THE impact of the WorkSafe project on students, education providers and employers
Through the WorkSafe project we have had the opportunity to compare and learn how issues relating to work safety during work based learning (WBL) is addressed in Finland, Norway, Netherlands, France and Spain. According to different stakeholders that have participated in dissemination and multipliers events during the projects lifespan the project has helped to raise awareness of the importance of providing students with safe learning experiences. Below you can read more about the anticipated impact of the project and its outcomes.
- Improved communication
The importance of being able to communicate with each other – speaking the same language
Feedback received through different multiplier events and dissemination activities held nationally and within Europe made us aware that employers and teachers are now more aware of the importance of all parties speaking the same language and that all parties understand the terminology used the same way. By ensuring that e.g. host companies hosting students from foreign countries who share a common language in which to communicate with the sending organization and the students makes the learning experience more qualitative and ensures that the student doing WBL is aware of the existing safety procedures etc. According to employers and work mentors who have provided feedback on the WorkSafe outcomes this makes them feel more secure und thus also more willing to send and host students from different European Countries.
Feedback received through different multiplier events and dissemination activities held nationally and within Europe made us aware that employers and teachers are now more aware of the importance of all parties speaking the same language and that all parties understand the terminology used the same way. By ensuring that e.g. host companies hosting students from foreign countries who share a common language in which to communicate with the sending organization and the students makes the learning experience more qualitative and ensures that the student doing WBL is aware of the existing safety procedures etc. According to employers and work mentors who have provided feedback on the WorkSafe outcomes this makes them feel more secure und thus also more willing to send and host students from different European Countries.
Improved communication between VET providers/teachers and employers/work mentors
According to the feedback the WorkSafe partners have received throughout the project the employers and work mentors feel that the WorkSafe Online Manual and the WorkSafe Toolbox strengthens the collaborations between VET and work because it encourages VET providers/work mentors and teachers to have an open dialog when it comes to provide students with safe learning experiences. This increases trust and loyalty between the parties involved and will raise the amount of WBL opportunities that the employers are willing to provide for students.
According to the feedback the WorkSafe partners have received throughout the project the employers and work mentors feel that the WorkSafe Online Manual and the WorkSafe Toolbox strengthens the collaborations between VET and work because it encourages VET providers/work mentors and teachers to have an open dialog when it comes to provide students with safe learning experiences. This increases trust and loyalty between the parties involved and will raise the amount of WBL opportunities that the employers are willing to provide for students.
It is easier to address issues relating to poor health and safety and sensitive issues.
The work mentors and the teachers feel that they now feel safer to address issues of sensitive value. They are now more willing to raise concerns about health and safety measures and come up with solutions on how to solve these issues.
The work mentors and the teachers feel that they now feel safer to address issues of sensitive value. They are now more willing to raise concerns about health and safety measures and come up with solutions on how to solve these issues.
2. Clarifying the tasks and the roles of the different parties
Everyone that has taken part in the dissemination activities have stressed that the Toolbox containing different checklists are of great value when improving the safety of students during WBL. The checklists makes the tasks and responsibilities more transparent and while it also informs them of the skills and certificates that students possess before starting their WBL. It also clarifies national differences and issues relating to insurances which the employers found extremely valuable as this was information they felt they were missing. They also felt that the WorkSafe Manual and the toolbox has managed to give a good overview of things that they need to know when it comes to providing students with safe learning experience. The manual will save them a lot of time researching and finding out information such as who is responsible for providing an insurance and what are the common European legislation and which legislations are national. Once again, being aware of this made employers more secure and willing to start hosting students doing international mobilities and VET providers to start sending and hosting students from different European countries.
Even if only 5 European countries were involved in the project the checklists are available in a format that makes it possible to amend them and e.g. fill in details/information about a country that was not directly involved in the project.
Everyone that has taken part in the dissemination activities have stressed that the Toolbox containing different checklists are of great value when improving the safety of students during WBL. The checklists makes the tasks and responsibilities more transparent and while it also informs them of the skills and certificates that students possess before starting their WBL. It also clarifies national differences and issues relating to insurances which the employers found extremely valuable as this was information they felt they were missing. They also felt that the WorkSafe Manual and the toolbox has managed to give a good overview of things that they need to know when it comes to providing students with safe learning experience. The manual will save them a lot of time researching and finding out information such as who is responsible for providing an insurance and what are the common European legislation and which legislations are national. Once again, being aware of this made employers more secure and willing to start hosting students doing international mobilities and VET providers to start sending and hosting students from different European countries.
Even if only 5 European countries were involved in the project the checklists are available in a format that makes it possible to amend them and e.g. fill in details/information about a country that was not directly involved in the project.
3. Employers will have a better understanding of the students´ skills and skills and competences that
needs improvement
The employers and teachers found that the checklists for certificates, skills and competences is an valuable asset when finding out what skills students already possess and what they need to focus on during WBL. They also felt that the checklists will be of value for students when creating their CV and a portfolio of evidence of skills that they possess. This will help employers recognize skills that the students and future employers possess and will help them when providing students/new staff members with safety training and an induction to their work.
needs improvement
The employers and teachers found that the checklists for certificates, skills and competences is an valuable asset when finding out what skills students already possess and what they need to focus on during WBL. They also felt that the checklists will be of value for students when creating their CV and a portfolio of evidence of skills that they possess. This will help employers recognize skills that the students and future employers possess and will help them when providing students/new staff members with safety training and an induction to their work.
4. The way you educate students in health and safety issues have changed
The partners have all become aware that the way they have educated students when it came to issues relating to health and safety has changed. We have all seen that health and safety has to be implemented in the education in a way that all students are made aware of their roles when it comes to health and safety issues. It has to become a transparent part of the VET and not just a topic that is shortly addressed in a course held at the beginning of education. Making it a transparent part of the education raises the awareness of health and safety and it will become a natural part of activities and not just a boring part of a course.
The partners have all become aware that the way they have educated students when it came to issues relating to health and safety has changed. We have all seen that health and safety has to be implemented in the education in a way that all students are made aware of their roles when it comes to health and safety issues. It has to become a transparent part of the VET and not just a topic that is shortly addressed in a course held at the beginning of education. Making it a transparent part of the education raises the awareness of health and safety and it will become a natural part of activities and not just a boring part of a course.
5. Raise the number of students doing international mobilities
As the WorkSafe manual gives a general overview of what international mobilities are and what the roles of the different parties are and because the manual also provides links to national legislations and other important sites the employers said that they feel more willing to host students from foreign countries. They also felt that the checklists and the general information is useful and will increase their willingness to host students doing international mobilities. This means that as the WorkSafe manual and toolbox will continue to be disseminated through the partners, employers and others who have read and found the outcomes of WorkSafe more an more stakeholders will become aware of and start using the WorkSafe Manual and the Toolbox and this will in turn result in safer learning experiences for students
As the WorkSafe manual gives a general overview of what international mobilities are and what the roles of the different parties are and because the manual also provides links to national legislations and other important sites the employers said that they feel more willing to host students from foreign countries. They also felt that the checklists and the general information is useful and will increase their willingness to host students doing international mobilities. This means that as the WorkSafe manual and toolbox will continue to be disseminated through the partners, employers and others who have read and found the outcomes of WorkSafe more an more stakeholders will become aware of and start using the WorkSafe Manual and the Toolbox and this will in turn result in safer learning experiences for students
6. More projects following the ideology of WorkSafe will follow
Employers/work mentors and VET providers/teachers have seen the value of this project and many has already asked if there are intentions to follow up WorkSafe with other projects that would make it possible to include more or ALL European countries. They have also asked if this project could be spread to other vocational fields such as Healthcare, Hospitality, Agriculture etc. The WorkSafe project partners realized during the project´s lifespan that there are topics that we feel are very relevant and need addressing but that didn’t fit the aims of the project. The WorkSafe partners are currently looking at what topics relating to health and safety during WBL our WorkSafe 2 project will focus on.
Employers/work mentors and VET providers/teachers have seen the value of this project and many has already asked if there are intentions to follow up WorkSafe with other projects that would make it possible to include more or ALL European countries. They have also asked if this project could be spread to other vocational fields such as Healthcare, Hospitality, Agriculture etc. The WorkSafe project partners realized during the project´s lifespan that there are topics that we feel are very relevant and need addressing but that didn’t fit the aims of the project. The WorkSafe partners are currently looking at what topics relating to health and safety during WBL our WorkSafe 2 project will focus on.
To summarize, the strength of WorkSafe according to the projects external evaluator and according to employers, work mentors, VET providers, teachers and students and other stakeholders that have taken part in dissemination activities of WorkSafe are:
- The WorkSafe Online Manual and Toolbox are practical tools that can be used to provide students with safer learning experiences
- It provides a good general overview of WorkSafety within the metal work and construction section
- The WorkSafe Manual and Toolbox can be used online through a computer or a mobile phone or be printed in .pdf format
- Students can use it when preparing their CV’s that they can use when looking for work placement or a job
- The user can choose if (s)he wants to read/use parts of it or if (s)he wants to read through it all
- It can be used to educate (new) employers/work mentors, VET providers and teachers in their roles, task, responsibilities when it comes to providing students within metal work and construction safe learning experiences nationally and during international experiences
- It can be used when providing students within metal work and education with health and safety education and training
- Teachers now know how to address sensitive issues and don’t feel as insecure in raising these issues with employers and work mentors
- Employers, work mentors, VET providers, teachers and students become more aware of the importance of following health and safety procedures and health and safety becomes a natural part of WBL