HOW TO START
The InclusiVET project offers VET institutions two distinct methods or options to effectively initiate, test and improve the process of inclusive learner engagement. The initiative can be taken either by the VET institution itself or by an individual learner or a group of learners within the institution. The institution may choose to initiate, test or improve its inclusive learner engagement practices, or alternatively, a learner can proactively approach their school administration to request the implementation of an inclusive learner engagement process. In either scenario, the VET institution can choose between these two options explained below to evaluate its inclusive learner engagement process. VET institutions can also choose both of the options if they find both useful for their engagement process. In fact, applying both approaches is encouraged as different types of information and insights can be obtained from each of them.
Self-Evaluation Tool
Let your learners and staffs evaluate your VET institution through a survey.
Learner-Led Review
How learners can analyse their organisation? Let your students come up with:
- Focus group(s)
- Interview(s)
- Analysis of policies and practices around inclusion & learner engagement
The first method that you can apply is to conduct a self-evaluation with your staff and learners by using the InclusiVET self-evaluation tool. The essence of the self-evaluation tool lies in collecting feedback of learners and staff regarding selected topics for inclusive learner engagement followed by a compilation of all the results which then can be used for further analysis and action planning.
- There are two questionnaires in the tool – for two target groups: VET learners and VET staff. The questionnaires include the same types of statements but formulated in a different way – the style and terminology are adapted to the target group.
- The self-assessment takes the form of a checklist with statements that can be answered on a scale from strongly agree to strongly disagree. Where relevant, there is also the option of ‘I don’t know’ or ‘not-applicable’. In a few instances, there are open questions where additional information can be provided. The final self-assessment tool will generate an automatic report for each user and for the VET institution as a whole.
- The self-assessment tool is designed for use by individual VET institutions and comprises five categories related to inclusive learner engagement, each subdivided into several statements. Different sets of questions are tailored for specific groups, including institutional leaders, learner services and support staff, and learners themselves. The self-assessment yields both individual reports and a consolidated institutional report for the respective VET institution.
- For more information about the tool and how to access it, please go to the InclusiVET website.
The second method available to VET institutions is to facilitate a learner-led review, supported by staff within your organization. According to the concept underlying this method, a designated team of learners is recruited, trained and prepared to assess the inclusive learner engagement system within their VET institution, identifying both its strengths, weaknesses. At the end of the assessment, the team compiles a learner-led recommendation report in which they outline the strengths & weaknesses observed within the inclusive learner engagement of their VET institution. Additionally, they formulate recommendations aimed at enhancing the inclusivity and effectiveness of learner engagement practices.
- This enables the leadership and staff of the organization to consider the evaluation and recommendations provided by their own learners. Consequently, the insights obtained from learner-led reviews can lead to the development of action plans within VET institutions on concrete enhancements in their diversity and inclusion policies, as well as practices related to learner engagement.
- The process is described in more detail in the learner-led review manual which can be found on the InclusiVET website.
HOW TO START?
The InclusiVET project offers VET institutions two distinct methods or options to effectively initiate, test and improve the process of inclusive learner engagement. The initiative can be taken either by the VET institution itself or by an individual learner or a group of learners within the institution. The institution may choose to initiate, test or improve its inclusive learner engagement practices, or alternatively, a learner can proactively approach their school administration to request the implementation of an inclusive learner engagement process. In either scenario, the VET institution can choose between these two options explained below to evaluate its inclusive learner engagement process. VET institutions can also choose both of the options if they find both useful for their engagement process. In fact, applying both approaches is encouraged as different types of information and insights can be obtained from each of them.
Self-Evaluation Tool
Let your learners and staffs evaluate your VET institution through a survey.
The first method that you can apply is to conduct a self-evaluation with your staff and learners by using the InclusiVET self-evaluation tool. The essence of the self-evaluation tool lies in collecting feedback of learners and staff regarding selected topics for inclusive learner engagement followed by a compilation of all the results which then can be used for further analysis and action planning.
- There are two questionnaires in the tool – for two target groups: VET learners and VET staff. The questionnaires include the same types of statements but formulated in a different way – the style and terminology are adapted to the target group.
- The self-assessment takes the form of a checklist with statements that can be answered on a scale from strongly agree to strongly disagree. Where relevant, there is also the option of ‘I don’t know’ or ‘not-applicable’. In a few instances, there are open questions where additional information can be provided. The final self-assessment tool will generate an automatic report for each user and for the VET institution as a whole.
- The self-assessment tool is designed for use by individual VET institutions and comprises five categories related to inclusive learner engagement, each subdivided into several statements. Different sets of questions are tailored for specific groups, including institutional leaders, learner services and support staff, and learners themselves. The self-assessment yields both individual reports and a consolidated institutional report for the respective VET institution.
- For more information about the tool and how to access it, please go to the InclusiVET website.
Learner-Led Review
How learners can analyse their organisation? Let your students come up with:
- Focus group(s)
- Interview(s)
- Analysis of policies and practices around inclusion & learner engagement
The second method available to VET institutions is to facilitate a learner-led review, supported by staff within your organization. According to the concept underlying this method, a designated team of learners is recruited, trained and prepared to assess the inclusive learner engagement system within their VET institution, identifying both its strengths, weaknesses. At the end of the assessment, the team compiles a learner-led recommendation report in which they outline the strengths & weaknesses observed within the inclusive learner engagement of their VET institution. Additionally, they formulate recommendations aimed at enhancing the inclusivity and effectiveness of learner engagement practices.
- This enables the leadership and staff of the organization to consider the evaluation and recommendations provided by their own learners. Consequently, the insights obtained from learner-led reviews can lead to the development of action plans within VET institutions on concrete enhancements in their diversity and inclusion policies, as well as practices related to learner engagement.
- The process is described in more detail in the learner-led review manual which can be found on the InclusiVET website.
