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BLEFT, Blended Learning for Forestry Trainers

Blended Learning for Forestry Trainers is an Erasmus + project that brings together innovation in education and training in forestry. Forestry is a specialized field which demands specific skills and knowledge.

This knowledge would spread much easier over Europe if skills acquired in one region can be made available European wide in a way that language and mobility barriers are overcome.

In a consortium of 5 highly qualified European training institutes, BLEFT brings together specific forestry expertise.

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Great popularity of the new Erasmus+ program

The application deadline for the first round of the new Erasmus+ program was the end of October.

The pleasing preliminary result of the accreditation procedures at the German National Agency: 395 vocational training institutions and 53 adult education institutions are interested in long-term participation in the program. And this despite the more difficult conditions, because not only many things were new for all participants, but also the planned information events and workshops had to be cancelled or held online due to the COVID 19 pandemic.

The National Agency evaluates the great popularity as a “confidence-inspiring and promising sign for the future” of Erasmus+.

More details in german language on www.na-bibb.de

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“That certain something” – on many levels

What is the view of the German chambers on the possibilities of stays abroad in vocational education and training? The German partner in the ENNE team, Wisamar, enquired.

In your opinion, what is the benefit for companies to allow trainees and staff to spend time abroad? What support do the relevant chambers offer in this respect? And what possibilities and necessities do you see to make mobility more known and attractive? These are some of the questions Wisamar asked to actors in German chambers of industry and commerce, crafts and agriculture.

In Germany today, there are many apprenticeships, but not enough young people who want to take them. Chambers and companies are trying in many ways to make vocational training more attractive. One possibility are internships abroad: “Offering a stay abroad during training“, according to the representative of a Southern German Chamber of Industry and Commerce, “serves as a wonderful tool for trainee recruiting“.  Such an offer would go beyond what has been “normal” up to now and could counteract the lack of qualified personnel, emphasizes the representative of a North German Chamber of Crafts. It can be used, according to her colleague from the northeast of Germany, “to position itself as a training company with that certain something,makes the company more attractive for young talents and helps to retain qualified employees. Some chambers actively support this and, for example, award seals to those companies that send their trainees abroad or take on trainees from other countries.

International positioning

Many companies, including small and medium-sized ones, want to position themselves more strongly internationally. They need, the representative of a Chamber of Crafts in West Germany continues, open apprentices and future employees who are also willing to work abroad for a certain period of time. Other companies see foreign mobility as an additional qualification for their trainees or want to gain an insight into the vocational training system or working practices of another country through their trainees. The reasons for companies to support mobility measures are extremely diverse. Many companies that were convinced and once started to send their apprentices continue to do so with future apprentices, several chamber representatives report.

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Using internships abroad: as motivation incentives and for practical insights

The ideal enterprise includes a stay abroad as obligatory or optional option in the training plan, so the representative of a Chamber of Industry and Commerce in northeast Germany. Companies use mobility as an incentive for trainees, for example, if the results of intermediate examinations are good or if a positive development has taken place. The representative of a West German Chamber of Crafts expands on this idea: “It is precisely this aspect that can also be advantageous for companies: to (re)motivate employees through stays abroad“.

Other companies have subsidiaries, partners or suppliers in other countries or export their products there. In these cases, the companies are also very interested in sending their trainees there: they know the companies where the trainees will do their internship and the circumstances. They also have the certainty that this company is well suited for the trainees. For example, the representative of a Chamber of Industry and Commerce in the northeast of Germany reports about a manufacturer of medical technology who sent the trainee to a hospital in Great Britain, a major customer of the company: “There the apprentice was able to see directly where and how the technology is used in practice.” Another good example is told by a representative from a Chamber of Crafts: A bakery expanded its product range with a German-Spanish bread after the trainee had been in Spain for an internship.

But, as her colleague from a North German Chamber of Crafts notices, not all companies use it so strategically and do not spread this opportunity enough to make themselves more attractive for young people.

VET students and teachers go abroad together

One good practice, which was mentioned several times during the interviews, was the organization of short-term staff mobilities during the trainees’ stays abroad. In this way, the teachers, trainers or instructors of the companies are given the opportunity to be introduced to the vocational training system of the other country and to see where their protégés work. They also come into contact with other teachers and trainers and can discuss topics such as employee motivation or the shortage of skilled workers. In this way, they can compare the different systems and learn about the similarities. After these staff mobilities, companies are often more open to send their future trainees abroad, to accept foreign trainees in their own company or to be available for events with first-hand experience reports.

Demand: Establish networks in Europe

Several of the interview partners refer to the “Training without Borders” network that exists in Germany, which consists of mobility coaches who are mainly based in chambers of industry and commerce and chambers of crafts. They advise and support VET students, schools and companies during internships abroad. They offer their support not only within the framework of the Erasmus+ program, but also in other programs, such as the national German program “Vocational Training Worldwide”, which supports internships outside the EU. Some of the institutions in which mobility coaches are based apply independently for funding for mobility projects. Others see their role exclusively in providing information and advice. The chamber representatives agree that this network is very useful and helpful. Some consider it desirable that similar structures be created in other European countries as well. Similar networks with a national coordinating body in other countries would be helpful, according to the representative of a North German Chamber of Commerce, to act as a “hub” to mediate and make more transparent who is active in mobility matters in that country. His colleague from a West German Chamber of Crafts puts it in a nutshell: “A nationwide network of mobility coaches would facilitate many processes. One would also have equally qualified personnel familiar with mobility in vocational training and can apply it to the legal conditions of the respective target country“. The representative of a North German Chamber goes one step further and calls for a Europe-wide network.

From flyers to TV spots – creating publicity

What are the chambers doing to spread the possibilities of a mobility stay abroad within vocational education and training? The approaches are very diverse. A Chamber of Crafts in Northern Germany distributes flyers to all prospective trainees for whom it is responsible, with information about the possibilities of a stay abroad for an internship. This information includes rights and obligations for both the trainees and the companies. The company must always agree. This is why other chambers start with the companies, because they also want to be involved from the beginning. Some, for example, have vocational training advisors who regularly visit the companies providing training. This enables them to inform the companies directly about the mobility opportunities for their trainees or also for the trainers. In the German craft trades sector, information is also available at master schools and master classes, where chamber representatives meet “the trainers of the future”, as one East German Chamber employee put it.

In addition, the Chambers use a wide range of dissemination channels for the opportunities for stays abroad, from press releases to a wide variety of events (e.g. education fairs, open days at vocational schools, their own information events, guild meetings, entrepreneur breakfasts to promote exchange, plenary meetings of the Chambers, meetings of the examination and vocational training committees at the Chambers, etc.) and social media channels. The representative of a West German Chamber of Crafts believes that the press is often more interested when they are contacted directly by a company that has sent a trainee abroad. The representative of an East German Chamber of Crafts also considers that own concrete and direct experience is one of the most convincing arguments: “It is important to use those who have experienced it themselves as multipliers, i.e. to let the participants speak“.

Asked about ideas on how to make stays abroad in vocational training even better known, various chamber representatives spoke out in favor of broad-based campaigns. For example, a Chamber of Crafts employee from northern Germany explains that she repeatedly encounters very general reservations: One must have a lot of money, in order to go abroad. That’s only for people who are great at school. Or Erasmus is only for students anyway. Or on the part of the companies: “We don’t need such nonsense, why should I pay the trainee for an extra vacation?” Therefore, the representative of a West German Chamber demands “large-scale campaigns – not only specifically for the target groups, but for the entire population. Politicians must also be better informed.” The representative of another West German Chamber of Crafts suggests nationwide advertising in TV and cinema spots.

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Progress of the sCOOL-IT project

The project “Innovative ICT-based training approach to reshape school education and training – sCOOL-IT” (project ref. № 2019-1-BG01-KA201-062543) is an Erasmus+, KA2 project in the field of School education, in which European Center for Quality, Bulgaria takes part.

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The main aim of the project is to create an innovative ICT challenge-based training approach for supporting educators in the process of conveying knowledge, promoting the development of key competences (digital, science, mathematical, etc.) among their students.

Despite the COVID-19 pandemic, during the first year of sCOOL-IT project implementation (01.11.2019 – 01.11.2020), the consortium managed to achieve several important milestones. One of the most significant ones was connected with the development of Intellectual Output 1: sCOOL-IT Web Adventure Portal. The draft versions of 36 WebQuests in 6 school subjects (Mathematics & Logics; Biological sciences; History and Cultural heritage; Geography; Physics; Philosophy) were elaborated by partners according to predefined criteria and guidelines. The WebQuests were based on the results from Analysis of secondary school systems in consortium countries to identify crossing points in curricula in the 6 thematic fields and a Benchmarking matrix. Peer review is a task at hand after which partners will proceed with the integration of the WebQuests in online environment, translation and pilot testing. The work on IO2 sCOOL-IT comprehensive training programme was initiated with a template for development of the training programme to ensure the consistency of the contents and different sections. The development of IO3 Web Adventure development Toolkit is planned to start later on in 2021 as envisaged in the project.

Stay tuned for more updates on project progress by following our website: http://scool-it.eu/!

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Collaborazione tra scuola e mondo del lavoro

L’Istituto superiore “Sandro Pertini” di Afragola nella provincia di Napoli, partecipa da sempre a numerosi progetti di varia natura spesso associandosi ad altre scuole del territorio per la realizzazione e la diffusione delle “buone pratiche” affinchè queste possano divulgarsi e concretizzarsi nella vita quotidiana delle studentesse e degli studenti rendendoli cittadini attivi e costruttivi nella società futura.

Consapevole dell’importanza che nell’ambito del settore VET ricopre la relazione tra scuola e il mondo del lavoro, l’Istituto ha implementato nell’ultimo anno, nell’ambito dei progetti PON un “potenziamento biennale” dei PCTO prevedendo attività da progettare e svolgere nell’ambito della filiera dell’agricoltura, dell’artigianato e dell’industria locale.

In particolare ha stretto un partenariato con un’azienda del territorio, la Cooperativa “CANAPA CAMPANA” di Caivano (NA), azienda che si occupa di coltivazione di prodotti agricoli e in particolare di Canapa Sativa ad uso industriale, una pianta nobile e antica che fino alla seconda metà del secolo scorso, ha contribuito a rendere l’Italia meridionale la seconda nazione al mondo per quantità di canapa prodotta e per qualità della fibra.

 Il partenariato con la suddetta Azienda ha lo scopo di implementare una serie di attività legate all’obiettivo 2 dell’Agenda 2030  in particolare quelle legate al concetto di sviluppo sostenibile e agricoltura  bio a partire da:

  • Agricoltura sostenibile e multifunzionale che garantisce biodiversità, Assorbimento CO2 dall’atmosfera e valorizzazione degli scarti di produzione;
  • Realtà produttive Artigiane e Industriali che offrono sul mercato prodotti controllati, a filiera corta e biodegradabili e/o ecocompatibili.

Il progetto scolastico che il nostro Istituto intende perseguire riguarda il principio secondo cui in cui è possibile creare un intreccio tra Agricoltura, Ricerca, Artigianato e Industria locale e modelli di sviluppo economico sostenibile e promuoverlo all’esterno sotto forma di attività imprenditoriali o di associazioni anche in rete sistemi di produzione alimentare sostenibili mirando contemporaneamente al miglioramento delle condizioni di vita dell’uomo e alla creazione di nuove opportunità occupazionali volta a contrastare lo spopolamento e l’abbandono del territorio.

Fino all’ultima chiusura delle scuole in Campania dovuta all’aggravarsi dell’emergenza epidemiologica da Covid-19, le attività previste sono state purtroppo ridotte. Si sono tuttavia alternate attività svolte a scuola e altre svolte presso L’azienda.

Le lezioni in classe sono state di preparazione teorica sulla pianta di Canapa e sui suoi aspetti fitopatologici, per concretizzarsi successivamente in brevi attività in azienda “laboratorio di sperimentazione” che ha fornito  alle studentesse e agli studenti un know-how open-source limitandosi , in questa prima fase  ad introdurli ai nuovi processi agricoli e a nuovi concetti di derivati agricoli con particolare attenzione al settore Food ma anche a settori rispetto ai quali la lavorazione dei prodotti agricoli ed in particolare la Canapa si prestano ad esempio tessuto, cordame, carta. 

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studenti orientati al lavoro

Dal mese di ottobre del 2018 l’ITE Scarpellini- Foligno,  sta realizzando  una proficua collaborazione con ANPAL SERVIZI, organismo di diritto pubblico vigilato dal Ministero del lavoro e delle politiche sociali che opera  nel campo delle politiche attive del lavoro. Tra le sue innumerevoli  attività vi è anche quella di promuove il rafforzamento del ruolo delle scuole, delle università e degli enti di formazione professionale nello sviluppo di percorsi di alternanza scuola-lavoro e di transizione istruzione-formazione-lavoro.

Il sodalizio nasce quindi dall’esigenza di immaginare una scuola in sinergia continua con il mondo del lavoro, sia italiano che europeo, e che prepari studenti sempre più consapevoli ed in grado di affrontare i primi passi in campo lavorativo.

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Si è costituito con questo proposito un team PCTO/WBL che si riunisce con cadenza settimanale e che, attraverso workshop, laboratori e formazione frontale, sta elaborando un piano e delle strategie che mettano in connessione la formazione scolastica con i bisogni del mondo produttivo, non solo per le esperienze di PCTO, ma anche in vista del collocamento degli studenti in aziende europee che li accolgono durante la mobilità Erasmus+.

A questo proposito si sta creando una sorta di database di percorsi / Unità di Learning Outcomes, riferiti ai profili in uscita dell’Istituto al quale si potrà far riferimento per far incontrare la domanda delle imprese con l’offerta proposta dall’Istituto. 

Un’altra interessante iniziativa  riguarda una attività laboratoriale dal titolo   “Il curriculum vitae. Come valorizzare le competenze acquisite e capirne la spendibilità nel MDL”.

I destinatari saranno le classi IV e V del nostro Istituto e gli obiettivi sono diversi: in primis far sì che gli studenti abbiano consapevolezza delle proprie competenze e che le sappiano valorizzare anche grazie al Curriculum Vitae, e inoltre  dare agli alunni la capacità di orientarsi ed acquisire strumenti e competenze per affrontare con successo la ricerca attiva del lavoro.

Attraverso laboratori in modalità sincrona ed asincrona, i ragazzi, divisi in gruppi di 25 studenti, analizzeranno esempi di casi significativi, esamineranno il concetto di competenze ed approfondiranno la conoscenza di alcuni profili professionali, fino a redigere il proprio Curriculum Vitae in formato europeo e la lettera di presentazione.