Problem / need / context At a SOLAS apprenticeship training centre in County Limerick, trainers delivering the motor mechanic apprenticeship programme observed a recurring pattern among second and third year apprentices. While technical competence was generally strong, many apprentices defaulted to a passive role in the workshop, waiting for a senior technician or trainer to […]
Problem / need / context At a Further Education and Training centre in County Cork, trainers delivering a QQI Level 5 Retail and Business Studies programme noticed that many learners, despite performing well in assessed tasks, consistently waited to be told what to do next. When faced with open-ended activities or group tasks without clear
Problem / need / context At a Further Education and Training (FET) centre in County Kerry, Ireland, trainers delivering a professional cookery and hospitality programme identified a recurring difficulty among their learners. The group included school leavers pursuing a career in catering, adults retraining after leaving the retail sector, and learners from minority backgrounds accessing
Problem / need / context At a Further Education and Training centre in County Leitrim, Ireland, trainers delivering a construction skills programme began noticing a recurring challenge among learners. The group included young apprentices, early school leavers returning to education, and adults retraining after redundancy. While most learners demonstrated strong practical ability, many struggled when
Adapting Under Pressure: A Construction Training Scenario in County Leitrim Read More »
Problem / need / context In many VET settings, learners are assessed mainly on whether they complete a practical task correctly and on time. While this supports the development of occupational competences, it often leaves little room for learners to reflect on how they learned, what strategies helped them succeed, or what they should improve
Problem / need / context In VET, teaching often prioritises the acquisition of technical and occupational skills, sometimes at the expense of transversal competences such as reflection, self-awareness, and independent learning. While learners may successfully complete practical tasks, they frequently struggle to explain how they learned, why certain approaches worked, or how they can improve
Problem / need / context VET institutions were often unadapted to the specific needs of migrant women, who face intersectional barriers including cultural differences, linguistic hurdles, and gender-specific discrimination. Standard European VET policies often employed a “one-size-fits-all” approach that failed to recognize the professional potential of this cohort. This relates to the 10 skills by
InclusionToC – Theory of Change for the Inclusion of Women Migrants in VET Read More »
Problem / need / context The primary problem was the significant linguistic and cultural barriers that hindered the success of international VET mobility. Learners often faced “cross-cultural shock” and felt isolated due to a lack of foreign language proficiency, making them reluctant to participate in European placements. This relates directly to several of the 10
INTERMOVE for Trainers – Specialized Intercultural and Linguistic Preparation Read More »
Problem / need / context In the UK’s vocational education, many learners experience difficulties with numeracy when it is taught separately from practical activities, which often leads to low confidence and limited ability to apply mathematical skills in real work situations. At the same time, modern workplaces increasingly require employees to work with data budgets,
Using Spreadsheets for Applied Numeracy in UK Vocational Training Read More »
Problem / need / context In Finland, vocational education has undergone a rapid digital transformation, requiring both teachers and learners to adapt to new digital environments. Many VET learners, particularly those in practical trades, initially lacked confidence in using digital tools for learning, documentation, and assessment. This created a gap between traditional workshop-based training and
Blended Learning and Digital Tools in Finnish Vocational Education Read More »