Thursday, 26 May 2022


Supporting the company tutor

The company tutor/intermediary plays an important role in the transnational work-based learning experiences. The teacher should ensure that the company tutor/intermediary is trained and prepared to support the student throughout his/her learning experience. It is necessary to set clear procedures and guarantee regular communication. The teacher has to regularly be in touch with the company tutor/intermediary by phone and/or e-mails in order to support him/her. The company tutor/intermediary should understand that he/she has to ensure the link between the academic context and the workplace. In the planning and preparation, teachers have to make sure to provide company tutors/intermediary with materials that they can use to help maximize student learning.

Below teachers can find some tips on how to build a fruitful relationship with company tutors/intermediary.

When teachers have to send new information to company tutors/intermediary:
  • they should be aware of the company tutor/intermediary’s time constraints
  • they should ask for a meeting to communicate information
  • they should not give them lots of paper documentation
  • they should encourage company tutors/intermediary to ask questions when they are not sure.

When teachers have to meet company tutors/intermediary and ensure their good performance:
  • they should plan a scheduling of all meetings with tutors/intermediary and set the main objectives
  • they should be good listeners and talk with company tutors/intermediary in order to avoid misunderstandings and problems
  • they should provide company tutors/intermediary with tips and suggestions in order to guide them.

Finalising the Work Based Learning Plan

As written in the first section, the teacher and the company tutor within the first few weeks of the experience have to help the student to finalize the work-based learning plan.

Teachers and students have to agree on a specific number of learning outcomes. It is important to keep in mind that more is not necessarily better and often few specific objectives can be more meaningful than too many.
In setting the final learning outcomes teachers should remind that they are composed of four main elements:
  1. a clear outcome related to the student’s objective (skill, knowledge, behavior, etc.)
  2. the level of performance should be specified in order to be measurable and observable
  3. assessment procedures should be reported
  4. the deadline to achieve the specific learning objective.

Below teachers can find an example of Work-Based Learning Plan:
Co-founded by the Erasmus+ Programme of the European Union
Co-founded by the
Erasmus+ Programme
of the European Union

© TRAM-WBL Engaging SMEs for Quality Transnational WBL experiences.
Project number: n° 2015-1-IT01-KA202-004735.
ERASMUS+ VET KA2 Cooperation for Innovation and Exchange of Good Practices Strategic Partnerships for vocational education an training - Call: 2015