InGuider Handbook

InGuider Handbook, developed by Swisscontact, is a reference document aimed at assisting universities to implement a better internship program, using the InGuider model. The model, as was the project, is primarily targeted at implementation at the faculty level in the fields related to agricultural engineering. The model is based on the experience that FAE gained during the InGuider project, and the Handbook represents a consolidation of the lessons learned from that project. Throughout the Handbook, the unit running the program is referred to as “Faculty”, but the model—with appropriate care—may be expanded to the university level, or even for other fields of studies.

The essence of the InGuider model lies in (1) the structured and centralized approach of the program (i.e., the Faculty pre-selecting the companies rather than the students finding companies on their own), (2) the pre-internship training for students and (3) close supervision of the students by a faculty supervisor throughout the internship period.

To achieve the above, the model adopts 4 stages for the program. It begins with Stage 1 (Preparation), in which pools of trainers and supervisors are formed to help run the program. Stage 2 (Partnering) involves reaching out to private companies to promote the program and get their participation. In Stage 3 (Recruitment and Training), interns are recruited and trained. Finally, in Stage 4 (Monitoring and Evaluation), monthly and final feedback tools are used to improve intern’s performance and evaluate the program.

For each stage, the Handbook provides major instructive components (called Guidelines) based on a sequence of activities. Each Guideline is broken into broadly sequential steps, accompanied by guidance and tips. The Guidelines and steps outline a coherent structure from a program’s start to finish, but actual implementation may vary to fit the needs and circumstances of the adopting faculty. For instance, although Guideline 7 provides three default training topics, they mainly serve as an example of what the proper training topics should be. The committee of trainers are encouraged to come up with training topics that best suit the needs of each cohort of student interns, which can be gauged through surveys (See Guideline 2, Step 1). 


This Handbook is developed by Faculty of Agricultural Engineering (FAE), Swisscontact in the Mekong Inclusive Growth and Innovation Program (MIGIP), and Toward Excellence in Engineering Curricula for Dual Education (TEEDE). Faculty of Agricultural Engineering (FAE) composes of three departments: Soil and Water Engineering, Agricultural Machinery, and Agricultural Energy and Environment. The faculty is one of the faculties under the Royal University of Agriculture (RUA). MIGIP is financed by the Happel Foundation, the Kuoni and Hugentobler Stiftung, among other donors. As part of the Swisscontact Development Programme, it is co-financed by SDC (Swiss Agency for Development and Cooperation, Federal Department of Foreign Affairs FDFA). TEEDE was coordinated by University Rovira i Virgili in Tarragona, Spain, and co-funded by the Erasmus+ Programme of the European Union (573896-EPP-1-2016-1-ESEPPKA2-CBHE-JP). The views and conclusions contained here do not necessarily reflect those of the Swiss Agency for Development and Cooperation (SDC), Federal Department of Foreign Affairs FDF, and Erasmus+ Programme of the European Union.