Title Jugend auf dem Empowerment
Project Number 540327-LLP-1-2013-1-ES-LEONARDO-LMP
Project Type Innovationsentwicklung
Country EU-Zentralisierte Projekte
Marketing Text Durch formale Bildungsprogramme der Student erwirbt Wissen über ein Thema, mit der Praxis zu lernen, um in der Praxis die Kenntnisse in einem bestimmten Fall setzen, muss dieser Prozess mit nicht-formale Bildung Programme abgeschlossen werden dazu beitragen, soziale Kompetenzen, Führung, Unternehmertum zu verbessern, um die Schüler zu stärken und vor einem umkämpften Arbeitsmarkt.
Our main objective consisted in developing an innovative methodology which improved students´ vocational training capabilities and qualities to find a job. The experts in each partner country were selected according to previous research, some documents from the European Commission and European Council, and using their own experience and literature... These experts developed a methodology structured as “Units of Competence” (following the ECVET Guidelines) to allow to have the opportunity to recognize the learning outcomes. The methodology was adapted in a “digital tool”, hosted in the project's website. It was transfered to vocational students as a training course. Nowadays, a lot of theories about different subjects are being taught at vocational centres, but there is a very important part that is left out which is necessary to teach or show students how to deal with, and enhance aspects like leadership, non-violent behaviour, self-esteem, integration and cooperation amongst others/themselves.
The YOTE training course was based on strengthening the 8 competences established by the European Parliament and Council, on 18th December 2006.
The project aimed to “empower” the qualification of vocational students through the key competences established by the European Union for “non-formal Education"; at the same time including them in “formal Education “(VET) contributing in harmonizing the different educational systems within Europe. The course had different parts: theoretical part, benefits from mobility programs to improve the key competences (the research made by experts of each collaborating organization)which is a self – evaluation, and, finally, a practical case.
Description The project aimed to “empower” the qualification of vocational students through the key competences established by the European Union for “non-formal education", which are at the same time included in “formal Education" (VET) contributing in harmonizing the different educational systems within Europe.
Anerkennung, Transparenz, Zertifizierung
Erziehung und Unterricht
Erbringung von Freiberuflichen, Wissenschaftlichen und Technischen Dienstleistungen
Erbringung von Sonstigen Dienstleistungen
Transparenz und Zertifizierung
It was a new methodology, designed by experts and implemented by teachers, for vocational training students before beginning their internship.
The course had different parts:
Theoretical part: research made by experts of each partner organization.
The benefits of mobility programs to improve/ acquire the key competences: the research made by experts from partner institutions.
A Self-evaluation in each Unit of competence: to validate the learning outcomes.
A general practical case: to put into practice the learning outcomes of each unit.
There was also a mentor in each unit of competence to answer any queries.
There were several supporting documents to improve the knowledge about the key for competence.
The guide for users was the tool supporting the training course, available as a digital tool in all partner languages. It included an introduction about the key competences, the process of inscription to access the platform, a summary of each unit of competence, the benefits of the mobility programs to improve it, and the translation of the practical case. The idea was that students made an effort to develop the course in English, but we provided the tool in their mother tongue to support the training process. It was a very useful tool for students, but also for trainers to introduce the training course.
By conducting the experimentation phase for students, we had the opportunity to directly involve vocational students in the project, to improve their abilities, promote the key competences, and assess the content of each unit, the self-evaluation, the digital tool, and to correct mistakes and improve the quality of the product.