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PERCEIVE, develoPmEnt of quality assuRanCe mEchanisms in VET E-learning environments

PERCEIVE – develoPmEnt of quality assuRanCe mEchanisms In VET E-learning environments is an ongoing project in the field of VET where ECQ is actively participating. Within the project 7 partners from 5 countries – Bulgaria (ECQ and “Bulgarian-German VET Centre”), Belgium (Association Europeenne Pour La Formation Professionnelle), Germany (EVBB and BK Consult), Greece (AKMI) and Italy (ENAIP) are cooperating and together for achieving the project objectives. Project is specifically aimed at the quality assurance of the design and delivery of Vocational e-learning, including training provision process, such as legislation, financing, organization and management of elearning, technical solutions needed, upskilling of human resources, including VET teaching and other VET staff.

The project partners met at the end of July to discuss and plan the work for the creation of the Framework. In October it is expected to be completed and ready. Also in the last quarter of 2022 multiplier events are expected where stakeholders will be invited to test and be informed about the 2 of 3 project results. 

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The main target groups are providers, leaders, teachers and learners in the field of VET and all stakeholders will be able to take use the QA Framework (available online as an interactive resource) covering the design and delivery of e-learning in VET, Certification of Quality for VET e-learning programs, e-learning Courses which are going to be subject of QA, using the new Framework, e-tools related to the adaptation of the QA Framework in the VET system,  training material for VET Professionals.

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More information, news and updates check the official website of the project: https://perceive-project.eu/  

 

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Escola Profissional de Espinho, 3D-Print Project and Learning by Competing Project

On the 22nd of June, the Portuguese Multiplier Event of the European Project 3D-Print (https://www.3dprint-training.com/) took place, organized by CEPROF. This project is co-financed by the European Commission under the scope of the Erasmus+ programme.
The objective of the Multiplier Event was to disseminate the objectives of the project, as well as the already obtained final results, to the relevant stakeholders and interested people.

The main objective of the project consists of providing support for the educational and training challenges related to equipping the future workplace with relevant and needed skills to participate in the 3D printing revolution. This was achieved by providing entry-level, easily accessible courses, that could motivate adults with fewer qualifications.

Escola Profissional de Espinho

The presented results in the Multiplier Event were:

  • A guide on how to introduce 3D printing in adult education;
  • A training programme on 3D printing, for trainers to provide them with the needed knowledge tools to develop a teaching program on 3D printing in adult education;
  • A teaching pack that enables adult educators to learn more about 3D printing.

Escola Profissional de Espinho

The Multiplier Event counted 28 participants and was a major success.

Website school page on the ENNE project

In the end of June, OvarForma hosted the Learning by Competing (www.lbc.conform.it) Multiplier Event, together with CEPROF and APSU, the Portuguese partners of the same Erasmus+ project.

The 5 big pillars/objectives of the project were the creation and testing of innovative teaching methodologies, introducing competition in teaching and learning, developing ICT and mobility competencies, promoting perseverance and resilience, and developing soft skills and utilizing the motivational effects of robotics to excite students about science and technology.

Escola Profissional de Espinho

From these 5 pillars the project obtained the following results:

  • Four training modules on Robotics and resources;
  • A training platform;
  • Improvement in the performance of the students;
  • Improvement in the interest in foreign languages;
  • Higher motivation for mobility and interest of the other schools in the methodological approach of “Learning by Competing”.

The Multiplier Event was an important step towards the sustainability of our project!

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ENNE Blended Course, what results has produced?

VETCREA is a KA2 project that started in 2022 and was submitted after the blended course of the ENNE project.

VETCREA did not let its start in Italy go unnoticed. The students from the various partner schools worked together to achieve a wonderful result that was presented to the general public on 12 May.

Together with the partner schools from Italy and Portugal, this was an unforgettable experience for the pupils and colleagues from the department’s Fashion, Multimedia, Care Hair and Design. The students and teachers worked closely together to show their expertise in Spoleto: fashion, hair care, multimedia and graphic design came up with a beautiful concept in the theme New & Eco friendley with as the final result a fantastic fashion show and as apotheosis the dress designed by the Italian fashion school. The Belgian school, with its multimedia and graphic design department, took care of the invitations and suchlike as well as the hairdo. The accessories were provided by the Portuguese partner school and they will be the host country next year. In the third year, we meet our project partners in Hasselt for a final show.

Want to know more?

http://vetcrea.eu/ 

https://www.instagram.com/vetcrea.erasmus/ 

https://www.facebook.com/profile.php?id=100080492277564 

Links

https://www.facebook.com/GONextLevelX/photos/pcb.3372201833013591/3372188503014924 

Spoleto Fashion Show Film

Fashion Show – Getting ready

Fashion Show – Runaway rehearsal

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Could an experience leave you so much even if lived in such a short time?

13 students in 10 days had an intense experience. The one that can be defined not simply as work or a personal one, but as a life experience. Being introduced, even if delicately, into a system so distant from their own, implies a significant effort. Adapting rapidly to requests, outside your own field of competence, makes you grow both from the personal and work level. And maybe this is the reason why teenagers love those kind of projects.

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What is the project in which these young people from Bulgaria, Portugal, and Italy took part in?

It is called Car mechanics in Belgium, more specifically the students took part in the experience in Mechelen, a Belgian city located in the province of Antwerp. All this was possible thanks to the opportunity provided by the Technical schools Mechelen, a technical school known for its reputation in technical training in building, biotechnics, car mechanics, multimedia. Not only but also thanks to Connectief, an organization that supports the implementation of mobility. VDAB as well, a public employment service in Flanders. Which made available the necessary tools, for a 3-day project, called: Greenpower.

car_mechanic_students

This collaboration resulted in a 10-day project focused on increasing knowledge of electric and hybrid vehicles. Characterized by activities, which aimed to learning how to power up a vehicle in AR (augmented reality), working on an electric vehicle supervised by a teacher and electrode mobile experience room. All lightened by activities that led the student to fall in love with the city they were in, to enjoy the time spent in the halls of the auto world and army museum. It was an experience marked by an appreciation of practicality. The fact that the students had the opportunity to verify their knowledge, touching with their hands and seeing this new world with their eyes, made the experience even more effective.

The icing on the cake was participation in the green power project. It lighted up the minds of these young people, procuring a special interest. Being able to drive an electric kart, which they had built themselves, placed the project on a higher level.

car_mechanic_students

In conclusion, such a project cannot be belittled simply by calling it a school experience, because it is anything but. The collaboration created between the students, the relationships established, and the palpable understanding that there was between those guys, who did not even know each other up to 10 days before, can not only affect the working environmentbut the personal one as well.

car_mechanic_students

What better way to describe an experience than with words used by the participants themselves!

 

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Quality of Erasmus Mobility: a Strategic Objective Internationalisation Plan of the ITE „Scarpellini“

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Job shadowing, the experience of Alessandro hosted by the High School „Escola Secundária de Felgueiras“

Alessandro Safonte, teacher at High School „Rocco Chinnici“ in Italy, hosted by Escola Secundária de Felgueiras in Portugal.

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Alessandro’s experience:
„Amazing welcome! My colleague Clarisse Maria Carneiro Bravo de Oliveira Pires Lemos welcomed me like a brother, I felt pampered by everyone. The activities carried out were varied, I had the opportunity to give lectures on topics specific to the hotel sector, from simple notions of service styles in the restaurant room, highlighting the differences between the two countries, to the complex subject of Italian denominations of origin, to the exchange of good practices and comparison of the forms used for internships and use of platforms.

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On 12 May, I was invited as a speaker in a debate on school and European citizenship, I was a little embarrassed at first, I do not have a good command of the English language apart from a minimal vocabulary. However, I think it went very well, in the days that followed I was appreciated for the food for thought that I shared with the bystanders, I was perhaps a bit provocative but it is part of my character.

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The students were very interested and followed me with passion, they even enjoyed taking my picture. With them, mutual sympathy suddenly sprang up, I must admit that at the moment of saying goodbye I got a little sad. My colleague gave me the opportunity to visit the companies with which they collaborate by hosting their students on internships, I hope that this will start a collaboration in the coming years, I would love to take my students for an experience in Portugal.

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The visits to the main tourist attractions were also very interesting, and not only that, my colleague Sandra Machado gave me a tour of an important home textiles company, which was a wonderful visit“.

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Job Shadowing in Italy, the experience of Regine at the High School „Rocco Chinnici“

Alessandro Safonte, teacher at the high school „Rocco Chinnici“ (Italy) hosted Prof. Regine Vandecandelaere, lecturer c/o the LTI Oedelem (school for science, landscaping, gardening) in Oedelem (Beernem) for her job-shadowing activity from 24 March to 30 March.

jobshadowing_italy

Regine’s experience: 

„A very pleasant experience, certainly being on my own I was able to devote myself to her for the whole week, the day started at 7:30 a.m., when I went to pick her up in Catania, to go to our Institute, and start different activities. She took part in my technical-practical lessons in the workshops of the dining room and kitchen and participated in French and English lessons.
joshadowing_italy_chinnici
The relationship with other colleagues was very good, at the beginning she didn’t understand the dynamism of our institute and this made her a bit uncomfortable, in fact, then she liked the way we teachers interact with our students, being a professional institute the approach with them is very empathetic.

jobshadowingitaly

During the week we didn’t limit ourselves to classroom activities but I took the opportunity to have her meet with the students who were doing internships at hotels in Taormina, the focus of the experience was on the management of our students‘ internships, we talked a lot about how to organise them and the critical issues that can arise.

joshadowingitaly-chinnici

We also compared the documentation we use in the management of internships, and had the opportunity to exchange views with the students and company tutors. There were also visits to the area such as Noto. Vendicari Nature Reserve, Syracuse, Catania, Taormina; the food and wine experiences were also interesting, which I say…. I hope to give the same opportunities to many more teachers next year“.

jobshadowingexperience_italy

 

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KA2 SUS&DIV – Sustainability and diversity improvement in cooking and catering

The KA2 SUS&DIV project wants to:

  • create an inclusive environment in cooking and catering vocational adult training: Diversity is gaining in Europe. The European Commission focuses on the importance of diversity and inclusion in our workplaces and in the society throughout the whole European Union through actions such as Diversity Month. If we want employers who are able to adequately and ethically deal with diversity issues, we have to create an inclusive environment in our education system. In our context we see diversity in an intersectional approach. Intersectionality means that somebody’s social identity is not perceived in terms of just one aspect of it (such as gender, social class, religion, ethnicity, sexuality) but that these aspects together shape somebody’s perceived and experienced social identity. All these different aspects coexist, mutually reinforce each other and decide the unique social location that an individual occupies. The broader social environment also influences the way a person experiences his or her specific social location in society. It is not possible to provide diversity-sensitive teaching and learning without addressing this complex relation between social identities and the organizational and societal context. (Radstake, 2021)
  • implement sustainability in cooking and catering vocational adult training: The Farm to Fork Strategy is at the heart of the Green Deal. It addresses comprehensively the challenges of sustainable food systems and recognizes the inextricable links between healthy people, healthy societies and a healthy planet. The strategy is also central to the Commission’s agenda to achieve the United Nations’ Sustainable Development Goals (SDGs). All citizens and operators across value chains, in the EU and elsewhere, should benefit from a just transition, especially in the aftermath of the COVID-19 pandemic and the economic downturn. A shift to a sustainable food system can bring environmental, health and social benefits, offer economic gains and ensure that the recovery from the crisis puts us onto a sustainable path. If we want the Farm to Fork strategy to be successful, the catering and cooking education has to be involved, so the strategy will be adapted in future catering businesses.
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KA2 Dementia

Taking into account the proposal for a Council Recommendation on Vocational Education and Training for Sustainable Competitiveness, Social Equity and Resilience and the updated European Skills Agenda, the Osnabrück Declaration focuses on four key areas for the years 2021 to 2025:

  1. Resilience and excellence through quality, inclusive and flexible VET
  2. Creating a new culture for lifelong learning – relevance of continuing education and digitalisation
  3. Sustainability – a green link to VET
  4. European education and training area and international vocational education and training

With this project we contribute to these objectives to a greater or lesser extent. Our two focuses within our project are mainly on 1 and 2. Through this project we upscale the digital skills of teachers and trainers in both the formal and non-formal sector so that they are able to develop qualitative interactive online teaching modules that contribute to a culture of lifelong learning. The developed modules focus on the theme of dementia in society. By doing so, we improve the quality of the existing care training programmes in the formal VET and the training programmes in the nonformal sector and adapt them to the increasing demand from society for quality education on this theme. This is necessary in order to detect the condition in people at an early stage and to provide them with high-quality care and support.

On its website, the WHO identifies a lack of awareness and knowledge about dementia, which is widespread in many countries. The partners within this project consortium fully endorse this observation.

The prevalence of dementia is escalating worldwide and knowledge deficits remain a barrier to community inclusiveness and quality care. The need for quality, comprehensive education has been identified as a key priority for global action plans on dementia. In the fight against Alzheimer’s disease, early recognition of this condition is extremely important. The online material we are developing is focused on the one hand on recognising the disorder and experiencing it, and on the other hand on the care that people with dementia need in their day-to-day lives.

At the end of this project, 24 expert teachers/trainers from the formal and non-formal sector will have upgraded their digital skills. Indirectly, there will be more people involved, because the 24 who are directly involved will spread the word within their own organisation.

3 modules will be developed.

A first module will deal with the dementia condition: issues such as What is dementia?, What are the symptoms? Different forms of dementia, Stages of dementia, Observing and understanding changing behaviour, Improving day-to-day functioning of people with dementia, Environmental impact on people with dementia, Dealing with changing behaviour, approaches and communication in dementia will be addressed.

A second module will deal with the necessary care, support and guidance for people with dementia in their home environment and in a care facility.

A final module will be about empowerment; with this module we want to achieve that people with dementia are seen and addressed to their full potential, within the context of this project by their family caregivers and their caregivers but by extension not only in care but also in society. The development of this material will ensure that care training in the formal VET sector and training in the informal sector can respond to the increasing demand for people with prior knowledge of dementia.

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International training course on Quality Assurance System (QAS) in Sofia, Bulgaria

The ENNE project team is happy to announce that the International training course on Quality Assurance System (QAS) was held in Sofia, Bulgaria!

The QAS course was organized by the Bulgarian partner – European Center for Quality Ltd. with the support of all project partners. The training was with total duration of 5 days from 30.05 to 03.06.2022 and was attended by a total of 17 participants from 13 educational institutions from 5 EU countries (Italy, Germany, Bulgaria, Portugal and Belgium).

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During each of the five days, participants were engaged in interactive activities aimed at:

  • enriching their knowledge on international cooperation in VET; quality in VET mobilities, project preparation and implementation, etc.
  • promoting networking, team work and exchange of good practices between participants;
  • establishing a good foundation for further international cooperation between participants and their organisations;

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The first day of the training was aimed at creating prerequisites for group forming and was devoted to introduction of all participants and their organisations through various ice-breaking sessions and activities.

On the second day participants’ attention was focused on defining quality from A to Z – both in general and in mobility projects. Later participants were split into 3 teams and were asked to describe what are the roles and responsibilities of hosting and sending organisations as well as participants in mobilities and to present the results. Day 2 ended with presentation of the Quality Assurance System (QAS) and a group reflection session devoted to the applicability of QAS.

On day 3, participants were engaged in a World café workshop devoted to the important aspects of VET mobilities. In this session also experts from the ENNE partner organisations took part. Each partner was covering an important topic within their expertise such as “Accreditation and project preparation”, “Interaction with companies and labour market”, etc. and participants were switching tables based on their interests and most pressing questions.

The afternoon session was devoted on the importance of human relations in VET mobilities during which participants were engaged in a discussion about the most important qualities of mentors in VET mobilities.

Day 4 of the training was focused on introduction to Erasmus Quality Standards
for mobility projects in VET – 2021-2027 and in the afternoon, participants were engaged in designing their own quality framework by defining categories for quality assessment, indicators, source of verification. Afterwards each team presented their framework and the logic behind it.

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The last day of the QAS international training included a study visit to the National High School in Finance and Business (NHSFB) and an afternoon wrap up session.

The QAS training created great prerequisites for boosting participants’ knowledge and capacity to prepare and implement VET mobility projects as well as for networking and exchange of good practices and know-how between participating educational organisations from the partner countries. Therefore, the QAS training ended with many ideas for further international cooperation between participants and the organisations they were representing as well as many creative plans for common project initiatives