How training quality is perceived by VET actors
Florinda Sauli’s dissertation project identified factors relating to the quality of vocational education and training (VET) in the view of various actors. This covers both formal aspects, such as VET framework conditions, as well as informal ones, like social relationships.
The results of Florinda Sauli show that the quality of VET is often perceived in a similar way by learners, teachers/instructors, vocational trainers, but also institutional actors, such as cantonal VET offices. Another key finding is that strong links between learning locations – which are established by combining theory and practical application and through contact between actors – is a crucial factor. Some actors view the differences between learning locations as learning barriers, while others see them as learning opportunities. In view of the major significance of this aspect to improving the quality of VET, recommendations were set out aimed at establishing better links between learning in schools and companies. Teachers/instructors and vocational trainers should cooperate:
- to encourage learners to use technical terms and to emphasise why this is important when performing tasks
- to encourage learners to apply their classroom-based training to practical situations and to use host companies as a testing ground
- to address the range of methods and the gap between theoretical principles and their application
- to develop pedagogical scenarios which are based on the experiences of trainees and can be compared with the experiences of others.