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Name:Foster the digital transition in VET schools

In the last years, the educational world has seen an explosion of distance and online learning. Much of it has been in response to the COVID-19 pandemic which forced schools shut for extended periods and led to three main consequences in the educational sector – firstly, technological challenges and secondly, there was the pedagogy and third, students had to be taught in a new way of learning. The definition of "going to school" has changed as most of teaching and learning happens from homes. The regular delivery of education and training was put on task and force educators to face a lot of challenges connected to the sudden shift to online and distance learning.

Teaching through digital technologies is not temporary but the base of the future teaching so well-prepared and trained educators are needed. Digitization brings many new opportunities, but it also presents significant challenges for educators, especially those working in VET sector because of the specifics of the subjects taught as well as because of the mainly practical approach of the vocational subjects. Divergences persist with regard to the supply of digital infrastructure and equipment, as well as the educators’ possession of adequately digital competences.

The twin digital and green transitions and the disruptions induced by COVID-19 bring about significant structural changes in educational systems, especially in VET, and will fundamentally change the teaching and learning requirements of many vocational subjects. This increases the importance of upskilling and reskilling of VET educators.

• A Methodology for the elaboration of online lessons for educational practitioners how online tools can be used in VET schools, especially to teach vocational subjects. The Methodology will provide a robust teacher training package, with a
manual for participants and supporting materials enabling further training of VET school teachers on the use of digital and
online tools to teach in distance learning environments.

• A collection of online lessons in vocational subjects – both made during the duration of the project based on the Methodology, or collected by partners on national and European level.

• Online wiki for sharing lessons and experience which will be elaborated during the project implementation as an online platform where teachers can search for lesson plans and digital resources to teach certain curricular contents connected to VET.

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№: 2021-1-BG01-KA220-VET-000033051

Programme: Erasmus+, KA2, Cooperation partnerships in vocational education and training

Duration: 01.11.2021 – 31.10.2023

Partners:
Know and Can Ltd – Bulgaria; Semente Associação de Cooperação para o Desenvolvimento– Portugal;
Izzet Baysal Abant Mesleki ve Tek– Turkey; Mise HERo s.r.o. Czech Republic; C.CH.Educational Holdings Ltd – Cyprus; Vocational Design School Sofia - Bulgaria

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Name: Introducing micro-credentials to the digital era of VET

The Project foresees to: - Improve the quality and attractiveness of VET and training in general, through the provision of flexible, inclusive and highly applicable training offers that correspond to contemporary needs of learners/trainees. Familiarise VET and training providers in general with the micro-credential approach so as to incorporate it to their regular training provisions. - Build the capacity of trainers and training providers to uptake new, innovative approaches for the development and delivery of training, as well as for the validation of learning outcomes. - Support the professional development and employability potential of learners/trainees through the provision of free, microVET courses. – Reinforce cooperation of training providers and the labour market actors to better identify skill gaps and shortages and address them through targeted training offers linked to micro-credentials. - Strengthen transnational, cross sectoral cooperation for the identification of common solutions to European challenges. - Promote the uptake of European tools for the recognition and validation of skills and competences, as well as the wider utilisation of open online resources.

• Current status study report on micro-credentials and needs analysis carried out during the preparation of this proposal, in combination with the results of six transnational and cross-sectoral focus group with report on the current situation of micro-credentials at national and European level, identifying good practices, needs and shortages and recommending common action.

• Methodology for the development of microVET courses linked to micro-credentials, build on the findings and the current status study and the experience and expertise of partners, with validated learning outcomes.

• Framework for micro-credential ambassadors as a transit to the micro-credential digital era through the assignment of the micro-credential ambassador role to staff members. These ambassadors will undertake the responsibility to create an internal team to work on the
incorporation of micro-credential in regular training provision, as well as communicate the approach to relevant target
groups.

• MicroVET courses that will be freely available through the microVET Repository. The topics will be selected based on the need analysis and the experience of organisations, in particular of the micro-credentialambassadors. External organisations will, also, have the opportunity to develop microVET courses and upload them to the Repository, following a verification process in terms of structure, content, and quality.

• MicroVET Repository - a fully accessible, open online space to host the microVET courses and encourage interaction among users.It will offer user the chance to select and attend the most suitable for their needs courses, validate the learning outcomes, and receive a digital attestation of their effort.

• The pan-European alliance for micro-credentials: the EU alliance for micro-credentials will be based on mutual support and commitment towards spreading the micro-credential approach. With main aim to encourage and motivate organisations and individuals to transit to more innovative approaches for training and validation of acquired skills, incorporate micro-credentials to their training provision and better address the needs of their target groups.

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