VETENTRE_IO1_Toolkit_FV

empowered to become independent thinkers. Educators should conduct a needs-based analysis to successfully ensure that entrepreneurship learners in VET education are provided with ample opportunities to hone their skills. According to McKillip (1987), in educational settings, a needs-based analysis should be conducted using the Discrepancy Model of Needs Assessment, which aims to set goals and objectives for the learner to achieve, determine the performance indicators which will measure the achievement of these goals, and identify the discrepancies between succeeding and failing to achieve the goal. Especially in the context of entrepreneurship education in VET, educators should conduct a Needs Assessment to examine and identify the current capabilities of both learners and educational providers and examine how they will achieve their strategic goals and objectives over a predefined period. 2) Planning for Instruction, Interventions and Support Entrepreneurship educators in VET need to examine the existing structures within the organisation to successfully plan for instruction, interventions, and support to be provided to learners. Educators, especially in entrepreneurship, should aim to incorporate an outcomes- based approach to learning, which focuses on providing learners with a wide range of online, face-to-face, and blended learning opportunities. According to Lackéus (2015), some of the major challenges and obstacles that VET educators face in implementing entrepreneurship education and training include assessment difficulties and a lack of strategic direction, clarity of goals and objectives, resources, and time. The RAM approach to learning can assist adult educators in providing a needs-based analysis within an organisation. RAM – Relevance, Alignment, Measurement – is a learning and development strategy that aims to support educators in examining how learning provisions can address the opportunities and challenges that the organisation will face and align and measure these provisions with the overall organisational strategy (CIPD, 2021). 3) Interprofessional Collaboration Promoting entrepreneurship in VET education requires educators to develop a culture of collaboration and shared responsibility to drive innovation and entrepreneurial endeavours outside of the learning environment. Reflective in its nature, interprofessional collaboration responds to the needs of the learners by providing qualified staff who avail of Continuous Professional Development (CPD) opportunities. To measure the needs of learners, a wide range of measures can be implemented, including self-assessments, peer reviewing and observation of others. Work-Based Learning, or Dual-Training opportunities, enables learners at the VET level to receive classroom-based learning through their VET provider and additional learning opportunities in an organisational setting. Through engaging organisations to offer work- based learning (WBL) opportunities for VET learners, an interdisciplinary team of staff can