European Partnership in Education & Training Cork Education and Training Board European Engagement Coordinator: Gerald Brennan Funded through the Communicating Europe Initiative Foreword Contents: “Education is the most powerful weapon which you can use to change the world” Nelson Mandela 2 Introduction The world we inhabit is a place no longer defined solely by national borders, to consider ourselves only in the context of national citizenship is no longer a possibility. As citizens of Ireland, Europe, and the world, developing our understanding of what it means to be a citizen in 3 Learning Mobility in Education and Training these contexts has become essential for everyone. Our actions have impacts that transcend national boundaries, understanding and being informed by the European and international experiences allows us to make better, more informed, decisions in our personal and working lives, 5 Cooperation Among Organisations and Institutions to take greater responsibility for actions and decisions that can impact, positively or negatively, on this world we inhabit. As a provider of education and training, Cork Education and Training Board recognises that 7 Inclusion and Diversity understanding what it means to be a European and global citizen can be fostered through engagement with individuals and organisations in other countries, through collaborative projects that provide learners with opportunities to work with their counterparts on shared initiatives and 7 | Educational Integration of Refugees (EIR) to experience the differences (and similarities) of what it is to live and work in a different country. Largely through projects funded under the EU Erasmus+ initiative, Cork Education and Training 9 | VETReality Board learners and staff have participated in a range of collaborations with partners in almost every European Union country, projects focusing on Inclusion and Diversity, Digital Skills and 11 | Values for Inclusive Dynamics (VALID) Transformation, Addressing Disadvantage, Virtual Reality, have provided the participants with the opportunity to share best practice, develop new ideas and gain a wider appreciation of the 13 | Way Back to School shared issues and opportunities. This publication gives an overview of Cork Education and Training Boards approach to 15 Digital Transformation international engagement, the experiences of some of the staff and learners who have participated on various projects, and the learnings that emerged from working with partners in other countries. I hope that it provides a stimulus for future projects, collaborations, and 15 | The Learning Games partnerships. 18 | Re-Evaluating Digital Technology to Enhance Learning 20 | DITOGA John Fitzgibbons Director of Further Education and Training 21 Sustainability 21 | Sustainability in Vocational Education 23 | Together For Sustainable Development Goals 1 EUROPEAN PARTNERSHIP IN EDUCATION AND TRAINING CORK EDUCATION AND TRAINING BOARD Introduction Learning Mobility in Education and Training Cork Education and Training Board has set out in its Vision Statement that it aspires to Cork Erasmus+ Vocational Education and Training mobility projects are the backbone of Cork being recognised internationally as a model of excellence in Further Education and Training. In Education and Training Board’s European Project activity. A mobility project is where Cork order to gain this recognition, it is necessary to both engage with, learn from, and contribute to Education and Training Board sends its learners or apprentices to another country to take part in the wider international dialogue pertaining to Further Education and Training, or, as our European short or long-term works placements, or in skills competitions. Teachers, trainers and VET staff partners refer to it, Vocational Education and Training (VET). Since its inception Cork Education from the organisation can also travel to another country for job shadowing, teaching courses and Training Board has been actively working with European partner institutes to give its students and training. The organisation applies for funding to prepare and manage the project, and for the and staff the opportunity to actively engage with Vocational Education at a European level. costs of travel and participation. A VET mobility project is an opportunity to increase the quality This engagement has included learning mobility, exchange of best educational practice and of initial and continuing vocational education and training in Europe and strengthen the European involvement in educational Innovation and development projects. Much of this valuable work dimension of teaching and learning. would not have been possible without access to funding from the European Union’s Erasmus+ programme and similar initiatives. This funding is administered through the Irish National Agency Students who participate on mobility projects have shown: Léargas, whose support, encouragement and advice is a crucial element in the success of Cork • Improved learning performance ETB’s European activities. • Enhanced employability and improved career prospects • Increased sense of initiative and entrepreneurship All too often the extent of this European Vocational Educational activity, and the importance of • Increased self-empowerment and self-esteem European funding in driving transnational Vocational projects is not fully appreciated by the wider • Improved foreign language and digital competences public. This booklet aims to give a sample of the work being carried out by Cork ETB and our • Enhanced intercultural awareness European Vocational partners with the intent of increasing public awareness as to the variety of • More active participation in society projects undertaken and the impact such projects have at a local level. These projects include • Better awareness of the European project and the EU values Vocational mobility projects for students and staff, and projects examining key educational areas • Increased motivation for taking part in future education or such as, Inclusion and Diversity, Digital Transformation, and Sustainability. training after the mobility period abroad The European Union also provides funding for digital platforms through which Cork ETB teachers and students can engage in European educational projects, participate in transnational dialogue For staff participating on mobility we have seen: and courses, and share best practice ideas. These platforms include the Erasmus+ project • Improved competences, linked to their occupational profiles results platform, eTwinning, EPALE and the European Youth Portal. • Broader understanding of practices, policies and systems in education / training across countries In the area of vocational accreditation the European Union supports transparency and • Increased capacity to trigger changes in terms of modernisation and international opening recognition tools to ensure that competences, skills and qualifications can be more easily within their educational organisations recognised and are better understood, within and across national borders, in all sub-systems of • Greater understanding of interconnections between formal and non-formal education, education and training as well as in the labour market. These tools include, Europass, Youthpass, vocational training and the labour market respectively the European Qualifications Framework (EQF), the European Credit Transfer and Accumulation • Better quality of their work and activities in favour of students, trainees and apprentices System (ECTS) and the European Quality Assurance Reference Framework (EQAVET). Cork • Greater understanding and responsiveness to social, linguistic and cultural diversity ETB learners benefit from these innovations and many former students are now engaged in • Increased ability to address the needs of the disadvantaged successful careers in other European Union countries. • Increased support for and promotion of mobility activities for learners • Increased opportunities for professional and career development In order to participate in Vocational Education at a European level Cork ETB has worked to create • Improved foreign language and digital competences a network of quality Vocational partners across all European Union countries. We highly value • Increased motivation and satisfaction in their daily work our partner institutes and hope that our high level of cooperation in Vocational Education and Training will endure, and continue to provide educational opportunities for staff and students, Mobility projects are generally managed and implemented directly by the Education and Training well into the future. Boards constituent centres. This approach guarantees that the mobility activities available to students and staff match the teaching and learning needs of the individual centre and that there is an active engagement with project activity by the centre. Some of the colleges have been engaged in mobility project activity since the mid 1990’s and most of our partner institutes have worked with us on a long term basis. 2 3 EUROPEAN PARTNERSHIP IN EDUCATION AND TRAINING CORK EDUCATION AND TRAINING BOARD Cooperation Among Organisations and Institutions Upon their return from mobility projects students engage in a debriefing and evaluation process Participation on Partnerships for Cooperation actions enables Cork ETB to gain experience in which allows the centre to gauge the success of the mobility activities. Samples of student international cooperation, strengthen the organisations capacities and facilitates cooperation comments from this formal process include: in the production of high-quality innovative deliverables. Partnerships for Cooperation can be of different sizes and scope depending on the objectives of the project, the organisations “I learned how to communicate with people from a different country, learned new skills involved, and the expected impact. Current priorities applying to these projects include; inclusion working on bikes. I also improved my German language.” (Motorcycle Maintenance) and diversity, environment and fight against climate change, addressing digital transformation through development of digital readiness, resilience and capacity, and examining common values, civic engagement and participation. “For me some of the most important experiences were learning to use new equipment and learning in a different language, this did of course make it more difficult, but it was also a new In the field of Vocational Education the following priorities also apply: and really enjoyable experience.” (Engineering) • Adapting vocational education and training to labour market needs • Increasing the flexibility of opportunities in vocational education and training “The people were lovely and I made new friends. For me the most important experience was • Contributing to innovation in vocational education and training seeing new things and learning. I was able to see the clothes Lithuanian fashion students were making, and I loved seeing the difference in the way they teach.” (Fashion Design) • Increasing attractiveness of VET • Improving quality assurance in vocational education and training • Creation and implementation of internationalisation strategies for VET providers “I think the skills we gain abroad in photography will be very beneficial to me in my future career. I also really enjoy living aboard and gaining the experience of being out on my own.” (Digital Media) It is clear that these priorities match very closely Cork ETB’s Vocational Education and Training policies and that participation on Partnerships for Cooperation can enrich the ETBs continued development in these areas. “During my mobility period I was working in Ljubljana Zoo in Slovenia. I learnt how to correctly maintain the enclosures for the animals and what enrichment was necessary for their wellbeing. I also learned how to prepare meals for the animals. Experiencing the different Participation on projects of this type helps Cork ETB to: culture was very important and I found it very interesting.” (Animal Care) • Adopt innovative approaches for addressing target groups, by providing for example: more attractive education and training programmes, in line with individual needs and expectations; use of participatory approaches and digital methodologies; new or improved processes of “I had the opportunity to work on snow mobiles and cars using different types of equipment. I recognition and validation of competences; new or improved practices to cater for the needs of gained competences in using diagnostic machines and tools. The mentors were very helpful target groups with fewer opportunities and to deal with differences in learning outcomes linked in explaining how to use the equipment.” (Motor Maintenance) to geographical and socio-economic disparities; new approaches to address social, ethnic, linguistic and cultural diversity • Provide a more modern, dynamic, committed and professional environment inside the Cork Education and training Board has mobility partners in every European Union country. Many organisation: ready to integrate good practices and new methods including digital capabilities of these partners also engage in other forms of cooperation including other Erasmus+ projects into daily activities; open to synergies with organisations active in different fields or in other and direct cooperation between the individual centres. socio-economic sectors; strategic planning of professional development for staff in line with individual needs and organisational objectives Cork Education and Training Board centres also host visiting students and staff from our partner • Develop increased capacity and professionalism to work at EU/international level: improved institutes and organise work placement, training and cultural activities for the visiting groups. This management competences and internationalisation strategies; reinforced cooperation with is a key element of our internationalisation strategy as visiting staff and students allow those who partners from other countries, increased quality in the preparation, implementation, monitoring are not in a position to travel to still actively engage in European project activity and learn from and follow-up of EU/international projects the experiences, competences and best practice of our European partners. 4 5 EUROPEAN PARTNERSHIP IN EDUCATION AND TRAINING CORK EDUCATION AND TRAINING BOARD Inclusion and Diversity Educational Integration of Refugees (EIR) Participation on these projects has also had an impact on the staff and students who have actively participated on them through: PROJECT ID: 2016-1-IE01-KA201-016869 • Increased sense of initiative and entrepreneurship PARTNER PARTNERS: • Increased competence in foreign languages - Esenler Ilce Milli Egitim Mudurlugu, Turkey • Increased level of digital competence - I.T. Giordani-Striano, Italy - Inspectoratul Scolar Judeatean Bacau, Romania • Greater understanding and responsiveness to all kinds of diversity, e.g. social, ethnic, linguistic, - CETB, Ireland gender and cultural diversity as well as diverse abilities - Volkshochschule für den Landkreis Regen, Germany • Improved levels of skills for employability and new business creation (including social Project website: http://eirproject.eu/ entrepreneurship); • More active participation in society • More positive attitude towards the European project and the EU values Human history has been marred by conflict and many of these have resulted in the displacement and forced movement of people but the influx of refugees to the European Union and Turkey • Better understanding and recognition of skills and qualifications in Europe and beyond due to the conflicts in Syria and Afghanistan combined with the attempt by many thousands of • Improved competences, linked to occupational profiles refugees to access the European union by crossing the Mediterranean in boats often unsuitable • Better understanding of practices, policies and systems in education across countries to the task has given rise to increased public and political debate as to how best to cope with • Better understanding of interconnections between formal, non-formal education, vocational the refugees who arrive into the European Union. What is clear is that a suitable educational training, other forms of learning and labour market respectively approach must form part of the plan if the refugees are to be integrated as fully functioning members of their host society. This of course will lead to the arrival of refugees into local schools • Increased opportunities for professional development and classrooms. Often teachers receive minimal or no training as to how best to approach the • Increased motivation and satisfaction in daily work education of these new students. There is sometimes a lack of awareness to the degree of physical and mental trauma these students have suffered, the barriers presented by language and literacy issues, even in cases where the refugee may have had a good level of education The following pages highlight some of the projects that Cork ETB has actively worked on over the from their own country and the fears and misunderstandings the individual refugee may carry to last few years. the educational environment. It is from here that this project begins. Through a series of short term joint training activities project participants engaged with refugee students, their families, teachers and other stakeholders in order to gain a greater understanding of the educational needs of the refugee students, the potential barriers to meeting these needs and the steps that can be adopted to achieve greater educational integration of the refugees studying in our centres. The primary focus of the first joint training activity was to allow teachers to engage directly with refugee students, to listen to their stories, allow them to describe their experiences of the education system and tell us how they felt the system could be improved. This event also allowed participants to meet with teachers, volunteers, government and nongovernmental organisations who work with refugees. The group also spent time with refugees who arrived into Europe as minors and many of their stories provided a clear insight into the hardships refugees endure before arriving into the European Union. During the second short term joint training activity the attention of the group shifted to examining how schools and other educational institutes work towards the integration of minority groups with the purpose of determining if some of these techniques could also be successfully adapted for use with refugees. The role of mediators working in schools with Roma students was particularly interesting as was the emphasis on music, dance and crafts in schools as tools to assist with integration. The primary purpose of the third joint training event was to try out some of the teaching techniques proposed from the previous meetings and to continue our engagement with refugees and the organisations who 6 7 EUROPEAN PARTNERSHIP IN EDUCATION AND TRAINING CORK EDUCATION AND TRAINING BOARD VETReality work with them. Each partner presented sample classes where the use of visual aids or activities supplemented the learning material with a view to moving the classroom emphasis away from PROJECT ID: 2020-1-IT01-KA202-008380 just verbal delivery to more interactive alternatives. PARTNER PARTNERS: - Consorzio CO&SO, Italy Throughout the duration of the project all partners were conscious of the need to disseminate - Reattiva, Italy the learning from the training activities to their colleagues and to the wider educational - Auxilium, Austria community. A project website was established and reports from each short term joint training - Danmar Computers, Poland activity were made available online. Short film clips were posted onto the projects YouTube - CETB, Ireland channel highlighting interesting classroom activity and performances organised by refugees - INSHEA, France during visits to various institutes. - Tolosako Inmakulada Ikastetxea S.Coop, Spain Project website: https://vetreality.erasmus.site/ In seeking to provide recommendations that may help to facilitate the Integration of refugees into the school and classroom we were conscious that the overall ethos of the school needs to be examined and inclusive policies put in place to represent and respect the cultural diversity Work Based Learning (WBL) is an integral part of VET but accessing this form of training can be of the students and staff within the educational establishment. Schools should work to meet challenging for some students, particularly those with Special Educational Needs (SEN). One the needs of the refugee student and should be careful not to engage with any activity that potential solution to this challenge is to engage students with Virtual Reality based training prior may further isolate the student. Activities that allow the school to engage with the family and to and during their period of WBL. As part of our wider integration strategy Cork Education and build communication channels are very important. The issue of recognition of prior learning and Training Board is participating in the Erasmus+ project, “Virtual Reality based training to upskill indeed the need for reliable validation of such learning is also significant. Within the classroom VET teachers and trainers and foster inclusion of SEN Students in WBL” (VETReality). teachers need to look for ways to include the refugee student into the learning process, taking account of the language barrier and probable initial isolation of the refugee. It is likely that there The main aims of the VETReality strategic partnership project are: will be a greater emphasis on group activity such as project work, dance, music, games and sport • Implementation of an investigative research using focus group methodology about available so as to allow the refugees to integrate with the general student population and engage in a safe and emerging VR technologies (hardware and software) and its analysis for SEN students in way with their peers. Group activities with low verbal communication requirements such as role initial VET as well as the necessary competences needed from VET Teachers and Trainers play and project work can facilitate learning when language acts as a barrier to more traditional • Development of a e-Compendium of available hardware and software, their potential as learning classroom activities. Cultural Integration is a long term process but the integration of the refugee tools in VET student into the classroom and school is a significant step towards integration within the wider community. Such classroom integration is an enriching process not just for the refugee but for • Development of a training programme for VET Teachers and Trainers to gain the necessary all of the students within the school as it allows non refugee students to engage with different competences on a technological, methodological/didactical perspective to foster the learning cultures, banishes racism and promotes diversity and as such is worthy of support both in terms process of SEN students in initial VET, their participation to local work experiences and of money and time. international mobility programmes and, ultimately, make real their inclusion in the wider society (realization of their own personal and professional life project) • Development of a Mobility web-based Compendium for VET Teachers and trainers, which will have the aim to motivate schools and families when deciding on SEN students’ participation on mobility (will create a Virtual Mobility path, including all steps and variables) • Professional development of Teachers and Trainers related to the new competence and mindset required for the concrete transfer of VR in the frame of WBL (at local and EU level/Mobility) • Promoting the smooth transition of SEN students from school to work • Boosting the use of digital resources by teachers working with SEN students in initial VET at a European level and contribute to the innovation and modernisation of VET Systems 8 9 EUROPEAN PARTNERSHIP IN EDUCATION AND TRAINING CORK EDUCATION AND TRAINING BOARD Values for Inclusive Dynamics (VALID) The first phase of the project involved the creation of a VETReality e-Compendium for VET teachers and trainers. In order to create this e-Compendium project partners engaged in desk research investigating available hardware for virtual reality and augmented reality. The suitability PROJECT ID: 2021-1-IE01-KA220-SCH-000034368 of each hardware device as a training tool, degrees of freedom and required sensors, cost factors PARTNER PARTNERS: and potential problems were all examined. In addition existing software applications that may be - Paydas Egitim Kultur Ve Santa Dernegi, Turkey relevant to supporting the learning process of SEN students engaged in initial VET, preparatory - CETB, Ireland and preliminary to their access to WBL, were examined in detail. To complete the work on the - Kusadasi Egitim Kultur Santa Spor Ve Turizm Dernegi, Turkey e-Compendium, focus groups were convened in each partner country to assess the willingness - IES Ribera Del Tajo, Spain of teachers to engage with virtual reality as a training tool, the current level of technical skill that - Escola Básica e Secundária Padre Manuel Álvares, Portugal - 21 Knowledge, Portugal teachers possess in this area and the staff training needs that would be required in order to make virtual reality training for SEN students a reality in VET institutes. These focus groups involved VET teachers and trainers, representatives from VET institute management, and VET experts, employers and stakeholders. This process allowed for an in-depth understanding of the current In 2018 the European Council adopted the Recommendation on Promoting common values, situation regarding the use of virtual reality as a training tool in each country as well as providing inclusive education, and the European dimension of teaching. It is paramount to underline that a clear indication of the teacher training needs that would be required if the use of virtual reality the EU is based on common values. These values form the fabric of the Union binding countries, as a training tool in VET were to be expanded. communities and people together, as outlined in Article 2 of the Treaty of Lisbon. Education plays a key role in preserving the values of our European family for generations to come. Human dignity, The second phase of the project, draws on the learning from the e-Compendium to create a freedom, democracy, equality, the rule of law and respect for human rights, including the rights training course for teachers in the use of virtual reality in VET and specifically as a tool to help of minorities, are values which are shared by EU Member States. Value education and inclusion SEN students engage in WBL. in schools provide for character and personality development and a more effective citizenship education for teachers and students as well as the whole community. With the integration of these values into the regular teaching framework, the moral awareness, enhancement of insights The modules included in the training course are: related to shared values and the cognitive ability of all students can be improved. The conscious • Introduction and Inclusive approach for SEN students planning of values education and inclusion is necessary initially for teachers and institutions in • Virtual Reality: overview and state of the art of VR developments in education, its pros and cons Europe as well as policy makers. Any decrease in values within our social structure can pose • VR devices (glasses, tracking systems, navigation tools etc.); first exploration of the 3D-360° VR a threat for future generations and consequently steps should be taken so that education can environment achieve its goal of raising effective and responsible citizens. Values are part of the ‘whole-school approach’, where learners, parents, teachers and the wider community are all actively involved. • How to use Virtual Reality in Vocational Education and Training, in particular with SEN students With this project, we are working to train teachers to foster inclusive education and promote • Overview of VR applications identified in the VETReality e-Compendium (exploration of the common values. most recommended VR apps identified as best practices to be used with SEN students) • How to foster WBL and EU mobility for SEN students through the use of VR applications To achieve this, VALID is: • Educational potential and the future of VR (with a focus on work-based learning and work • Developing an online training course aiming to train teachers in the field of values education, placements) create awareness of the resources and approaches related to it as well as stressing the importance of inclusion in education This training course will be delivered in each partner country through a series of multiplier events. • Creating an Online Teacher Community which will bring together teachers from many countries A series of webinars to support the training course will also be created and will be available on the for exchange of good practices and experience sharing project website. • Conducting a deep research and needs analysis concerning the place of global values in education and how better to incorporate values learning into educational systems • Providing a website for teachers and students to learn about the project activities and giving access to all project related material 10 11 EUROPEAN PARTNERSHIP IN EDUCATION AND TRAINING CORK EDUCATION AND TRAINING BOARD Way Back to School Given the subjective quality of values as personal choices and expressions of one’s personal view, teaching values is not easy. Values cannot be transferred in a mechanical way; students PROJECT ID: 2018-1-TR01-KA201-059025 need to be able to understand and accept the values. Developing values thus requires active PARTNER PARTNERS: cognitive and affective activities engaging the students themselves, in which students enter into - Germencik İlçe Milli eğitim Müdürlüğü, Turkey a dialogue with their teachers as well as their fellow students. Many studies show that dialogic - CETB, Ireland teaching and learning methodologies help students to develop moral values and citizenship - Himmet Condur Cumhuriyet Ortaokulu, Turkey attitudes. Schools should give attention to democracy and tolerance in different activities as - IC9 Cuocoschipa, Italy part of the curriculum. This project provides schools and other educational institutions with the - Hasan Fatma Onal Anadolu Lisesi, Turkey resources, competences and tools they need to make common values a part of their curriculum - CPR Gijón-Oriente, Spain in order to create a more inclusive environment and to embed these values into the school - Osnovna Škola Podturen, Croatia culture and into the lives of their students. Teachers will learn the most effective methods that can be used for values education and inclusion (classroom learning activities, practical activities, socialized techniques and incident learning) both through face-to-face and distant environments. This project examined the issues surrounding early school leavers and school absenteeism with the intention of sharing best practice in dealing with these issues and examining supports that can be put Through teacher training and the subsequent impact on students, VALID aims to: in place to support students to stay in school. The project partners • Promote common values at all stages of education encompass schools with students from socially, culturally and • Foster more positive attitude towards European Union shared values financially disadvantaged backgrounds, students who suffer from • Provide opportunities for professional development support to teachers and educational family conflicts, are members of low income families or minority institutions groups, have low levels of academic success, low self confidence and self respect. Over the course of the project all partners aim • Enhance the acquisition of social and civic competences, fostering knowledge, understanding to reduce the level of absenteeism which in some of the partner and ownership of values and fundamental rights institutes has climbed substantially in recent years. • Encourage a European dimension of teaching, while strengthening the competence of national administrations in this field The project group attempted to identify at risk groups or • Offer a diverse range of support to teachers and educational institutions especially in the field individual, to get to know more about the child, the family and living of distant learning conditions. From here a variety of intervention methods were adopted including, counselling activities, family visits, information exchange with the classroom teacher and where appropriate reorganisation of the classroom environment. Encouraging the at risk student to engage in Students and teachers taking part in the development of the methodology extracurricular activities was also tried. In some countries students abandon school early as they and the course will: start to work in menial jobs, sometimes as a necessary support to the family income, and in such • Acquire in depth understanding of cultural values, reasons for conflict and prejudice cases there was engagement with the student’s family and with the student’s employer in order • Understand the value of civic responsibility and activity to gauge the family circumstances and see if social or financial supports can be put in place. It should be noted that the level of early school leaving is significantly different between partner • Experience the value of values and inclusiveness countries and that countries where this is not as big a problem can give significant insight into • Understand what values are at a personal, interpersonal, local and global level how early school leaving and school absenteeism levels can be reduced. • Develop mediation and negotiation skills • Reflect on and create their personal values and standards The project addresses a very wide target group including students of all ages, their families and other support networks, teachers and educational authorities at different levels. • Learn how to defend their personal values and global values in an assertive yet collaborative manner The major impact of the project will be a new vision of values education as practical, valuable and an essential component of the curriculum. 12 13 EUROPEAN PARTNERSHIP IN EDUCATION AND TRAINING CORK EDUCATION AND TRAINING BOARD Digital Transformation The Learning Games In some countries the project group have worked to inform parents as to the importance of education and the benefits that their support and encouragement can give to the success of PROJECT ID: 2015-1-ES01-KA202-016311 their child. It is very clear that many of the children who leave school early are caught in inter PARTNER PARTNERS: generational poverty traps and significant cooperation between the schools, social services and - Volkshochschule für den Landkreis Regen, Germany other bodies is required to break this cycle. Intervention methods are quite advanced in some of - CEPA Río Tajo, Spain the partner countries and almost nonexistent in others and this allows project participants to see - Budapesti Kommunikaciós és Uzleti Foiskola, Hungary how robust intervention can support the child to stay in school. The importance of alternative - CETB, Ireland educational pathways and lifelong learning is also important to the work of this project. - I.E.S. Juan José Calvo Miguel, Spain - Hasan Fatma Onal Anadolu Lisesi, Turkey Project Website: http://www.proyectoscprgijon.es/tlg/ Project App: ClassQuest It is a key element of good teaching practice that the teacher will begin from the place on the learning path that the learner is currently at and then help the learner progress further along that path. In order to achieve this goal the teacher must try to use tools and techniques that best engage with the learner and indeed provide the motivation and intellectual stimulation that learners at all levels of study and ability require. Technological developments, particularly in the area of communications, have very much changed the way learners react to educational stimuli. Engagement with the internet and the consequent access to information, social contacts, online gaming and other tools have modified the ways in which people learn and interact. Even though the concept of gamification is a relatively recent development in the field of business, the ideas behind it are not something strictly new in education. If we consider it carefully, we can even say that our western educational systems are instances of gamification: the students (players) are given a general mission (get a certificate) which they will achieve by overcoming different stages (years) gradually more complicated and integrating skills already acquired in previous stages. In order to keep them motivated to keep playing (studying), they get feedback (grades) at fixed intervals and intermediate rewards (promotion) or punishments (repetitions). In each of their subjects, they get points for doing activities to a certain standard (exam marks, for example) and are penalized when they don’t follow the game rules (lose behavior and attitude points or are sent off, for example). They even to have team up with other players (group assignments), develop new playing (learning) strategies to overcome unexpected difficulties, fight stronger enemies (final exams) and final bosses (like university entry exams). 14 15 EUROPEAN PARTNERSHIP IN EDUCATION AND TRAINING CORK EDUCATION AND TRAINING BOARD Gamification as a procedure to use video game elements in different non-gaming contexts in All of these game-imported elements encompass a need for the teachers to incorporate order to create increased motivation in real life activities, however, this is a very recent academic gamification as the base for class management, implying an effort to learn and master both the and practical development. We have just described our educational systems as gamified theoretical aspects of the framework and, on a more practical level, the use of the software for systems but they certainly lack the powerful engagement that videogames create, meaning our everyday practice. a high number of students get lost along the way or become underachievers. So there must be something missing, something in the very core of our current teaching practice that fail to engage the students to fulfil their potential. What makes videogames so powerfully attractive and engaging then? What are the mechanics behind them that keep people playing relentlessly for hours? They’re challenging, yes, but sure too is education. They develop gradually over progressively more difficult stages, but academic years adopt the same approach. Videogames provide immediate feedback to players’ actions but our systems’ feedback is delayed, sometimes several months, in relation to our students’ actions. Videogames involve a narrative, a continuity, a story. They give players choices, making them protagonists, decision-makers, vital to progress. Players get rewarded for their actions and can compare with their friends. Apart from this, modern videogames in every platform rely on social interaction, the same way most of our students do in their everyday lives through their social media interactions. And, above everything else, they are fun. So it’s quite clear in which aspects games and education differ and which elements should be added in order to make education more engaging, motivating and, even, rewarding for the students. Immediate feedback, progression, meaningful choices, interaction, rewards, even a sense of fun and wonder is the methodological innovation we propose in this project; by bringing these familiar yet motivating elements into our educational systems we aim at creating a new learning experience which will adapt to our students’ everyday real life non-formal learning styles, dramatically increasing their chances at success. The Learning Games project is an innovative approach to student engagement, targeting the whole spectrum of educational levels, The main result of the project is a native app for both Android and iOS supported by Firebase. from secondary education to higher education and including Other results include, results relating to the use of the methodology in the class and also the VET and adult education. The project not only developed this approach from a theoretical products specifically created for the project, such as documentation and Internet presence. point of view using already existing tools like Additio or Classcraft but, as part of the project, These include a user manual, a quick user guide for the applications and also different booklets we developed our own dedicated software according to the partners’ specifications to put and leaflets which were compiled and edited as supporting materials for the meetings, this methodology into practice in the classroom. This software provides immediate and introducing different aspects of gamification, from theoretical background, the basic elements accessible feedback about performance and the level of mastery acquired by the student and and techniques to gamify an activity and how to put it into practice using software and other identifies additional learning goals in order to progress in the lesson; a system that improves classroom dynamics. teacher-student communication, and also student-student communication, a social dimension of learning, which is known to encourage deeper engagement with the activities. The overall objective is committing the students to change their attitude towards learning, increasing their motivation and consequently enabling them to achieve their full potential. 16 17 EUROPEAN PARTNERSHIP IN EDUCATION AND TRAINING CORK EDUCATION AND TRAINING BOARD Re-Evaluating Digital Technology to Enhance Learning This included an examination of the different types of learning: Visual, Aural, Verbal, Physical, Logical and Solitary and how digital technology can be used to PROJECT ID: 2018-1-IE01-KA202-038790 deliver vocational education effectively to students taking these learning styles into account? PARTNER PARTNERS: - Inspectoratul Scolar Judeaten Bacau, Romania - CETB, Ireland - Haapsalu Kutsehariduskeskus, Estonia - IES Ribera Del Tajo, Spain - Hasan Fatma Onal Anadolu Lisesi, Turkey - Volkshochschule Arberland, Germany The use of digital technology in education has been actively promoted for a number of years throughout the EU and generally teachers and educational management have responded positively to the introduction and use of digital technology in the classroom. Many vocational schools strive towards digital maturity as outlined in the eSchools programme and the partners in this project are all actively using digital technology in their vocational education and are all well advanced towards digital maturity. However we have now reached a point where we need to examine the effectiveness of this use, not only a self evaluation of our digital maturity but also of our response to the learning needs of students. It would seem that in many cases digital technology has been used to substitute for existing teaching tools. Students often use tablets or laptop computers as a substitute for books. Teachers use digital projectors and digital presentations as a substitute for the traditional blackboard. The Internet is being used to replace the student’s trip to the library. While there is nothing wrong with this We also examined how teachers can better use digital technology to assist students with learning as such it demotes digital technology’s role in education to one of difficulties, disadvantaged students and minority groups. This included examining types of digital substitution for existing technology. As educationalists we should be asking if we can we get assistive technology, digital technology as a learning support, and as an accessible resource and more from digital technology. How can digital technology be employed in a more productive way study support tool. to enhance vocational learning. In fact how can we harness the full potential of digital technology so that our students gain the maximum vocational educational benefit from its use? From this we developed sample vocational lesson plans using digital technology to enhance student learning and demonstrate how a more professional application of digital technology All too often the knowledge we have about how students learn, their attention span, different types can add significantly to the students learning. These lessons cover a wide range of vocational of learning and other educational theories have not been employed in deciding how, when and why subjects. we should use digital technology. This project seeks to address this question at a practical level through the conducting of a critical examination of how digital technology is currently being used Primarily the project gives participating teachers the opportunity to examine in detail how in vocational education and by identifying digital resources currently available that may be used they currently use digital technology in vocational education, question whether this use is to enhance student learning. This includes the identification and evaluation of online educational educationally sound and work to develop a better strategy for digital technology use to enhance resources as well as a more general evaluation of the Internet as a learning resource. Areas such student learning. In so doing also to examine how students with difficulty can be helped by using as independent e-Learning, digital technology in classroom gamification and the use of Alternate digital technology to deliver course material targeted towards their stronger learning type. reality software will also be considered. We re-examined how students learn with the goal of developing a better strategy for the use of digital technology in the vocational classroom. 18 19 EUROPEAN PARTNERSHIP IN EDUCATION AND TRAINING CORK EDUCATION AND TRAINING BOARD Sustainability DITOGA Sustainability in Vocational Education PROJECT ID: 2018-1-AT-01-KA202-039240 PROJECT ID: 2020-1-IE01-KA202-065985 PARTNER PARTNERS: PARTNER PARTNERS: - Jugend am Werk Steiermark, Austria - Siauliu profesinio rengimo centras, Lithuania - E.N.T.E.R. GmbH, Austria - CETB, Ireland - Consorzio CO&SO, Italy - Berufskolleg Kreis Höxter, Germany - Winnova, Finland - Inspectoratul Scolar Judeaten Bacau, Romania - Ikaslan Bizkaia Spain - Haapsalu Kutsehariduskeskus, Estonia - Syntra West, Belgium - IES Ribera Del Tajo, Spain - CETB, Ireland - Kusadasi Egitim Kultur Sanat Spor Ve Turizm Dernegi, Turkey Project Website: https://www.ditoga.eu/en/ eYou FET learner app: https://corktrainingcentre.ie/mobile-app/ The aim of this project is to identify good and bad practices within our Vocational institutes on areas of environmental concern, DITOGA, “Digital tracking of vocational training graduates using auto-analytics to increase to examine firstly how the institutes operate and identify ways the quality and sustainability of vocational training and further education” is an international in which environmental best practice can be incorporated into Erasmus+ project coordinated by Jugend am Werk Steiermark from Austria and co-funded by the the normal day to day operation of the Institutes and secondly European Commission. The project tackles the challenge to keep VET trainings up-to-date with to identify areas within the curriculum where sustainable, recent job market needs by engaging VET graduates in an ongoing feedback loop that provides environmentally friendly technologies can be promoted and meaningful data for VET providers. Thereby, we strive to improve the quality and sustainability of where students and teachers can be empowered to incorporate vocational education and training (VET) throughout Europe. sustainability in a very real way into their courses. This aim could also be stated as giving the institutes the knowledge and tools at As a result of the project work Vocational training institutions should be able to react more a local level to adopt best practice in sustainable course delivery quickly to the changing demands of the labour market and adapt their training offers accordingly. and through this good example and direct examination of course In the future, apprentices should benefit from this in their training and of course in their jobs. content place sustainable vocational methods at the forefront of The first step in working towards the project goals was to ask young people, training institutions course content. and companies what they were missing in vocational training, and talk about potential skill gaps. Following on from this we analysed the collected data, compiles a list incorporating measurement In this context we plan to examine the following key environmental issues in the context of criteria and a list of questions which would provide us with a greater understanding of training how they relate to vocational education: needs. The next step was to develop an auto-analytics app for mobile phones to be used by VET graduates. The app enables young people who have completed their vocational training to give • Litter and Waste: including strategies to reduce the amount of waste material generated feedback on their training and their needs in a real life context. The answers from the app are within the colleges and create increased focus on recycling. This aim incorporates a particular analysed and evaluated using a special software. Eventually, these results and deductions are emphasis on the reduction in plastic waste made available to VET training institutions using the DITOGA Analytics Software. • Energy: Examination of ways that energy can be conserved within the colleges and also opportunities that may be available to promote or adopt clean energy usage The app works using self tracking software and by using a reward system. The basic questions • Water: Increase awareness of the importance of water as a resource and the need to reduce are: Can I apply the things I learned in training to my job? And where would I have needed more or waste. We also worked to identify the opportunities for water collection within the colleges different competences? The more questions are answered, the more virtual reward trophies, so- • Travel: Both an examination of how students and teachers travel to college, travel for college called “badges”, are collected in the app and keep the user motivated to insert data and to excel activities and how the effects of this can be reduced. This may include changes in travel at their current job. The results obtained through the use of the app can then be used to support patterns but also initiatives to compensate for carbon emissions as a result of educational VET institutions all over Europe to adapt their VET programmes to current developments in the travel. The promotion of “green travel” is a key objective here workplace. • Biodiversity: Examination of how the college can increase biodiversity at a local level. This may include planting strategies, areas for wild flowers and insects, introduction of animal life into the college campus for example bird or bat boxes, insect areas, roof gardens, tree planting etc. 20 21 EUROPEAN PARTNERSHIP IN EDUCATION AND TRAINING CORK EDUCATION AND TRAINING BOARD Together For Sustainable Development Goals In examining all of these we strive to see which strategies can best be employed in our own PROJECT ID: 2020-1-NO01-KA201-076520 colleges to create a more sustainable environment PARTNER PARTNERS: while also promoting the idea of European and - Drustvo Bodi svetloba, Slovenia global citizenship within these themes. Crucially - Kusadasi Egitim Kultur Sanat Spor Ve Turizm Dernegi, Turkey here, these themes are evaluated not in a theoretical SOLUTION: manner but in a very practical way directly related to - Solidarité & Inclusion, France our vocational colleges. - Manavgat Anadolu Imam Hatip Lisesi, Turkey - CETB, Ireland We challenge teachers and students to make a real - Bergen kommune, Rothaugen skole, Norway local difference in relation to sustainability in each of these areas by making practical changes within the colleges that both directly help sustainability The United Nations Secretary-General António Guterres, in the 2019 report on Sustainable and through example encourage others to follow Development Goals, stated that “It is abundantly clear that a much deeper, faster and more similar strategies. In addition teachers will engage in ambitious response is needed to unleash the social and economic transformation needed to a process of examining each of these themes to see achieve our 2030 goals. The coming years will be a vital period to save the planet and to achieve if changes or additions to their course delivery can sustainable, inclusive human development.” encourage students to use sustainable vocational methods in their working lives. As set out by the UN in 2015, the 17 sustainable development goals to be met globally by 2030 are: The idea here is that the project follows a holistic • No Poverty approach with the colleges demonstrating good sustainable practices through their own day to • Zero Hunger day activity and through their vocational curriculum. The project also draws on the experiences of teachers in different countries and taps into the expertise that some Vocational Educational • Good Health and Well-being Institutes have in the implementation of sustainability initiatives. • Quality Education • Gender Equality The success of the project will primarily be judged by the sustainability initiatives implemented in each partner institute and their adoption of a holistic approach to environmental sustainability. • Clean Water and Sanitation • Affordable and Clean Energy • Decent Work and Economic Growth • Industry, Innovation, and Infrastructure • Reducing Inequality • Sustainable Cities and Communities • Responsible Consumption and Production • Climate Action • Life Below Water • Life On Land • Peace, Justice and Strong Institutions • Partnerships for the Goals 22 23 EUROPEAN PARTNERSHIP IN EDUCATION AND TRAINING CORK EDUCATION AND TRAINING BOARD These SDGs are presented by the UN as the “global blueprint for dignity, peace and prosperity for people and the planet, now and in the future”. This project aims to broaden the knowledge of both teachers and students in respect of SDGs and their implementation. Teachers will develop and publish new ways of integrating the SDGs into their current curriculum and develop new competencies about their assessment. The project theme of “Together For Sustainable Development Goals” aims to bring about new skills and knowledge to support activism and practical steps towards the implementation of Sustainable Development Goals. The participating teachers and students gain a broader knowledge of common values and needs, their civic engagement and participation in global issues will develop while learning about the necessity of achieving the SDGs by 2030. The participating teachers and students become the ambassadors of sustainable development and embed the goals into their lives. The main results of this project include: • The development and delivery of a research report on SDGs and the extent to which they are implemented in each of the partnering Countries • The development of a report by each school partner related to the extent to which SDGs are integrated to their curriculum and how the integration can be improved • Training delivered to educators from participating organizations to introduce them to concepts of Global Education and SDGs in order to gain the skills and confidence to implement SDG- related activities and programs locally • The development of a website resource for educators on exploring how to approach global education Students participating on the programme examine: • Assessment methods regarding the acquisition of SDGs by students and their learning institutions • Sustainable development goal mini projects prepared by student teams • Supplementary educational resources developed through the project such as reflections, training assignments, blogs, community needs assessments etc. • Informal educator to educator peer sharing around project activities The Project partnership includes three schools, three NGOs and one educational directorate. During the Learning Teaching Training activities of the project 90 students and teachers will have the opportunity to learn from each other on a transnational basis and transfer this learning to their own institutes. 24 25 EUROPEAN PARTNERSHIP IN EDUCATION AND TRAINING CORK EDUCATION AND TRAINING BOARD www.corketb.ie
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