Countries Spain Students & Target Groups

What do students think?

Juan Carlos Garcia Salvador from CIFEA MOLINA de Segura in Spian has worked out a continuous evaluation system for students and presented his ideas and example during our project meeting in Murcia. The presentation can be downloaded.

It was a very inspring session in which we spoke with students about their ideas on developing a sustainable school and training programs.

Most important questions to discuss with students are:

  • How can VET institutions contribute to a more sustainable society?
  • Is the education system in tune with a sustainable society?
  • How can the students contribute to achieving our vision as a VET institution?
  • What needs do our teachers have?
  • What examples of good practices have the students in mind?

The example susrvey is also available (in Spanish).

Countries Spain Students & Target Groups

Student trends CIFEA of Molina in Spain

CIFEA de Molina de Segura is an agricultural school in Murcia region in Spain. The school offers Vocational education, lifelong learning and occupational training for unemployed people. All education is related to the food industry or Security and environment sector on EQF3 or EQF4 level. The canning industry is important in the region and the school offers a professional program for manufacture for canned vegetables.  Examples of new trainings are related to drones, vertical gardens and aquaponics.  A complete overview of the educational program at CIFEA the Molina can be found  through the website of CIFEA of Molina.

Juan Carlos Garcia Salvador form CIFEA de Molina researched student trends in recent years. He concluded that

  1. CIFEA needs to make more efforts to attract new students in courses for low EQF levels (medium degree) than in other upper EQF levels (higher degree).
  2. Campaigns to attract new students must be designed and directed towards women and men at the same time, taking care of gender equality. During the last years, the number of women enrolments is growing up faster than men. VET is attractive for women.
  3. Thee target group of the school have an age between 18 – 26 years old and the actions of dissemination therefore should  use communication channels for young people. For these groups it´s also important to open possibilities for online learning with some lessons or activities (audio-visual & online teaching materials). Activities must also be directed to sustainability and equality issue.
  4. It might also be profitable to increase the efforts to attract foreign students to VET. The school must be an space for social integration and need to increase skills to work in multicultural teams. In the region of Murcia there are many students that are born in other countries but have the Spanish nationality.
  5. Students from urban areas are more unstable than students from non-urban areas. In periods whit a low level of enrolments the recruitment efforts must be directed to urban students.

More detailed presentation can be downloaden here.

Countries Marketing & Communication Students & Target Groups The Netherlands

Make Tomorrow Green

Terra MBO has launched a new campaign to attrackt more students and new types of students to their schools in Groningen, Meppel, Emmen, Winschoten and Assen in the North of the Netherlands.

The campaign ‘Make Tomorrow Green’ is based on the Green worlds concept as described in an earlier post on this site.

It guides students through several multimedia information and opportunities to get acquainted with the the different programs Terra has to offer. Students can read about the several programs, canb download a flyer, the schools can be visited during several study choice events, youngsters can experience what it’s like to study by joining for one day and they can make a appointment online for personal advice.

Are you interested. Go to the website and look at alle the infomation and video’s.

Students & Target Groups The Netherlands

Research “NO DEAL”

Below you can read a summary of a preliminary study that was conducted by Frens Schuring of Terra on the basis of the significant differences between the number of intakes taken and the number of students actually enrolled.

The issue

Before the start of the 2020-2021 school year, 1167 students followed an intake for a study (new students) or further study (internal transfer students) at Terra. The October 1 2020 census shows that 841 students have actually entered into an education agreement with Terra. This means that 28% did not choose Terra: 27% of the new students did not start and 34% of the potential internal transfer students are no longer associated with Terra. That is a significant percentage and it raises the question of why this is the case.

Further research shows that a 100% score is not possible. Some students want a training at a specific location that is not offered there. Other students apply for a study, even though they do not have a diploma of the required prior education. Better information about what is possible and what the admission requirements are, can remedy this. But the vast majority of them are place-able students who, for reasons that we do not yet know enough, decide not to enter the program of Terra.

Student research non-starters

It also raises the question of what Terra could and should do to bring this percentage down. This requires research among non-starters.

Questions you may ask them are:

  • Are you currently registered with a school? If so, at which school?
  • If question 1 is answered with yes: which study do you follow at this school (field)?
  • What are the main reasons why you did not choose to study at Terra?
  • What could Terra improve on the intake?
  • What could Terra have done to get you to study with Terra now?

What could be the possible outcome of the answers to the questions?

  • Content wise: in view of the interest shown by non-starters, where do their preferences lie and can we take this into account in our courses (and optional components)? How do we make our curricula more attractive?
  • Content wise: what do the schools, that the non-starters have chosen, including neighboring AOCs, do better and what can Terra learn from that?
  • Execution: how can Terra adapt the form in which education is offered in such a way that it allows non-starters to start a training at Terra? Think of the whole range of LLL options: new vocational training pathways (BBL), part-time education for adults, course education and tailor-made programs.

Characteristics of the non-starting students

The following is about potential students who ultimately did not start. The internal transferors have not (yet) been studied due to the lack of (reliable) lists.

On average 19 years old

Compared to the regular intake, the qualified prevocational student of 16.5 years old, it is striking that the non-starters are on average 2.5 years older. The average age of the non-starter is 19 years. The population contains more than average:

  • Students who took longer to complete the preliminary phase;
  • Students who have not already completed one or more (VET) further education courses;
  • Older potential students, who have a job but are considering a career switch.

Are these exactly the categories that are critically treated during the intake at locations where the attention for the educational results is high?

Late applicants

About 40% of the non-starting new students show interest at unusual times of the year. The majority of these 40% are interested in the months of May to September. It is known that relatively many of the late applicants terminate their studies early. Last in, first out. Late registration suggests that these are students who have doubts about what they want or who are critical of the organization with which they enter into a contract. In both cases this means – if an education agreement is reached – that a relationship is started that is not strong.

How to proceed?

For the future, it is desirable to carry out the survey annually, earlier and closer to the source. The group of non-starters is questioned every year, but this does not include the above questions. In addition, it is not mandatory to complete the questionnaire presented to non-starters. How can Terra approach this in a smarter way and who will actively get involved in getting as many answers as possible?


Questionaire Research No Deal

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