LH-RI APLIKATUTAKO IKERKETA ETA BERRIKUNTZAKO EAE-KO ZENTROA CENTRO DE INVESTIGACIÓN E INNOVACIÓN APLICADA DE LA FP DEL PAÍS VASCO BASQUE CENTRE OF RESEARCH AND APPLIED INNOVATION IN VET
Erasmus+ Innovation Projects Cooperation for Innovation and the Exchange of Good Practices
Dissemination event Tknika 2019
"INNOVATIVE APPROACHES IN THE FIELDS OF EDUCATION, TRAINING AND YOUTH"
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This booklet provides a comprehensive summary of the Erasmus+ Innovation projects active in the VET centres of the Basque Country during the Academic Year 2018-2019.
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PROJECT TITLE
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Growing the Market in Accessible Tourism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Digital Tourism. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Empowering Digital Citizenship Through Media Literacy and Critical Thinking . . . . . . . . . . . . . . . 8 Promise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 MENTOR TRAIN. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 PROBASED PBL IN VET . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 E(m)PACT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 The project E-Classes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 CyVETsecurity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Social Inclusion of Migrants through Peer Learning Experience . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Developing Expertise in Work-Ba-sed Learning and Teaching Assessment . . . . . . . . . . . . . . . . . 16 Work Based Learning Summer School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Emotional Intelligence and Digital Entrepreneurship in VET . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 People in Work Based Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Confidence in Teaching Entrepreneurship. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 FOOD FOR THOUGHT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 SUSCOP. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 WORKSAFE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 The Cultural and Creative Occupations: New opportunities in the traditional industries.. . . . . 24 Digital tracking of graduates of vocational education and trai-ning institutes via auto-analytics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 IC EUVET 2017 – 2020. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 EngenderingSTEM. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 E-TRAINERS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 StereoSciFi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 SCORE: Developing Skills of Community & Health Workers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Skills for School Professionals Against Cyberbullying Events. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Professional Development of VET Tutors and Trainers to enhance Social Inclusion in Work-based Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Digital Training Toolbox to FosteR EU’S IndusTry 4.0 RevoluTion. . . . . . . . . . . . . . . . . . . . . . . . . . 33
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PROJECT TITLE
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UPenAUTO. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Fostering Virtual Reality applications within Adult Learning to improve low skillsand qualifications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 CREATIVE ENGINE PROJECT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 MAKE YOUR WAY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 REGIONAL ALLIANCES FOR YOUTH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 TRACKTION PROJECT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 UPSKILLING SHIPBUILDING WORKFORCE FOR EUROPE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Bridge+ Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 The Guardians of Europe. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Apprenticeship Model for Developing Entrepreneurial Skills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 iLearn Mobility and Training for Apprentices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Industrial Cyber Security4.0 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Networking for Entrepreneurship. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Tracking Learning and Career Paths of VET graduates to improve quality of VET provision. . . . 47 Open Source Applications for Industrial Automation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Further Quality Improvement for VET; Guiding Teacher Teams in Europe in Strategic Planning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Return on Investment of Work Based Learning and apprenticeships . . . . . . . . . . . . . . . . . . . . . . 50 Improved Safety for Electricians . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 VET-GPS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 A WBL successful Practice! (WBL S.P.). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Exploring “Smart Energy Management”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 EMEU4ALL. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Matematics Revisited. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Tecnologia e Metodologia ao Serviço da Educaçao e Cidadania. . . . . . . . . . . . . . . . . . . . . . . . . . . 57 On The Move For Social Inclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 EuroSTEAM. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 VET-TEDD. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Boostfor CLIL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
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Growing the Market in Accessible Tourism
GROWMAT
Center: CENTRO DE FORMACIÓN DE ADMINISTRACIÓN Y HOSTELERÍA S.L., CDEA Contact: MARIJO IRASTORZA INSAUSTI E-mail: mjirastorza@cebanc. com Project website: http://growmat.eu/
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Currently more than million citizens in the European Union are aged between 55 and 80 years, representing about 25% of the total population. This change in demographics is increasing tourism demand which opens new and emerging markets. Recessions tend to hit younger workers harder than older. Indeed, EU youth unemployment is 24%, twice as high as the adult jobless rate. Nowadays, self-employment is often seen as a way out of unemployment. Many young people embark on entrepreneurship, with varying degrees of success. DG Enterprise and Industry (DG-ENTR) in 2012-2013 built a comprehensive picture of Accessible Tourism in the European Union. This research convinced the partners that there was an enormous potential to grow the market in Accessible Tourism, giving much needed work to young people, providing new business opportunities to new and existing entrepreneurs.
Digital Tourism
This project aims to develop a new qualification for tourism, one of the fastest growing sectors in both Europe and the world. This new qualification aims to blend tourism and IT skills and meet new trends in consumer demand. The course will be delivered mainly online and students’ work assessed by peer review. It targets young people between the ages of 15 and 19 and will prepare them to work with both traditional and new business models. Traditional models include Destination Management Companies (DMCs), Destination Management Organizations (DMOs), Global Distribution Services (GDSs), Hotels, Travel Agencies, Companies providing recreational activity leaders and national, regional and local tourist bureaus. New models include companies operating online or using cloud computing services and the digital travel market. This includes meta-search engines, fare aggregators, online travel agencies (OTAs) or traditional travel agencies that wish to develop or expand their online sales. The course will cover all kinds of tourist products including Sun and Sand, Business, MICE (meetings, incentives, conferencing and exhibitions), city breaks, golfing getaways, wilderness trips, cultural excursions, gastronomy holidays etc.
Center: CDEA, CENTRO DE FORMACIÓN DE ADMINISTRACIÓN Y HOSTELERÍA Contact: MARIJO IRASTORZA INSAUSTI E-mail: mjirastorza@cebanc.com
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Empowering Digital Citizenship Through Media Literacy and Critical Thinking
EMPOWER
Center: CEBANC Contact: MARIJO IRASTORZA INSAUSTI
EMPOWER is designed to significantly improve the ability of young people to critically assess their engagement with digital & social media and to make responsible choices about how they wish to consume and share online Empower aim are: •
Encorage knowledge sharing and peer learning among education and youth sector stakeholders to develop a Good Practice Catalogue of leading and innovative approaches to teaching media literacy and critical thinking as linked to healthy online behavior and active citizenship.
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Create and promote Digital Citizenship Education Toolkit comprising open, online resources that Teachers and Educators can use with young people to explore the topic and strengthen their own skills.
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Develop and widely disseminate a Teacher’s Guide to Digital Pedagogy as a user-friendly, interactive online resource to support teaching staff in developing their own digital competences and mainstreaming digital literacy skills in their teaching and youth work activities
E-MAIL: mjirastorza@cebanc.com Project website: www.empowerme-project. eu
Empower impact To enable young people to developthe critical thinking skills to better assess the motives and interest behind online content thereby empowering them to become responsible, confident digital citizens. -- Good Practice Gatalogue -- Digital Citizenship Toolkit
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-- Digital Pedagogy Course
PROMISE
The overall goal of PROMISE is to facilitate the optimal integration of refugees and migrants into their host communities so that both can flourish. To do this, we will work with a range of adult education providers from local authorities to community organizations, to improve the quality of learning opportunities that are available to them. Specifically we will: Enable service providers to improve collaborative planning and coordination of education activities in Interagency Networks Increase the ability of educators to deliver effective, personalised and culturally sensitive education
Center: CEBANC Contact: MARIJO IRASTORZA INSAUSTI E-MAIL: mjirastorza@cebanc.com Project website: www.promise-project.eu/
Develop an innovative learning framework that provides refugees with opportunities for knowledge and skills development in the areas most needed for a successful transition into a new life. To ensure wide access, the framework will be shared as OERs for education providers and in a user-friendly online course for refugees who can engage in independent learning. Organise the PROMISE Skills Accelerator course so that 15 educators can become competent in using the framework, implementing it in their own organizations and motivated to teach others in their region.
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MentorTrain Competent Mentors for Competent Apprentices
Center: DON BOSCO TKNIKA Contact: ROSA BENITO HABANS E-MAIL: internationalprojects@ fpdonbosco.com Project website: www.mentortrain.eu
MENTOR TRAIN
Apprenticeships assure quality learning, decrease skills mismatch and increase employment. However, quality apprenticeships depend on mentorship competence and, although most mentors at SMEs are highly skilled on their technical area, they lack the necessary pedagogy to be able to transfer these skills to apprentices. The MentorTrain project, therefore, aims to create a platform for imparting skills to mentors, particularly experienced workers from SMEs who may not necessarily have relevant mentoring experience but are working with students/apprentices from professional higher educational institutions at EQF levels 5-7. Mission: To train and equip mentors in small organizations to provide quality apprenticeships. Vision: Improving the competence of mentors will translate into higher apprenticeships’ quality, better learning outcomes of apprentices and increased apprenticeship placement offers by SMEs.
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PROBASED PBL IN VET
This project aims to change the learning methodology in vocational education training in order to prepare qualified workers with transversal skills and achieve the European Framework of Key Competences defined in 2006. Project Based Learning (PBL) is a learning approach in which students try to solve the problems they may encounter in their lives in a scenario context by linking them with different disciplines in the classroom environment. The consortium members, from Turkey, Portugal, Lithuania, Italy and Spain, aim at applying the PBL approach as a creative way, establishing the bases, such as, material, manual, basic curriculum, training teachers from different countries and promoting the exchange and innovative ideas in VET.
Center: DON BOSCO Contact: AIMAR LASA E-MAIL: a.lasaolabarria@fpdonbosco.com Project website: https://probased.org/
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E-(m)PACT
Center: CIFP Easo Politeknikoa LHII Contact: ELENA FABRA RIVIERE E-MAIL: europroject@easo.eus Project website: http://empact-project.eu/
E(m)PACT
E-(m)PACT project is about Healthcare Education (HC), simulation and media embedded. HC education has always been a challenge because of the dynamics of the work force, the different training needs, competences and professional levels. Students cannot practice their skills directly on the beneficiaries of their services as they are human beings, often in health condition; thus the importance of this project. 1. to improve the quality of education in the field of HC by delivering tools and guidance for the trainers and students on how to implement and work with simulation. 2. to create a model for the development and use of tutorials and deliver a set of sample courses as tutorials. 3. to foster the exchange of good practices and expertise by organizing common learning and training activities.
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The project E-Classes
The project E-Classes (“Flip your classes through multimedia enriched apprenticeship simulations and develop e-skills for VET teachers and students to enhance youth employability�, Ref.no. 2017-1-RO01KA202-037344) responds to the urgency for Europe: to develop professional and pedagogic competences among teachers and trainers enhancing Information and Communication Technologies (ICT) uptake in teaching and learning, through the support of learning and access to open educational resources (OER) in the education and training fields with the aims to combining higher levels of excellence and attractiveness with increased opportunities for all.
Center: GOIERRI ESKOLA Contact: JOSEBA RAMOS E-MAIL: jramos@goierrieskola.eus Project website: http://e-classes.eu/
E-Classes wants to help the VET teachers in revising and strengthening the professional profile and improving the attainment of young people, particularly those at risk of early school leaving and with low basic skills, developing a methodology especially focusing on the use of ICT.
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CyVETsecurity
Our project lies within different initiatives carried out to build a cybersecurity capacity in Europe.
Center: HETEL Contact: TAMARA RODRĂ?GUEZ E-MAIL: international@hetel.org Project website: www.cyvetsecurity.eu/
12 VET teachers will be directly involved in the development of intellectual outputs and 90 more will participate in local workshops. Around 1800 students will benefit from the updated and up scaled competences in cybersecurity of their teachers and the introduction in their VET programmes of new curricular components and material. 4 associated partners, technological experts, also participate in the project by advising the production of intellectual outputs: 1. Joint VET curriculum in cybersecurity, designed following a modular structure which will enable VET providers to use it entirely or partially to be integrated in different VET programmes. 2. Cybersecurity challenges developed attending the professional profile addressed in each case, to achieve the learning outcomes defined in the previous output.
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Social Inclusion of Migrants through Peer Learning Experience
SIMPLE
SIMPLE aims to exchange good practices about peer learning methods which foster social inclusion among migrants and refugees in vocational education and training structures. Within the project the partners will therefore develop pedagogical material for facilitating the inclusion ofrefugees in educational systems in order to enable social integration and a reduction of unemployment rates of the adolescents concerned.
Center: HETEL Contact: TAMARA RODRĂ?GUEZ E-MAIL: international@hetel.org Project website: www.facebook. com/Erasmus-Simple-127539074624703/
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Developing Expertise in Work-Based Learning and Teaching Assessment
DELTA
Center: HETEL Contact: TAMARA RODRĂ?GUEZ E-MAIL: international@hetel.org Project website: www.deltaproject.eu/
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The project will promote a better understanding between the world of vocational education and the world of companies, and communicate how students learn in vocational colleges. The project will also produce materials to develop the skills of tutors/mentors in companies so they will be better prepared when hosting a VET student, either through dual VET programmes, apprenticeship schemes or any other method of practical in-company training.
Work Based Learning Summer School
Mobiliteach
Mobiliteach is a travelling Summer School addressing teachers of VET schools and staff of Mobility Coordinating Organisations from all over Europe interested in improving their competences on how to plan and manage Erasmus+ mobility projects. Based on trainers’ storytelling, practitioners’ peer to peer learning and exchange of good practices, all participants will fully experience preparing, managing and disseminating learning mobility via facing all project life cycle phases. Moreover the Summer School will allow participants to work together and to enlarge their networks. Participants will go back home with new working tools, with a deeper understanding of the differents points of view of mobility stakeholders, with a clearer vision of the differences existing in Europe, and with a new challenge: developing or improving learning mobility projects in their VET centers!
Center: HETEL Contact: TAMARA RODRÍGUEZ E-MAIL: international@hetel.org Project website: https://mobiliteach.net/
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Emotional Intelligence and Digital Entrepreneurship in VET
EIDE
Center: HETEL Contact: TAMARA RODRĂ?GUEZ E-MAIL: international@hetel.org Project website: www.eideproject.eu/
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EIDE (Emotional Intelligence and Digital Entrepreneurship in VET) project brings together partners from different backgrounds (business/ICT field, VET providers and social partners/NGO) in order to address one of the most important nowadays priority. Entrepreneurial activity, due to its positive effects (fostering innovation, job creation, encouraging competitiveness) is vital for economic growth and economic prosperity. Through its activities and outputs, it proposes an innovative approach of two factors influencing entrepreneurial success: emotional intelligence and digital skills.
People in Work Based Learning
PEOPLE IN WBL aims to improve the system of recognition of learning in WBL through the reinforcement involved in building together the processes of validation of Los in WBL paths. Project partners have a consolidated experience in running WBL paths. However they have a limited knowledge and skills in co-design and coimplement process of validation of LOs in WBL paths in line with ECVET principles, which can guarantee an external recognition, outside the context in which learning process takes process.
Center: HETEL Contact: TAMARA RODRĂ?GUEZ E-MAIL: international@hetel.org Project website: http://racunalnica.si/ about-the-project/
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Confidence in Teaching Entrepreneurship
CiTE
The project deals with the necessity of including entrepreneurship related competences in any VET programme, for a good professional 4.0.
Center: HETEL Contact: TAMARA RODRÍGUEZ E-MAIL: international@hetel.org
We use to link the term “entrepreneur” with a person who decides to set up his/her own company. However, nowadays the meaning of the word is much more extensive and does not necessarily refer to someone who starts business. In an industry 4.0 skills context, an entrepreneur must be understood as someone who gathers a defined set of skills, being these applied starting a business or not. In the context of “Entrepreneurs Anonimous” we have identified those skills as: productivity, adaptability and creativity, based on descriptors developed by an EQF working group. One of the challenges we want to address with this project is the need to embed this entrepreneurial set of skills in any VET curriculum, as they are essential features of industry 4.0 professionals.
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FOOD FOR THOUGHT
Food for Thought will suppose a reinforced cooperation with partners of other countries, as well as a higher quality in the execution of projects of the EU (from the experience in this type of projects can generate future synergies of collaboration). We want to create the best opportunity to see how other countries and schools face the contemporary common European challenges and start the cooperation with them. We aim at showing our students that we are equals in diversity and everyone who sets goals and makes an effort to strive for implementation has a great chance of success. The cooperation with people of different languages and cultures play a key role in enhancing social cohesion, inclusiveness and intercultural dialogue as well as in creating opportunities to discover common values and behaviors.
Center: LHII HOSTELERIA CIFP Contact: JAVIER ARETXEDERRETA E-MAIL:
jaretxederreta@tknika.eus
Project website: https://twinspace.etwinning.net/75263/home
This project should be carried out transnationally to make our students and teachers aware of the contemporary SOCIAL CULTURAL CONTEXT ABROAD, by leading the same life of their peers in other European countries in order to compare and contrast what they see, developing critical thinking. Students are always bound to learn much more from live experience, “learning by doing� , making on-the-spot workshops with their European peers than just watching or reading experience.
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SUSCOP
Center: IKASLAN Contact: SERGIO FIDALGO E-MAIL: mobility@ikaslan.net
The world around us is changing rapidly, and education, too, must evolve to meet the needs of the future. The purpose of the Cooking for the future project is to develop cooperation between VET schools and working life in European countries in the restaurant and catering sector. The idea is to find out what can be done to promote employment and professional skills and competences in different European countries. The project’s point of view is to harmonize and at the same time develop a joint vocational qualification for professional cooks. The aim of the project is to find the European balance for joint cook’s qualifications and at the same time make improvements. Project focuses on making improvements on the existing qualifications by identifying them in partner countries, improving them and matching the new joint curriculum. The project priorities are to make skills and competences more visible and comparable between different European countries. At the same time, the project will increase quality with a strong work-based component that also embeds a transnational mobility experience as part of the cook’s qualification. This improves the participating students’ international competences and language skills. Simultaneously the whole hospitality industry in Europe benefits from the project results as the professional cook’s competence and skills entity is identified, described and implemented in the European level.
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WORKSAFE
Teachers within the technical fields and especially teachers within construction and metal work have raised their concerns when it comes to work safety in companies that receive students/apprentices for work based learning. It has come to their attention that some small and medium sized companies that receive students for work based learning tend to ignore health & safety (H&S) standards and regulations. The mentoring teachers find it difficult to address this issue with the employers/work mentors as they don’t want to be considered as being to interfering. They also feel that they don’t know how to address the issue in a professional and correct manner. It is of common interest (both teacher and employer) that the safety standards/regulations are followed and are made more visible for all parties involved. The problem with following health and safety regulations is bigger among small and medium sized enterprises (SME)than in big companies and therefor we intend to focus on SMEs in the WorkSafe project.
Center: IKASLAN Contact: SERGIO FIDALGO E-MAIL: Mobility@ikaslan.net Project website: https://www.axxell.fi/
Many employers can be seen as good examples and we intend to involve such companies in this project as experts and silent partners. The task of these employers will be to function as experts and role models. Their task will be to provide best practice examples of the benefits of maintaining a high standard of work safety as well as share information on how to create a work safety toolbox that can be used by teachers, students, work mentors and employers before, during and after a work placement.
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The Cultural and Creative Occupations: New opportunities in the traditional industries.
CreO
Center: IKASLAN Bizkaia Contact: ALBA ESTANYOL
The Creo project proposes increasing the interaction between Vocational Education and Training cycles related to the Creative Industries and technology and industrial sector businesses, adding value to both parties. It will develop a Training Curriculum and contents to train VET teachers about the opportunities in other sector outside the creative industries regarding to the new technological trends (advanced manufacturing). •
Firstly, industrial and technology sector businesses will see innovation boosted in these sectors thanks to the provision of knowledge and the contribution of students who are specialised in the world of ideas and disruptive thinking, which are indispensable elements for innovation.
•
Equally, VET students trained in the creative industries will see the scope of their activities broadened as they are introduced to new career paths, increasing their employment opportunities in emerging sectors with high employability.
E-MAIL: coordinacion@ikaslan.net
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Digital tracking of graduates of vocational education and training institutes via auto-analytics
DITOGA
The main objective of the DITOGA project is to enhance the quality and sustainability of vocational and educational training programmes by collecting relevant data from VET graduates. This data will provide VET institutions with necessary information on the success but also on potential fields of improvement of their current programme contents and enable them to align their repertoire according to current needs in the labour market. This includes hard skills in various professions, knowledge, skills, and competences, but also soft skills and personal attitudes. The project is planning to use auto-analytics and gamification, to collect the expressive and necessary data of VET graduates that allow providers of vocational education and training to improve their programmes according to current needs of the job market.
Center: IKASLAN Bizkaia Contact: ALBA ESTANYOL E-MAIL: coordinacion@ikaslan.net
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IC EUVET 2017 – 2020
Center: CIFP MEKA LHII Contact: ENARA IRIONDO E-mail: europa@meka-elgoibar. eus
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We observe significant developments in the welfare and health technology area. At the same time, we are facing the paradox that investments are only used marginally in the Western world. Experts point out that we are in a situation where the medical-technological latitude is being overtaking by the financial latitude. We can do much more technologically than the budgets and the political will allow. Perhaps this is the reasons why we observe initial, enthusiastic investments in hardware, while a lot of welfare technology remains unused in care facilities, training centres or home care units. Thus, we observe significant investments in hardware and well as human competences, but in spite of many good initiatives, there is a major problem in connection with implementation. Many technology investments are neither really put to practical use nor integrated into the practical care work. We observe good education and training of the healthcare employees, which is not turned into real competences and better services for the citizens based on practice changes in the workplaces, because the organisation is not geared to render useful and use the increase in knowledge. We also observe a lack of methods and experiences that can be used to work with the ‘long-haul’ practice changes through organisation and competence development. It is this ‘waste’ of resources that the project wants to formulate a solution to by exchanging models for how we can make practice-oriented (cross-border) training activities that can turn employees in relationship professions into promoters of technology change.
EngenderingSTEM
The project aims to share learning and good practice amongst European partners to support Small and Medium Sized Enterprises (SMEs) operating within the Science, Technology, Engineering and Mathematics (STEM) sectors to be bolder on gender equality. Evidence shows that greater diversity in the workplace leads to sustainable and inclusive growth and improved productivity and performance. However, SMEs report common challenges to developing more inclusive workplaces include time, resource, access to expertise and awareness of effective practices. The project aims to identify common barriers and associated interventional strategies that have proven to be most effective for improving gender equality in organisations at various stages of engagement. In order to achieve this the project will deliver an evidence based self assessment toolkit, best practice guides and blended learning training solutions to over 2000 participants. A 10% increase in women’s participation in the project stakeholder population is targeted.
Center: Miguel Altuna Contact: ALAITZ KRISTOBAL UNAI ZIARSOLO E-mail: akristobal@maltuna.com uziarsolo@maltuna.com Project website: engenderingstem.eu/
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E-TRAINERS
Center: NAZARET Contact: NEREBA PEĂ‘A ANE ARANTZAMENDI E-mail: nerebap@nazaret.eus europeanprojects@nazaretzentroa.com Project website: www.e-trainers.eu
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E-TRAINERS project aims at increasing the VET professionals competences and skills through a digital training platform based on Moodle. The project sets up innovative e-learning courses based on the results of several LLP and Erasmus+ projects (COBUILDING, EMPLOY and DIGICOMP). The E-TRAINERS courses, available in 9 languages, apply the Project Based and the Problem Based approaches, promoting the acquisition of technical knowledge and skills through practical exercises and simulations. The project will provide support and coaching service, and provides the assessment and recognition of the prior learning with entry-level tests. E-TRAINERS will provide the best instruments to train and guide their students, NEETS, refugees, unemployed and other beneficiaries during their lives.
StereoSciFi
The main aim of StereoSciFi project is to improve social skills of students, regarding social stereotypes, in order to make them able to practice the social inclusion of others This project will work with youngsters, in schools, where the environment includes all the different people present in the society. How to attract youngsters to develop their social skills related to social stereotypes? The best way is to use what they find most attractive. In StereoSciFi will use books and films, science fiction ones, which portray social stereotypes and social situations that could lead to discrimination, to create activities to develop social skills in students which will turn into better social inclusion of all school students, and this will pass on to society.
Center: Centro Formativo Otxarkoaga Contact: SONIA BILBAO E-mail: sbilbao@otxarkoaga.net Project website: https://gracagoncalves2. wixsite.com/stereoscifi-en
StereoSciFi partnership includes 6 partners from 5 countries: PT, IT, ES, LT and PL
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SCORE: Developing Skills of Community & Health Workers At a glance summary look at good practice in care for refugees and asylum seekers in areas except the first entrance and hot spot areas.
Center: San Viator Ikastetxea Contact: ALFREDO GARMENDIA E-mail: a.garmendia@sanviator. com Project website: https://score.training
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It is primarily aimed at service commissioners and providers working in local authorities in children’s and adults’ services. It will also be of interest to asylum seeker and refugee organizations and voluntary organizations in these areas. The training of professionals in these “second” areas is very innovative! Most of the projects running so far are aiming in first entrance areas. The project will also help to educate the local societies on the refugee humanitarian problem. The social care services should use a rights-based approach, considering the person as an individual and assessing their need thoroughly, rather than viewing them solely through the lens of status and eligibility.
Skills for School Professionals Against Cyberbullying Events
SP
CE
SPACE
SPACE intends to answer to the training needs of school teachers, that are the main target group of the project, in order to make them acquire competences to prevent/ contrast cyberbullying. The widespread diffusion and use of new technologies is connected to the phenomenon of cyberbullying, the bullying of others by means of new electronic technologies. Despite the EU Member States launched many initiatives and projects to prevent and combat it, the phenomenon is growing and there is not an organic system of knowledge and skills and structured educational actions for the school teachers. It is necessary that they acquire the competences in order to know cyberbullying’s dynamics, plan appropriate action of prevention, and master the digital technologies to teach the students a correct use of the social media and the online communication tools.
Center: San Viator Ikastetxea Contact: ALFREDO GARMENDIA E-mail: a.garmendia@sanviator. com Project website: www.spaceproject.net
SPACE wants to develop a MOOC (Massive Online Open Course) for school teachers on cyberbullying, and to organize and make retrievable the Open Education Resources about cyberbullying available on the web.
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Professional Development of VET Tutors and Trainers to enhance Social Inclusion in Work-based Learning
VET4ALL
VET4ALL aims to ease the entry to the labour market of those students with intellectual disabilities. To get this objective we aim to:
Center: San Viator Ikastetxea Contact: ALFREDO GARMENDIA E-mail: a.garmendia@sanviator. com Project website: www.efvet.org/ portfolio-items/vet4all/
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•
Train teachers and staff working with the target group to make WBL or internship experience more fruitful and aimed to future job insertion even in an European context
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Develop flexible pathways which connect the VET formal school curriculum to WBL for students with disabilities/special needs;
•
Foster the implementation of ECVET principles and tools and develop an innovative approach to Mobility in order to facilitate the access for students with disabilities/special needs;
•
Support enterprise trainers/mentors and staff during the WBL/internship experience of students with disabilities/special needs.
Digital Training Toolbox to FosteR EU’S IndusTry 4.0 RevoluTion
RESTART 4.0
This project seeks to put in place education and training systems in accordance with the new needs of the industry sector, in order to re-qualify and keep up-todate everyone involved. In other words, this project aims to create training resources to train trainees in the skills and competences that the students and workers will need for their future in 4.0 industries and companies are demanding. The specific objectives are: •
Promote VET initiatives on digital skills targeting entrepreneurs, workers, through mixed partnerships involving both training providers and industries, chambers of commerce, trade associations…
•
Design training courses to update and re-qualify workers of the industrial sector, focusing on the uptake of digital skills that are necessary for the development of Industries 4.0
•
Provide e-leadership skills to students, workers and managers that will lead to better employment and career opportunities and make companies more competitive and innovative
•
Foster the recognition across all EU countries of ICT and e-leadership skills applied to the traditional industrial sector through the use of ECVET
Center: C. F. Somorrostro Contact: NERE SIERRA E-mail: europe@somorrostro.com Project website: https://restart-project.eu/
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UPenAUTO
Center: C. F. Somorrostro Contact: NERE SIERRA E-mail: europe@somorrostro.com
This project aims at building a strategic cooperation at EU level between industry, education and research actors engaged in the review of competences and skills offered in Higher Education proposing modular and flexible training itineraries for engineering related graduates, based on specific profiles needed by the EU automotive industry, and promoting the uptake of Dual/alternate international training schemes in the automotive sector for boosting employability and securing talent within the EU. The specific objectives of the project are the following: •
To respond to skills mismatches in the automotive sector by covering an existing training gap in the field of automotive engineering and design.
•
Set up of a new EU Framework for new sectorial qualifications for the automotive industry that will contribute to the modernisation of the European HE.
•
Make STEM education relevant and attractive.
Project website: www.upenauto.com/
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Fostering Virtual Reality applications within Adult Learning to improve low skills and qualifications
Viral Skills The main objectives are:
- Implementation of a research about available and emerging technologies (hardware and software) and its analysis for the adult learning process as well the necessary competences needed for future adult educators - Development of a web-based compendium of available hard- and software, their potentials for learning, pros and cons‌ - Development of a training programme for adult educators, trainers, teachers to gain the necessary competences on technological, content, methodological/ didactical as well as personal level including the implementation of the training programme in from of a transnational learning, teaching and training activity as well as in local pilot testing in all partner countries
Center: C. F. Somorrostro Contact: NERE SIERRA E-mail: europe@somorrostro. com
- General quality improvement of adult educators, trainers or teachers related to the new competence- and mindset required for the immersion of VR and AR in adult learning. - Boosting the use of digital resources in adult learning all over Europe and contribute to the modernisation of the European adult education
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CREATIVE ENGINE PROJECT
Center: TKNIKA Contact: JON ZÁRRAGA JAVIER LARRODA E-mail: jzarraga@tknika.eus jlarroda@ideatk.eus Project website: https://www.tknika.eus/ en/cont/proyectos/ creative-engine/
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Creative Engine Project aims to develop an openly accessible modular training course focused on the subject of creativity and innovation that will encourage future engineers to understand the value and relevance of these skills and competencies. Creative Engine will also develop a teacher training programme to ensure VET trainers have the disciplinary knowledge, technical expertise and pedagogical techniques to effectively deliver engineering VET using “learning-by-doing” and “flipped classroom” approaches. To enhance both student and trainer’s creativity & innovation knowledge and practical skills, Creative Engine will utilise a blended leaning approach combining both formal and non-formal learning techniques. Projectbased learning and game-based learning will be also part of the training.
MAKE YOUR WAY
There is much to be done to explore better, synergies between LABs and VET and to promote WBL that is more flexible and can faster respond to the labour market needs. The aim of the project is to combine the know-how within the partnership, inspired by experience of existing LABs, and to develop interdisciplinary mentoring and learning solutions to promote and develop technical and transversal skills among youngsters (16-26 years). Designing the model of cooperation among relevant local actors to boost entrepreneurship or promote technical career among youngsters. The project will also help to spread further the concept of LABs and promote its benefits for VET.
Center: TKNIKA Contact: JON ZĂ RRAGA JAVIER LARRODA E-mail: jzarraga@tknika.eus jlarroda@ideatk.eus Project website: https://www.tknika.eus/ cont/proyectos/makeyour-way-3/
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REGIONAL ALLIANCES FOR YOUTH
RAY PROJECT
Center: TKNIKA Contact: BITTOR ARIAS E-mail: barias@tknika.eus Project website: www.tknika.eus/cont/ proyectos/regionalalliance-for-youth-ray/
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The project aims to establish a reliable and sustainable VET- Business partnership in Automotive and Automation sectors for human resource planning and development, which represents all partners’ vision, to: •Support companies in Nova Gorica and Satakunta regions with qualified, creative and skilled employees; •Reduce youth unemployment and skills mismatch; •Enable young people to develop their full potential; •Give young people opportunities to be an active partner in this partnership and stimulate them for direct networking with company experts, trainers; •Establish and integrate in educational and working processes constant activities for exchanging professional knowledge and skills between VET teachers and company instructor.
TRACKTION PROJECT
General objective •
To improve VET schools understanding of “VET-towork transition systems” (eg. impact of learning on VET graduates’ careers, labour market relevance)
Specific goals
Center: TKNIKA Contact: JON ZARRAGA
•
To establish a more coordinated and appropriate set of Graduate Tracking measures at VET-provider level.
E-mail: jzarraga@tknika.eus
•
To increase VET Schools capacity to act on and use results for a variety of purposes, such as enhancing study programmes and alumni services
Project website: https://tracktionerasmus. eu/
•
To strengthen Alumni Culture in VET Schools
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UPSKILLING SHIPBUILDING WORKFORCE FOR EUROPE
USWE PROJECT
Center: TKNIKA Contact: BITTOR ARIAS JON ZĂ RRAGA E-mail: barias@tknika.eus jzarraga@tknika.eus
USWE project aims at detecting the skills gaps and future needs in the Shipbuilding Industry: manufacturing, repair, maintenance and conversion of vessels, including the equipment on board, and other maritime structures such as the offshore platforms It starts analysing existing data and reviewing social trends in demography or migrations, and the challenges originated by Industry 4.0: the increasing digitalisation of the manufacturing processes and the new KETs regarding their potential impact on growth and employment in the sector. Based on the acquired knowledge, a list of occupations and skills will be elaborated which will be the focus of this project. These profiles and skills will be validated by sectoral experts, focus groups and professionals. A final list of occupations and skills will be sent to ESCO, fed into the Skills Panorama and supported with further recommendations for stakeholders and policymakers.
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Bridge+ Project
BRIDGE+ is funded by the Erasmus+ KA3, and aims at building up, testing and implementing new strategies of skills development on a regional level with the support of innovative technology. These actions will be implemented in the context of existing multi-actor career guidance and education networks in several EARLALL member regions, such as the Basque Country, Brittany, Baden-Württemberg, and Jämtland, as well as in Steiermark (Austria). The main goal is to tackle skills mismatches between the demand side in the labour market and the competences and abilities of potential (or currently working) employees. With the help of ICT tools, relevant skills and competences will come to light in either side, and will be made available for career guidance officers.
Center: Departamento de Educación, Política Lingüistica y Cultura del Gobierno Vasco Colaborador: Tknika Contact: CHARO DÍAZ DE CERIO VÍCTOR ARIAS E-mail: barias@tknika.eus Project website: https://bridgeplusproject. com
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Erasmus+
The Guardians of Europe
The Guardians of Europe
Center: CIFP TOLOSALDEA LHII Contact: JUAN LUIS NAZABAL JOSUNE GERENABARRENA E-mail: jlnazabal@tolosaldea.com jgerena@tolosaldea.com
Nowadays the schools ‘ main objective is to prepare the youth to pass difficult final and vocational exams. They also struggle for high ranking positions. Meanwhile, they have problems to meet the pedagogical needs and develop prosocial attitudes among students. They do not deal with bullying, e-addictions which often result in bad eating habits and lack of physical movement and aggression. All the negative aspects disturb proper functioning of young people, which is reflected in their school performance, self-esteem, and being active at school. Following the words said by Stephen Hawking ‘The greatest enemy of knowledge is not ignorance, it is the illusion of knowledge” the partners decided to verify their knowledge about social problems in schools and broaden it by different solutions existing in other parts of Europe. The project ‘The Guardians of Europe’ is a meeting of five ‘guardians’ from five European countries which will share their expert knowledge about equality, healthy eating habits, cyber safety, tolerance and physical activity. The social campaigns which will be conducted together will become a bridge for their activities and will encourage prosocial attitudes among the project participants. Thanks to them the participants will also develop creativity, team work, entrepreneurship. They will learn to cooperate with the media and will develop IT and language skills.
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Apprenticeship Model for Developing Entrepreneurial Skills
App.Mod.E
The App.Mod.E project proposes an integrated scheme for the development of entrepreneurial mindset, skills and competences by students that are doing their apprenticeship. The project plan combines the need to promote apprenticeship training and acquisition of vocational skills needed in the labour market, with the need to support the development of entrepreneurial skills. The apprenticeship model for the development of entrepreneurial mindset and skills uses an innovative methodology of problem-based learning, including gamification elements. The methodology is based on a real problem and challenges that the company faces and the apprentice has to find a solution to respond to that challenge.
Center: Politeknika Ikastegia Txorierri Contact: ANABEL MENICA KEPA LARRONDO SHEILA LARRABASTER E-mail: amenica@txorierri.net klarrondo@txorierri.net slarrabaster@txorierri.net Project website: http://www.appmode.eu/
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iLearn Mobility and Training for Apprentices
Center: Politeknika Ikastegia Txorierri Contact: KEPA LARRONDO E-mail: klarrondo@txorierri.net
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The aim is to promote dual training through the creation of digital tools to facilitate communication and cooperation between centers, companies, apprentices, tutors within the company and tutors of training centers. The digital tool will allow the student in apprenticeships or dual training to upload activities (links, photos, videos) and the tutor of the center or the company will be able to evaluate them, propose improvements and validate them.
Industrial Cyber Security4.0
InCyS 4.0
The introduction of information technologies (IT) and digital supply networks (DSNs) into automated systems means that data is now shared among a large number of applications, and machinery is operated using global applications and network systems. The benefits of the use of digital technology for operations are enormous but also come with new and increased risks. There is a real threat to companies production security, safety and capacity, as well as data privacy, when companies connect to operational technology networks. Companies admit to being unprepared for the array of cyber threats now distinguishable. Operational technicians in industrial companies are not sufficiently aware of the threats nor do they have the competences to take adequate preventive security or response measures.
Center: Politeknika Ikastegia Txorierri Contact: ANABEL MENICA E-mail: amenica@txorierri.net Project website: http://incybersecurity.eu/
InCyS 4.0 proposes the creation of an integrated training course for high level technicians (EQF level 5 and above) and operational workers who work or will work in industry, in critical infrastructures or in industrial production. The course will focus on cyber threats, dangers and consequences in Industrial Systems and offers basic practical cyber security awareness training to prevent unnecessary exposure to risk and also basic capacity to protect against threats when detected.
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Networking for Entrepreneurship
NET-ENT
Center: Politeknika Ikastegia Txorierri Contact: ANABEL MENICA KEPA LARRONDO SHEILA LARRABASTER E-mail: amenica@txorierri.net klarrondo@txorierri.net slarrabaster@txorierri.net Project website: http://netent.splet.arnes. si/about-net-ent/
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We aim to support trans-sectorial collaboration (in Production, Marketing and Design) to create useful, high quality products of commercial value and potential. Students will benefit from entrepreneurial learning by developing collaborative planning, by understanding essential integration between different areas/programs to create commercially interesting products and start successful business, as well as essential skills and attitudes such as creativity, initiative, tenacity, teamwork, resilience, understanding of risk and a sense of responsibility (transversal key competences).
Tracking Learning and Career Paths of VET graduates to improve quality of VET provision
ON TRACK
On Track will develop, evaluate and put in use a VET graduates tracking system for graduates of initial vocational education and training schools and institutes and integrate it into their quality assurance system. The target groups of the project are VET schools and institutes providing secondary (EQF levels 3-4) and postsecondary (EQF level 5) initial VET, institutes providing further VET courses and higher education institutes (EQF levels 6-7).
Center: Politeknika Ikastegia Txorierri Contact: KEPA LARRONDO E-mail: klarrondo@txorierri.net Project website: http://ontrack-project.eu
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Open Source Applications for Industrial Automation
OPENIN
Center: Politeknika Ikastegia Txorierri Contact: ANABEL MENICA, XABIER UGARTE E-mail: amenica@txorierri.net , xugarte@txorierri.net Project website: http://www.openinproject. eu/
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The development of professional automated industrial systems nowadays is still a “proprietary technology� at high costs, which in a way impede its development and makes its implementation complicated. Therefore, the project aims to develop a training course in Arduino for students and staff.
Further Quality Improvement for VET; Guiding Teacher Teams in Europe in Strategic Planning
QUAL4T2
After the successful implementation of the QUAL4T project, that focused on quality awareness by individual teachers, it deemed only a small step to a follow-up project named: Further Quality Improvement in European VET, guiding teacher Teams in their strategic planning (QUAL4T2). The main project target groups are educators: teachers in their teams, supported by quality staff and management. These educators will be approached as professionals, triggering them to further develop in the topic of quality improvement of their own program in the classroom, but also as a team.
Center: Politeknika Ikastegia Txorierri Contact: ANABEL MENICA E-mail: amenica@txorierri.net Project website: http://qual4t-project.org/
The project aims to introduce and further implement a bottom up approach for the design of strategic planning in VET institutions by teams.
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Return on Investment of Work Based Learning and apprenticeships
ROI of WBL and Apprenticeships
Center: Politeknika Ikastegia Txorierri Contact: ANABEL MENICA E-mail: amenica@txorierri.net Project website: http://roiwbl.eu/
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ROI project promotes open and innovative practices in a digital era. The project delivers a web based Digital tool in the form of a Dynamic Demonstrator capable of depicting in a purely visual way how investment on WBL and apprenticeships can manifest to multiple benefits for the company and the local society.
Improved Safety for Electricians
Safety4El
We aim to improve the safety for electricians and other workers. The project is developing an Open Educational Resource with interactive materials, cases for training Risk Assessment, and a large volumen of Multiple Choice questions on work safety. All this material is available in English, Danish, Greek, Maltese and Spanish.
Center: Politeknika Ikastegia Txorierri Contact: JOKIN GOIOAGA E-mail: jgoioaga@txorierri.net Project website: http://www.safety4el.net/
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VET-GPS
Center: Politeknika Ikastegia Txorierri
Guiding tools for Professional Skills development in VET focus on the acquisition, development and assessment of soft skills of trainees attending VET training, essential for their personal development, social participation and workplace success, contributing to: •
Contact: KEPA LARRONDO
The reduction of early School Leaving / combating failure in education
•
E-mail: klarrondo@txorierri.net
Overcome skills mismatches between the training and labour market needs
•
The promotion of rates of employability, by providing career guidance
Project website: -
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a WBL successful Practice! (WBL S.P.)
From Birth to Adult Age It is a 3 year project, whereby VET staff, trainers in enterprises and students from Pain, Portugal and Italy will participate in a ‘problem based learning’ project, aimed at developing 3 new innovative and creative Competency-based Curricula, in the areas of Metallurgy, Mechanics, Mechatronics and Industrial Maintenance, which simultaneously include a creative and innovative teaching practice, relating to Entrepreneurship Education.
Center: Politeknika Ikastegia Txorierri TKNIKA Contact: ANABEL MENICA, KEPA LARRONDO E-mail: amenica@txorierri.net , klarrondo@txorierri.net Project website: http://wblsp.aeva.eu
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Exploring “Smart Energy Management”
Energyducation
MAIN OBJECTIVE: Enhance technological skills of VET students and teachers about using digital tools in energy management
Center: CIFP Usurbil LHII Contact: IMANOL GABELLANES E-mail: irigabellanes@lhusurbil. eus Project website: http://www.energyducation.eu
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CONTEXT: The new-generation information technologies (IoT, robotics, smart connected objects) open new horizons for industry and the energy markets. VET providers have to get in line with the new technical competencies required by the smart energy sector and in specifically of energy management. ACTIVITIES •
Training VET teachers in ECVET principles
•
Deliver a “Smart Energy Manager” Toolkit
•
Use and implement the training tools in MOOC courses
•
Piloting with students and implement student projects
•
Organize a student competition among participating VET students
•
Deliver Handbook for supporting the didactical approach of the student projects, which are based on PBL methodology
EMEU4ALL
The EMEU4ALL project – Engineering Mobility in Europe – is a 2 year project run by the EMEU network. Horizon College is the lead of the project. The network was established prior to the project and the network will continue after. The EMEU4ALL project is a highly appreciated opportunity to develop and consolidate our aim and objectives. The advantage of a 2 year project is that we have the available funds to get a lot of experience in a short space of time (32 months, 2016-2019). The main aim of the project is to create a minimum of 40 modules of 3 weeks in which both theory and practice is offered to a mixed group of both national and EMEU4ALL students. Besides creating modules, the partners design a minimum of 2 Virtual Activities in which take part mixed group. Nowadays, we are ten partners (BBS Wirtschaft I Ludwigshafen, Sophie-Scholl-BK, AARHUS TECH, IES Xabier Zubiri Manteo BHI, Hyria Education, Jyväskylä College, mboRijnland, ROC Horizon College, Bath College and Bridgwater and Taunton College) in the project participating in different groups (ICT, Retail, Marketing and Communication, Health Care, Sports and Catering).
Center: IES XABIER ZUBIRI MANTEO BHI Contact: NAIARA ARANBARRI UXUE ITOIZ E-mail: narambarri@zubirimanteo.com itoizlle@zubirimanteo. com Project website: http://em-eu.eu/
Besides following a programme at the partner college, the students will visit local and regional companies to experience the theory applied in practical situations. Local and/or regional industry also contributes to the project by helping to develop the contents of the modules and by offering work experience opportunities to the transnational students during and/or after completion of the modules.
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Matematics Revisited
Center: GIZARTE BERRIKUNTZAKO LHII Contact: LOREA LARRAZA E-mail: llarraza@hernanilanh.eus
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“Mathematics Revisited” is a 2 year project of planning, producing, implementing, assessing and evaluating educational material for teaching school mathematics using subjects’ historical dimension as well as elements from mathematical fiction and arts in an interdisciplinary approach. Our students will carry our this project and visit some project partners’ countries during the two present school years: Sweden, Romania and the Basque Country in 2019 and Malta in 2020.
Tecnologia e Metodologia ao Serviço da Educaçao e Cidadania The Project “Technology and Methodology at the Service of Education and Citizenship” was created due to a range of common needs felt by the four schools involved, which Educational Project aims at the need to overcome some difficulties and indicates some organizational aspects to be improved. Each school has its own key-competences, which can result in a very positive strength, contributing to the correction of the aspects that need to be improved. The general objectives of this Project are: •
To overcome the difficulties identified: to increase the students’ motivation; combat the school dropout;
•
Create innovative pedagogi’cal practices; provide the group of teachers with creative competences;
•
Give an answer to the educational challenges of the 21st century; promote the school’s internationalization.
Center: CENTRO DE ESTUDIOS ALMI Contact: UNAI SINDE E-mail: international@almi.Eus Project website: https://almi.eus/ proyecto-ka2-tecnologiae-metodologia-aoservico-da-educacao-ecidadania/
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On The Move For Social Inclusion
Center: LHII HOSTELERIA CIFP Contact: JAVIER ARETXEDERRETA RAUL DUANDIKOETXEA E-mail: jaretxederreta@tknika. eus
Main objective of the project: THE EXCHANGE OF GOOD PRACTICES between schools, promoting European values, European culture and the union of all Europeans, from an inclusive point of view, always favoring social inclusion and, especially, of the more disadvantaged students both academically and socially, economically, etc. Another of the project’s strengths is to promote the acquisition of different skills and competencies of all kinds that help students to be integral people who may be able to build a future as prosperous as possible. In the same sense, and as a great objective, there is the opportunity to give teachers the opportunity to improve and reinforce their profile as educators from the point of view of social inclusion and with a global European perspective. Inclusive education is a central issue to the achievement of high quality education for all learners and the development of more inclusive societies. It is essential to achieve social equity and is a basic element of lifelong learning. Promoting equity in educational opportunities is a clear strategic challenge for the EU member states and for all schools that feel responsible for building more inclusive societies. From this point of view, the educational offer of our schools needs significant improvement.
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EuroSTEAM
The EuroSTEAM proposal will bring together seven European partners each with specific insights and expertise in STEM education to produce three innovative outputs for schools. The main output of the project will be the development of a training toolkit for teachers to deliver effective and innovative STEM education activities which nurture and enhance natural creativity in order to increase student’s interest in scientific education and careers. EuroSTEAM will offer school learners as well as their educators’ different perspectives and approaches to find their interests and strengths in STEM education while providing a better understanding, at the European level, on the impact of innovative teaching practices as a method for addressing underachievement in basic skills of maths, science and literacy.
Center: TKNIKA Contact: JON ZARRAGA BITTOR ARIAS E-mail: jzarraga@tknika.eus Project website: www.eurosteamproject.eu
The lasting outcome of the project will be to increase the quality of STEM education ensuring the availability of innovative didactical materials across Europe to increase motivation for both teachers and learners to increase their understanding maths, science and literacy education.
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Teachers and Embracing the Digital Disruption
VET-TEDD - VET
VET-TEDD is an EU funded project providing free to use & accessible resources that support the development of digital competences in Vocational Education Teachers.
Center: TKNIKA Contact: IÑAKI TELLERIA JONE ETXEBESTE E-mail: itelleria@tknika.eus jetxebeste@tknika.eus Web: https://vet-tedd.eu/en/
Inspire students and create engaging educational content using Technology Enhanced Learning and digital pedagogy. To reach this objective the partnership is developing: •
Self-Assessment Tool
•
Micro Learning Programmes
•
Case Studies & Best Practice
The project will develop: 1. A Self-Assessment Tool (SAT) which will analyse skills in identifying, designing, configuring and implementing technological and pedagogical tools; 2. 6 Blended Learning programmes; covering: Digital Identity, Security & Data Handling, Alternative Environments, Digital Education Methodologies, Digital Education Models and Media Rich Content 3. Best Practice Case Studies showcasing the use of Technology Enhanced Learning and digital pedagogy. The project aims to upskill, build capacity and develop future solutions around digital learning tools, to transform educational experiences in VET.
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Boost for CLIL in VET
The VET’s CLIL project is aimed at widening the opportunities of VET students in a globalised world by implementing the CLIL (content and language integrated learning) methodology in the curricula. Therefore, teachers from different sectors and subjects will be motivated and provided with quality materials to introduce language learning in their professional skills development courses. This will be done by means of a MOOC course for materials and an online repository of materials for CLIL courses.
Center: Departamento de Educación, Politica Linguistica y Cultura del Gobierno Vasco Contact: CHARO DÍAZ DE CERIO SUSANA ESPILLLA E-mail: huisecoa@euskadi.eus sespilla@tknika.eus Web: Under development
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Notes
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Notes
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LH-RI APLIKATUTAKO IKERKETA ETA BERRIKUNTZAKO EAE-KO ZENTROA CENTRO DE INVESTIGACIÓN E INNOVACIÓN APLICADA DE LA FP DEL PAÍS VASCO BASQUE CENTRE OF RESEARCH AND APPLIED INNOVATION IN VET
MentorTrain Competent Mentors for Competent Apprentices
SP
CE