Ā | Apprentices | Teachers | In-company trainers | |
---|---|---|---|---|
Degree of formality in IVET partnership | Formal contact | Useful for avoiding abuse, removing responsibility from apprentices, and receiving regular supervision vs Not good because you ācanāt skip school,ā less autonomy | In favor of more formal contact as long as it does not increase administrative work and does not interfere with teaching tasks | In favor of more formal contact as long as it does not increase administrative work and do not interfere with company operations |
Informal contact | ā | Informal contact is considered good but difficult to establish and maintain. It is fragile Informal contact raises the questions āWho is supposed to initiate contact?ā and āWhy should I initiate this contact first?ā Teachers tend to initiate contact in case there are problems with an apprentice | Informal contact is considered good but difficult to establish and maintain. It is considered fragile It raises the questions āWho is supposed to initiate contact?ā and āAm I allowed to interfere in my apprenticeās life?ā In-company trainers tend to initiate contact in case there are problems with an apprentice | |
Apprentices as brokers | ā | Teachers tend to consider apprentices acting as brokers a good thing: They can create a connection between their school and training company, allowing the exchange or even expansion of practices. The school and training company can learn through the apprentices | Certain in-company trainers tend to think that apprentices who serve as brokers filter the information they communicate between their school and training company to suit their own needs | |
Teachers and in-company trainers as brokers | It is considered useful for teachers and in-company trainers to have hybrid profiles, especially in the case of teachers (āIn class, they know what they are talking about.ā) | It is considered useful for teachers and in-company trainers to have hybrid profiles, as teachers can stay updated with the evolution of their trade, it gives them credibility in the eyes of their apprentices, and they can discuss authentic situations in the classroom | It is considered useful for teachers and in-company trainers to have hybrid profiles Teachers with hybrid profiles can stay updated with the evolution of their trade | |
Boundary objects and other brokers | Branch courses | Useful because they do not have the constraints of school vs Not useful because they are repetitive and not aligned with the curricula used by the school or training company | ā | ā |
LPD | Useful for structuring, planning, evaluating, and monitoring the training vs Not useful because the process is repetitive or not aligned with the school and is time-consuming | ā | ā | |
Apprenticeship inspectors | ā | As per teachers, apprenticeship inspectors should ensure the establishment of a connection between schools and training companies Currently, inspections are carried out only in case there are problems with an apprentice | ā | |
Practical courses | Considered good but should be expanded and further linked to the training company | ā | ā | |
Examples of networks | ā | Example 1: Hairdressing teachers explained that, in their state, they are used to working with other stakeholders (training companies, professional associations, regional authorities, and apprenticesā families) and that they regularly organize joint activities | Example 2: The group of in-company trainers from the construction field had an integrative vision regarding IVET. They held hybrid profiles and worked regularly in collaboration with the other learning locations Example 3: A commercial employee in-company trainer mentioned the creation of a network between novices and experienced in-company trainers and apprentices with the aim of learning from each other |