How can multicultural students best succeed in work-based learning?
On-the-job training for multicultural students is an important step towards a smooth transition to working life. When students come from different linguistic and cultural backgrounds, there are many ways to support their success. The International DI-VET project aims to promote quality work-based learning. In this blog, we look at ways in which multicultural students can succeed in their work placements.
Clear and open communication
The language barrier can be a big challenge, so it is important to ensure that communication in the workplace is clear and understandable. Practical ways to do this include:
- Using simplified and clear language.
- Where appropriate, visual aids such as pictures, diagrams or videos.
- The possibility of using a mentor at the workplace for support.
- A supervisor from the institution will support the learning of the workplace language and the language during the work-based learning process.
Orientation and guidance
A good induction gives the student confidence and helps them to understand the practices and expectations of the workplace. The workplace is important:
- Go through the job tasks and workplace rules thoroughly.
- Allow time for adaptation and learning.
- Appoint a workplace supervisor and mentor who can support the student and act as a link to the work community.
Attitude and support from the work community
A multicultural student may feel excluded if the work community is not receptive. The workplace should be good:
- Promote an open and respectful atmosphere.
- Encourage all employees to cooperate and support the student.
- Provide opportunities for social interaction and networking.
Cultural awareness and flexibility
The concept of intercultural competence means respecting people from all cultural backgrounds and building and fostering a non-discriminatory atmosphere in companies and society. It also means organising, accessing and achieving services in a way that takes into account the different needs of people from different backgrounds.
Employers and workplace trainers should understand and take into account different cultural backgrounds in on-the-job training. This means, for example:
- Taking cultural customs and holidays into account.
- The possibility of adapting working methods to the needs of the student.
- Allowing for different learning styles and learning speeds.
Encouraging feedback and reinforcing skills
Multicultural students can have challenges with self-confidence, especially if their language skills are not yet strong. They can be supported:
- Providing positive feedback and encouragement.
- Provide positive feedback and encouragement, helping them to identify their own strengths and areas for development.
- By creating a safe environment where students can question and learn without fear of making mistakes.
Summary
Successful work-based learning for multicultural students requires cooperation between the workplace, the institution and the student.
Clear communication, good induction, support from the work community, cultural awareness and building student self-confidence are key. These can create an equal and supportive environment in which every student can reach their potential in the world of work.
The international DI-VET project explored the perspectives of vocational education and training institutions, multicultural students and working life on work-based learning. Language barriers, cultural differences, prejudices and lack of systematic cooperation were identified as obstacles to work-based learning.
Read the full report, which presents the findings of the research project “Fostering Diversity and Inclusion in Work-Based Learning for a Smoother VET-to-Work Transition (DI-VET)”, carried out by Swedish, Finnish, Spanish and Polish organisations under the Erasmus+ programme.
Join us for discussion!
Helena Miettinen, Taru Toivonen ja Catherine Rönnqvist
Helsinki Business College Oy
