Mentoring in VET: Some European Perspectives on Policy and Practice

Author(s):

David GrayHarshita Goregaokar

Conference:

ECER 2009

Network:

2. Vocational Education and Training (VETNET)

Format:

Paper

Session Information

02 SES 01 C, Work Routines and Workplace Learning

Paper Session

Time:

2009-09-28

09:15-10:45

Room:

HG, HS 26

Chair:

Ludger Deitmer

Contribution

There is no common understanding or agreement on a definition of ‘mentoring’. The word is often used interchangeably with terms such as coaching, tutoring and counselling. Therefore, a definition of the term mentoring and an understanding of what it means in VET are required. What is clear, however, is that there are a wide variety of schemes associated with the support of teachers or students that are either referred to as mentoring or are in fact mentoring in all but name. Findings suggest that mentoring is seen as a one-to-one relationship involving long-term professional, personal and social development of the mentee. Mentoring was most likely to be in an internal context and of a personal nature. Moreover, it was assumed that the mentoring relationship was between an experienced person and a novice, the former playing the part of a role model, offering support, and facilitating the development of reflective skills. The research suggests that there are benefits but also potential drawbacks associated with mentoring for both individuals and organisations, as illustrated in the following tables.

Method

The information in this report was gathered through a workshop session delivered at a Cedefop-sponsored conference (Mentoring in VET: Developing European Perspectives, 6-7 November, 2008, Thessaloniki), attended by invited delegates from 11 member states. Through a facilitated ‘brainstorming’ session, data were collected on definitions of mentoring and the extent to which mentoring is used in each member state. A draft grid was also produced, allowing comparisons to be made across member states as to the extent to which mentoring systems are implemented, and whether these aim at mentoring teachers, students or both. During the weeks following the conference, delegates were asked to validate the grid (see above) and write a short description about mentoring in VET in their own countries.

Expected Outcomes

The findings suggest that the trajectory of mentoring is firmly upwards. In some member states, notably Denmark, Estonia, the Netherlands and to some extent Slovenia, there are elements of widespread implementation and good practice, including the compulsory training of mentors. Indeed, where there are national policies, these tend to cover the training of mentors involved in the support of both teachers and students. Mentoring is widely used in VET across Europe. It is, perhaps, a support intervention whose “time has come”. With this in mind, the research emerged with a number of potential themes, favoured by conference delegates. The most popular are: • The development of a Europe-wide professional development programme for mentors, particularly those involved in teacher training. • The creation of a European platform for the exchange of mentoring best practice between member states, including the production of a guide to mentoring drawn from such practice.

References

Clutterbuck, D. (1991) Everyone Needs a Mentor. London: IPM. Fisher, B. (1994) Mentoring. Library Association Publishing. Education and Training 2010: Diverse Systems, Shared Goals (2004) at: http://ec.europa.eu/education/policies/2010/et_2010_en.html Germain, C.A. (1994) ‘Mentoring characteristics’. Unpublished paper for the Royal Automobile Club. Gray, D., Griffin, C. and Nasta, T. (2005) Training to Teach in Further and Adult Education. Cheltenham: Stanley-Thornes. Kram, K. (1983) Mentoring at Work. Glenview, IL: Scott Foresman. Maastricht Study (2004) at: http://ec.europa.eu/education/policies/2010/study_en.html McIntyre, D. Haggar, H. and Wilkin, M. (1993) (Eds.) Mentoring: Perspectives on School Based Teacher Education. London: Kogan Page. Maynard, T. and Furlong, J. (1993) Learning to Teach and models of mentoring, in McIntyre, D., Haggar, H. and Wilkin, M. (Eds) Mentoring: Perspectives on School Based Teacher Education. London: Kogan Page. Sweeny, B. (2001) Is Informal or Formal Mentoring Needed? (Accessed at: http://www.mentoring-association.org/Formalinformal.html) Walker, S. (1999) Mentor in Cyberspace: Developing Interactive On-Line Training and Support. Cedefop Workshop, Open and distance learning and enhancing the professional skills and qualifications of trainers. Weston, V. and Hamilton, T. (1984) Mentorship. NASD Conference paper. Woodd, M. (1997) Mentoring in further and higher education: learning from the literature. Education + Training 39(9) 333-343. Zey, M.G. (1991) The Mentor Connection, New Brunswick, CA: Transaction. Zimpher, N. and Howey, K. (1989) Adapting supervisory practice orders of teacher competence. Journal of Curriculum and Supervision. 101-127.

Author Information

David Gray

University of Surrey

School of Management

Guildford

Harshita Goregaokar

University of Surrey

Faculty of Management and Law