The inclusive holistic student-oriented guidance model was created by updating the Watts & Esbroeck (1998) holistic guidance model. The updated guidance model responds to the needs of working life-oriented vocational education and training, also taking into account the acquisition of free-time learning and competence.

The educational tutor is responsible for accompanying the training and educational pathway of the class group and of each individual student through a customised pathway. The tutor builds a “customised” pathway through observation, educational relations, vocational guidance, activities and projects aimed at achieving the educational success and excellence of each student and class group, the latter being understood as both a recipient and an educational resource.