Level Up! workplace tutor goes europe

Pan-European training programme for in-company trainers and tutors


Co-funded by the European Union

eu-flag-erasmus_vect_posThe European project consortium will take the European Workplace Tutor / Learning Process Guide training programme on a journey across Europe with four week-long seminars in Ireland, Spain, Finland and Germany. This pan-European training course will have 14 participants from 5 partner countries (3 from each country) and the language of the course will be English.

The training programme is a result of the Leonardo da Vinci project “European Workplace Tutor” which aimed at promoting a standardised European competence profile and corresponding training course for Learning Process Guides. The qualification profile is targeted at (part-time) in-company trainers and tutors who would like to use more innovative approaches to support their colleaguesʼ competence development within the work process.

EQF-compatible competence profile “European Workplace Tutor” has been developed from the German qualification offer of Berufspädagoge and the “Learning Process Guide” competence profile stems from the qualification needs identified in the participating countries. Learning process guidance is an important response to the changing requirements and trends of in-company learning. It is based on the assumption that the best place to learn the skills and competencies needed for one’s work is at work. At the same time it regards the learner as a capable individual who needs support to learn at his / her own pace and find answers to their questions themselves rather than being instructed frontally by use of ‘a one-size fits all’ approach. Learning guides are the central pillar of work process-oriented learning. They help structure the learning process and help the learner lift implicit learning to the conscious level by guiding their reflection processes.

This concept of vocational education differs greatly from traditional concepts of “teaching” – it implies new approaches to what constitutes the role and tasks of the trainer. It represents a shift from a role perception of the “wise teacher” who passes on his or her knowledge to the “ignorant student” to a new perception of the trainer as a person who creates, structures and accompanies situations in which learning processes are enabled and facilitated. In these situations, the learner becomes an independent individual who is in charge of his or her learning process and can plan, implement and evaluate it with the support of the learning process guide.