Title Knowhow-expanded : deux nouvelles lignes d'étude de deux ans, pour la formation en industries créatives (dessin) et en design (textiles) au niveau École d'art/EFP.
Project Number 2009-1-IS1-LEO05-00256
Project Type Projets de transfert d'innovation
L'objectif-clé de Knowhow-expanded ("Savoir-faire élargi"), KNOWHOW II, est le transfert d'une méthodologie d'enseignement et d'apprentissage où l'on met l'accent sur une approche tactile qui rappelle l'expérimentation avec des matériaux et des méthodes.
Sur la base de cette méthodologie, le premier projet KnowHow avait permis d'élaborer une ligne d'étude de la céramique sur deux ans, actuellement enseignée à l'École des Beaux-Arts de Reykjavik et au Lycée Technique Polyvalent de Reykjavik. Cette même méthodologie va maintenant servir de base pour créer deux nouvelles lignes d'étude : de dessin et d'art textile au niveau École d'art/EFP, dans un programme de deux ans. L'idée essentielle de la méthodologie KnowHow est que l'apprentissage tactile est une méthode d'enseignement et d'apprentissage majeure, féconde et adéquate pour les personnes qui ont quelque difficulté à suivre les voies d'apprentissage académiques traditionnelles.
The key aim of Knowhow-expanded is to transfer a methodology called non-verbal learning, created in the Leonardo pilot project KnowHow, 2004- 2007, (www.knowhow.is). Based on this methodology of learning, the Knowhow project created a 2 year study-line in ceramics which is currently taught at The Reykjavik School of Visual Art.
The Knowhow methodology will be used as a basis for creating two new lines of 2years in drawing and in textiles at art/VET school level.
The core of the Knowhow methodology is that tactile learning is an important and valuable learning method that gives each individual new possibilities, as well as the society as a whole. Through this tactile approach, professional connections are made between different sectors of art, design and craft. Tactile learning suits individuals who feel less at ease on the traditional academic learning paths. These two study lines add a new dimension to art/VET education and offer an education possibility that will address the aim of the Icelandic Government, which is to decrease the 33%, EU record high drop-out rate to 10% by 2010
The main assumption underlying this project is that the variety of education possibilities in Iceland is too limited. This fact is crystallized in the high dropout rate in Iceland. The target groups are students who thrive in creative environments where ideas are analyzed and developed through tactile learning and hands-on experiments such as is used in art schools. In the upper secondary school system, 84% of learning is traditional academic learning paths (see the fiscal laws of December 2008). The traditional academic programmes lacks diversified learning methods to accommodate students with diverse needs and thus consistently high dropout rates.
Today, around 33% of the Icelandic labour force has not completed an upper secondary degree or graduated from a certified VET trade (Icelandic Statistical Office, 2008). This number is much higher than in the neighboring countries of Denmark, Norway and Finland. Despite high dropout rates too little has been done in the last year within the art/vet school system to change the methods of teaching. The Knowhow project developed a 2 year study line in ceramics which is based on the Knowhow methodology of tactile learning and hands-on experiments. The first students will graduate from this programme in June 2009. The 2 new study lines in drawing and textiles that this proposal proposes will be based on the Knowhow methodology and meet the need of the labour market for new study programmes in drawing and textiles both of which belong to fast growing and changing industries in the partner countries. No education programmes in drawing and textiles are now on offer in Iceland.
In February 2008 the Icelandic Government and the Icelandic Confederation of Labour signed a declaration to lower the ratio of people in the labour market without upper secondary degree to 10% by the year 2020. Means to achieve this goal were not decided on but one way of lowering this ratio is to use method of learning, such as the Knowhow methodology in more education programmes to accommodate better the needs of students . The laws on Upper Secondary Education passed in May 2008 also take into account more than before the need to eliminate hindrances between ART and VET school programmes and traditional academic programmes. The Lisbon Declaration of 2000, which set the goal for Europe to be the worlds greatest knowledge economy in the world by 2010, set as benchmark to lower the dropout rates in upper secondary education to 10%.
AIMS AND OBJECTIVES.
The project has 3 aims:
• Create two new study lines in creative industries (drawing) and in design (textiles). The basis for these study lines is a learning methodology developed in the KnowHow project (tactile/hands-on experience learning) and used with success in a two year study line in ceramics entitled FORMING at the RSVA and Reykjavik Technical College. All the partner institutes will adapt their current study lines in drawing and textiles to this methodology which will help them better accommodate students who learn better under different circumstances than are now available.
• Adapt the new study-lines to the European Qualification Framework (EQF), thus creating sectorial qualification for the creative industries (drawing) and design (textiles) sectors. This system will be based on the EQF reference levels that have been developed into a National Qualification Framework (NQF) in all of the partner countries. The study-lines will be on level 4 but create a link to the 5th level (see more information in annex on the EQF and NQF).
• To develop and implement a learning outcome-based award credit point system, ECVET, for cross the border transfer and enhanced transparency and quality of ART/VET education programmes in different European countries. Transparent award credit point system will encourage student mobility as it enhances students´possibilities to take parts of their studies at different educational institutes. Such a tool will help education providers assess learning outcomes acquired at home institute and in other countries in a simple manner built on mutual understanding and agreement.
The first students will graduate from the FORMING programme in June 2009. The graduates will in the fall 2009 be able to enter the final year in the ceramic department in the Cumbria University and thus pass between level four and five of the EQF (already university level). The aim for the 2 new study lines is to offer the same possibility for further studies in drawing and textiles and create transparent partnership between more education institutes in more countries. The Knowhow methodology of learning and the model of study lines could very well be created for more sectors and thus serve to increase student mobility and use of the Europass tool and later workers mobility within different European countries.
Formation tout au long de la vie
Validation, transparence, certification
Arts, Spectacles et Activités Récréatives
Transparence et certification
Méthodes de distribution
● Two new 2 year study-lines in drawing and textiles based on the Knowhow methodology of tactile learning in 6 Art/VET schools in Europe
● Adapt the two-year study lines to the European Qualification Framework (EQF), thus creating a sectoral qualification system for the creative industries and design sectors. The study-lines will be on the 4th reference level but are intended to create a link to the 5th level according to EQF.
● A transparent learning outcome based award credit point system, for cross the border transfer in order to increase mobility within the formal school system as well as encouraging transparency and quality of Art/VET education programmes in different European countries
● A platform between four schools, where students and teachers will be able to exchange experience and ideas between the schools and companies within the targeted sectors.