Information, Counselling and Promotion

consider your audience, and their expectations, prior to launching promotional activity

In this section of the WBL Toolkit, a selection of products and tools is provided that supports:

  • marketing of the benefits of work-based learning to different learner and stakeholder groups;
  • the development and delivery of career guidance and counselling activities, specifically for those considering or participating in work-based learning.

Information, counselling and promotional activities each have a common goal that is motivating and supporting those participating (or considering participation) in work-based learning.

In this respect, there are numerous target groups for information, counselling and promotional activities, including, but not limited to:

  • individuals in education and training, parents and other influential adults in addition to those on the job market (employed and unemployed): each potential beneficiaries of work-based learning;
  • professional audiences, such as educational institutions (schools, higher education institutions, vocational and adult education providers), public employment services and guidance practitioners:  each benefiting from increased access to information on the development and delivery of work-based learning;
  • employers in small, medium and large companies: each a potential future collaborator for those in the world of education and training and having the potential to introduce-work-based learning opportunities within their respective companies.

Activities related to the provision of information can be numerous and wide-reaching, including in terms of the type and depth of stakeholders being targeted. Campaigns might seek to provide information on the core concepts of work-based learning, or might exemplify existing practice through highlighting different types of work-based learning delivery in one or more sectors or countries, or at European level.

In addition to traditional promotional tools and mechanisms (printed materials, posters, brochures, publications, advertisements, seminars and events), audio-visual and technology-reliant tools and platforms (TV, websites, social media) can be equally useful, with different audiences having different demands and expectations in this respect.

From a counselling perspective, it is important to consider not only the provision of guidance and information to new and existing learners but also the needs of related professionals, in terms of skills development and capacity-building, ensuring that they are fully primed to guide and to inform on work-based learning opportunities in their own fields, sectors and communities.


Further Reading

 Richard Sweet. Work-based learning. Why? How? In: UNESCO-UNEVOC. 2013.  Revisiting global trends in TVET. Reflections on theory and practice.

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