Page 1


EDITORIAL INFORMATION A Creative Commons approach is promoted in the partnership with regard to the contents of this booklet.

Provided contributions to this ICVET booklet: - IES Rambla De Nogalte, Spain - Miguel Montalban, Mercedes Moreno, Emilio Pastor, Mª, Dolores Jimenez, Isabel Cánovas - Colegiul Tehnic “Petru Poni”, Romania - prof. Liliana Oprea - GIP-FCIP de Bourgogne, France - Mehdi Beauxis-Aussalet - Hellenic Association of Informatics, Greece - Sisli Endustri Meslek Lisesi, Turkey - Consorzio Interuniversitario For.Com, Italy - Erglu arodvidusskola, Latvia - Ilze Talmane, Inguna Spaile Editor This booklet is compiled from the ICVET partnership experience, and was edited by Consorzio Interuniversitario For.Com, Rome, Italy Website:


Methods to use IT in VET

Foreword IT Culture in Vocational Education and Training: a Leonardo da Vinci Partnership’s project It is my pleasure to present this booklet as a summary of the work of all partners in the project over two years. These two years have certainly been interesting. We were able to share experiences. We learned firsthand the situation of vocational training in Spain, Romania, France, Greece, Turkey, Italy, and Latvia. We exchanged examples of best practices based on the use of new communication technologies. We were able to meet people with different cultures and a common goal: to improve as professionals to elevate the quality of education in Vocational Training in a European context. Not forgetting that we were also able to enjoy sightseeing and fun moments that have helped to transform a group of strangers in a team. Each of the partners has taken on different tasks that have produced many good results: a pedagogical study about e-learning, Vocational Training systems presentations on each of the seven countries, a comparative study of these systems, lessons and courses and didactic teaching methods based on new technologies, training courses for teachers, a website to share our work, seminars for the dissemination of our project, surveys to assess the use of new technologies in teaching and so on. This booklet is the outcome of our work, which represents the finished work satisfaction, and moreover a certain sadness at having to say goodbye. Our intention is to develop in the future the spirit of the project, understanding that this is the idea behind the European projects that impact on lifelong learning concept. We have no doubt about the positive impact of this project for ourselves and in our organizations, but we also hope that the project can be useful to others who may have access to our work through our web: and through two European projects portals Regards, Mercedes Moreno

Coordinator of the ICVET Project. IES Rambla de Nogalte. Murcia. Spain


Pedagogical study: How to use IT in vocational education and training? Definitions of e-learning In what context can we use the word e-learning? The literature gives a lot of definitions about this word:

• “If someone is learning in a way that uses information and communication technologies (ICT), they are doing e-learning.” Department of education and skills • “The use of new multimedia technologies and the Internet to improve the quality of learning by facilitating access to resources and services as well as remote exchanges and collaboration.” E-learning Europe

Technology and pedagogy: the chicken or the egg?

Technologies can contribute to pedagogical development, and the positive impact of technologies implies the development of devices centered on learning. Technological tools offer a tremendous potential for teaching and learning. This potential, used as an added value for learning, is manifested in new teaching methods, with factors that promote IT CULTURE in VOCATIONAL EDUCATION and TRAINING

Methods to use IT in VET

learning. These methods are oriented towards skills required in the future person, for tomorrow’s society.

The different ways to learn and to teach

“Teaching may be regarded as providing opportunities for students to learn. It is an interactive process as well as an intentional activity.” Brown & Atkins (1988) What are the different ways to learn (by reading, observing, repeating, practicing, …) and to teach (by accompanying, questioning, guiding, …)?

Comparative study between traditional pedagogy and active pedagogy What makes active pedagogy and active methods so interesting? What to do to inform the learner, motivate him, activate him, interact with him, and make him produce?

The challenges of e-learning

To convince, e-learning will have to overcome several major obstacles in bringing innovative solutions. The 4 main issues of e-learning to attract the institutions are: the cultural challenge, the technological challenge, the pedagogical challenge, and the content challenge.

The challenges of e-learning

The study presents the characteristics and capabilities of the main technologies available for: ▪ Delivering learning contents (content delivery tools)

▪ Allowing interaction between people (synchronous and asynchronous interaction tools)

▪ Encouraging interactivity between learners and contents (learning environments)

Applying IT in VET

The study ends with the presentation of 8 educational paradigms and 40 teaching practices, and reminds the skills every e-learning teacher should have.


Comparing Educational Systems among ICVET organizations Making educational comparisons always involves both ‘difference’ and ‘sameness’ (Mollis, 1991). Below, you can find the comparison of the seven countries (Romania, Turkey, Italy, Spain, Latvia, France and Greece) which take place in this project according to their educational background that is, under some of the topics.

Nationale policy about VET

Spain, Latvia, France, Romania and Turkey have a common sense in terms of VET education. They have almost the same principles as to ensure flexible offer of vocational education programmes according to labour market demands, to promote the self-employment, to provide apprenticeship and make VET more attractive for young students. Similarly in Italy, the organisation of both technical and vocational institutes is under reform, in accordance with the plan for the implementation of law 133/2008. According to the draft regulations, studies in technical institutes will refer to 2 sectors: the economic sector, divided into 2 branches, and the technological sector, divided into 9 branches. Studies in vocational institutes refer to 2 sectors: the service sector, and the industry and handicraft sector. The courses have a 5-year duration and release upper secondary school leaving certificates. Different from the other countries, In Greece VET education has been developed only recently, Delay is largely attributed to idiomorphic employment patterns, favoring low-skilled labour, and to culture, prompting youths to university education. Traditional lack of continuity of the national education policy, as well as persistent low financing of vocational education by the state, has resulted in the accumulation of long-standing problems.

Relatione between VET and work market

In France, the government has created special contracts for apprentices. In Spain, the labour market needs more skilled technicians to be a good way to get a job. In Latvia, Only 57% of vocational training institutions graduates work in accordance with the acquired education.


Methods to use IT in VET

Vocational training institutions graduates out of the workforce among the reasons often cited the wrong career choice. Like Spain, In Turkey work market needs qualified technicians thus, they are working Vet schools to develop new VET program such as TOYOTA, Volkswagen, EAE, Electric AG. In Romania, Extending qualitative professional education and formation in rural areas, cultivating equality of chances and attracting the youth from disfavored groups in the educational system. Developing some differentiated study programs according to the region features and the students’ needs, covering a large and balanced area in knowledge domains 77% of vocational training institutions graduates work in accordance with the acquired education and approximately 54% continue to learn, 44% of them by changing the study area. Greece, differently, has not any type of connection between schools and companies. Every student has to find work possibilities after finish the school or university. The most of the VET students have access in low or middle level of employment positions (workers, technicians etc) or work private as self employments. For Italy’s point of view , work market in Italy measures adopted in the last two years include the following: simplification and reduction of constraints on working hours in line with European law; reinstatement of "intermittent" work and flexible parttime Work; reinstatement of staff leasing and simplification of job allocation and administration; full re-introduction of fixed-term contracts; measures for bilateral bodies performing a subsidiary labour market governance/regulation role; obligatory requirement for those receiving publicly-funded benefits to declare themselves immediately available for work or vocational re-training.

Schoolarship opportunities

In Latvia all the VET students are awarded by the scholarship both by municipality or European Funds. In Romania and Turkey some companies provide scholarship for VET students but it does not cover all VET students. Spain’s scholarship policy is the same with their General education: they can get a small scholarship with books transfer and so on. In France it is possible for students to receive a grant by the state. Greece has not any type of scholarship for VET students.


Compulsory work placement or not In Turkey, Spain, Latvia, France work placement is compulsory. In Romania, Trainings last 4-5 weeks/year, throughout all 4 years of high school, for all VET specializations. In Italy accomplishment of the right/duty to education and training (16-18 years old); professional apprenticeships (young people over 18 years old); higher apprenticeships for the acquisition of a diploma or for high training pathways. Institutions involved are Regions, Ministry of Labour and Education (for the first type) and Social partners. The students in France and Turkey are salaried by the companies. In Greece, Not any type of compulsory work placement.

Students learn common subjects? Do they study foreign laguages

In Turkey, France, Romania, Greece, Italy and Latvia beside general subjects, foreign languages (English) are taught in VET Education system. However in Spain, students do not study common subjects. They only study VET subjects and, now, at least a foreign language (English).

Insurance recognition

In France, Turkey companies provide insurance for the VET students. In Romania Ministry of Education, In Latvia the Schools provide insurance for the VET students. Greece has not any type of insurance. In Spain Regional Education Authority provides insurance.

Additional comments

Latvian reform in general secondary education and vocational education and higher education “The framework for optimization the net of vocational education institutions for the years 2010 – 2015” with the aim to ensure further adjustments in the system of vocational education and to improve its quality. In Spain, they have a common policy and law from the government, but each region has the possibility to decide about some aspects. All that means that you can find really different systems depending on the area. Also, they have Public General Education (free), VET (free), universities (not high fees); and Private education (you pay fees). Now some VET courses are changing.


Methods to use IT in VET

In Italy, The role of apprenticeship as a crucial path linking VET and the labour market has been enhanced by the new Legislative Decree 28 July 2011, which foresees apprenticeship as a permanent employment contract. In Turkey, there are many type of VET institutions. For example, Vocational Education Centres are formal and non�formal education institutions established on the basis of a multi�program under a single management. Moreover, they provide secondary education diplomas or certificates in vocational and technical education. In addition, Vocational and Technical Education Centres are institutions established to provide qualified technical personnel, experienced apprentices, and trainers for the motor and industrial electronics sector.


Case studies Case study #1: EJE “Young European Company” Partner involved: IES Rambla De Nogalte, Puerto Lumbreras, Spain

Participants: A cooperative partner from another Spanish region (that can be defined each year), Autonomous Regional Education Authority, Regional Bank, City Council. Target group: Students of 3 º or 4 º ESO (compulsory secondary education) and aged between 14 and 16. Period: One academic year starting from 2010.

Description: Is a training activity that is framed within the course “IPA or Introduction to the Administrative Jobs”.

Objective: To promote the possibility of self-employment among students to learn the basic steps for a business start-up. EJE aims to instill in students, values and entrepreneurial skills, create and manage their own "mini-company" in the legal form of a cooperative society.

This educational project is to convey to students the importance of business in society, its functioning, values and goals.

Through this experience, students had the opportunity to develop skills in a real context and attitudes such as initiative, decision making, creativity and teamwork while assimilate concepts about the creation and management of companies. PHASES OF EJE:

1. Students choose the legal form of the company to create and raise awareness of the appropriateness of creating a cooperative by its special features. 2. Prepare the company's bylaws and determine the percentage of profit to be allocated to an NGO. 3. Fundraising. Each student's initial contribution of 10 €, creating a current account and negotiating a 300 € credit with the bank. IT CULTURE in VOCATIONAL EDUCATION and TRAINING

Methods to use IT in VET

4. Each cooperative is assigned a cooperative partner, another Spanish region, with the exchange of the products to sell.

5. Create departments that will make up the human capital of the cooperative. (Each student seeks its role within the organization of the cooperative). 6. Creating the name of the cooperative and design its logo.

7. Market study to analyze the products marketable in the area.

8. Creating the catalogue with products to distribute. Send catalogue to cooperative partner, and analysis of the social union catalogue to choose products to buy. 9. Checkout a cooperative partner and prepare receipt of order. Prepare submission for cooperative partner. Settle outstanding invoices with a cooperative partner. 10. The students must to sell products purchased previously, in local markets and regional market. 11. Liquidation and distribution of profit. NGOs Submission to 20% of the benefit. Contact person: Mercedes Moreno Sรกnchez, References:


Case study #2: Training firms method Partner involved: Colegiul Tehnic “Petru Poni”, Onesti, Romania

Project co-funded under Lifelong Learning Programme: Sub-programme “IT CULTURE in VET” Leonardo da Vinci Partnership

Participants: secondary school teachers (of Economics) and students aged 16‐18 from the economics specialisation in Technical College “Petru Poni”Onesti. Period: since 2010.

Description: Within the ICVET project “PETRU PONI” Technical College has experiment the practice firm method, as application of the informational technologies in the didactic process, at the economical classes.







The main objective of this method was to integrate the students’ contracting competences and to form their personal and professional behaviour, in order to adapt them to the labour market. Within our economical experiment, we have initiated three practice firms in three classes. The students have realised transactions between these firms, they have been capable to experiment the effective operations in the firm, receiving help from their teachers, looking for information, learning how to negotiate and communicate with their business partners, to find information about what they have to do and the way they have to do it. They have learned how to work in a team and how to obtain better results than in they had worked alone. They have divided their roles and changed their position within the firm periodically, having the opportunity to learn a lot of IT CULTURE in VOCATIONAL EDUCATION and TRAINING

Methods to use IT in VET

things about all the activities within the firm and to decide the favourite work type preferred by each of them. In order to realise an as complete learning evaluation as possible, it is necessary to have in view not the profit the constituted firm obtains, nor the business numbers, but the number of transactions made by the students. The plus value added by ICVET Leonardo Partnership is enormous, because students can make mistakes using IT tools in virtual firms without causing damage, so we should just let them wrong because due to mistakes they learn best. Contact person: Project manager Liliana Oprea, References:


Case Study #3: Alinea - Fight against hospital infections with e-learning (Action de lutte contre les infections nosocomiales par l’enseignement à distance)

This project has been financed by ANFH (National association for the training of hospital professionals), and produced by GIP FCIP (Ministry of National Education) and RFCLIN (National network for fighting against hospital infections). Target: professional adults working in public hospitals: nurses, auxiliary nurses, hospital cleaning personnel.

Period: since 2009, over a thousand hospital employees are trained every year with this training course. The training scheme is financed by hospitals and by ANFH.

Description: Alinea is an e-learning training course, designed to fit to the trainees’ profiles and to their level, beginner or qualified. The training modules are accessible online on an e-learning platform. During the course, the trainees are provided with ongoing training and therefore can ask questions to expert tutors by phone. Technicians are also available to help them in case of technical difficulties with the online platform. Thanks to the platform e-mail service, trainees can solicit or be solicited by their tutor, in order to achieve their training course, or get complementary information. Alinea is an evolving training scheme: according to his needs and the organization of his work, every trainee can choose between different training modalities. Each training module can be studied continuously or step by step.

Moreover, all the contents are regularly updated, according to the evolutions in terms of health law and national recommendations on the prevention of infections, but also according to the users’ feedback on the usability of the modules. IT CULTURE in VOCATIONAL EDUCATION and TRAINING

Methods to use IT in VET

The course includes transmissive sequences and interactive exercises, serious games, drawings, videos, and photos. The treated subjects are: • Hand washing in hospital • Standard precautions • Hospital cleaning

• Masks and gloves

• Accidental exposure to blood Contact person: Mehdi BEAUXIS-AUSSALET Pierre BILLET References:


Case study #4: Digital Photography Lessons

Partner involved: Hellenic Association of Informatics, Athens (GR)

This project has been self financed by HAI (Hellenic Association of Informatics). Target: Unemployment people 18‐30 years old, with not any level of knowledge about photography. Period: November – May (every year the last 2 years).

Description: HAI is oriented in technological topics (digital tech). Before years decide to organize a free open to all groups of lessons (7 months, 2 different groups of 15 persons, 2 hours per week theory and 4 hours – every Sunday – practical photo tests). New curses start (from 2011) with cooperation with other NGO’s in the area of Athens (for secondary education and university students). Theory curses supported from e‐projection presentations and video. Contact person: Stefanos Stefanidis References:


Methods to use IT in VET


Case Study #5: Education in a Virtual World

Partner involved: Sisli Endustri Meslek Lisesi, Istanbul, Turkey

E-VIWO project is co-funded under Lifelong Learning Program, Sub-program Leonardo Transfer of innovation.

Participants: Yrkesakademin i Österbotten, FPD Järvenpää Training Centre, Cardonald College, Southgate College and Sisli Secondary Vocational/Technical School Students groups involved in project:

Vocational school students; who are eager to learn foreign languages, Adult who are eager to learn foreign language, distance learning students from any subject. Period: 24 months, 1 November 2010 - 30 September 2012.

Description:The main aim of the project is to plan and implement a Second Life learning module in which the students of Computing and Software can practice e.g. programming skills, entrepreneurship, and marketing and language skills in a multicultural environment. Within this project the project partners are able to engage their learners in a way not previously possible. The problem that is tackled in E-VIWO is how the IT-students could better learn the programming skills and English skills as well as social skills required in the possibly global working environment in the future. Objective:The objectives of E-VIWO are to plan, create and implement a Second Life learning environment where students can gain skills necessary for both their academic courses and for employability in the future e.g. programming skills, entrepreneurship, marketing and language skills in a multicultural environment.


Methods to use IT in VET

Activities • Learn how to communicate in English in a multicultural virtual environment, Develop and share teaching materials, environments and resources within this virtual world. • Meet with experts on a variety of academic and business topics Study together in a English-speaking workshop, Present their business ideas and/or student projects in an exhibition, which is organized in SL and advertised widely Contact person: Mustafa Demirer References:


Case Study #6: ST.ART: Street artists in a virtual space

Partner involved: Consorzio Interuniversitario For.Com, Rome, Italy

Project co-funded under Lifelong Learning Programme; Sub-programme Comenius – Multilateral Projects

Participants: Project partners: USGM (IT), Istituto Statale d’Arte e Liceo Artistico Roma 2 (IT), Culture Circle (AT), Evangelisches Gymnasium und Werkschulheim (AT), Opportunities Aid Foundation (MT), Institute of Tourism Studies of Malta (MT), Klaipeda Eduardas Balsys Gymnasium of Arts (LT), National M.K. Ciurlionis School of Art (LT), Rezzable (UK) Productions Ltd (UK).

Target group: secondary school teachers (of ICT, English as foreign language and Art) and students aged 16-18. Period: 1 December 2009 - 30 November 2011

Description: ST.ART’s educational objectives are to improve students’ basic and transversal skills i.e. communication in English; digital, social and civic competencies, sense of initiative and entrepreneurship, cultural awareness and creativity. To achieve its objectives ST.ART developed a new and innovative Virtual Learning Environment, made up of 2 settings: • an E-learning environment with a training area that uses a modular learning platform;

• a virtual 3D world (based on the Open Sim environment) where art works are performed; the 3D world includes a social area where students can have open discussions.


Methods to use IT in VET

ST.ART learning process has been implemented in 3 different and parallel sessions: • the e-learning environment where the students have access to the theoretical information about street art. The lectures are “mediated” by the teachers who have the role to keep the students actively involved in the course.

• In the 3D virtual world students carry out a project artwork. The teachers have the role of observers of the learning process and share with the students the same communication codes. • The social area, within the 3D Virtual world, where the students can interact with peers, in a collaborative way, exchange ideas, opinions, views, teach each other and learn from each other.

In the START project the experiential learning process involved a higher level of interaction, which evolved as students and teachers participated in discussions, collaborations, feedback, and shared content knowledge. Contact person: Project Manager Monica Fasciani Project Manager Daniela Di Marco References:


Case Study #7: E-learning environment Moodle development and use for Vocational education and training

Partner involved: Ergli Vocational Secondary school, Latvia

Students groups what are involved in project: • Distance learning students;

• Hotel service students’ groups; • Arborists

Period: 24 months, 1 July 2010 - 30 June 2012.

Description: E environmental establishment are four main reasons. Latvian birth rate is reducing rapidly, so that the vocational education institutions will reduce the number of students. One of the ways to keep the number of students in school is organize adult training. Information technology is growing role in our lives, along with the educational process you need to use information technology. In order to increase competitiveness in a changing labor market, it is necessary to acquire new knowledge and expertise, working in very difficult if not impossible to combine work with training in person. Distance learning e environment makes it possible to learn at a convenient time, place and pace. Also, students are changing, modern students do not like to read books, to listen lectures, but a lot of time spent at the computer, therefore the need to diversify the teaching methods.

Objective: To create an e - learning environment Moodle for distance learning students and full-time students training IT CULTURE in VOCATIONAL EDUCATION and TRAINING

Methods to use IT in VET

Activities: Forming the team of teachers Clarification of project objectives Training session about E- learning platform MOODLE Teaching material insertion in e - environments. Adapting MOODLE platform to the VET curriculum Announcements in Teachers councils and Methodical council E - learning activities by MOODLE platform Popularizing and disseminating the project articles in newspapers, posters, folders) Contact person: Project manager Ilze Talmane Administrator of further education Ergli VSS Inguna Spaile References:


Partners and descriptions IES Rambla De Nogalte, Puerto Lumbreras, Spain Rambla de Nogalte is High School, the only school in the town of Puerto Lumbreras (a small town in the East of the region of Murcia, near the border of Andalucia). It has got around 900 students and 90 teachers. They are aged from 12 to 18 years old. These students are following Obligatory Secondary Education (ESO) and 'Bachillerato' (post-compulsory education). Furthermore, a number of older students study Vocational training on site. Vocational training students can follow 3 different levels. Initial level is for students who have not completed their ESO education (Electricity, Catering). The medium level is for students who have completed their ESO education. The superior level is for students who have finished 'bachillerato' and don't like going to the university because they want a professional qualification to find a job (in both cases we have Administration and Financial fields). Vocational Education teachers are involved in a Leonardo da Vinci Partnership two academic years (2010-2011 and 2011-2012). We have revision lessons in the afternoon for students who have failed key subjects the previous year. And we also have a PROA course for students who need support during the school year. Due to the increasing number of immigrants we have a dedicated induction class to develop their Spanish. Our students with special need benefit from one to one teaching with specialists. Our High School has a canteen, two music classrooms, a drama room, five computer suites, a gym, a sports field, three dedicated language classrooms and a library with internet access. During the school year, we organize various trips outside of the school, for example, language student's travel abroad to practice their language skills (Paris and London).

C/ San Javier, 10 30890, Puerto Lumbreras, Spain Ph: 0034968400706, 0034968402474, Fax 0034968400706 E: W: IT CULTURE in VOCATIONAL EDUCATION and TRAINING

Methods to use IT in VET

Colegiul Tehnic “Petru Poni�, Onesti, Romania 'PETRU PONI' Technical College is a high school which has been preparing working personnel for the industrial platform of Borzesti for 50 years but it also educates specialists for top economic and technical domains, for theory and research. Our students receive a great number of prizes and distinctions within scholar contests every year. We take pride in our graduates, many of them having become important people in Romania, well known and appreciated in different domains, at the Romanian Academy, in top research, administration or politics. 1037 students learn at this high school, most of them having to commute, 55%. They have technical specializations (mechanics, electrotechnics, natural resources, ecology, and nourishment industry) and economical ones (tourism, administration, public nourishment, financial activities). In our high school there are 98 teachers, all of them qualified, who instruct our students and who apply difficult and busy curricula, and who leave quite a little time for some educative projects with their students because of that. The area we live in is an economically disfavoured one, since the industrial platform from Borzesti finds itself in an economical recession, its former employees being either unemployed or immigrants looking for work and money in Europe now. The students from 'Petru Poni' Technical College face special problems, since they remain at home with relatives bearing no authority, or even alone. This is the reason for which a lot of the citizens in town remain unemployed, thus presenting a serious risk of social exclusion. In this context, the teachers of the college need the best training in order to be able to have attractive classes for their students, so that they can better integrate in the labour market.

Str. Republicii Nr 60 601117, Onesti, Romania Ph: 0040234311922, 0040234311836, Fax 0040234311836 E: W:


GIP-FCIP de Bourgogne, Chenove, France The GIP - FCIP OF BURGUNDY - The Group for

Vocational Training and Professional Integration of Burgundy is a public entity. The GIP - FCIP OF BURGUNDY depends from the National Education Ministry and is attached to the Academic Delegation for Adult Education. It provides training offers to employed or unemployed people and services to training bodies and to companies at regional, national, European and international level. Main activities: Training engineering, training of adults, pedagogical engineering, E-learning, training of trainers, training of incompany tutors. Vocational integration of young people. European pilot projects (Leonardo da Vinci, Socrates-Grundtwig, Equal...) and International projects (World Bank etc). The GIP of Burgundy develops European programmes as promoter or as partner. Moreover the GIP has participated in many large projects that gave the opportunity to work directly with partners of almost all European countries (training organizations, universities, territorial communities, etc...). Its board includes representatives from: a) National Education (Rectorat / Academy of Dijon) b) - Groups of public educational establishments (GRETA): 8 GRETA in Burgundy organized in 'academic network' - Higher Education: University of Burgundy - Service of Life Long Learning c) Resources centre of Regional council and others.

60E, avenue du 14 juillet - Parc Tertiaire des Grands Crus 21300, Chenove, France Ph: 00330380588123, Fax: 00330380588923 E: W: IT CULTURE in VOCATIONAL EDUCATION and TRAINING

Methods to use IT in VET

Hellenic Association of Informatics, Athens (GR) Hellenic Association of Informatics (H.A.I.) is a NGO founded in 1992. In 1999 the Association became full member of the Hellenic National Youth Council, higher expression body of youth stakeholders in Greece. Main objective of H.A.I. is the growing awareness among young people and society in general principle that the use of information technology and tools of the digital age can and should contribute to enhancing participation in common, the activation and sensitization of citizens, the proliferation and dissemination of information through ICT tools and ability to use them to support social, cultural and environmental activities and also in lifelong learning and adult education. H.A.I. is convinced that young people and society can benefit, especially after the expansion of Internet, of unlimited possibilities of participation, information, expression of opinions at a low cost and easy access for all. H.A.I. is the only actively NGO in Greece that promote the ideal of social activation and involvement through the use of modern information technologies. It cooperates with many stakeholders active in the research fields but also in social topics and it supports its members to be involved in events, exhibitions, conferences and exchanges, either organized by H.A.I or in cooperation with other groups and associations across Europe. Starting from 1988, H.A.I. activities are focused in volunteerism field and in promoting the European Voluntary Service (EVS) with cooperation of organizations and associations from other European countries. H.A.I. also hosts EVS organization and take part in actions of Youth in Action, Leonardo and Grundtvig programmes,, organises trainings and seminars and it is also member of Anna Lindh Foundation (Greek Network) and MILSET Europe (International Movement for Leisure Activities in Science & Technology.

Str. Republicii Nr 60 601117, Onesti, Romania Ph: 0040234311922, 0040234311836, Fax 0040234311836 E: W:


Sisli Endustri Meslek Lisesi, Istanbul, Turkey Sisli Vocational School was founded in 1965, and it has four departments in the vocational education field. The school has 280 teachers and more than 6000 participants. It has considerable experience in vocational education. The school has a particular focus on the Automotive Industries. The school is an active partner and working with large and small automotive companies in the private sector. The Sisli Vocational School has proactive working arrangements with Fiat, Toyota, Mercedes, Honda, and Volkswagen who have all sponsored a number of the school's 'state of the art laboratories'. Participants at the school undertake theoretical learning within the classroom (Laboratories) and practical work within partner car plants (factories). The School also helps train workers at these factories on a day release basis and to improve Vocational education quality in the sector. The school also works with engineering companies like Scheineder, OTIS and EAE Bus Bar AG working within these companies to improve the qualifications of their employees. Again these companies have built educational laboratories at the school. The school sends the participants to these companies three days a week for 'managed training' which is linked to the qualifications that they are studying at school. Participants at the school undertake a four year vocational education in relevant technical industry. The first year of school is a preparatory year with subsequent years more industry focused and tailored to participant choice. The school also provides an active guidance and career counseling service to the participants. The placements will be with companies like Dogus Auto AG. Which is the biggest auto service provider for Volksvagen, Bentley, Skoda, Audi in Istanbul.

Abide-i Hurriyet Tepesi No 316 Sisli 34181, Istanbul, Turkey Ph: 00902122226545, Fax: 00902122226548 E: W: IT CULTURE in VOCATIONAL EDUCATION and TRAINING

Methods to use IT in VET

Consorzio Interuniversitario For.Com, Rome, Italy FORCOM is a multimedia Interuniversity Consortium developing and delivering distance university courses (ODL - Open Distance Learning ), utilising computer networking solutions and tools as distribution channels and collective production facilities, in the framework of collaborative learning and teaching processes. FORCOM is a public non-profit body promoted by the Ministry of University, Technological and Scientific Research. The Consortium was established in June 1990. Official members of the consortium are public university bodies: the University of Molise, University of Turin, University of Foggia, University of Sassari, University of Camerino, University of Bari, University of Udine, University 'Guglielmo Marconi' in Rome, University of Chester, Universitatea 'Ovidius' Constanta - Romania. FORCOM develops and delivers Open Distance Learning courses and is an employee educational training institution, applying innovative solutions and interactive tools in order to promote flexible and collaborative learning processes. The 'International affairs and Research Project Office' at FORCOM carries out research and project activities at national and international level for the development of innovative ICT based training programs and methods. The project office collaborates closely with universities, Research Institutes and Centre of Excellence worldwide, designing and implementing research projects on a global scale. FORCOM is engaged in an extensive national and International network, allowing the establishment of diverse partnerships and promoting the opportunity to share knowledge and skills in the field of distance education and training. The consortium encompasses Universita degli Studi Guglielmo Marconi, whose multimedia production centre is equipped with a recording studio, instruments for technical direction and RVM as well as with internet connection and all necessary make up, hair style and tailoring. Via Virginio Orsini, 17/a 00192, Roma, Italy Ph: 0039063608151, 00390637725515, Fax: 390636005403 E: W:


Ergli Vocational Secondary school, Latvia In 1920 in Vestiena manor house was founded 2-year agricultural school. The students acquired cattle breeding, crop cultivation, and housekeeping. In 1960, April the school moved from Vestiena to Ergli. The school was renamed as Ergli agricultural and mechanization school No 7. There were 120 students. The new building of the school was finished in 1967 and location of the new address is Oskalna St. 10In 1998 the school became Ergli Vocational Secondary School. In 2000 - Ltd. Non-profit organization 'Ergli arodvidusskola'. From 2005, January 25 the school is professional education institution 'Ergli arodvidusskola' and belongs to the Ministry of Education and Science of Latvia. There are about 175 full time students,18 external students and 54 further education students and 20 pedagogical teachers and 10 technical workers. The next development steps we focus to the Eco construction in wood house sector, bio energy and hotel service programs as school which want to organizes studies based to the nature friendly technologies. Ergli vocational secondary school offers the following studies: Log-house builder, Wood house construction builders, Carpenter, Hotel service. We offer short-term module training for unemployed: Computer study, English. There are distance learning centre for adults education in Ergli Vocational Secondary school. This system make possible organize professional learning from range - to publish learning materials, to take tests and to communicate with teacher. We have attempted use this system in full time education for knowledge's evolution with automatic tests. The distance learning centre offers the following studies: Log-house builder, Carpenter, Wood house construction builders, Cook, Waiters, Hotel service specials. Our students can spend their free time taking part in amateur theatre, folkdance groups, choir, sport activities (basketball, volleyball, athletics, skiing, music) and other activities of Ergli town. There is a dormitory, canteen, library, and sport hall and sport grounds. Our cooperation partners are educational institutions in Denmark, France, Netherlands, Germany, United Kingdom and Sweden. Our cooperation provides exchange of teachers and students and training programs improvement.

Oskalna iela10 LV 4840, Ergli, Latvia Ph: 0037164871235, 0037164871257, Fax: 0037164871235 E: W: IT CULTURE in VOCATIONAL EDUCATION and TRAINING

Methods to use IT in VET

This DVD contains further information on:

• Pedagogical study: How to use IT in vocational education and training? and in-depth elaboration of the following case studies:

• EJE - Young European Company and photos • Training firms method

• Alinea - Fight against hospital infections with e-learning and demo E-VIWO - Education in a Virtual World and brochure • ST.ART - Street artists in a virtual space, brochure and video

• E-learning environment Moodle development and use for Vocational education and training


Methods to use IT in VET

This booklet is intended as a way to share the experience we gather within the European project ICVET with other interested in setting up similar activities and to foster the use of ICT in vocational educational training.


Aims and use of the booklet

This project has been funded with support from the European Commission. This communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

This work is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License.

ICVET Booklet  


Read more
Read more
Similar to
Popular now
Just for you