Making assignments and tasks into a competition in a way that creates a win-win situation for the employer, teacher and the students

An employer provides a teacher with a task or project that a class/group of students can work on such as the development of a marketing strategy or a logo. Students work individually or in groups on the task given and regularly updates the teacher/employer on the progress and gets feedback on the work completed. When the products are completed, students present to the employer either virtually (through Teams or Zoom) or in the classroom. The employer then selects one of the products as the winner and will implement it in his/her company. All students receive feedback on their products and the winner gets a certificate where the task and objective is presented and feedback from the employer is visible.

The teacher and the employer have a meeting where they discuss the aim of the course and the hopes of the employer. During this meeting they agree on the timelines and how they collaborate within the common project. The idea is that the employer provides the students with a task that is in line with the curricula and that they will finish in a product that the employer can use or implement. Even though the task is done in the classroom or virtually with the supervision and mentoring of the teacher, the task should be considered as a genuine work assignment.

Preparation

VET Provider
The teacher and employer discuss the assignment either face to face or virtually. The teachers inform the employer what skills the students possess and what skills and competences the assignment should develop. The teacher and employer agree a timeline for the assignments and the division of tasks and the role they will have/take during the assignments. The teacher and employer also agree on how the mentoring of the teachers will be done and how students will receive feedback on the progress they are making during the assignment.

Employer
Employers should be actively involved in the design and specification of the assignment through planning meetings with the VET Provider.

Implementation

The teacher and the employer meet the students in a classroom or virtually on (e.g. Teams or Zoom) to present the assignment. The employer presents the assignments and what they wish for the final product. The employer also tells for what the product developed will be used and what the target (audience) is for the product, Students are encouraged to ask questions and are informed about the next steps and how and when they will be able to communicate with the employer/teacher. Half way through the assignment, a second meeting is arranged either in the classroom or virtually. Students present the progress they have made and get feedback and suggestions for improvements. At the end of the course/assignment, students present their final products to teacher/ employer. The employer/ teacher meet either face-to-face or virtually to give feedback and select the winner of the product that the employer will use.

After the event

The employer and teacher meet to evaluate the task, the progress of the work and the methodology. They agree on improvements and look to continue the collaboration in other tasks.

This example includes a volunteer landscaping competition organised by the School where students are challenged to realise a garden following specific instructions. The best apprentices are selected for the regional “best worker” competition.

Preparation

VET Provider
Prepare a design for the challengers including a brief for specific materials, plants, etc.

Write the competition instructions, rules, and scoring guidelines. Invite professionals to participate in the evaluation such as an official representative of a industry association. The event can be in-house as part of the curriculum or an event with spectators.

Share instructions and details about the competition with Students/apprentices and promote the event via social media platforms such as Facebook, Instagram, TikTok, etc.

Employer
If employers are invited to participate as judges, read the instructions and rules and take notice of the designs, attributing a score to each project following the scoring guidelines.

Students
Register for the competition (volunteering).

Read the instructions and rules and train to prepare yourself.

Implementation

VET Provider
Before the competition begins: welcome professionals, give a short presentation of the competition, the rules, introduce the students/apprentices competing, and answer potential questions.

Separately, welcome the students/apprentices, remind them of the rules and instructions, direct them to their spot, show what plants and materials are at their disposal, and answer potential questions.

Employer
Evaluate the competitors along the whole time following the scoring guidelines.

Students
Make sure you are well prepared with tools and that you are on time for the start. Learn the rules and instructions and ask questions if necessary (not allowed during the competition).

After the event

VET Provider
Collate and provide the final results awarding prizes for the winners and hosting hospitality to thank the students and employers.

Employer
Employers will provide their final judgements and congratulate all students participating. It is also an opportunity to provide technical and careers advice to participants.

Students
You should continue to be professional and clean up your work area, care for your tools and acknowledge your achievement. Take the opportunity to get advice from the judges and build your knowledge and resume.

Recommendations

For the VET Provider, this is a great way to showcase the skills taught to students/apprentices during their studies and increase professionals’ participation in events.

For students, it’s a good way to challenge themselves and create opportunities for showing their professionals skills and finding a job.

For employers, it’s a good way to evaluate students/apprentices in a realistic context and discover potential new recruits.

To make this successful, the VET Provider should encourage students/apprentices to participate and professionals to come and support their apprentices during the competition. It can be used to invite other members of the schools, family, and friends to support students/apprentices. Open days are a good opportunity for this event. Families, future and current apprentices, professionals, and trainers can meet and talk about their experiences.

As part of a curriculum, learners may have to complete a project within their work experience. This project must be a discrete activity which the student has responsibility for implementing, evaluating and reporting. It may include a change of working practice, introducing new technology or machinery; comparison of alternative techniques; changes to processes or work improvements.

This type of project can be used as an assessment for work experience that also ties in with the curriculum. Whilst it should be focused on a curriculum need, it should also benefit the employer and can be used to reward the student as part of a work based competition.

Preparation

VET Provider
It is important to negotiate a project which is relevant to the curriculum and also to the employer. It also needs to be realistic and deliverable within the work experience period (start, implemented and completed). The Teacher could ask all students to complete such a project and award a prize for the best project.

Employer
Employers need to think about future changes or challenges that they wish to address and how best to provide a realistic project for a student to investigate.

Students
Students should be briefed prior to their work placement to identify the depth and breadth of a project. It is also important for the student to recognise the importance of commercial sensitivity and confidentiality when being involved in a work based project.

Implementation

VET Provider
Once the project has started, it is important to maintain good contact with student and employer to ensure that it is running as expected and not getting too large or small.

Employer
Provide as much information and support to the student to investigate the project but don’t do it for them. Ideally, provide a mentor to help direct the student to the final answers.

Students
The student must have time to be able to carry out the project on top of their regular duties in the workplace. This might involve access to other people, investigations and completing a project report.

After the event

VET Provider
It may be possible to set up an event where the students present their projects to their peer group and to the employer who could be classed as their sponsor or mentor for the project. The project should be assessed and contribute to the final grade awarded to the student.

Employer
Support the student to close the project down and complete a final report and evaluation. Where available, liaise with the VET Provider to attend a final debrief and presentation of the project by the student.

Students
In many cases, students have to present their project as an assessed piece of work and/or a presentation. Be sure to thank your employer for the support given.

Recommendations

It is important to make sure the project is achievable within the timescale and does not involve excessive resource requirements above and beyond what is already there. Make sure that any such project is approved by the teacher and the employer to make sure it is grounded in reality.​