Title STAY IN - Programme de formation sur la reconnaissance et la prévention de l’abandon pour les enseignants et formateurs EFP en particulier sur la formation EFP par alternance
Project Number LLP-LDV-TOI-13-AT-0010
Project Type Projets de transfert d'innovation
Marketing Text Le principal objectif du projet STAY IN est de fournir un meilleur support pour les enseignants et formateurs dans le secteur initial EFP. Il ressort que ce dernier est un sujet complexe et complet dans le système éducatif Européen, en particulier du au fait que l’implication des formations pratiques sur le lieu de travail est mise en place de différentes façons selon les pays européens. Par ailleurs, la responsabilité de la formation EFP des apprentis est partagée entre les enseignants d’écoles EFP d’une part, et les formateurs et responsables sur le lieu de travail d’autre part, créant un environnement difficile pour soutenir les enseignants et formateurs de façon appropriée. Pour cette raison, le projet ‘Stay In‘ va transférer un programme de formation innovant pour les enseignants d’écoles EFP et pour les formateurs EFP au sein d’entreprises. Le projet STAY IN est basé sur le transfert de résultats de deux projets innovants.
Summary Reduction and prevention of early school leaving is one of the most important priorities in the European education systems to reach the aims and objectivs of the Europe 2020 strategy. However in the European member states especially in initial VET the drop out rates are alarmingly high and VET teachers / trainers need particular support and competences. Even beyond this in dual VET systems where companies are playing a major part in initial VET training of young students, the responsible persons are widely lacking appropriate support to tackle the problem of recognition and prevention of drop out from initial VET. The STAY IN project therefore transfered the excellent and innovative outputs from two predecessor projects (School inclusion and CESSIT) which derive from general eductaion sector (school inclusion) as well as social pedagogics (CESSIT) and created a customized and localized training programme for VET teachers in 6 European countries (AT, DE, BG, FI, NL and TR) providing them with the competences and knowledege needed to recognise potential drop out and take the right measures to prevent drop out from initial VET in their environment. The consortium for the project consists of VET training organisations all involved in initial VET training, VET center associations, social partners as well as expert and consultancy organisations from the European VET policy sector. Main outcomes of the project are: a training programme (modular training programme, curriculum, learning materials for a duration of about 30 guided learning hours and 10 hours of self study) in 5 Partner countries(DE, BG, FI, TR, EN) and a web-based Training course in NL which were tested and implemented in the Partner countries with about 100 VET teachers and trainers as a immediate and short term impact. Moreover on the basis of a comprehensive dissemination and exploitation strategy the project envisaged to reach immediately more than 600 VET teachers and trainers in the European countries and to engage public sector organisations as well as social partner organisations (crucially important in the dual VET systems) to sustainably maintain the training programme as regular offer for VET teachers/trainers and VET training responsible persons in companies so to allow for a broad and long term impact of the staff involved in initial VET training and support the reduction of drop out and early school leaving in a particularly alarming education sector in Europe.
With the training programme provided and elaborated during the STAY IN project, VET teachers and especially also VET trainers and apprenticeship trainers from companies involved in dual VET systems get a number of crucial competences and know how to prevent drop out on the basis of two well tested and successful predecessor project results which were subject to transfer of innovation into the initial VET field. To reflect the duality of school based and partially work based VET systems, one of the project results origins from the school ESL (school inclusion project) field and the other one relates to workplace based VET, entrepreneurial competences and creativity to prevent ESL (CESSIT project).
Subaims for the project were:
1) Identification of adaptation potential for the two transfer products
2) Adaptation of training products to needs identified for school based and dual initial VET
3) Testing of training programme for VET teachers and trainers in the partner countries
4) Dissemination and exploitation of results in the sector in partner countries and beyond
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1. Needs and adaptation potential analysis: Since both baseline products and outputs including the learning content from both training programmes had a flexbile character and needed to be adjusted to the special needs of the VET systems especially focusing on dual VET systems and the trainers and teachers involved therein, adaptation was needed for a successful transfer. A detailed needs and adaptation potential analysis in the six receiving countries (AT, NL, BG, DE, TR and FI) was performed with representatives of the sector and potential users (teachers and trainers from the VET training sector - with special focus on dual VET systems involving schools and companies in initial VET).
2. Adaptation of materials / geographical transfer: On the basis of the analysed adaptation potential, the modules and learning content of the two training programmes have been modified as well as translated into the receiving partner languages. Moreover additional learning materials were developed which are crucially relevant for the initial VET sector and also for the trainers and teachers in dual VET systems.
3. Test implementation / validation in target sector: project partners in AT, NL, BG, DE, TR and FI implemented the training programme for teachers and trainers from initial VET organisations with a special focus on initial VET in a dual VET system. Experiences from the test implementation were collected on the basis of a comprehensive evaluation model.
4. Adaptation, finalisation: According to the results of the pilot implementation the content and learning materials were finally adapted and finalised in the language versions of the six countries concerned.
Through this matrix project organisation of 4 horizontal and 4 thematic project phases we were able to reach all project aims and ensure a high output quality, dissmination and valorisation as well as a smooth project process throughout the whole implementation.