"Erasmus+ & eTwinning EU Projects & modern school reality. Case study: 4th High School Alimos." (original) (raw)
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Rural Environment. Education. Personality (REEP)
Embracing the financing opportunities offered by the European Union, vocational schools draw up applications for various projects, mostly for implementation of international partnerships, dissemination of best practices, and exchange programmes, involving the general education and vocational teachers as well as students, student assistance specialists, and school principals. Vocational training institutions generally engage in projects under the Erasmus+ strategic partnership programme aimed at long-term mobility of vocational teachers and other participants of vocational training. When assessing the importance of Erasmus+ projects in the context of vocational training quality in Lithuania, the authors of the paper aimed at identifying the benefits of vocational teachers’ participations in projects under the Erasmus+ programme. Seeking for the research objective, a qualitative research approach was selected applying the triangulation principle. Document analysis method was invoked t...
2018
This report was created as part of the mid-term evaluation of the Erasmus+ programme and the predecessor programmes: Lifelong Learning Programme and Youth in Action, conducted in 2017 by the consortium of Evalu sp. z o.o. and WYG PSDB sp. z o.o., and commissioned by the Ministry of National Education. The evaluation covers decentralised actions being implemented in Poland. The following activities have been performed as part of this evaluation: desk research, diagnostic and creative workshop, survey of beneficiaries, unsuccessful applicants, and participants, case studies of participating organisations and individuals, individual in-depth interviews with representatives of the National Authorities, the National Agency and the Independent Audit Body, experts who evaluate applications, and representatives of institutions that did not apply for co-financing. The following key findings have been formulated as a result of the evaluation: 1. Actions covered by the evaluation contribute to the performance of specific objectives and the majority of general objectives of the Erasmus+ programme. The strongest effects are produced by the internationalization of educational institutions and training institutions, giving young people opportunities for intercultural communication, increasing the level of participants' language competences, self-reliance, and self-confidence. However, the evaluation did not identify mechanisms that would lead us to believe that decentralised initiatives significantly contribute to a reduction in the number of early drop-outs from education, to an increase in the share of population with higher education, or to an increase in and equalization of opportunities of all young people on the labour market (see section 3.1 for further details). 2. The following initiatives were particularly effective: a. with respect to the development of key competences-mobility of VET learners and school education staff b. with respect to the support for labour market participants-student traineeships and mobility of vocational education students c. with respect to strengthening the potential of organisations-mobility in the HE sector, and strategic partnerships (section 3.1). 3. The Programme objectives are up-to-date from the viewpoint of stakeholders, i.e. project providers, participants, academic circles and implementing institutions' staff. Nonetheless, there are needs for an additional direction for interventions (section 3.3). 4. There is a variation between regions in the level of activity of applicants and Programme participation. NA undertakes adequate activities counteracting this variation (section 3.1). 5. Integration of sectoral programmes in a single programme facilitated their unification, harmonisation, and the existence of synergies between projects, as well as reduced the administrative costs, and simplified and streamlined the management of the Programme. The current structure of the Programme is adequate (section 3.1). 6. The budget size was adequate for the Programme's objectives thanks to the involvement of additional and significant funds from the European Social Fund. Provision of another source of funding is recommended in case the ESF co-financing ceases (section 3.1). 7. The simplified grant system enabled the reduction of the administrative burden for the National Agency and programme beneficiaries and participants. Efforts aiming to further limit or eliminate the burden should be continued (section 3.2). 8. The system of cooperation and division of responsibilities between Polish institutions participating in the execution of Erasmus+ is efficient and functions well. The level of human and financial resources that is available for the implementation of the Programme in Poland is adequate. Further arrangements and possible improvements are required for certain areas concerning cooperation between the Commission and national institutions (section 3.2).
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In the debate on vocational training in Europe the sectoral approach has been referred to for some time now, as the authorities expect that this will ensure, above all, a greater involvement of the social partners. But it remains unclear exactly what is understood by the term ‘sector’. It is used in discussions as a standard, pragmatic phrase rather than as the result of particular research. An attempt is made below to define this term for the purposes of vocational training policy and to demonstrate the opportunities offered by the use of sector references for European vocational training, including reference to the debate on the European Qualification Framework (EQF) and the European Credit Transfer Systems (ECVET) for vocational training.
European vocational education and training
2012
This chapter starts with explaining the relationship between Human Resource Development (HRD) and Vocational Education and Training (VET). In this part the argument is that if HRD is taken broadly, and encompasses corporate HRD, it includes education and training, and thus vocational education and training. The next section builds on this argument and goes into the fading boundaries between initial and continuing vocational education and training, human resource development and life-long learning in Europe. Next, the chapter contends that there is a wide diversity in European VET and national systems of education. National VET systems are caught in their national contexts of legislation, culture and regulation. In some EU member states there is even variation within the state, such as in Germany (with its sixteen Bundeslander), the United Kingdom (with England, Wales, Scotland and NorthernIreland), and Belgium (with its three language communities). As an example some aspects of voca...
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This study analyses examples of cooperation between vocational education and training (VET) and businesses. In addition to the 12 selected case studies, this study builds on expert interviews and a desk research component. Three dimensions have been identified to classify VET-business cooperation: (1) the VET process (curriculum development, VET delivery, feedback loop); (2) the topics of cooperation (matching supply and demand, work-based learning, digital skills, innovation - including digitalisation aspects not related to skills development, entrepreneurial skills, mobility, social inclusion, raising awareness); and (3) the level of cooperation (individual, local/regional, sectoral, national, European, global). Initiatives such as dual study programmes in Germany or the VET programme developed by the Danish retail chain Coop show how VET-business cooperation influences the quality and attractiveness of VET.
Vocational Training in the European Union
Journal of Higher Education and Science, 2013
European Union requires some standards in all areas. Today, the importance of training qualified individuals which holds an important place in the development of countries increases and certain standards are adopted creating common European Union tools in the field of vocational and technical education. In this study, vocational education and training policies system and the standards adopted by the European Union are discussed. Furthermore, this study was accepted as a European Union project in 2010 and the results obtained from the Leonardo Da Vinci Life Learning European Union project called "Web Based Basic Vocational Training" between the years 2010-2012 were presented. Since the partners of these projects are Turkey, Spain and Germany, the structure of vocational education, institutions of public and private vocational education and the diplomas and certificates entitled after these educations are included. As Turkey is on its way to become a European Union member, a number of advices are presented for Turkey to reach its destination about vocational education standards that European Union has aimed. The purpose of the study is not only to be a guide for the young who want to get professional training in the countries that are European Union members or candidates about how and where to have education opportunities but also to give a chance for trainers and training managers, participating in vocational training, so as to glimpse different practices from different countries and compare these practices between the countries of European Union and their countries. The study is also very important as it has the opportunities for training managers to see if their countries' vocational education is close enough to vocational education in European Union.
Future developments in Vocational Education and Training in Europe
Research Papers in Economics, 2019
Contrary to general education, vocational education and training (VET) has been an area of cooperation from the very beginning of the European Union. Over decades, however, the concept and reality of VET has changed substantially. VET as a dead-end educational pathway preparing exclusively for direct labour market entrance has practically faded out. The VET systems of the EU member states have become more open and have developed their access routes to higher and further education. Since 1995, common drivers for developments in VET across EU member states have included structural ones as shrinking birth-cohorts or changes in skill demands induced by new technologies and digitalisation as well as institutional ones, for instance, a new emphasis on learning outcomes or the introduction of qualification frameworks. However, common drivers have resulted in different trajectories taken by the various national VET systems, perpetuating the diversity of VET in Europe. The paper discusses lo...
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One of the oldest in the European Union, the vocational education and training (VET) policy is rich and complex. It influences the content of VET programmes, determines the conditions for accessing VET, and shapes the rules for the acquisition, validation, certification, and international recognition of competences and qualifications. This book presents the organisation, objectives, areas of action, and main achievements of the EU VET policy. The book shows how the development of VET policies in the European Union is based on a coherent vision the design of which Union authorities, Member States, and civil society stakeholders play an active role in; and how it follows a methodical approach for the ultimate purposes of economic growth and social cohesion.
Journal of Education and Training, 2020
After the advent of the knowledge society there has been a lot of debate, among countries and supranational organizations, on the promotion of lifelong learning policies and cooperation policies on education and training issues. In this context, training policies and mobility programmes at all levels of education and/or training are high on the international political agenda. At the same time, it is well known that vocational education and training is inextricably linked to the labour market and undoubtedly to employability (Stamelos, Vasilopoulos, Kavasakalis, 2015). Within this broader framework, many policies and programmes have been developed and implemented at European level to defend this objective, with the most contemporary of them, Erasmus+. This article presents a case study of a students' mobility programme. In detail, the purpose of this article is to investigate and analyse the participating students' views in individual mobility actions under the Erasmus+ programme in secondary vocational