Practical application of theoretical courses

Continuous adaptation of VET to meet the changing needs of the labour market is important to ensure that young people acquire skills that are relevant to employers. Employers and employees’ associations should be involved in this process.

A better alignment between VET programmes and labour market needs can help to improve VET attractiveness to both employers and young people, and keep students motivated. Providing information about the quality and relevance of programmes to the labour market is also important to ensure that young people can make informed choices about their study pathways.

It is important that VET teachers have an understanding of how skills requirements are evolving so that they can reflect this in their teaching. Continuing professional development should address this need to update teachers' knowledge. It is also essential to establish connections between VET schools and the workplace. For instance, teachers may visit companies providing training on their own, or accompany learners during part of their training period.

Establishing links between school-based and work-based learning requires cooperation between training providers and employers. This cooperation should include the designing of training programmes by involving employers, as well as their implementation. VET providers and employers must coordinate to define the intended learning outcomes and activities for each learner during work-based learning.

The integration of theoretical content into the vocational context makes it meaningful for young people. This involves using real or realistic work tasks, for instance:

• Using authentic materials. The explanation of theoretical concepts can be accompanied by demonstrations and practical work using the relevant instruments in a laboratory. VET providers can also propose state-of-the-art workshops where students can work with advanced technologies. 
• Using authentic contexts. Learning can happen at the company or at appropriate outdoor environments (e.g. previously working farm) that can be used as realistic contexts to learning activities.
• Working for real clients. It is possible to involve learners in the delivery of products or services to external customers or beneficiaries (e.g. an NGO).
• Organising learning activities in a similar way to work activities. For instance, activities can be allocated to groups of students that take the role of different departments in a simulated organisation.

These approaches help the learners know the practical application of a theoretical learning and this is motivating in itself.

Vocational programmes that are structured in a way in which a substantial amount of theory is delivered before the learner has the opportunity to experience the practice, can be demotivating. Alternating practical training with theoretical instruction, to the extent possible, can contribute to students’ engagement with the programme. Remember that content concerning health and safety at the workplace should be addressed before the learner starts work-based learning.

Learners are often bored by book learning. They are more motivated by:

• Constructive learning methods, where learners formulate problems and look for solutions. These methods include project-based teaching, problem based approaches, or group work.
• Adaptive instruction, according to which teachers adapt their support to the current understanding and capability of learners. For instance, a teacher can set different tasks for different learners or different groups in the class.

These active learning methods can be used to better meet students’ interests and needs and promote peer collaboration. This can help make the teaching of the theoretical content more engaging.

Integrating theoretical content into the vocational context can help shed a more positive light on academic subjects. Still, some learners have struggled with such subjects in the past, which may be due to low levels of basic skills. These learners need additional support in basic skills to be able to successfully complete a vocational programme.

Such support can be provided through different approaches depending on learners’ needs. For some learners, it is important to receive support in basic skills before they start a VET programme to help them follow the programme. Other learners benefit from a more sustained support throughout their studies, for instance through mentoring measures.