9a - Training goals and assessment criteria

  
 Training goals
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VET organisations are responsible for creating proper education and learning environments for the student. This is based on legislation, curricula and other documents that guide and steer the process.

The main goal of in-company training is to practice the skills and competencies required in working life. These goals should be explicitly described in VET organisations’ documents. VET organisations should formulate and determine the goals in cooperation with the companies.

As a trainer, you share responsibility for checking and documenting that the apprentice achieves the educational goals that you have committed to.

  
 Criteria for assessment
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When a student enters the company, s/he becomes an apprentice. In many countries, the student has taken part in preparatory education at school and should know criteria for assessment.

But the trade-specific and company-specific quality objectives are not necessarily familiar to her/him. When it’s time to assess her/his competence, it is essential that the VET organisation's criteria for assessment, as well as the trade-specific and company-specific quality objectives are met. Assessment should be based on the criteria that are described in VET organisations' documents.

The apprentice’s competencies are assessed by the trainer. Of course, the trainer should know the criteria. Assessment must not be random.

  
 Quality objectives
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Each trade has quality objectives of their own.  For example, in the gastronomy trade, you must know how to handle food correctly, so that the customers don't become ill. Therefore, the apprentice has to learn how to chill large portions of food, how different kinds of food should be stored separately, etc.


Companies
also have their own quality objectives. These can be very precisely defined, or they can be assumed. For example, they can be about buying organic produce instead of non-organic produce. 


Quality objectives are made up of:

  • Trade-specific standards
  • The company's own quality standards
Quality objectives involve both the professional perspective and the social perspective, such as how to act with customers and colleagues.

Quality objectives are a part of vocational education and are formulated in the VET organisations' description of targets and criteria.

Consider:
  1. Which quality objectives apply to your company?
  2. How clear are they to the apprentice?
  3. How will you pass them on to the apprentice in the best way?
  4. How do you ensure that assessment is based on quality objectives as well as other criteria for assessment?
  5. Are you acquainted with the VET organisations´ description of criteria for assessment?
  6. Do quality requirements meet VET organisations´ description of goals?
There are also professional standards that are related to legislation, as well as customers' and suppliers' expectations. Therefore, professional standards vary from trade to trade. Some examples:
  • Speed
  • Strength and durability
  • Precision
  • Taste
  • Safety
  • Service
  • Language skills
  • Design and appearance
  
 ‘Soft’ skills
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These days, there is more and more focus on human and social quality norms. These are personal and social competencies that are independent of specific professional norms. These can be, for example:
  • Reliability, vocational ethics
  • Creativity
  • Ability to think innovatively
  • Flexibility
  • Endurance
  • Communication and co-operational skills
  • Initiative and entrepreneurship
  • Adaptability and problem solving
  • Etc.
But the emphasis may vary from trade to trade. Consider:
  1. What is most important in your company?
  2. Can you measure human and social standards?
  3. And if so: How do you do it?
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9 - Assessment / evaluation

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