Dual vocational system, implemented partially in the vocational school and partially in companies working on the open labour market is a great opportunity for people in initial vocational training to pursue their vocational carrier and gather their first vocational experiences.
It poses also a potential threat for the trainees that undertake this learning system – in many cases people responsible for monitoring vocational progress of trainees in their working place do not pay enough attention to proper documentation of the practical training, documentation of the trainee’s vocational development and learned skills, observed problems and/or neglect, suggested paths of further development, etc. many small companies that implement practical training for people in initial vocational training, does not have a qualified expert in vocational training, so many procedures necessary for documenting trainee’s progress go unnoticed or are not being implemented correctly.
Monitoring of the implemented placements and practical training in companies, implemented by educational supervisors often shows, that people in initial vocational training, instead of being taught within their occupation are often being used as a supplementary workers who should already possess required skills and competences.
Their placement’ programme is often being modified or adjusted to the current operative status of the company, thus shrinking their learning/adjusting time in the company. Moreover, persons in charge of monitoring of the placements implemented within the companies, does not possess necessary skills or competences to properly assess skills and abilities acquired by the trainee during his placement, which often leads to the insufficient information flow between the company and the vocational school on the trainee’s progress.
Partially this situation is caused by the lack of supporting documents and materials that could help the personnel in charge of the trainees to properly assess and evaluate individual progress of every trainee, as well as insufficient qualitative approach towards the trainees and their need for individual support during implementation of the practical training.
In order to prevent such situations in the future, vocational schools and educational institutions from less developed regions of Europe, should work more closely with companies and organisations implementing practical training for their pupils/students, as well as seek for best solutions, tools and methods already used in other European countries, in order to adapt them to the reality of the open market and training structure used in the country of origin. Implementation of our project gives such opportunity to all partnering organisations of the project.