How to start with WBL in Kosovo*

Work-based learning is carried out through the close collaboration of all stakeholders, starting from school, enterprise, students, and parents. In order to successfully implement WBL, the Ministry of Education Science and Technology (MEST) has drafted the occupational standards for 3 levels of in – company trainer programs, (Work Place Instructor, In Company Trainer and Master Trainer) to companies. It has also defined the responsibilities of all stakeholders through the legislation and the strategy to enhance the collaboration with businesses, including the guidelines for vocational schools and guidelines for enterprises. Professionals and supervisors from companies of all sizes and sectors, executives with training responsibilities and human resource developers, freelance trainers, workplace instructors are the target group for these programs. To date 64 In Company Trainers, 23 Master Trainers and 70 Work Place Instructors have received and completed the training.

“In-Company Training programs,” “Business Membership Organizations” (BMOs) development, “Retail Internship Scheme” development, and the establishment of “Local VET employment networks” are the mechanisms considered into the successful WBL implementation as well offering the knowledge and skills in real work situations to the students and future employees.

Steps for implementation of WBL in a company

  • The company signs a cooperation agreement with the vocational school;
  • the company appoints an instructor responsible for the student who has been trained beforehand by MEST;
  • the instructor is informed about the curricula of respective profiles;
  • the company instructor, in collaboration with the subject teacher or the instructor, define the selection criteria for WBL;
  • the company instructor designates places for students in the company;
  • the company instructor, in collaboration with the subject teacher or instructor, develop the work plan for WBL;
  • the company instructor supports students to achieve the expected results as planned;
  • the company instructor keeps a work diary and student portfolio with all student records, the checklist, assessment forms, etc;
  • the company instructor assesses the students (assessment is done continuously, including the final assessment);
  • the company instructor informs the respective school on the WBL process;
  • the company instructor delivers student portfolios and student assessment forms to the subject teacher or instructor;
  • the company through a person responsible monitors the company instructor.

This model of WBL is being piloted in 11 schools and 53 companies with 142 students. After piloting phase, MEST has drafted Administrative Instructions (AI) for WBL, which are expected to be approved soon.

Besides the development of the AI, the findings of the piloting phase recommend the followings:

  • The development of a manual for implementation of WBL;
  • enhance the collaboration and coordination with the business representatives;
  • the alleviation of criteria for business selection for WBL;
  • awareness increase of WBL;
  • reviewing of student’s internal assessment Administrative Instruction;
  • capacity building of schools’ management on the financial management and identification of other potential sources for the implementation of WBL;
  • identification of potential incentives for the respective stakeholders supporting the WBL and
  • improvement of coordination of the main donors and MEST supporting this activity.
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