TO WHOM?
These guidelines refer to a VET institution for its inclusive learner engagement process. For that reason, it is important to understand who should be responsible for the inclusive learner engagement process in a VET institution and who should be involved in this process. An inclusive engagement process should be implemented through collaboration of different actors within the institution:
Staff
Teaching staff (head teacher/class teacher) are usually the first and direct point of contact with learners in a VET institution, highlighting the essential role they have in the inclusive learner engagement process. However, it is vital that management recognises and values their contributions by providing support in terms of financial and human resources. Moreover, management should actively facilitate the involvement of teaching staff by arranging external training sessions to enhance their skills and understanding in fostering inclusive environments. In addition to teaching staff, other personnel (programme leaders, administrative supporting staff, learner support staff as career guidance, special needs learner support staff, tutors) should also be included in the process and receive training if necessary.
Managers / Institutional Leaders
In accordance with the inclusive strategy of the organization, it is the managers’ / institutional leaders’ responsibility to provide the necessary resources for fostering inclusive learner engagement: financial resources, human resources, dedicated time either within the curriculum or as an extracurricular activity, space (e.g. classrooms), contact with learner support staff (career guidance, special needs learner support staff, tutors etc.) to initiate, test and improve the inclusive learner engagement process. It should be noted that learners and staff cannot be tasked with implementing an inclusive engagement strategy without sufficient resources.
Learners
Learners are the focus and main beneficiaries of an inclusive learner engagement process. Consequently, it is essential that the VET institution is prepared to allocate space for all learners to lead the process. Inclusive learner engagement is a process in which learners are given the opportunity to express their opinions, challenges and obstacles. For this to happen, it is essential to allocate time and provide a safe space where learners can freely share their findings and observations without the fear of facing repercussions. Since the ultimate aim of an inclusive learner engagement process is to benefit learners, the most important thing for VET organizations is to thoroughly understand their needs and perspectives. While management and staff can offer learners information and advice on inclusive engagement, it is always more effective to prioritize listening to their observations without immediately intervening.
Who else?
External stakeholders encompass a diverse array of actors, including quality agencies, governmental organizations, NGOs, family organizations, parents, and learners’ associations. The wider learning community and civil society can and should be included in exchanges of good practises, workshops and assemblies. Also, the assistance and participation of companies involved in the practical training should be underlined here too, particularly in the VET sector. In short, the responsibility to be active and to participate lies with all the groups listed above. Each type of actor bears responsibility for meaningful engagement in this process.
TO WHOM?
These guidelines refer to a VET institution for its inclusive learner engagement process. For that reason, it is important to understand who should be responsible for the inclusive learner engagement process in a VET institution and who should be involved in this process. An inclusive engagement process should be implemented through collaboration of different actors within the institution:
Teaching staff (head teacher/class teacher) are usually the first and direct point of contact with learners in a VET institution, highlighting the essential role they have in the inclusive learner engagement process. However, it is vital that management recognises and values their contributions by providing support in terms of financial and human resources. Moreover, management should actively facilitate the involvement of teaching staff by arranging external training sessions to enhance their skills and understanding in fostering inclusive environments. In addition to teaching staff, other personnel (programme leaders, administrative supporting staff, learner support staff as career guidance, special needs learner support staff, tutors) should also be included in the process and receive training if necessary.
In accordance with the inclusive strategy of the organization, it is the managers’ / institutional leaders’ responsibility to provide the necessary resources for fostering inclusive learner engagement: financial resources, human resources, dedicated time either within the curriculum or as an extracurricular activity, space (e.g. classrooms), contact with learner support staff (career guidance, special needs learner support staff, tutors etc.) to initiate, test and improve the inclusive learner engagement process. It should be noted that learners and staff cannot be tasked with implementing an inclusive engagement strategy without sufficient resources.
Learners are the focus and main beneficiaries of an inclusive learner engagement process. Consequently, it is essential that the VET institution is prepared to allocate space for all learners to lead the process. Inclusive learner engagement is a process in which learners are given the opportunity to express their opinions, challenges and obstacles. For this to happen, it is essential to allocate time and provide a safe space where learners can freely share their findings and observations without the fear of facing repercussions. Since the ultimate aim of an inclusive learner engagement process is to benefit learners, the most important thing for VET organizations is to thoroughly understand their needs and perspectives. While management and staff can offer learners information and advice on inclusive engagement, it is always more effective to prioritize listening to their observations without immediately intervening.
External stakeholders encompass a diverse array of actors, including quality agencies, governmental organizations, NGOs, family organizations, parents, and learners’ associations. The wider learning community and civil society can and should be included in exchanges of good practises, workshops and assemblies. Also, the assistance and participation of companies involved in the practical training should be underlined here too, particularly in the VET sector. In short, the responsibility to be active and to participate lies with all the groups listed above. Each type of actor bears responsibility for meaningful engagement in this process.
