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Bank of Good Practices in Social Inclusion through WBL
Use of Challenge-Based Learning and Dialogue Circles in the FpAR Model at CIFP Pico Frentes (Castilla y León, Spain)
Overview
Why it was created – What problem does it address?
This practice was developed to address the limited inclusion of diverse learners in traditional Vocational Education and Training (VET) models and to reduce early school dropout. It responds to the need for more participatory, real-world, and student-centred approaches in Work-Based Learning (WBL).
Who it supports – Which groups benefit from this initiative?
It benefits all VET students, especially those at risk of exclusion: students with learning difficulties, socio-economic disadvantages, migrants, low academic confidence, or belonging to underrepresented groups (e.g., women in male-dominated sectors).
What it aims to achieve – How does it promote social inclusion, diversity, and equity in WBL?
The practice fosters inclusive learning by forming heterogeneous teams, using real-world challenges, and implementing structured dialogue circles that ensure all students’ voices are heard. It promotes equity through shared rubrics, differentiated support, and cooperative roles that value every learner’s contribution.
Where it takes place – Countries or regions involved
It is implemented in Castilla y León, Spain, specifically at CIFP Pico Frentes in Soria, as part of the regional High-Performance Vocational Training (FpAR) model.
This practice was developed to address the limited inclusion of diverse learners in traditional Vocational Education and Training (VET) models and to reduce early school dropout. It responds to the need for more participatory, real-world, and student-centred approaches in Work-Based Learning (WBL).
Who it supports – Which groups benefit from this initiative?
It benefits all VET students, especially those at risk of exclusion: students with learning difficulties, socio-economic disadvantages, migrants, low academic confidence, or belonging to underrepresented groups (e.g., women in male-dominated sectors).
What it aims to achieve – How does it promote social inclusion, diversity, and equity in WBL?
The practice fosters inclusive learning by forming heterogeneous teams, using real-world challenges, and implementing structured dialogue circles that ensure all students’ voices are heard. It promotes equity through shared rubrics, differentiated support, and cooperative roles that value every learner’s contribution.
Where it takes place – Countries or regions involved
It is implemented in Castilla y León, Spain, specifically at CIFP Pico Frentes in Soria, as part of the regional High-Performance Vocational Training (FpAR) model.
Objectives
The main goal is to promote inclusive, equitable, and high-quality participation in Work-Based Learning (WBL) by using challenge-based learning and dialogue circles as core pedagogical strategies.
How It Helps Underrepresented Groups Access WBL
Encourages heterogeneous group work, which values different skills, backgrounds, and learning styles.
Provides safe spaces for expression through dialogue circles, giving voice to learners who may feel marginalized.
Increases self-confidence and engagement, particularly for learners from vulnerable backgrounds or non-traditional pathways.
Attracts more female students to male-dominated sectors through inclusive learning environments.
How It Reduces Barriers to Participation in Apprenticeships and VET.
Adapts the learning process with personalized support, rubrics, and mentoring, making it accessible for all learners.
Uses real-world, motivating challenges that connect learning to meaningful work experiences.
Reduces early dropout by increasing student motivation and sense of belonging in the learning community.
Builds employability skills in a way that values diverse perspectives and learning needs, smoothing the transition to apprenticeships and employment.
How It Helps Underrepresented Groups Access WBL
Encourages heterogeneous group work, which values different skills, backgrounds, and learning styles.
Provides safe spaces for expression through dialogue circles, giving voice to learners who may feel marginalized.
Increases self-confidence and engagement, particularly for learners from vulnerable backgrounds or non-traditional pathways.
Attracts more female students to male-dominated sectors through inclusive learning environments.
How It Reduces Barriers to Participation in Apprenticeships and VET.
Adapts the learning process with personalized support, rubrics, and mentoring, making it accessible for all learners.
Uses real-world, motivating challenges that connect learning to meaningful work experiences.
Reduces early dropout by increasing student motivation and sense of belonging in the learning community.
Builds employability skills in a way that values diverse perspectives and learning needs, smoothing the transition to apprenticeships and employment.
Implementation
The initiative was implemented at CIFP Pico Frentes (Castilla y León, Spain) over the last four academic years as part of the regional FpAR (High-Performance VET) model. The key actions included:
Integration of Challenge-Based Learning (CBL):
Real-world challenges were designed in collaboration with local companies and social organizations, allowing students to work on authentic problems connected to their future professional fields.
Formation of Diverse Learning Teams:
Students were grouped into heterogeneous teams, deliberately mixing backgrounds, skill levels, and experiences. This fostered peer support, collaboration, and mutual learning, particularly benefiting students with lower academic confidence or those from vulnerable groups.
Use of Dialogue Circles:
Structured feedback sessions were held through dialogue circles at every stage of the challenge. These created a safe space where all students could express their ideas, concerns, and reflections, promoting active listening, empathy, and shared decision-making.
Personalized Assessment Tools:
Shared rubrics, self- and peer-assessment strategies, and individual mentoring enabled the adaptation of learning paths to the diverse needs of students, ensuring equal opportunities to progress.
Teacher Training and Collaborative Planning:
Teachers received specific training in inclusive pedagogies and collaborated in designing and facilitating challenges, ensuring that all practices aligned with equity and inclusion goals.
These actions collectively built a learning environment that is more inclusive, participatory, and equitable, and demonstrated measurable improvements in student engagement, performance, and social cohesion within WBL contexts
Integration of Challenge-Based Learning (CBL):
Real-world challenges were designed in collaboration with local companies and social organizations, allowing students to work on authentic problems connected to their future professional fields.
Formation of Diverse Learning Teams:
Students were grouped into heterogeneous teams, deliberately mixing backgrounds, skill levels, and experiences. This fostered peer support, collaboration, and mutual learning, particularly benefiting students with lower academic confidence or those from vulnerable groups.
Use of Dialogue Circles:
Structured feedback sessions were held through dialogue circles at every stage of the challenge. These created a safe space where all students could express their ideas, concerns, and reflections, promoting active listening, empathy, and shared decision-making.
Personalized Assessment Tools:
Shared rubrics, self- and peer-assessment strategies, and individual mentoring enabled the adaptation of learning paths to the diverse needs of students, ensuring equal opportunities to progress.
Teacher Training and Collaborative Planning:
Teachers received specific training in inclusive pedagogies and collaborated in designing and facilitating challenges, ensuring that all practices aligned with equity and inclusion goals.
These actions collectively built a learning environment that is more inclusive, participatory, and equitable, and demonstrated measurable improvements in student engagement, performance, and social cohesion within WBL contexts
Innovative features
Policy changes to encourage inclusive Work-Based Learning (WBL), Specialized training tailored to different learner needs, Uses technology to improve access, Offers flexible learning options for different needs
Success stories
In 2023, two immigrant students enrolled in VET programmes at CIFP Pico Frentes were positively impacted by the inclusive practices of the FpAR model. Through their participation in challenge-based learning projects and continuous support, they developed strong technical and teamwork skills.
As a result, both students won the Castilla y León regional championship (Skills Castilla y León) and went on to represent the region in the national SpainSkills competition. Their achievement stands as a powerful example of how inclusive and equitable learning environments can unlock the full potential of underrepresented learners in Work-Based Learning contexts.
As a result, both students won the Castilla y León regional championship (Skills Castilla y León) and went on to represent the region in the national SpainSkills competition. Their achievement stands as a powerful example of how inclusive and equitable learning environments can unlock the full potential of underrepresented learners in Work-Based Learning contexts.
Measured outcomes
The implementation of this inclusive and challenge-based approach at CIFP Pico Frentes has led to significant measurable improvements over the last four academic years:
📈 11.5% increase in female student enrolment, particularly in vocational fields traditionally dominated by men.
🔽 17.4% reduction in dropout rates among immigrant students, indicating greater engagement and belonging.
🎓 21.3% improvement in overall student academic performance, as reflected in final assessments.
💼 9.8% increase in employment rates among graduates, showing a stronger transition into the labour market.
These results confirm the effectiveness of inclusive Work-Based Learning (WBL) practices in promoting equity, skill development, and long-term success for all learners.
📈 11.5% increase in female student enrolment, particularly in vocational fields traditionally dominated by men.
🔽 17.4% reduction in dropout rates among immigrant students, indicating greater engagement and belonging.
🎓 21.3% improvement in overall student academic performance, as reflected in final assessments.
💼 9.8% increase in employment rates among graduates, showing a stronger transition into the labour market.
These results confirm the effectiveness of inclusive Work-Based Learning (WBL) practices in promoting equity, skill development, and long-term success for all learners.
Challenges and lessons learned
1. Resistance to Change
At the beginning, some teachers and companies were hesitant to adopt the new challenge-based and inclusive approach. This was addressed through targeted training sessions, peer mentoring, and by sharing early success stories that demonstrated positive outcomes for students and staff.
2. Managing Diverse Learning Needs
Working with heterogeneous teams required new strategies to ensure all students could participate equally. The use of clear role assignments, personalized support, and structured feedback tools helped address different learning styles and levels.
3. Time Constraints in WBL Integration
Balancing real workplace demands with inclusive challenge design was a logistical challenge. Close coordination between the school and local companies helped to align learning objectives with real-world tasks, making the process more efficient and meaningful.
4. Language Barriers
Some immigrant students initially struggled with language comprehension. Teachers used visual aids, peer support, and scaffolded instructions to ensure full participation.
Lesson Learned:
Building an inclusive and equitable WBL environment requires collaboration, flexibility, and continuous reflection. Structured methods like dialogue circles and well-designed challenges not only engage all learners but also help overcome systemic barriers.
At the beginning, some teachers and companies were hesitant to adopt the new challenge-based and inclusive approach. This was addressed through targeted training sessions, peer mentoring, and by sharing early success stories that demonstrated positive outcomes for students and staff.
2. Managing Diverse Learning Needs
Working with heterogeneous teams required new strategies to ensure all students could participate equally. The use of clear role assignments, personalized support, and structured feedback tools helped address different learning styles and levels.
3. Time Constraints in WBL Integration
Balancing real workplace demands with inclusive challenge design was a logistical challenge. Close coordination between the school and local companies helped to align learning objectives with real-world tasks, making the process more efficient and meaningful.
4. Language Barriers
Some immigrant students initially struggled with language comprehension. Teachers used visual aids, peer support, and scaffolded instructions to ensure full participation.
Lesson Learned:
Building an inclusive and equitable WBL environment requires collaboration, flexibility, and continuous reflection. Structured methods like dialogue circles and well-designed challenges not only engage all learners but also help overcome systemic barriers.
- CountrySpain
- SectorManufacturing Wood processing
- Target groupMigrants, refugees and asylum seekers Women
Leading organisation
CIFP Pico Frentes (Integrated Vocational Training Centre)
Date
2020, ongoing
Key stakeholders
• VET providers and training centers
• Small and Medium Enterprises (SMEs)
• NGOs and social organizations
• Government agencies and policymakers
• Employers and business networks
• Small and Medium Enterprises (SMEs)
• NGOs and social organizations
• Government agencies and policymakers
• Employers and business networks
Number of beneficiaries
79
