Category: English News

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

Post author By enneproject
Post date 3 August 2022
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On the 22^nd of June, the Portuguese Multiplier Event of the European Project 3D-Print (https://www.3dprint-training.com/) took place, organized by CEPROF. This project is co-financed by the European Commission under the scope of the Erasmus+ programme.
The objective of the Multiplier Event was to disseminate the objectives of the project, as well as the already obtained final results, to the relevant stakeholders and interested people.

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

The presented results in the Multiplier Event were:

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

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

Website school page on the ENNE project

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

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

From these 5 pillars the project obtained the following results:

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

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

English News

ENNE Blended Course, what results has produced?

Post author By enneproject
Post date 1 August 2022
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VETCREA is a KA2 project that started in 2022 and was submitted after the blended course of the ENNE project.

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

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

Want to know more?

http://vetcrea.eu/

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

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

Links

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

Spoleto Fashion Show Film

Fashion Show – Getting ready

Fashion Show – Runaway rehearsal

English News

BlendedVET – Create your blended learning course

Post author By enneproject
Post date 15 July 2022
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How do you create a blended learning course? How do you transform existing materials into a blended learning course?

The project aims to create flexible online training for VET trainers willing to combine face-to-face and online instruction modalities. Blended learning has become a widespread teaching modality, especially in K-12 and higher education. The project is an answer to helping VET teachers to transform existing material into blended learning or create a blended learning course from scratch.

More specifically, we provide:

A through overview of the concept itself, target groups and its usefulness
A comprehensive learning package on how the creation of a blended learning course
A blended learning course, where we implemented all of the key aspects of the learning package

Want to take a look? https://blendedvet.eu/

English News

Job Shadowing Trips To And From Chemnitz

Post author By enneproject
Post date 15 July 2022
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Guests from Belgium and Bulgaria, trips to Portugal and Italy … the teachers of the Richard-Hartmann-Schule Chemnitz, a vocational school center for technology, used the opportunities offered to them by the ENNE network with great enthusiasm.

In Chemnitz, the Belgian and Bulgarian colleagues were not only given an insight into the teaching activities of the vocational school center, but also visited companies and practical partners in the region and, of course, museums and cultural sights. Here, as with the teachers’ visits to Italy and Portugal, it was first and foremost the personal exchange and mutual inspiration that made these experiences so valuable for all participants and, moreover, for their institutions. The credo: We live Europe.

Here you can find some impressions:

For more information see https://www.rhs-chemnitz.de/2022/05/17/wir-leben-europa/

English News

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

Post author By enneproject
Post date 15 July 2022
No Comments on Could an experience leave you so much even if lived in such a short time?

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

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

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

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

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

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

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

English News

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

Post author By enneproject
Post date 22 June 2022
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>>> Upload here the article: ITE meeting on QSA Course in Bulgaria

English News

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

Post author By enneproject
Post date 21 June 2022
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Alessandro Safonte, teacher at High School “Rocco Chinnici” in Italy, hosted by Escola Secundária de Felgueiras in Portugal.

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

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

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

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

English News

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

Post author By enneproject
Post date 21 June 2022
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Alessandro Safonte, teacher at the high school “Rocco Chinnici” (Italy) hosted Prof. Regine Vandecandelaere, lecturer c/o the LTI Oedelem (school for science, landscaping, gardening) in Oedelem (Beernem) for her job-shadowing activity from 24 March to 30 March.

Regine’s experience:

“A very pleasant experience, certainly being on my own I was able to devote myself to her for the whole week, the day started at 7:30 a.m., when I went to pick her up in Catania, to go to our Institute, and start different activities. She took part in my technical-practical lessons in the workshops of the dining room and kitchen and participated in French and English lessons.

The relationship with other colleagues was very good, at the beginning she didn’t understand the dynamism of our institute and this made her a bit uncomfortable, in fact, then she liked the way we teachers interact with our students, being a professional institute the approach with them is very empathetic.

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

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

English News

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

Post author By enneproject
Post date 17 June 2022
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The KA2 SUS&DIV project wants to:

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

English News

KA2 Dementia

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

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

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

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

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

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

3 modules will be developed.

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

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

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