Title Transfer and Development of ArbetSam Results
Project Number 2013-1-SE1-LEO05-15255
Project Type Transfer of Innovation
Marketing Text The TDAR project aimed to contribute to the development of vocational training for staff in the care sector by transfer and further development of the innovative results from the Swedish projects ArbetSam and SpråkSam to partners in Germany, Great Britain, Spain and Belgium. Results that were transferred include a conceptual framework and methodology for training that involves not only the target group for vocational training, but also their managers and other key personnel in the employer-organisation.
The current demographic situation in Europe is a challenge for the care sector. Elderly people make up a growing segment of the population and the demand for quality elderly care – expressed in terms of ‘personalisation’ – is rising. Personalization in elderly care demands higher levels of both occupational and generic skills, in particular communication and language skills. The call for training is clear. The European Commission's Rethinking Education initiative (2012) urges education systems to respond to the real needs of today's society and calls for a strengthening of links between educationalists and employers. In many European countries, the care workforce includes substantial numbers of staff with low educational attainment and, increasingly, migrant workers who may have limited majority language skills. Effective approaches to occupational training and work-related language development are needed. Research confirms that, with the right support, the workplace can be a rich environment for learning, including language learning. Reflection is recognized as an essential component of workplace learning and has obvious potential as a vehicle for language development. Based on these understandings, the Swedish project, ArbetSam, developed a new conceptual framework and methodology for workplace learning that involved not only staff enrolled on the programme but their managers and colleagues too. The TDAR project supported the development of vocational training for care staff elsewhere in Europe by the transfer and further development of ArbetSam’s innovative results. Key elements include the focus on workplace learning, cooperation between vocational education providers and employers, and the development of workplace scaffolding and support for language development, including second-language acquisition by migrant workers.
The transfer of results from ArbetSam is complete; resources have been translated and an analysis undertaken comparing the different contexts in partner-countries is completed. Partners in Germany and Spain have piloted and further developed the methods and models for VET, where language skills, intercultural competence and adult education are integrated in both care and other sectors. TDAR has contributed to the development of the VET system and its response to the world of work. Project activities were situated within mainstream VET systems, securing greater sustainability of results.
The project has contributed to the development of vocational training for staff in the care sector in different European countries by transfer and further development of innovative results from the ArbetSam project. This involved the transfer of a new conceptual framework in training with a new methodology in which not only the target group for vocational training is involved (care workers), but also the managers and key personnel in the organization (residential or in home care workplaces). This has changed the focus from education-based training to workplace learning. This approach supports training participants to acquire and use knowledge (LEO-SpObj-a) and facilitates development of innovative practices (LEO-OpObj-2).
Experiences, evaluations and research within workplace learning show that the manager’s knowledge, attitudes and conditions play a critical role. It is also clear that second language learning is dependent on scaffolding and support from the environment. Teachers need to come closer to the working life context to make learning relevant. This is a measure to enhance the cooperation between VET and working life.
The TDAR project took results and resources from the Swedish project, ArbetSam, and its predecessor project SpråkSam, as a point of departure. That includes curricula for language advocates and reflective discussion leaders, handbooks for workplaces and teachers, films and other relevant resources. In the TDAR project, resources from ArbetSam were translated into English, with an introduction describing the Swedish context and briefly summarising how elderly care, adult education and language learning for migrants work in Sweden. An outline of the ArbetSam approach was produced to offer an overview of the project process and methods. TDAR’s Spanish partner Nazaret Zentroa tested the full ArbetSam approach and translated all relevant resources into Spanish and Basque. In order to make it possible to compare similarities and differences in the partner countries, a context analyse was made and reported both in full text and a summary.
Apart from concrete tools and methods, there is a need for describing the processes that make the implementation of new approaches possible. This was done by the associated partner UC Leuven Limburg in Belgium and the English partner, Oxfordshire Skills Escalator Centre, OSEC, who also tested the ArbetSam approach in relevant UK contexts. These project activities enabled exchange of experience, knowledge and products.
During TDAR-Project interculture.de e.V. has focused on transferring specific aspects of the ArbetSam results into the German context: Language Advocates and Reflective Discussion Leaders. Additionally, interculture developed intercultural awareness-raising modules to complement these concepts.
The project was evaluated internally by OSEC, who compiled data from partners on their activities to establish evidence of the project’s impact.
The information and results from the project were actively disseminated throughout the project’s lifetime, both within partner organisations and at local, regional, national and European levels. Given the strong interest in the project’s concepts and methods, further dissemination and dialogue about TDAR will continue beyond the project’s lifetime.
Utilization and distribution of results
Recognition, transparency, certification
Open and distance learning
Access for disadvantaged
Human Health and Social Work Activities
Information and Communication
program or curricula
transparency and certification
material for open learning
open and distance learning
The TDAR project took results and resources from the Swedish project, ArbetSam, and its predecessor project SpråkSam, as a point of departure. That includes curricula for language advocates and reflective discussion leaders, handbooks for workplaces and teachers, films and other relevant resources. In the TDAR project, resources from ArbetSam were translated into English, with an introduction describing the Swedish context and briefly summarising how elderly care, adult education and language learning for migrants work in Sweden. An outline of the ArbetSam approach was produced to offer an overview of the project process and methods.
The conditions and context are different in each country. An important part of the work was to describe and discuss cultural similarities and differences in order to identify which approaches, methods and resources work across contexts and which need adaptation to the context in other countries. The findings were presented in a context analysis which is available in full as well as in summary.
An important tool for spreading information was the film about the ArbetSam project, which now is available with English, German, French, Flemish, Polish, Spanish and Basque subtitles at the project’s website and on Youtube.
The Common European Framework of Reference was adapted to the context of elderly care in Sweden within ArbetSam project. The adapted CEFR was translated to English, Spanish and Basque and the main transfer of the resource was focused on Spain.
A guide for teachers, intended for care trainers and for adult education second language teachers working with care staff is available in English, Spanish and Basque.
A guide for managers on how to organise and maintain workplace learning is produced and available in English, Spanish and Basque
A handbook for workplaces about language support, ‘Better language skills, better care’ is available in English, Spanish and Basque.
TDAR Products from Germany regarding Intercultural Competence are:
Six e-learning modules (communication, culture, perception, otherness, memory, interculturality) (English)
Curriculum for face-to-face training (English and German)
Training material for intercultural learning (English and German)
Pedagogical concept and curriculum for Reflective Discussion Leaders (English and German)
Moderation sheet for guided reflective discussion (English and German)
Curriculum for Language Advocates including learning material (English and German)
Additional learning material (German)
Qualifizierung und Integration ausländischer Pflegekräfte (Qualifying and Integrating foreign Care-Workers) (German)
Short Summary of "Reflective Discussion Leader" (German)
Short Summary of "Language Advocates" (German)
An additional output from the project was a series of open conferences, held in Jena, San Sebastian and Stockholm. Documentation from the conferences is found in the product Conference presentations; Jena, San Sebastian and Stockholm.
Articles about the TDAR project are found at the project’s website.
The project produced five newsletters where the development, process and results are described.