Implications for training the trainers in work-based learning – the Baltic context

Abstract

Work-Based Learning (WBL) is increasingly becoming part of the Vocational Education and Training (VET) systems across Europe. A crucial element for successful implementation of WBL approaches is the existence of competent WBL trainers in VET institutions and companies. This is still a challenge requiring also focused research to support policy developments. The aim of the paper here is two-folded; it aims to analyse the background of wider socio-economic and educationalemployment aspects behind the challenges of WBL, and secondly, to present research challenges within an ongoing European Union Erasmus+ KA 3 programme project called “TTT4WBL”. This project is focusing on development of training of WBL trainers through an innovative ‘tandem training’ methodology piloted in the Baltic context and considered as a potentially contributing factor to increase competitiveness of the developed labour force. The purpose of the experimentation implemented in TTT4WVBL project within 2017-2020 is to develop and test a professional development model in which tutors from VET schools and enterprises are trained together. The research related to the experimentation is investigating how the WBL tutors participating in joint training develop their competences related to WBL. The research is still in progress. In this paper, we present the pilot phase results, focusing on how WBL tutors assessed their expertise related to WBL prior to their training. The results are being seen as relevant for subsequent studies in later stages of the project implementation. The conclusions from the research have a theoretical value regarding the development of joint methodological approaches against varied national VET policy contexts. The practical value of the study refers to the recommendations for education policy makers to improve the quality of training of trainers for work-based learning.