At TECHCOLLEGE Composite, we have many years of experience within skills development and post-qualifying education of employees and blade technicians for the composite industry - having the wind turbine industry as our main area of expertise. Over the years, we have developed and refined an educational approach to this type of learning and training. This ensures that our course participants achieve a broader sense of process skills, as well as a more competent and professional approach to their work.
Employees’ co-operation skills are refined through a deeper understanding of how different types of tasks are related, as well as technology of materials and work planning. By providing the course participants with a broader sense of process skills and knowledge, we believe that they will be able to comprehend the work flow from a wider perspective and be aware of other job functions’ part in the manufacturing and service tasks. This will ensure a higher quality through improved cooperation and higher skills level among employees.
All of our teaching and training set-ups are made to promote skills and attitudes that a professional and competent employee within the wind turbine industry must possess. That is:
In order to provide our students and course participants with these skills, we plan and conduct teaching and training based on the following core principles:
Courses are planned and carried out using varied learning and teaching methods. Participants solve practice-based tasks individually and in groups. Learning is individual. The same goes for acquisition and development of skills and technical knowledge. Learning occurs both during the course and within the interaction with the other participants. We use formative assessment and feedback throughout the course in order to support and develop each participant’s individual learning process.
At TECHCOLLEGE Composite, we employ different types of assessment and evaluation depending on the nature of the course content and learning objectives. Feedback is a fundamental part of the assessment and evaluation of the participant's learning curve.
We use three different types of assessment, which all are based on the dialogue between course participants and instructors:
Participant self-assessment is based on previously agreed-upon criteria, such as a company's specific requirements for quality, planning, security, etc. This assessment can be based on a set form that is filled out by the participant prior to a conversation with the instructor, who will be providing a positive formative assessment and feedback based on the form along with any other observations.
Formative feedback is based on continuous observation and positive feedback to each individual participant in the course. This evaluation form aims to increase each individual's learning benefit so that everyone feel empowered from their own starting point.
To promote participant learning, feedback must be:
Summative evaluation is based on assignments, exercises, and tests or certifications, but it can also be based on instructor observations of the participant's performance throughout the course. The summative evaluation will result in a certification or diploma if the participant’s performance meets the objectives for the course.
We document assessments, evaluations and other observations on our evaluation forms, which participants will receive on the last day of the course. This evaluation is always accompanied by a conversation between the instructor and the participant, in which the content of the form is explained and the participant will receive feedback on his or her performance.
These evaluation forms will be available for employers when the course is completed.
In case a participant does not fulfill the agreed-upon course objectives and therefore does not obtain a certificate or diploma, we will immediately report this to the participant's employer.