transfer concept 5... · outcomes o3: transfer concept - 2 - 1. introduction within the erasmus+...

Transfer Concept

Outcomes

O3: transfer concept

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table of contents

1. Introduction .................................................................................... 2

2. The transfer concept of LOVE VET (LOVE TRANS) ........................... 4

2.1. Establishing a transfer base ................................................................................................ 4

Implementation steps:............................................................................................................... 4

Key competences for lifelong learning: ........................................................................................... 5

Difficulties ........................................................................................................................................ 6

Opportunities .................................................................................................................................. 6

2.2. Creating the necessary transfer conditions ........................................................ 6

Implementation steps: .................................................................................................................... 7

Difficulties ...................................................................................................................................... 10

Opportunities ................................................................................................................................ 10

2.3. Implementing the transfer concept ..................................................................... 10

Implementation steps: .................................................................................................................. 10

Difficulties ...................................................................................................................................... 11

Opportunities ................................................................................................................................ 11

3. Financial support .......................................................................... 12

4. Examples of implementation of the transfer ................................. 13

4.1. Croatian Chamber of crafts (Zagreb) ................................................................. 13

4.2. City College Plymouth (UK) .................................................................................... 14

4.3. I.I.S. Polo Lugo (Italy) .............................................................................................. 15

4.3.1. VET framework and basis conditions of I.I.S. Polo Lugo ......................... 15

4.3.2. Transfer workshop in Lugo .................................................................................. 18

5. Annex ........................................................................................... 19

5.1. LOVE VET transfer activity in Zagreb .................................................................. 19

5.2. LOVE VET transfer activity City College Plymouth ......................................... 27

5.3. LOVE VET transfer activity I.I.S. Lugo ............................................................... 36

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1. Introduction

Within the Erasmus+ funding project LOVE VET (Livelong Outcome orientated

Vocational Education through new teaching and learning cultur) that was

undertaken from 2014-2017 – a consortium of educational institutions in the

vocational field have good expertises in learning and teaching practices that

involve using technology as a learning enhancement as well as open learning

scenarios has been working on a training concept for teachers and elearning

tools.

In the common understanding of the participating institutions it is essential

that teachers have a consciousness about their role. Therefore a compact

training program was created that puts a focus on the role change of teachers

and trainers as well as aspects of coaching, ICT support and the planning of

assignments related to competence grids.

In Outcome 2 of the LOVE VET project competence grids and learning tasks

were developed for a variety of training courses of the participating partners.

The objectives were:

For the consortium it is of utmost importance to zero in on the following fields

of work:

Teachers’ attitude and soft skills

Coaching abilities

Working with technologies that enhance learning processes

Feedback settings

Concept of working with competence grids as a new educational

development

The training concept that has been developed works in this setting. Based

upon the pedagogical concepts of Oskar-von-Miller-School (OvM), the Network

for COoperative Open Learning (COOL) as well as Lapland vocational college

(LAO) this training program has been agreed upon to start this process.

This concept was piloted together with the app eLOVE overspanning outcomes

O1 (training concept), O2 (competence grids), O3 (eLOVE app).

After the piloting of the outcomes in the core partner organisations of LOVE

VET a final transfer of the holistic program (O1, O2, O3) to new partners in

Europe was the aim.

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To realize the transfer the transfer partners developed the LOVE VET transfer

concept LOVE TRANS.

Aim of transfer concept is:

• to present the basic requirements for the introduction of the LOVe VET

program into new vocational education and training systems,

• to demonstrate how the LOVE VET program can be gradually introduced

into new vocational education and training systems,

• to demonstrate the challenges to be addressed when implementing the

LOVE VET program,

• to discuss the short, medium and long-term steps for the sustainable

implementation of the LOVE VET program,

• to show examples how this transfer process can be realized

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2. The transfer concept of LOVE VET (LOVE TRANS)

Transfer of the LOVE VET concept to other organizations is originally planned

to happen in three steps:

The first step in the current plan is to establish a transfer base

The second step is about creating conditions for successful transfer of

the project

The final step is the implementation of the transfer of the results of the

project to other European countries.

2.1. Establishing a transfer base

In the 1st step of the transfer, a European network will be developed to build

up a "new teaching and learning culture in the field of vocational training"

within the meaning of the results of LOVE VET project. In this network, as

many players in the field of vocational training (vocational schools, leaders

from companies, chambers of commerce, employers 'organizations and

workers' organizations, policy makers, etc.) should be incorporated. This level

builds on the present results and the dissemination of LOVE VET project. The

aim is the integration of new interested parties of a "New learning and

teaching culture" into the existing network of project partners.

Implementation steps: analyzing situation on vocational systems in transfer country

develop executive summary addressing the concept for the target

groups: policy makers, educational administration authorities,

companies & vocational schools

create a generalized derivate of five-day training program being the

core of the project which is independent to the vocational organizations

in an executive summary form

communicate this concept with key players of vocational organizations

during events

make available additional digital documents and media related to the

project on platform

identify schools that want to work with digital media in a pedagogical

setting

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establish online communication for partners interested (Social Media,

Contact form on website)

analyzing situation on vocational training programs in each country

The experiances of the LOVE VET partner (e.g.the COOL concept that has been

established throughout the past 20 years in Austria) can be seen as a role

model for establishing a transfer base. It is essential to involve policy makers

as well as organizations in charge of further teacher training to establish a

process of change of the teacher role in schools. The COOL concept is a

general concept teacher development concept that was originally developed

within the vocational school system but can be generalized to become a

reference for other school types as well. This process is currently an ongoing

one in Austria.

Related to the experience and expert knowledge of the differnet partners

generated during the process to a new teaching and learning cultur, ideas and

recommendations for the transfer concept are being referenced in this

document.

On European level, key competences have been defined focusing on lifelong

learning as a foundation.

Key competences for lifelong learning: (http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=celex%3A32006H0962)

Based upon this concept, in LOVE VET project the platform edustandards.org

was used. Within this platform it is possible to develop competence grids that

relate to different school-systems, subjects and topics. Within this structured

setting, it is possible to reference materials and tasks to competence fields.

This concept can then be used for individualization. The platform and data

generated within this platform is the database for the eLOVE app.

Within phase one of the transfer concept it is important to communicate this

idea to this new European network: it is of utmost importance to address both

aspects. To develop policies that improve working conditions for teachers in

vocational schools to use digital media during classroom work as well as

initiate further advanced education programs related to new forms of teaching

with ICT (TPACK, SAMR,…).

Working with competence fields which are clearly structured and give

orientation towards development of skills and referencing towards EU key

competences it is possible to communicate this purpose to both educational

authorities as well as teachers in classes.

These ideas should be presented in form of an executive summary for all

parties involved. On one hand the competency-based education system, which

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is the core of the LOVE VET-project, should be communicated on the other

hand an idea of how the consortium has worked in the past years should be

given based upon the new teaching concept.

Difficulties Often participating organizations in education have to live with the restrictions

of the system. This refers to working with laws and regulations as well as

trying to understand the living environment of students and thinking of ways

on how to help them develop during their learning processes.

It is this new idea of working in settings that both address open learning

scenarios as well as using new technology in a structured form that has to be

communicated very clearly. For all key players it is important to have the

knowledge of possibilities, to develop their skills giving them security and to

have the attitude in place to know, that all have the responsibility of helping in

the development of young people being part of our society.

Opportunities Using digital media in classroom work leads to didactical scenarios that have

not been possible before. It is important to focus on the development of digital

competences and computational thinking for problem solving – both for

teachers as well as students. It is also important to use reflective mechanisms

to guide the learning process. A variety of learning apps can be used but it is

important to focus on the data sovereignty that is being created. Therefore

OpenSource-based systems which can be narrowed down to a certain target

group should be preferred. Policy makers should be made familiar with this so

they can refer to this idea.

2.2. Creating the necessary transfer conditions The formation of new local / regional / national networks is encouraged. In the

2nd step of the transfer creating of the conditions for a successful transfer of

the project results to a wide European level will be done. Starting from the

existing network partnerships between project partners of LOVE VET project

and interested organizations and local / regional / national networks are build

up. The partners of LOVE VET project see themselves as consultants.

Furthermore done in this transfer step is the adaptation of materials developed

in the project (training modules, competence grid, app eLOVE) to the

appropriate national framework of the VET system.

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Based on the experiances of the LOVE VET partner during development and

piloting the LOVE VET outcomes in a first step in creating the necessary

transfer conditions a SWOT-analysis of the framework and conditions of a

transfer partner must be done.

So is is possible to check the expected conditions of the implementation

process.

To improve the conditions of implementation the respective local / regional /

national policy makers will be informed and advised.

Implementation steps: disseminate information related to lovevet-project within these

organizations and vocational schools

identify regional players in vocational education

develop a partnership program between vocational schools, regional

chambers of commerce and companies offering apprenticeships

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establish a communication platform for further exchange

Relating back to the experience of the LOVE VET partners, different aspects

should be considered. The approach of developing a new teaching and learning

culture can be taken from two sides – bottom up as well as within the top

down model.

Starting within the bottom up direction it is important to convince associated

partners about the idea of the project and show the outcomes. Here several

issues have to be addressed:

analysis of attitude and degree of openness of teaching in classroom

settings: to understand how vocational teachers work in different

countries, information is needed related to attitude, workloads for the

teacher during classroom work and within the organization.

Recommendation: opinion leaders within schools should be identified

and have to be inspired by the project idea. It is a question of taking

small steps. All material that has been developed during the project has

to be available digitally. The concept idea has to be communicated with

easy entry steps taking into consideration different topics that relate to

teachers and their work (attitude, infrastructure and technical

infrastructure, ability to use didactical scenarios based upon the TPACK

and SAMR-model, active use of ICT during classroom work –

knowledge, skill, attitude).

Another important part is find possibilities of additional teacher

qualification. This task needs involvement of the regional project

partners. Organizations in charge of teacher qualification (i.E.

Pedagogical Colleges and Universities) have to offer appropriate

programs to support the project.

Teacher training has to be done on the level of strengthening digital

competences, training on digital didactical scenarios as well as working

on the attitude of teachers.

school infrastructure:

The technical infrastructure of vocational schools has to allow the

processes mentioned above. Within the school environment before

tackling the technical infrastructure certain organizational issues have

to be solved:

o School development – how can many teachers be reached with

any organizational changes?

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o Digital concept – does the vocational school have a digital

concept? Who is involved in this concept? Is there a steering

group for digital media in the organization?

o Staff development – is there a staff development concept in

place?

o School management – how is the school management (head

principle, administration) involved in the project?

technical infrastructure:

Many concepts have been put to work addressing the technical

infrastructure in schools. These concepts reach from restrictive access

to ICT-technologies putting the technical administration into focus as

well as opening the system towards concepts like “bring your own

device” and wifi access for all students without any barriers.

Experience shows, that systems that allow easy access to ICT-

infrastructure (i.E. Single Sign-On on different platforms) enhance the

acceptance of such systems.

Also the lovevet-concept itself is platform-independent to a certain

degree. The app and learning management system use Moodle. If a

school does not have this technical infrastructure available, it is still

easy to use the tools that were developed. In this case, the platform to

generate educational standards and work in this setting collaboratively

is done via edustandards.org.

As with using other apps, the app eLOVE can also be downloaded from

appstores. For the backend structure the Moodle-installation of

lovevet.eu can be used. It is also possible to work with exacloud.at –

this platform allows the use of the app together with competence fields

and portfolio-work providing Moodle as working platform. In this case,

no further installation is required for schools.

In case of having an ICT department all products which are

OpenSource can be downloaded and installed on the school server

system. Putting the focus on an organization-wide implementation, this

could be a good addition to other frameworks that are already being

used by teachers.

companies: a clear partnership between vocational schools, regional

chambers of commerce and companies should be pointed out. This can

only be done in association with the partners involved. Trainings for the

app also should be made available for people in charge of

apprenticeships in companies.

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In addition, the top down direction can be used by policies that are issued by

educational authorities. These policies can include topics like digitalization of

schools, support of technical infrastructure and regulations related to the

development of quality in schools (i.e. peer review systems in schools,…)

Difficulties Most difficulties will be encountered trying to set up a lasting communication

structure between the parties involved being the vocational school, chamber

of commerce and local companies. The communication interface between

these organizations has to be planned well and maintained.

Opportunities At the same time establishing an effective communication structure within the

partner organizations involved can be seen as a chance for development.

Having the same point of view: working competence-based with eportfolios

for reflective purposes, generating data with mobile devices and saving them

to a learning management system – can be a starting point for a pedagogical

use of digital media and devices with the goal of qualification for the work

world. Also the interaction of needs of companies and vocational schools in a

very direct way can be base of a good partnership.

2.3. Implementing the transfer concept The 3rd step of the transfer concept describes the implementation of the

transfer of the results of the project to other European countries. The core of

the implementation is the education / training of national / regional / local

multipliers from among the participants based on the adapted materials. The

multipliers then implement independently a "New culture of learning and

teaching in vocational education" into their networks organizations. To ensure

the quality of the implementation the transfer process is completed with a

quality certificate "LOVE VET".

Implementation steps: create tool-box (adapted training program for individual school

systems) - emphasize on attitude change: changing teacher role,

integration of digital media (dig.komp, European Reference Network,

eEducation)) to download

Make electronical questionnaires available to analyze attitudes and

generate data

communicate the adapted training program with multipliers

do workshops with adapted training program

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define criteria for quality certificate

generate quality certificate for schools involved

This is the “hands-on”-phase for schools that are involved. A sort of tool-box

with all necessary steps to take is given to schools that have declared to

participate in the transfer process.

The tool-box contains:

executive summaries of project for different target groups (stake-

holders, school authorities, school management, teachers)

training program developed by consortium

links to questionnaires developed by consortium

quality criteria for certificate

access-codes for using eLove-app on loevet.eu

-link to edustandards.org

With this information it should be possible to get the process started within

schools. Workshops can then be held focusing on the outcomes of project

consortium.

Difficulties A key role for implementing this concept can be seen on the level of the

school management. Changes management processes have to be initiated to

develop a new teaching and learning culture in the school. This process can

be demanding. It will be important to involve teachers that are technology

savvy and work with open teaching scenarios. This can be a starting point.

Opportunities If the system is accepted by all target groups there would be a good chance

for an organizational development. Schools working to the standards of the

lovevet idea can then be qualified and a certificate can be issued. A peer

review concept can be integrated that is managed by the consortium. This

can also be seen as an added value for schools – to display their excel in

using new technology in a pedagogical innovative setting and educating

students to the needs of the local industry.

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3. Financial support

Depending on the local, regional and national framework conditions, very

different possibilities are available to support the implementation of a new

teaching and learning culture into a VET system.

The financial support needs depend heavily on the existing infrastructure (e.g.

equipment with computing, wifi, kind of classrooms) and on the pedagogic /

didactic training of the transfer institution staff as well as on the school

culture (leadership, self-understanding, co-operation ...).

For these reasons, the LOVE VET partners consider the following options for

financial support during the LOVE VET transfer process:

Redeployments, setting of priorities in the budget of the institution.

Cooperation with local / regional partners (companies, authorities,

municipalities, regional governments) to realize additional financial

support.

Participation in national programs for the further development of

vocational education and training.

Participation in relevant EU programs (for example Erasmus + mobility

for teachers (KA I) or Erasmus + strategic partnerships projects (KA

II)).

According to the described strategy the transfer partner of the LOVE VET

project, the Instituto di istruzione superiore Polo tecnico professional di Lugo,

has decided for the following procedure:

Application of funds to the Regional Government (Emilia-Romagna) to

enable teachers to participate in LOVE VET partners.

Application of funds of Erasmus + in order to realize the learning

jobshaddowing of teachers and school management at the LOVE VET

partners (e.g. Oskar von Miller School Kassel).

Furthermore, in this case further financial support is possible at

regional government level as the regions of the two schools (Emilia-

Romagna and Hesse) cooperate as partnerships.

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4. Examples of implementation of the transfer

The acquisition of transfer partners was more difficult than expected. Many

cooperation partners of the LOVE VET organisations were generally interested

to be involved in LOVE VET project as transfer partner. After explaining the

hollistic approach of a “new learning and teaching cultur”, the interessted

organisations became aware of the extensive requirements and effects of this

implementation.

In the end, only one organzisation (I.I.S. Polo Lugo/Italy) decided to do a first

step in the implemantation process.

In the following explanations, the activities in the LOVE VET project for the

implementation of the transfer concept are shown by means of various

examples.

4.1. Croatian Chamber of crafts (Zagreb) Croatian Chamber of crafts is a cooperation partner of Oskar-von-Miller-

Schule in Kassel. Since a few years, students of OvM are realizing internships

via Erasmus+ in Croatian companies. Chamber of crafts in Zagreb is

supporting these activities.

In Dezember 2015, a delegation of Croatian Chamber of crafts was on

jobshadowing in Oskar-von-Miller-Schule. In a dissemination activity the

members of delegation were informed about the LOVE VET project (outcomes,

activities …). It was appointed to realize a first LOVE VETtransfer meeting in

Zagreb in February 2016; also headmasters of VET schools and head of VET

organisations were announced to take part in the meeting.

The meeting was realized February 06. – 07. 2016 in Zagreb/Croatia. Two

colleagues from Oskar-von-Miller-Schule Kassel presented the idea and the

content of the LOVE VET project. The discussion with the participants of the

meeting (chamber of craft, headmasters of vocational schools and of the craft

school of the chamber) pointed out that the outcomes of LOVE VET project

could be very helpful in the Croatian vocational training system. The system

of a “new teaching and learning cultur” shows a new horizont for the partners

in the VET (see annex).

At the end, the Croatian institutions decided to take not part in the LOVE VET

project. This was justified by the 'backwardness' of the vocational education

and training system in Croatia. Neither the technical equipment of schools or

educational institutions, nor the pedagogical / didactic knowlegde of teachers

and trainers in the companies would make it possible to implement the

presented idea of a new teaching and learning cultur.

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4.2. City College Plymouth (UK) City College Plymouth is a close partner of Lappland Vocational College and

was – after a dissemination activity interesed to take part in LOVE VET project

as transfer partner.

City College Plymouth (CCP) is a large vocational college with over 500 staff,

12,000 students and an annual college group turnover of £33 million. It offers

a wide range of training from age 14 years old upwards, from entry level to

professional courses and postgraduate qualifications. It is the largest

vocational training provider in Plymouth.

In November 2016 the tasks of transfer partners in transfer process were

definded and the memorandum of understanding of the LOVE VET project and

the transfer partner was signed (see annex).

Next step, the agenda of the transfer process was coordinated.

For preparation the transfer process the LOVE VET partners checked the

framework of City College Plymouth and the general framework of VET

system in UK (see annex).

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During the process of preparing LOVE VET partners were informed that City

College Plymouth decided to change their elearning platform; in futur the

google class room will be used for elearning processes. The eLOVE app of the

project is based on moodle platform. For that reasen, the transfer partner

City College Plymouth decided to stop the cooperation in LOVE VET project.

4.3. I.I.S. Polo Lugo (Italy) As a transfer partner, the Instituto di istruzione superiore Polo tecnico

professional di Lugo could "(I.I.S. Polo Lugo) was obtained in Italy. The first

contact with the Oskar-von-Miller Schule took place during a matching

seminar at the Goethe Institute in Rome in October 2016.

In the following, the preparation and implementation of the LOVE VET

transfer concept (1st step) is illustrated and explained by examples.

Also with I.I.S. Polo Lugo a memorandum of understanding was signed in

which the basis for cooperation in the transfer process has been agreed as

binding and transparent (see annex).

4.3.1. VET framework and basis conditions of I.I.S. Polo Lugo Based on the agreement and the stipulations in the transfer concept, the

transfer partner was asked to present the basic conditions for his work in

vocational education and training in the next step:

National system of vocational training

How, generally, is vocational training in Italy realized?

How does law regulate the vocational training?

Is the cooperation between vocational schools and companies

compulsory?

Are there national curricula for the different VET programs?

Where are the necessary theoretical and practical skills taught? (VET

schools/companies)

Regional/local framework in Lugo

• Responsibilities of the I.I.S. Polo Lugo in vocational education and

training process in Lugo

• Tasks of the partner companies in the vocational training

• Co-operation between the I.I.S. Polo Lugo and companies in VET

• Description of existing local / regional networks in VET

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Framework at I.I.S. Polo Lugo

Description of the VET programs/courses at I.I.S. Polo Lugo (e.g.

technical, trading, kind of examine)

Description which VET programs/courses for inclusion in the transfer

process are possible

• Equipment of the selected VET courses with computers, tablets etc.

access of the selected VET courses to the internet (lan, wifi)

access of the selected courses to learning management systems such

as Moodle

Experiences of teachers and students in this VET courses with learning

management systems (e.g. moodle)?

The results of the survey are documented in the annex.

The evaluation of the feedback showed that the transfer partner has so far

had little experience in the field of digital learning and a competency-oriented

design of teaching and learning arrangements. In addition, the linking /

interlinking of school-based learning processes with vocational learning

processes in the local / regional economy is not yet advanced.

For the LOVE VET partners therefore first all the requirements for work in a

new teaching and learning culture should be created at the school. Therefore,

the requirements for the introduction and implementation of the LOVE VET

outcomes are to be fulfilled for a class and a specialist group of students.

Such an exemplary approach could thus act as a "germ cell" for the

realization of a new teaching and teaching culture within the school; coupled

thereto, the local and regional stakeholders in the developments in school are

able be integrated.

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For the I.I.S. Polo Lugo, the following transfer agenda was developed:

After a lengthy discussion in Lugo, the corresponding teachers and students

were identified for the participation in the LOVE VET transfer process and the

relevant documentation for the competence raster was submitted (see

annex).

The implementation of the LOVE VET outcomes is to be tested in the

company's practical training course for the learners from the field of electrical

engineering. For this purpose the descriptions of the competences, which

should reached by the learners during the internship, are available. The

attendants from the school and the companies involved in this process should

check whether the learners have achieved the competences described (or

not).

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4.3.2. Transfer workshop in Lugo The LOVE VET project transfer meeting with workshop at the Polo tecnico

professionale di Lugo/Italy was realized May 10th -May 11th 2017.

During the meeting the participants (teachers of the school and advisors of

companies) were informed about the LOVE VET project and the idea of a new

teaching and learning cultur (competence based, individualized, using e-

learning tools, …).

During the workshop, the participant worked on following topics.

Finding a common understanding of a new teaching and learning cultur

Creating of competence grids in relation to the context of school (see

annex)

Handling of the COMET-tool (edustandards.org)

Developing of tasks linked to the competence grids

Using the eLOVE application (generally and in relation to the context of

school)

Realisation of cooperation of VET school and companies (e.g.

Internships of students in companies) in order to work together on the

development of the competences of students.

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5. Annex

5.1. LOVE VET transfer activity in Zagreb

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LOVE VET presentation

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5.2. LOVE VET transfer activity City College Plymouth

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5.3. LOVE VET transfer activity I.I.S. Lugo

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VET framework of “Instituto di istruzione superiore Polo tecnico professionale di Lugo”

(I.I.S. Polo Lugo)

1. National system of vocational training

How, generally, is vocational training in Italy realized?

The education system and vocational training system have been brought together in Italy and

are considered as a right and a duty to be practised for 12 years (from 5 to 18 years of age). This

approach has given vocational training a positive image as it is promoted on equal terms with

the mainstream programme. It guarantees that each young person has a mainstream or

vocational qualification before entering the job market. Vocational education streams have been

reorganised and enhanced and apprenticeship contracts have been modified. The regions are

largely responsible for vocational education and training and are in charge of defining the

diplomas.

The first compulsory cycle of schooling takes place over an 8-year period and includes primary

school (5 years) and secondary school (3 years), finishing with a final examination.

Pupils can then choose:

To continue their studies in the upper secondary school for 5 years (Licei, istituto

tecnico, istituto professionale) ending with the esame di stato examination enabling

pupils to enter higher education.

To enrol for vocational training under the aegis of the regions for 3 years in order to

prepare a vocational qualification (Certificato di qualifica professionale). This enables

them to start working or to go to upper secondary school to continue their studies or

specialise in a post-qualification course. This specialisation gives students the

possibility to join the IFTS (Istruzione Formazione tecnica superiore/non-university

higher technical training) and the ITS (Istituti tecnici superiori).

To enrol in vocational training which alternates between work experience and the

classroom and allows young people to acquire basic knowledge plus skills they will be

able to put into practice on the job market.

Horizontal mobility in both directions is possible between the mainstream education system

and vocational training.

Vocational training centres have been set up in the regions where schools, universities,

enterprises and research teams collaborate on the same theme.

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Higher technician diplomas can be awarded after 4 to 6 semesters of courses according to the

speciality studied in the higher technical institutes (ITS – Istituti tecnici superiori). Higher

vocational training leading to a diploma (2 semesters) is offered by the regions in relation to

local and regional requirements in the frame of the IFTS (Istruzione Formazione tecnica

superiore). Universities propose vocational diplomas in the field of health, paramedical

sciences and the arts, over a variable duration, and also profession-oriented Master’s degrees.

Work-study programmes are designed, put into practice, monitored and assessed under the

responsibility of the school or training establishment according to agreements signed with

enterprises.

Apprenticeships are open to young people aged 15 to 18 in the frame of compulsory schooling,

but are also available to 18 to 29 year-olds. They combine periods at the training centre – at

least 120 hours per year – with training in the workplace in the frame of a specific work contract.

According to the age and level of the apprentices, the duration of the contract varies between

18 months and 4 years. It results in a vocational qualification registered in the students training

passport. As an incentive to adopt this new tool, employers are exempt from paying certain

social contributions.

How does law regulate the vocational training?

‘La buona scuola ’ reform (L. 107/2015):

The Italian Government adopted reform of the national education and training system in July

2015 (called La buona scuola). This reform foresees changes in several aspects of education

and training provision management and of the curricula. The new law reinforces the school-

work relationship and improving of digital skills.

For work-based learning, an alternating school-work programme will be compulsory for all

learners in the last three years of upper secondary schools; 200 hours a year in general education

(Lyceums) and 400 hours a year in technical and vocational schools. This can be arranged either

during the school year or in summer, and also abroad. Programmes can take place either in the

private sector or in the public administration. This measure will be financedwith EUR 100

million per year from 2016 and is a step in the right direction, as it could help education and

training to better meet the labour market needs. The law foresees the creation of a number of

tools and mechanisms, such as a statute defining rights and duties of students who engage in

such schemes and a national repository of companies and organisations that offer places for

school-work alternating programmes.

Previous important provisions include:•

-_Regional law No. 5/2011 The Emilia-Romagna Region introduced the new EaVT - Education

and Vocational Training system: three-year- long courses based on the cooperation of

Vocational training providers with Regional accreditation and national Vocational Schools to

provide junior high school-leavers with a differentiated educational offer, consistent withthe

needs of the regional economic-manufacturing system.

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- Law no. 133 of 6 August 2008 providing a range of interventions implemented from school

year 2009/10, aimed at revising the organisation and the didactic of the school system; and the

full implementation of the three-year vocational education and training pathways for the -

fulfilment of compulsory education;

- Law no. 296 of 27 December 2006 (Financial law 2007) which establishes, amongst others

and starting from the 2007/08 school year, the extension of compulsory education to ten years

to be fulfilled by pupils either at school or through three-year vocational courses falling under

the responsibility of the Regions, and extension to 16 years of age for access to the labour

market;

- Law no. 53 of 28 March 2003 for the reform of the education and training system; it redefined

and broadened the concept of compulsory schooling and compulsory training, introducing the

‘right-duty’ to education and training (diritto/dovere all’istruzione e formazione) for at least 12

years from the age of 6 years. This ‘right-duty’ is fulfilled within the education system or until

the pupil obtains a qualification within the vocational education and training system by the age

of 18 years;

- Law 388/00 (amended by Law 289/02), which led to the establishment of multi-sectoral funds

for continuing training

- Law 53/00, which gave workers the right to take “training leave” to realize training plans

drawn up by workers themselves either individually or under collective agreements; in the latter

case, provision is made for a reduction in working hours

- Law 144/99 on initial training, which introduced the obligation to attend one of the three

strands of the education system (education, vocational training, apprenticeship) up to the age

of 18. This provision led to a reform of initial training. The law also introduced the new strand

of higher technical education and training

- Law 196/97, which set out the requirements for the “accreditation” of training providers

authorized to manage training, gave fresh impetus to apprenticeship, introduced “work-based

training” schemes for those still in education and “work-based guidance” schemes for those

who have completed their education and promoted the establishment of a system of certification

of skills and recognition of credits

- Law 236/93 on continuing training

Is the cooperation between vocational schools and companies compulsory?

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Traineeships are to become compulsory for students in the last three years of upper

secondary education, but companies are not obliged to accept students.

Are there national curricula for the different VET programs?

Yes, there are

Professional education follows a technical-operational and practical programme, to learn a job

or profession. After 5 years the student obtains a Professional Education Diploma. This

diploma gives greater possibilities of qualified work, and also gives access to university.

The subjects common to all study programmes are: Italian and History, Mathematics,

Integrated Sciences, English language, Law and Economics.

The professional institutes belong to one of two sectors, divided into 6 study courses.

Services sector

The study courses are:

- Services for agriculture and rural development

The subjects studied are: biology and applied chemistry, vegetal cultivation and animal

breeding techniques, agricultural economics, history of agriculture. There are many hours

dedicated to technical-practical workshops

- Social-health services

The subjects studied are: hygiene and medical-health culture, psychology, law and social-health

care legislation, social administrative and economic techniques. For opticians and dental

technicians, there are specific subjects and many workshop hours

- Services for eno-gastronomy and hotel accommodation

The subjects studied are those for kitchen work, dining room services, sales and tourist services,

with many workshop hours

-Commercial services

The subjects studied are: law and economics, commercial services techniques, to work in the

business administration and accounting field

Industrial and small enterprise production sector


- Industrial and small enterprise production

The subjects studied are those for industrial production and organisation, management

techniques, machine and plant management. With regard to small enterprises, the subjects

studied are: product planning and creation, distribution techniques and marketing. Many

workshop and practical hours

- Technical maintenance and assistance

The subjects studied are: mechanical, electrical and electrical engineering technologies with

technological workshops and practical sessions to learn how to carry out repairs and testing of

small plant

Where are the necessary theoretical and practical skills taught? (VET schools/companies)

The necessary knowledge, competencesand skills are developed in VET schools which make

use ofworkshops and periods of work experience (on-the-job training experience with real

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problem-solving situations in companies), in order to help students acquire not only basic

knowledge, but also those skills required for a successful school-to-job transition.

2. Regional/local framework in Lugo

Responsibilities of the I.I.S. Polo Lugo in vocational education and training process in Lugo

I.I.S Polo Lugo is the only State school responsible for vocational education and training

processes in Lugo.

Tasks of the partner companies in the vocational training

Partner companies cooperate with the school by providing the students with feedback and

enrichment of concepts learned at school, through participation in the job market.

During the scheduled work-based trainings, two tutors, one from the training school and one

from an enterprise, supervise the students.

Co-operation between the I.I.S. Polo Lugo and companies in VET

I.I.S. Polo Lugo collaborates with 400 local companies which host the students and ensure that

they acquire knowledge, competences and skills which are relevant for their future career.

Description of existing local / regional networks in VET

A local network in VET is being established. At present each vocational school is responsible

for organising the work-based training for its students.

3. Framework at I.I.S. Polo Lugo

Description of the VET programs/courses at I.I.S. Polo Lugo (e.g. technical, trading, kind

of examine)

The High School “Polo Tecnico Professionale di Lugo ” was founded on 1st September 2013,

as a result of the merger between two formerly separated high schools: IIS “Stoppa-

Compagnoni”and IIS “Manfredi-Marconi”. It is an educational and training center for pupils

aged 14-19, coming from several towns in the area. Currently there are about 1300 students and

about 150 teachers.

It offers both technical and vocational courses.At the end of both technical and vocational upper

secondary school, students take a State examination.

The upper secondary school State leaving examination aims to verify the knowledge and skills

gained during the last years of the study path, according to the general and specific objectives

of each branch of study, as well as the general cultural knowledge and the critical skills of the

candidates.At present, the State examination includes three written tests and an oral test.

The purpose of the first written test is to verify proficiency in Italian or the language

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in which the course is taught, as well as the expressive, logical-linguistic and critical

skills of the candidate. The second paper tests one of the main subjects of the

programme. The third paper is determined autonomously by the school and is closely

related to the school’s educational offer plan (POF). The third test is multidisciplinary

and covers up to five of the subjects taught in the final year of study. It may consist

in the concise treatment of topics, single or multiple choice questions, a problem solving

exercise, a practical and professional case study or the development of aproject. Furthermore,

it usually tests knowledge of a foreign language.

The oral test is multidisciplinary in content and covers the course programmes of the

final year of school.

Students who pass the final State examination at the technical and vocational institute (5-year

course),receive a technical education diploma (Diploma di istruzione tecnica) and avocational

education diploma (Diploma di istruzione professionale) respectively.

The Technical school offers education for technical or administrative professions and takes

five years. Graduates from this school are granted access to universities and the tertiary

education level.

The technical Institute includes two sectors:

1. Economic sector

Technical-economic subjects are studied: company administration, finance, marketing, social

economics, tourism, computer sciences


- Business administration, Finance and Marketing (also with EsaBac)

- Business information systems

- International marketing relations

The subjects studied are: computer sciences, company and geo-political economics, two or three

foreign languages, law and international relations

- Tourism

The subjects studied are tourist and business, law and tourist legislation, art and tourist

geography, to be able to work and manage tourist companies and products

2. Technological sector

Technical-scientific and technological subjects are studied: law and economics, mechanics and

energy, information technologies, industrial planning and organisation, applied sciences and

technologies.

Teaching workshops with innovative methodologies (practical training, school-work sandwich

courses, internships).


- Mechanics, Mechatronics and Energy

The subjects studied are: information technologies and graphic representation techniques,

mechanical technologies, automation systems, power plants

- Electronics and Electrical Engineering

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The subjects studied are: electrical systems, electronics, electrical machines for planning,

checking and testing plant and equipment

- Construction, Environment and Territory

The subjects studied are: planning, construction and technical plant, economics and estimating,

topography, territorial management technologies, computer technologies and graphic

representation techniques.

The vocational school qualifies the young people for higher industrial professions in the

manufacturing trade.It offers a mixture of general and vocational education.

Further options in the vocational school are the vocational education and training

programmes(istruzione e formazione professionale, IeFP) provided by the regions, which are

dominant inquantity. These programmes are organized in a more flexible modular form lasting

either three orfour years and aim at qualification in general, as well as professional and technical

skills. Since theState-Regions Conference in 2011, systematic elements for the implementation

in the regions areobligatory, including sets of minimum standards of skills and certifications at

national level. The IeFP programmes are school-based, but include scheduled work-based

trainings, especially internships.

Training methods in the IeFP programmes include traditional classroom teaching, simulations,

role play, and cooperative learning.

Three-year vocational training courses lead to a certification which aims at ensuring the

recognition of qualifications, in order to enable trainees to enter or re-enter the system of

vocational education and training. The certified competences constitute training credit. The

regions are responsible for the final and intermediate certification.

The vocational school offers the following courses:

- Commercial services (with the two IeFPsectors: Sales services operator and

Administrative-secretarial operator)

The subjects studied are: law and economics, commercial services techniques, to work in the

business administration and accounting field

- Social-health services

The subjects studied are: hygiene and medical-health culture, psychology, law and social-health

care legislation, social administrative and economic techniques. For opticians and dental

technicians, there are specific subjects and many workshop hours

- Technical maintenance and assistance

The subjects studied are: mechanical, electrical and electrical engineering technologies with

technological workshops and practical sessions to learn how to carry out repairs and testing of

small plant

Description which VET programs/courses for inclusion in the transfer process are possible

This item needs further discussion with the principal and all people involved. All details

will be communicated as soon as possible.

Equipment of the selected VET courses with computers, tablets etc.

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The school has got computer labs and interactive whiteboards.

access of the selected VET courses to the internet (lan, wifi)

VET courses have access to the internet

access of the selected courses to learning management systems such as Moodle

Moodle is not currently used by the teachers. Instead, Google Classroom is used to enhance

collaboration between teachers and students. Teachers create classrooms, invite students to

the class, share materials and create and distribute assignments.

Experiences of teachers and students in this VET courses with learning management

systems (e.g. moodle)?

Google classroom has been used in the school since 2012. Courses are held every year to

help new teachers learn how to use it.

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Competences of the company's practical training course of

the learners from the field of electrical engineering

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Example competence grids, developed in Lugo workshop

transfer concept 5... · outcomes o3: transfer concept - 2 - 1. introduction within the erasmus+...

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