Developing effective IAG tools to improve VET students retention and success Erasmus Project

Project Title

Developing effective IAG tools to improve VET students retention and success

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : Strategic Partnerships for vocational education and training

Project Call Year

This project’s Call Year is 2018

Project Topics

This project is related with these Project Topics: Labour market issues incl. career guidance / youth unemployment; Intercultural/intergenerational education and (lifelong)learning; Quality Improvement Institutions and/or methods (incl. school development)

Project Summary

With ever increasing competitiveness of the job market, education paths are becoming non-linear and this is especially visible in vocational education and VET institutions. Both, young people and adults are keen to choose their own speed and sequence of learning, combine different education forms and levels as well as blend informal learning and work experience into their individual learning paths. Multicultural and international environments, and the need to accommodate a growing number of students with a different mother language or skills background add new dimensions and challenges to VET schools. In order to respond to various student group expectations, the pre-admission phase into VET institutions is becoming more crucial.

There is a plethora of research evidence to demonstrate the positive impact that good quality and timely information, advice and guidance (IAG) can have on learning and career decision making. Good quality and timely pre-entry information, advice and guidance (IAG) fulfils an important role in supporting learners to address diverse and complex needs and helps overcome barriers to access to the VET institutions and vocational education. The project aimed to showcase the best practices of IAG from partner countries, learn from each other and create a list of proven tools and methods of information, advice and guidance and thus support improvements of pre-admission and admission processes in VET institutions.

To fulfill the aims, project partners organized 5 short-term training activities for partner schools staff members who are involved in the pre-admission and admission processes (admission managers and specialists, information, advice and guidance providers, career specialists, students support specialists, teachers involved in admission etc). In total 101 participation of LTT trainings took place. These trainings were most important to exchange existing knowledge, share best practices but also learn from other partners and adapt new ideas and best practices into participants work practice.

In results of the five LTT trainings following results were achieved:
1) Short term trainings involved participants from all 5 partner schools, in total there was 101 participation in the trainings. As some persons participated at multiple trainings in total 63 persons participated. In result of these trainings, participants improved their knowledge of subject, got new ideas, tools and good practices from others. According to the feedback questionnaire 97% of participants were able to test or put in practice some new approaches, tools or methods of their trainings. Thus the short-term trainings gave inputs to improve their work performance or influence their school admission processes.
Moreover, all participating schools documented number of pilot activities based on the project trainings and transfer of knowledge. In total there were 14 pilot activities carried out in participating schools based on the project trainings and exchange. It was far more than expected.

Thus the project activities gave most important input to achieve the project aim to improve improve existing information, advice and guidance (IAG) systems of partner VET institution. All partner schools has made improvements in admission fields like informing potential target groups, improving methods and enhancing advice and guidance quality; developing flexible solutions and support measures to students to avoid drop-offs, etc.

Moreover, the aim create functional and sustainable strategic partnership of VET schools has achieved also by several additional bilateral activities. For instance Tartu VEC managers delegation visited West Nottinghamshire College and marketing team has participated at short-term training visit at Helsinki Business College. The Elektrojarska skola started new cooperation with IIS Volta and West Nottinghamshire College as well as started mobility with Tartu VEC. New cooperation areas has been discovered and thus the cooperation will continue after this project end.

2) The partner schools staff also documented and presented their best tools and methods as well as identified best practices at online publication “IAG Toolkit” (IO1). The toolkit consists of 15 proven tools and methods to use to improve IAG at pre-admission and admission period. Thus the project also achieved the aim to accumulate best practices from the partner countries in order to develop information, advice and guidance (IAG) methods and tools to improve pre-admission and admission phase efficiency in VET institution. The toolkit and its main ideas were promoted on 4 multiplier events and disseminated over 100 contacts internationally.

EU Grant (Eur)

Funding of the project from EU: 134276 Eur

Project Coordinator

Tartu Kutsehariduskeskus & Country: EE

Project Partners

• HELSINKI BUSINESS COLLEGE OY
• West Nottinghamshire College of Further Education, Mansfield
• Elektrostrojarska skola
• ISTITUTO ISTRUZIONE SUPERIORE A.VOLTA