Major site revision in development
National Reports
Work & Learning Partners - national reports and studies
 This section contains national reports and studies that refer to the countries that have been participating in the WLP project.
| |
Estonia
The analyses of workplace learning in Estonia give a picture on the current forms of cooperation between key enterprises and regional vocational schools. The analyses focus on obstacles to cooperation and on challenges for future development.
|
France
The analyses of workplace learning in France compare a traditional cooperation model with an innovation concept that extends the cooperation into trans-national networking. This concept includes also a pattern of recognising learning achievements in the vocational schools and colleges of other countries.
|
Germany
The analyses on prior German projects with workplace learning partnership bring into picture cooperation models realetd to the dual system of vocational education and training (VET). At best the cooperation models and tools have been linked to wider regional innovation processes.
|
Italy
The analyses of workplace learning in Italy provided a basis for active piloting with partnership development between a training provider and regional enterprises. This cooperation has been gradually developed into a ‘industrial learning community’ for that supports learning in the organisational contexts.
|
Slovenia
The analyses of workplace learning in Slovenia provided a basis for developing the outreach strategy of a regional vocational school centre. This school centre launched several micro-piloting activities to stimulate the cooperation with regional enterprises.
|
UK
The analyses of workplace learning in the United Kingdom present conclusions from an earlier pilot project that promoted quality development and workplace learning across a supply chain (with the support if universities and other training providers). This provided a basis for further piloting with career services and with their support for workplace learning.
|