Month: November 2020

VET4FUTURE, 294 VET practitioners from all over Europe

Post author By enneproject
Post date 10 November 2020
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In occasion of the European Vocational Skills Week 2020, the partners of the ENNE Project organized the online conference “VET4FUTURE”, hosting more than 290 VET professionals from all over Europe!

Scheduled for Monday 9 November 2020 with all project partners, the conference has been attended by a significant number of participants who represented their countries and shared their own experiences in the field of VET in Europe.

The event has started with a Keynote speech by Mr. Luca PIROZZI, Policy Officer for VET, Apprenticeships and adult learning – Erasmus+ Programme at European Commission, who highlighted the relevance of promoting social inclusion through the Erasmus+ programme and sharing the best practices in VET to encourage schools, teachers and students to get involved in mobility experiences. Among the new features of the next Erasmus+ programme we will have a greener initiative, integration of funds for the exploitation and follow-up on successful projects and a stronger collaboration with non-European countries.

During the Conference, Mr. Altheo Valentini, Project coordinator at the European Grants International Academy, presented the ENNE Project and all its international training activities for the enhancement of VET.

Mrs. Sabine Roehrig-Mahhou, Managing Director at Wisamar Educational Institute, introduced the structure and contents of the upcoming “ENNE MOOC”, a free Massive Open Online Course that will take place from 16 November to 18 December 2020. The course will last 20 hours and it will be a great opportunity for all those who want to improve their knowledge and competence in the field of “Quality of mobility projects in VET”.

During the second session of the conference, participants have been invited to join five breakout rooms hosting different thematic workshops. Click on each single room here below to discover related news and good practices shared during the session and all available resources:

The conference has continued with a round table to present the priorities identified in the thematic breakout rooms.

Thanks to all the participants! Stay tuned!

Capacity Building of VET Staff

Post author By enneproject
Post date 10 November 2020
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The thematic discussion on the topic Capacity Building of VET STAFF was moderated by Ms Darina Petrunova and Mrs Vanya Neycheva from European Center for Quality, Bulgaria.
In total 5 good practices -2 from Bulgaria and 3 from Belgium were presented. The good practices were related to the improvement of VET staff skills through participation in international teaching activities and working meetings and structured VET trainings.

Good practice 1 – Vocational High School of Electrical Engineering, Galabovo, Bulgaria
In February 2020 the team of the school held a working meeting with teachers from the Edirne Vocational High School in Turkey. Some specifics of the Turkish educational system were also highlighted and the teachers exchanged different ideas and best practices of teaching methodologies and techniques in the field of Electrical engineering.
Good practice 2 – Diagnose Car – Connectief, Belgium
It is a collaboration between the private sector and the ministry of education. In this project, private companies give access to the schools to a variety of modern cars with network technology, diagnostic equipment and technical data. All participating teachers receive Train the trainer sessions depending on the cars.
Good practice 3 – RTC East-Flanders, Belgium
RTC main objective is to activate and reinforce cooperation between education, companies and other labor market actors by connecting schools and businesses, sharing technology infrastructure and equipment and competence enhancement of teachers and students.
Good practice 4 – CREATE project, Syntra West, Belgium
The project aimed to organize 6 mobilities placement for 20 Belgian teachers in Barcelos, Portugal in the summer of 2019. The focus at CRE-ATE is on ICT-supporting teaching and the train-the-trainer principle. The project goal is not only to provide teachers with ICT skills, but also to give them a practical approach by using coaching methodology.
Good practice 5 – FUTURE FOR US, Bulgaria
The project was implemented by the Vocational high School of Construction and Woodworking ” Nedyo Ranchev “Stara Zagora and the teachers conducted a training placement in Barcelona in 2019. The main aim was to stimulate the use of digital methods by studying and introducing innovative pedagogical approaches and setting up a mediation team at school to reduce aggressive events, conflict situations and the number of dropouts of school children.

The thematic room gathered in total of 33 participants – many VET teachers, project coordinators; 3 management representatives and other stakeholders. Representatives from Belgium, Italy, Bulgaria, Albania, Ukraine joined the discussion. According to the participants the most suitable types of staff, mobilities are structured VET training and job shadowing. Moreover, 22 participants responded and highlighted that the main obstacles they face for participating in VET staff mobility projects are the language barriers and insufficient opportunities.

To conclude it can be stated that the content presented during the event was engaging and beneficial for the participants and space for networking was provided.

Capacity Building VET Staff: Resources available

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Sustainable Development Goals

Post author By enneproject
Post date 9 November 2020
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ENNE Project coordinated an international online conference on November the 9^th named VET4FUTURE.

The conference introduced to the future of vocational education thanks to Mr. Luca Pirozzi Policy Officer for VET at EAECA (Education, Audiovisual and Culture Executive Agency of the European Commission)

The ZOOM event organized into 5 breakout rooms each of these dedicated to a specific thematic:

Recognition/validation of competences in WBL (Work Based Learning – national traineeships/transnational mobility/etc.)
Social Inclusion in VET (Disabilities, migrants, economic disadvantages, etc.)
Digital transformation / Distance Learning
Sustainability and contribution of VET to the achievement of UN Agenda 2030 SDGs
Capacity building of VET Staff

In the ZOOM breakout room dedicated to “Sustainability and contribution of VET to the achievement of UN agenda 2030 SDGs” the VET European schools members of the ENNE Network presented and shared their “best practices” in order to show how it is possible to boost ideas and collect contributions for the 17 Sustainable Development Goals of the United Nation.

Sandro Pertini Institute of Afragola (Naples, Italy) presented its motto: “Sustain sustainable school”. The institute established a “free plastic week” and arranged interactive exhibitions where students can experiment the condition of being costumers and citizens passing through production activities. An opportunity to raise awareness on reducing waste through prevention, reduction and recycling;
The Alfonso Casanova Institute of Napoli (Italy) – in order to encourage students in engagement in favor of disadvantaged people – planned the realization of packaging for removable dental prosthesis for prisoners. This allows the development of transversal skills;
The National High school in Finance and Business of Sophia (Bulgaria) dedicates a school area to those students who have ideas in terms of contributing to the achievement of the UN goals arranging drawers to collect the students’ views. Other activities concern the realization of usable objects or art creations using only trash or garbage items.
The Orfini Institute of Foligno (Perugia, Italy) promoted the involvement of VET-schools in the development of sustainable urban centers establishing VET education programs relevant to the development of sustainable urban centers. The activities also concern the enhancement of cooperation and entrepreneurship creative skills among students.

Sustainable Development Goals: Resouces Available

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Recognition and Validation of Competences in WBL

Post author By enneproject
Post date 6 November 2020
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To celebrate the formal establishment of the 5 VET networks, ENNE’s project partners have decided to organise an online Conference, during the European Vocational Skills Week, to foster a first meeting between their VET communities, where they could interact and work towards their common goal – the Enhancement of VET quality and attractiveness.

Arts & Skills was responsible for moderating the thematic session “Recognition and Validation of Competences in Work Based Learning”.

National or international WBL programs are targeted to bridge the gap between the learning environment and real work environment, and different WBL strategies provide career awareness, career exploration opportunities, career planning activities and help students attain competencies such as positive work attitudes and other employable skills.

The recognition and validation of competencies in WBL environments refer to the identification and appreciation of the skills and competencies that an individual acquires through a work-based learning experience.
Although, WBL experiences can have different forms ((apprenticeship, internship, service learning, school-based enterprise, or industry projects) they should be well planned, monitored and assessed properly to become relevant for

The European Credit System for Vocational Education and Training (ECVET) is one of the most relevant EU frameworks developed to help the VET community implementing high-quality WBL programs:

ECVET provides a framework for the assessment, validation and recognition of learning outcomes, alongside a series of common tools and instruments able to support quality in mobility.
ECVET promotes the integration of mobility into existing learning pathways.
ECVET contributes to the development of a common language for use by different VET stakeholders and promotes mutual trust within the wider VET community.
ECVET supports the valorisation of key competences (such as foreign language skills or intercultural competence) alongside those that are more technically – or vocationally – oriented.

The implementation of ECVET was referred during the best practices presented by six of our network members, from Portugal, Italy and Germany, who shared with the audience good practices implemented by their VET organizations and related to WBL experiences.

Ms. Sonia Barani, from the “Italienische Handelskammer für Deutschland”, Germany, presented the MeMeVET project (mechatronics and metallurgical VET for sectors’ industries) and its outcomes. The project, implemented in 5 countries (DE, IT, ES, BG, SK) aimed at tackling some of the main issues impeding free mobility of workers and VET learners of the sector in Europe. One of the main issues is related to the difficulty of having one’s competencies and know-how recognized in another EU country. Another one, concerns the gap between the training and learning offer of VET institutions and the real needs of the labour market.

Ms Joana Soares from EP Felgueiras, Portugal, shared with the participants their experience in VET-Business cooperation at local and regional level concerning Curriculum development; Matching supply and demand of technicians; Development of technological devices (e.g. Robots) for the local industry; Social Inclusion and Monitoring of trainees after the completion of the course.

Ms. Margherita Battaglini, from ITE SCARPELLINI – Foligno, Italy, offered an overview of their experience with the implementation of ECVET not only on Transnational, but also National WBL experiences.

Ms. Alessia Montanucci, from I.O. Salvatorelli Moneta Marsciano, Italy, presented a mobility experience developed in Malta in 2019, that involved 15 students from the 3rd and the 4th year of high school. The internships were held at local businesses: museums, shops, state agencies, cruises for tourists, etc. which she had the opportunity to accompany for the whole training period.

From Portugal, Mr. Edgar Costa, from Vocational School Bento Jesus Caraça, shared how they adapted mandatory WBL experiences that should have been developed in a real working context, to a successful simulated business context due to the confinement imposed by COVID 19.

Mr Ferenc Naacke from “Berufliches Schulzentrum für Wirtschaft in Dresden, Germany, presented the “Healthy Lifestyle” Project and the approach that allowed their organization to implement 70 internships abroad, in 8 different countries, for students from the Social Insurance Course, whose training focuses mainly on administrative work of social insurance clerks, but not on the background knowledge in advising insured people on the prevention of diseases.

This session showed us how diverse work-based learning strategies can be and how multiple approaches can be addressed by VET organizations to improve and enhance VET quality and attractiveness.

We hope we have brought some inspiration to our audience for further projects and cooperation among our VET Community.

Recognition and Validation of Competences in Work-Based Learning: Resources available

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Digital transformation and distance learning

Post author By enneproject
Post date 5 November 2020
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Digital transformation and distance learning have been a hot topic since the Covid-19 outbreak.
This was also clear during the inscriptions for this theme at VET4FUTURE.
We give you a brief overview of the good practices that were shared.

BLEFT is an EU project for the development of e-learning modules in forestry. In Saxony (Germany) the official LernSax was put into service during the lockdown. Students and teachers worked online and found each other on this well-equipped platform for lessons, meetings, etc.
In Portugal, the Escola profissional C.J. de Campanha should find a new way to publish student work in graphic media. For this they used a virtual exhibition. Italian Fondazione Lepido Rocco bundled a lot of good practices on the website from which we discovered a CLIL training and the Sherwood project.
Finally, we have introduced to google classroom thanks to the tourist vocational school Aleko Konstantinov from Bulgaria.

Digital transformation and distance learning: Resources available

Italian news

Humanist Technicians an all Italian vision on how to make Technical Education effective

Post author By enneproject
Post date 5 November 2020
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The Istituto Tecnico Economico “Scarpellini” of Foligno won the first prize in the competition “Commediando” established on the occasion of the Days that celebrate the Italian poet “Dante Alighieri”.

The students of the five schools located in Foligno had to realize a presentation based on the first Song of Hell written by Dante Alighieri’s Divine Comedy, which was printed for the first time in Foligno.

The experimental short film represents the journey as a metaphor for life, combining various expressive languages such as music, images, choreography, and acting.

The message included in the project realized has been commented as a “magnificent work” from the Jury. The message is based on the courage to undertake an inner journey by destroying the cave surround us every day to conquer again our personal identity.

It was very important for students led by their teachers during this experience.

In Italy, humanistic vision is very important and it is the base for any other studies anyone wants to follow. Economic crisis, sustainability and social questions could be resolved by a humanist guideline and approach.

This is the first step to help individuals who have argumentative skills, to reflect, to confront and question themselves, to assume the point of view of the other, to develop innovative solutions with respect to the contexts in which our problems arise.

In a European comparison on Technical and Professional Education we are therefore here to highlight the Italian model, in which “culture” is not seen as an unnecessary investment.

As it has always been in our history, accompanied by undisputed geniuses such as Leonardo or Galileo, Humanism is the lifeblood to forge flexible, open, and creative minds that can also help companies and the economy.

Click and watch the video!

German news

Wanted: Good Practice examples Blended Learning

Post author By enneproject
Post date 5 November 2020
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Have you already used blended learning effectively or do you know of a successful implementation of this teaching and learning approach? Then we would be very pleased to get your support.

For the KA2 project “Blended Learning creation in VET trainings” (short: BlendedVET) we are looking for good examples from the field of integrated learning for our best-practice collection.
We – this means partner institutions from 5 European countries, who are active in the above mentioned Erasmus+ KA2 project since September.
The aim of the project is to provide teachers in vocational education and training with tools to make their lessons more interactive and “blended“. Therefore we are collecting good practices from different fields in advance in order to learn from them on the one hand and to sort them and make them available as examples on the other.

Support us with your good practices! We kindly ask you for a short description with the following information:

– What does the good practice include and what are its objectives?

– What was the target group?

– How was it implemented?

– Hurdles and difficulties and how they were overcome

We are looking forward to receiving your examples to: susanne.lehr@wisamar.de

Project title: Blended Learning creation in VET trainings (BlendedVET)

Project number: 2020-1-FR01-KA202-079830

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Social Inclusion in VET

The first out of 20 principals of the European Pillar of Social Rights is devoted to education, training and life-long learning:

“Everyone has the right to quality and inclusive education, training and life-long learning in order to maintain and acquire skills that enable them to participate fully in society and manage successfully transitions in the labour market.”

(Source: https://ec.europa.eu/commission/priorities/deeper-and-fairer-economic-and-monetary-union/european-pillar-social-rights/european-pillar-social-rights-20-principles_en)

All around Europe, we can find numerous initiatives, projects and programmes supporting the inclusion of disadvantaged people in education and by this into work. They also show that the implementation of social inclusion in education and specifically in VET also depends on the structure of the educational system and relevant national policies in each country.
Following, we are going to introduce three good practices presented during the VET4FUTURE conference.

Individualised Education Plan
The Istituto Omnicomprensivo Giano dell’Umbria – Bastardo from Italy started working with Individualised Educational Plans (IEP) in 2019. It is a holistic approach to education enhancing the capabilities of the students, which do not only include academic, but also social competencies and life skills. The approach is carried throughout the whole cycle of education starting from primary school until secondary school including vocational education and training. Moreover, IEPs can be applied not only to disadvantaged but all students. Each student is assessed, individual goals are set and appropriate didactical measures and methods are chosen to achieve them. Based on the IEP Life Projects are developed for disadvantaged students encouraged by their achievements. In order for this approach to work, the social background and community around a student needs to be involved – the school, the family, relevant associations, social services as well as companies – with the goal to support each student in finding a suitable workplace.
Inclusive Internships
The keys to successful inclusion of people with disabilities at the workplace were presented by DomSpain Consulting from Spain. It is important to be aware of myths and preconceived ideas, involve the whole company, raise awareness among the staff and implement an effective communication strategy. Especially conscious and unconscious biases can be a challenge for inclusion. It needs to be taken into account that students taking part in an internship at a company have different special needs, which need to be addressed and solutions to be found. For persons with reduced mobility architectural barriers might need to be overcome. Different communication methods and technology can be used for persons with hearing or visual impairments. Companies should also think about the accessibility of their documents and their website. Persons with dyslexia or other learning disabilities will be grateful for easy-reading instructions. Therefore, a careful evaluation of the specific situation should take place in advance in order to meet the needs of the intern and guarantee a successful start of the internship.
SEN Students in Mobilities
An empowering step further can be the participation of students with special educational needs (SEN) in Erasmus+ projects and mobilities, like in the case of the Istituto d’istruzione superiore Ciuffelli-Einaudi, Todi in Italy. Throughout the project “Linking Business, Enterprise & Entrepreneurial Skills Internationally”, the students involved in the project activities also included SEN students in order to foster peer communication and cooperation. The students were able to take part in mobilities in the partner countries of the project.
The partnership focused on what the students can do and not what they cannot. Learning was facilitated through creative activities, which promote responsibility, teamwork, risk taking and problem solving. Furthermore, the activities were designed to correspond to the different learning styles of the students. Due to these activities and the possibility to take part in mobility among many other things the confidence of the SEN students increased and their communication skills improved.

Social inclusion in VET: Resources available