1. Pedagogical Model Worklife Cooperation Plan
Similarities:
a national framework (DE)
framework agreement (LT)
suitable workplace for objectives of curriculum (TR, LT)
workplaces are documented (TR)
a suitable person as a workplace instructor (LT)
Differences
no special workplace instructor training (DE, LT), in Germany included in the Master Craftsman Training
workplace instructors are trained by Vocational Educational Centres (TR)
all companies are listed in a chamber (DE)
there are curricula for each profession (DE)
a general framework is applied for all the students (TR)
no personalized plan (TR)
no workplace database (LT)
Workplacement analysis
Working places´ suitability for VET
companies registered in the chamber of skilled crafts (DE)
have to provide a skilled trainer (DE)
companies interested in receiving students for WBL, looking for young specialists, innovative, modern and new equipment (LT)
suitable for education, 80 % equipment to apply the education curriculum, education department, trainers, provide the needs of students (TR)
Personalised plans
- every student has a Development table (TR)

2. Pedagogical Model Planning and coaching for WBL
Similarities:
teacher identifies WBL plan, guidance of student, oversees the student`s agreement for WBL (LT)
guiding students for the objectives of WBL (TR)
prepare the workplace instructor with WBL (TR)
informs skilled workers (DE)
anounces mentor (DE)
Differences:
no specific task for workplace instuctor at all (LT)
workplaces are found by the school management according to student´s demand (TR)
students fill in the skill book (TR)
students get a salary of 1/3 min. salary, the insurance is paid by the government (TR)
Responsibilities/tasks:
Students
make the contract with the work place (TR)
applying for a VET place, sign the indenture (DE)
to find a work place, to sign an agreement, to get acquiainted with the company (LT)
Teacher
checks the workplace (TR)
collect information about the students, look for actual teaching curriculum, get in contact with the training companies (DE)
prepare the students to the WBL, to help students to find a work place, to prime about the documents needed, to prepare the student´s WBL agreement (LT)
Workplace instructor
organizes educational subjects for the student (TR)
select the applicants, look for actual training curriculum, register the student , get in contact with the teacher (DE)
to put a person in charge / contact person for student (LT)

3. Pedagogical Model Planning and coaching for WBL
Important pedagogical aspects
student: having and acquiring vocational competence (TR)
teacher: having enough vocational pedagogy (TR)
trainer: knowing vocational education methods and techniques (TR)
teacher considers the composition of the class, drafts a teaching plan (DE)
work place instructor informs the skilled workers about the new student, anounces a tutor/mentor for the student (DE)
teacher´s ability to develop theory and practical skills of students, to give students the opportunity to learn how to inquire and discover new information (LT)

4. Pedagogical Model Commencement of the WBL period
Similarities:
workplace instructor shows the company to the student (DE, LT, TR)
finds out skills and knowledge of the student (DE)
student write a daily report (DE)
teachers discuss the objectives with students (TR)
students should make a report what they learned (TR)
Differences:
no specific tasks for students and teachers in this period (LT)
in general the system is nearly the same with the beginning of WBL (TR)
Responsibilities/tasks:
Students
to get acquiainted with the work place, colleagues, to know the rules and conditions (LT)
to obey rules and working conditions, work systematic, protect equipments, attend theoretical and practical education (TR)
start to write vocational report, inform where and when has to go to the vocational school (DE)
Teacher
to specific tasks and responsibilities (LT)
explain necessary information, control the students in work places, help to solve problems, monitor success, attendance, discipline and guide (TR)
find out the knowledge level of students, try to create a common level of knowledge (DE)
Trainer
explain the rules and work discipline, provide necessary materials, pay salaries in time (TR)
Workplace instructor
to instruct the student about the safety at work, work place and main tasks (LT)
show the company to the student, environmental health and safety instructions, provide safety equipment (DE)
Important pedagogical aspects
teachers have to guide the student in carrying out different work assignments, to analyze what competences the student must improve (LT)
love students, listen to the problems and wishes of the students, help students develop themselves morally, nationally and humanitarian (TR)
teacher: inform the students about the curriculum and VET system (DE)
work place instructor: informs the student about rights and obligations, find out which knowledge level the student has, explain how the education will be realised (DE)

5. Pedagogical Model WBL coordination at the workplace
Similarities:
teacher maintains contact with the student, guides and supports the student (TR, LT)
teacher´s, student´s, workplace instructors tasks are generally the same with Finnish system (?) (TR)
sets sometimes a good prof. example (LT)
student carries out the work assignments, keeps diary, has contact with workplace instructor and other employees (LT)
workplace instructor: guide + support the student, clarify the learning objective, demonstrate the learning content, review the progress of the student´s learning plan (DE)
Differences:
students have to make report and do drawings of the works. It is evaluated and marks are given according to the works. (TR)
teacher provides formative assessment of the WBL period (LT)
WBL specific tasks (LT)
student does not take part in the planning of the WBL period (LT)
no contact with the vocational school (just in case of problems) (DE)
Responsibilities/tasks:
Students
integrate with other employees and the company´s daily work, start to work, maintain contact, accept and follow the rules, actively gather information, write the vocational report (DE)
to fill in the learning diary, to improve professional skills (LT)
must be careful with his work, must not damage equipments, obey the working hours, must draw on practice papers and write the reports (TR)
Teacher
no responsibilities (DE)
to be in contact with the student and work place instructor (LT)
provide planned education in the work place (TR)
Trainer: work delicately and make cooperation to develop student´s skills (TR)
Workplace instructor
guide and support the student, clarify the learning objectives and the assessment criteria, demonstrate the learning content, review the progress of the student´s learning plan (DE)
to maintain contact with the vocational school, to review the progress of student (LT)

6. Pedagogical Model WBL coordination at the workplace
Important pedagogical aspects
teacher: no responsibilities (DE)
workplace instructor: be in close contact with the skilled workers to get feedback, give feedback to the student, provide enough time for the student to prepare for the exams, ensure that the student trained all needed contents (DE)
teachers: to organize meetings and discussions, to evluate in-between skills and competences of the student, to prepare questionnaires for self-evaluation, to review and analyze the assessment criteria with workplace instructor (LT)
workplace instructor: to evaluate student´s learning during WBL, to provide feedback (LT)
the necessary education programme will be applied by the work place, trainer an teacher (TR)

7. Pedagogical Model Assessment of WBL
Similarities:
some are similar to the Finnish model (big companies) (DE)
teachers, workplace instructors evaluate the process (TR)
Differences:
intermediate and final exam of the apprenticeship (DE)
examination board: teacher, workplace instructor, owners of companies (DE)
students don´t carry out self-evaluation (TR)
recoop education (TR)
no evaluation or self-evaluation (LT)
Responsibilities/tasks:
Students
must draw technical drawings and fill the reports in time, the skill book to the department (TR)
write the vocational report, take part in the tests (DE)
Teacher
must provide at least 80 % of curriculum, provide recoop education (TR)
evaluate the theoretical part, the students get a certificate each half year, provide feedback to the company of the theoretical part (DE)
Trainer:
must evaluate the works (TR)
Workplace instructor
evaluate the practical part (DE)
There is no evaluation at work place or at school. The student only gets a short register from workplace instructor into his learning diary. (LT)
Important pedagogical aspects:
teacher: provide aid when the students have got problems (DE)
workplace instructor: support the student´s self-assessment (DE)
assessment and self-assessment, evaluation of competences, skills, creating criteria for evaluation (LT)

8. Pedagogical Model Feedback and development needs
Similarities:
only documentation (LT)
students fill feedback form and evaluate their development needs. It is controlled by the coordinator. (TR)
Differences:
no: discussions between teacher and workplace instructor, reports from teachers, feedback, analysis (LT)
there is a practical and theoretical exam in the end of the term to see how the objectives are obtained (TR)
there is no group feedback (TR)
no feedback from students (DE)
no standardized procedure to get feedback from the students (DE)
Collection and analysis of feedback
at the end of WBL the workplace instructor writes a short review in learning diary about the student and his competences, no student feedback questionnaire of self-evaluation after WBL (LT)
feedback on the quality and standards of the work placement (LT)
the only feedback are the marks of the tests and the written vocational report (DE)
Group feedback, sharing of experiences
no group feedback (LT, DE)
collect feedback from the teacher and the workplace instructor (DE)
when defining the success of the student, marks and skills book must be considered (TR)
Documentation
agreements and learning diaries (LT)
vocational reports, marks of the tests, certificates (DE)
student´s filling card, parents form, contract, starting work report, daily works follow up form, semester permission form, justification form, vocational education grading chart, attendance form, development form for the student, guidance form (TR)
Reporting to whom
to the Klaipeda chamber of commerce, industry and crafts (LT)

9. Coordination of goal-based learning (guiding/councelling)
Pedagogical Model
Coordination of goal-based learning (guiding/councelling)
to overbridge between the work place and student and gain productivity (TR)
very important during the process of WBL is cooperation between student and teacher. To guide the student means to be always near the student, to give him/her an advice, to discuss advantages and disadvantages of work place. (LT)
Learning assignments
students have learning tasks; they have a chance to meet the work places. They acquire and adapt work life. (TR)
they have got learning tasks which are written down in a vocational curriculum . There are no special tasks which the students get during the practical part in the company. The students work on the daily tasks of the company. (DE)
there are no specific learning tasks during WBL (LT)
Cooperation with the workplace instructor
plan annual education for the students (TR)
teachers and workplace instructors are responsible for teaching teh learning fields which are fixed in the curriculum. In best case the work instructors inform the teachers about the background of the new student/apprentice. (DE)
cooperation consists of discussing the gained skills of student, his/her motivation, competences, solving problems (LT)