entire EU. STEP UP project developed and tested a new pedagogical model for training and supporting trainers especially those working within business settings in WBL processes. In most cases, in-company tutors are assigned training tasks or responsibilities based on their actual experience in the field they are in, and they are less likely to possess overtly pedagogical skills. The most important skill seems to be professional or technical experience, while pedagogical skills or formal training qualifications are considered less important, and tutors rarely attend formal training courses in this area. The needs analysis focused on three main problems: not only the lack of pedagogical skills, but also the low attitude toward cooperation between iVet and enterprises in both the design and monitoring of learning pathways.