Inclusive Learner Engagement for VET institutions Toolkit

1. InclusiVET Institutional Self-assessment Tool: The tool is designed to be used by individual VET schools and contains five categories related to inclusive learner engagement, with each being subdivided into several statements. Different sets of questions are tailored for specific groups, including institutional leaders, student services, support staff, and students. The self-assessment yields both individual reports and a consolidated institutional report for the respective VET school. Access to the tool is granted upon registration on the related InclusiVET project’s webpage.
2. InclusiVET Guidelines for inclusive engagement action plans in vocational education & training (VET) institutions: The guidelines are intended to be of relevance in the context of all countries and educational systems that aim to prepare action plans for the improvement of inclusive engagement in their VET institutions. While the tools that are introduced in these Guidelines can be adapted to VET institutions’ own structures, they can also be used independently or incorporated into other policy processes and tools focusing on learner engagement.
3. InclusiVET Learner-led Review Tools: This set of tools consists of a Learner-led Review Manual, the Learner-led Review Guidelines, and a series of Annexes. The Learner-led Review Manual provides a comprehensive, step-by-step guide for implementing a learner-led review process within a VET institution: from initial planning and data gathering to result analysis and action plan development, the manual equips facilitators and learner-reviewers with essential tools to ensure that all learners have the opportunity to thrive. Complementary to the Manual, the Learner-led Review Guidelines for Learners inform learner-reviewers about their role and the steps to be taken before, during, and after the review. These are complemented by 8 Annexes equipping users with the materials needed to effectively conduct, monitor, and finalise the review process, namely: the Timetable for Staff and Timetable for Learners, helping either VET managers and staff or VET learners to monitor and manage all the process’ roles, tasks, and steps; the List of Questions/Topics, providing examples that learner-reviewers can use to brainstorm and discover what type of challenge/question they would like to focus on during the review; the Interview Report and the Focus Group Report, offering templates for learner-reviewers to conduct their review through interviews or focus groups, and to keep track of the process; the Recommendation Template, equipping learner-reviewers with a template to reflect on the key findings of the review process and present relevant recommendations effectively; the Attendance List model; and the Certificate of Attendance/Appreciation Model
4. InclusiVET Online Campaign Tool: The tool includes two editable templates of advocacy materials, some student-led inspirational videos from the InclusiVET project’s online campaign, and a set of downloadable graphics on inclusive learner engagement from the InclusiVET project’s MOOC for student support staff. While primarily tailored to learners, the tool could be useful also to VET institutions and student support staff to promote their results in the field of inclusive learner engagement in other schools.
5. InclusiVET Policy Recommendations: The Policy Recommendations “For a Comprehensive and Inclusive Engagement of VET Learners” define 5 paths for decision-makers and other stakeholders in the VET sector to foster a comprehensive and inclusive engagement of learners in VET systems at the European, national, and local levels. They are available in a short, handy version, as well as in a long, informative version.

Target groups

The main target groups of the InclusiVET project consist of VET learners, student representatives, and especially students from underrepresented and disadvantaged backgrounds. The project also pays specific attention to the leadership/management of VET institutions, in particular those with responsibility around student engagement, inclusion, and equality, as well as to student support staff who play a key role in facilitating student engagement and are instrumental in fostering open and inclusive engagement opportunities. Finally, the project targets policymakers and other VET stakeholders at the European, national, and local level.