COMPOHUB PILOT TRAININGS

PILOT TRAININGS

CompoHUB Pilot Trainings:

	Number of students	Number of trainers	Timeframe	Structure
Slovenia (Group 1)	8	6	60 hours 12.9.2016 – 6.10.2016	Unemployed
Slovenia (Group 2)	8	9	70 hours 6.1.2017 – 3.2.2017	Unemployed
Estonia (Group 1)	9	3	80 hours 15.9.2016 – 12.11. 2016	Adult students
Estonia (Group 2)	11	3	80 hours 20.9.2016 – 25.11. 2016	First and second year secondary school students
Estonia (Group 3)	9	3	80 hours 16.9.2016 – 10.2. 2017	Adult students
Estonia (Group 4)	14	3	80 hours 12.10.2016 – 20.1. 2017	First and second year secondary school students

Based on the results of the needs analysis within the Conceptual Framework (IO1) we have set criteria per each individual student needed for successful realization of CompoHUB training programme:

¾ 80% participation on theoretical parts (classroom)

¾ 100% participation on practical parts (workshop)

¾ Successful realization of CompoHUB online learning portal (content and tests)

¾ Successfully passing theoretical and practical exams (as evaluated by trainers/teachers and experts)

CompoHUB Pilot Trainings Success Rate

	Practical Workshops	On-line Learning Platform	Exam successfully passed (theory + practice)
Slovenia	16	16	15
Success rate	100%	100%	94%
Estonia	43	35	33
Success rate	100%	81%	77%

The Slovenian pilot group successfully fulfilled the requested CompoHUB training criteria (with the exception of 1 person not passing the final exam due to insufficient level of theoretical knowledge and demonstrated skills – as evaluated by CompoHUB trainers). On the other hand, Estonian case demonstrates that among 43 students who were involved in practical workshop trainings, around 20% of them did not successfully engage in all courses of the learning platform (i.e. 8 of them) and did not attend or pass final theoretical and practical exams (i.e. 10 of them). According to formative evaluation (individual interviews and observation) we can claim that these students:

¾ encountered problems when using the platform (lack of ICT skills);

¾ have not been properly motivated and perceived practical workshops as sufficient in terms of requested knowledge and skills;

¾ have not demonstrated their acquired knowledge and skills in sufficient manner (in the frame of final exams);

¾ absent (illness, excuse, without excuse) and therefore not being able to participate in classes and/or exams and/or not demonstrating required standards.

However, based on the 94% (Slovenian case) and 77% (Estonian case) success rates we were able to form a representative sample of students/respondents and extract the needed evaluation data and provide recommendations based on the analysis.

Evaluation Methodology

The overall evaluation methodology includes formative and summative evaluation of the developed training programme and the on-line learning platform. The evaluation methodology consists of pre- and post-tests based on interviews, focus group discussions and questionnaires. The key motivation was to directly involve consortium, external partners and representatives of target training group to ensure that products are well suited to their needs and requirements enhancing overall effectiveness, usability and impact.

The formative and summative evaluation activities of the 2 CompoHUB pilot trainings (distributed in several groups) have been carried out to assess the learning experience and efficiency of the developed training programme and respective training material. Furthermore, the on-line learning platform has been tested on a group of target users to perform the formative assessment.

The high priority evaluation questions include:

1) Does the programme work?;

2) Does it meet the needs of the participants?;

3) Are the desired outcomes achieved?;

4) What, if any, unintended consequences are found?;

5) What contextual factors affect the effectiveness? etc.

In the context of the formative assessment, the monitoring allows for the users of the platform to take part in the reshaping of the process and the platform itself according to their needs and expectations. The high priority question in designing the formative assessment include:

1) What strengths and weaknesses show up as the process is implemented?;

2) What are the responses and reactions of the users?;

3) How can satisfaction of the users be increased?;

4) What works for whom, in which ways and under what conditions?;

5) How can quality be enhanced? etc.

Key parts of the evaluation methodology are:

1) Introductory questionnaire to assess individual expectations and motivational factors

2) The evaluation questionnaire for students

3) Post-evaluation questionnaire (after 6 months)

4) Evaluation guidelines for interviews and focus group

5) Evaluation questionnaire for trainers and external evaluators

6) Final exams

Evaluation of pilot trainings – Slovenia / Zasavje

1.1.1 Basic characteristics

RESPONDENTS	Number
Respondents (Group 1) – Blue Column	8
Respondents (Group 2) – Red Column	8
TOTAL	16 (100%)

Explanation: Graphs present percentage of total

1.1.2 Results from summative evaluation (questionnaire)

The following graphs present the results from the CompoHUB questionnaire. The first part of the questionnaire measures their agreement with certain statements using the 4 point Likert scale (I agree / I partially agree / I partially disagree / I disagree). The blue column presents the respondents’ answers from the first group and the red column presents the respondents’ answers from the second group of the pilot training. The number on the graph indicates the percentage of total. Questionnaire was anonymous.

RESPONDENTS	Number
Respondents (Group 1) – Blue Column	8
Respondents (Group 2) – Red Column	8
TOTAL	16 out of 16 (100% response rate)

Evaluation of pilot trainings – Estonia / Saaremaa

1.1.3 Basic characteristics

RESPONDENTS	Number
Respondents in total – Blue Column	33
TOTAL	33 out of 43 (77% response rate)

Explanation: Graphs present percentage of total

1.1.4 Results from summative evaluation (questionnaire)

RESPONDENTS	Number
Respondents in total – Blue Column	33
TOTAL	33 out of 43 (77% response rate)

ANALYSIS OF RESULTS WITH KEY

RECOMMENDATIONS

Result

Sector /

Key target group

Recommendations

Some elderly students had problems using the CompoHUB platform (e.g. navigation, structure, using the ICT system).

VET / Adult Education

Unemployed

Elderly people – adult students

- Use the platform in classroom settings with additional facilitation from trainers.

- Aereform to modify the overall structure of chapters (>DONE).

- Involve additional classes of ICT basics.

- Prepare printed hand-outs (>DONE).

Smaller group of students should become connected among themselves to be able to effectively work and cooperate in workshop settings as a team (knowing each other, synergies, positive relations). This is especially important for students that normally work together (e.g. company employees).

VET

Company workers

VET students

- Teambuilding classes (e.g. communication and motivation classes where students can connect and feel each other).

- Trainers to enhance cooperation between students.

- Informal events after training (informal discussions).

- Guided discussion during classes where students share their experiences and opinions

- Additional classes (e.g. team building, communication & motivation) should be also to some extent related to composite manufacturing; should involve certain elements and characteristics (e.g. developing individual career plan). Students should understand how these different classes fit together (objectives, what will they achieve).

Challenge of low attendance at trainings

VET / School / Uni

All target training groups

- Set criteria for successful realization - per each individual (>DONE):

¾ 80% participation on theoretical parts (classroom)

¾ 100% participation on practical parts (workshop)

¾ Successful realization of CompoHUB online learning portal (content and tests)

¾ Successfully passing theoretical and practical exams

Challenge of identifying and recruiting students

VET / School

Unemployed

Secondary school students

VET students

- Involve external stakeholders (e.g. unemployment office, school counsellors) in recruitment process

- Marketing actions (promotion, dissemination, directly involve target groups and users)

- Involve company representatives to achieve impact (employment opportunities, growth of sector etc.)

Students prefer even more practical work and demonstrations.

Challenge of proper balance between theory and practice

VET / School / Uni

All target training groups

- Just-in-time delivery of theory (theoretical explanations during workshops)

- Involve additional workshop hands-on classes (other companies, workshops in specially designed VET classrooms)

- Involve additional training hours on general understanding of technical sketches, projects and documentation; use of composites in different application areas; production management and organization of shop floor.

- ICT classs should also involve technical drawings and schetches.

- Start with practice and explain theory after acquiring practical experiences (so that students understand and visualize what they have done in practice).

Number of students involved in workshop training

VET / School / Uni

All target training groups

- Smaller groups (5-10) depending on available facilities (e.g. classroom size), composite manufacturing processes and number of trainers (1 trainer per 5 students).

- Individual treatment

Structure of training group

VET / School / Uni

All target training groups

- Target training groups is very heterogenous: sex, age, education levels, pre-existing knowledge and skills, work experiences.

- Therefore trainers should be very flexible and able to adopt to different requirements and knowledge background of individual learners (not only subject matter experts but also with pedagogical knowledge).

Pre-requisites

VET

Unemployed + others (prequalification)

- Due to the training format, students should already possess certain manual skills to be able to effectively follow training process.

- Identification of skills when identifying most suitable students (e.g. tests, interviews).

Skills of trainers – pedagogical / didactical and domain-specific

Company trainers (with domain-specific, technical knowledge and skills) could be too specific when passing the knowledge – technical details; not being able to understand students (their interests, motivation etc.) and not perceiving the overall picture.

VET

All target training groups

- Ideally, trainers should possess different skills to be able to effectively deliver trainings; i.e. domain-specific (composite manufacturing) and pedagogical/didactical skills (effectively passing and sharing the knowledge, understanding target training group, enhancing discussion among students etc.).

- Company trainers (with domain-specific, technical knowledge and skills) should deliver trainings together with pedagogical experts / teachers.

Knowledge and skills development – what should be in the domain of VET and where does the company specific knowledge step in (protected & restricted / non-disclosure)?

VET

All target training groups

- VET should aim to influence the development of attitudes, knowledge and certain basic skills in the domain of composite manufacturing (to enhance employability of students): fibres and fabrics, resin systems, matrices, tools; basic manufacturing processes - lamination, post-lamination etc.

- Due to its complexity and long-term orientation (more than 1 or 2 years of working experiences) competences could only be addressed and achieved in the actual working environment in a specific composite manufacturing company (specific on-the-job trainings).

Dictionary

VET / School / Uni

All target training groups

- Develop platform dictionary that would explain all key terms simultaneously (>DONE).

Last modified: Wednesday, 20 January 2021, 2:41 PM