Jobline Enhances Support and Guidance
Euro Backing for Work-Based Learning
It is envisaged that the standardised work-based learning assessment materials will contribute to increased mobility of young people in the European labour market.
Pam Fotheringham
Pamela
has worked at Fife College since
May 1992, initially as Head of Programme for a range of care-related courses,
and for the past two years as Guidance and Support Coordinator. Her role
includes managing the learner support service, seeing students who may
have personal difficulties, liaising with a range of external agencies,
developing policies/procedures and of course the Jobline Project.
Pamela started her career as a Social Worker, working in an Intake Team and then moved to Staff Development. Within that post she worked with students and ran courses for staff within the Social Work Department.
Historically Scotland has long enjoyed strong links with Europe – an international association which has done much to encourage our trade and expertise. Scotland’s colleges continue this tradition with a positive outlook to participation in inter-European initiatives, as demonstrated by Fife College’s involvement in the Leonardo Da Vinci-funded Jobline Pilot Project.
Comprising eight vocational institutes and nine social and private partners from the Netherlands, Finland, Scotland, England, Estonia and Hungary, Jobline aims to develop materials for young people in the 16-19 age bracket who are undergoing work-based learning.
Fife College’s Pamela Fotheringham is responsible for Scotland’s input to the Jobline programme.
‘The products are aimed at improving the support and guidance of young people in initial vocational training,’ comments Pamela.
Labour Market Mobility
‘In the immediate and short term periods, the project is expected to promote European placements and exchanges, improve the quality of guidance and assessment of these placements and encourage objective-oriented learning in European institutions engaged in initial vocational training. In the long term, it is envisaged that the standardised work-based learning assessment materials will contribute to increased mobility of young people in the European labour market.’
The social and private partners encompass five workplaces and four organisations including trade unions, chambers of commerce and a local authority. All the partners have a long history of co-operation and work well together nationally and internationally.
‘To-date five international meetings have been held, complemented by both national meetings and on-line meetings,’ says Pamela. ‘Handbooks have been produced for use by teachers, students and workplace supervisors.
Core Skills
‘While developing this material it was acknowledged that there were differing legal requirements and cultural perspectives to be considered and a good practice model was negotiated. This model specifies the minimum responsibilities of the sending and receiving organisations.
‘An exciting development within the handbooks has been the production Key/Core Skills which the student can undertake while on placement. These have been designed to be user friendly and applicable to any work context.’
The key/core skills developed are:
- Cross-cultural interaction and communication
- Personal development
- Problem solving
- Working with others
Interaction
The other main product is an interactive portfolio called Quickstep, which is an elearning environment that can be used by students, teachers and workplace supervisors during the exchange process.
Pamela says: ‘The interactive portfolio is meant to be used in conjunction with the handbook. It contains the necessary information about the student, the student’s learning objectives and allows for three-way discussions online.
‘The student can submit evidence electronically to the portfolio, which also provides an opportunity where the student can reflect on their learning experience and give evidence of their learning process.’
Jobline is now entering the phase of piloting the material in order that the final adjustments can be made prior to its publication in November 2005.
‘I have found it to be an enriching experience to be involved in the project,’ concludes Pamela.
‘In particular it has been rewarding to witness how different perspectives have been assimilated to ensure students are not disadvantaged. A great ‘spin-off’ has also been the friendships that have developed.
‘At Fife College we look forward to the piloting phase, where we hope to receive two students from Finland.’