Title Ich kann… Ich kann nicht…. Ich gehe. Rev. 2
Project Number 2011-1-IT1-LEO05-01928
Project Type Innovationstransfer
Das PNPV2 Projekt zielt auf ein neues Training Modell fuer die Wissensbildung und das Erreichen von unternehmerischen Faehigkeiten fuer VET Schueler mittels Foerderung eines aktiven Netzwerks zwischen Anbietern von Business, Erziehung, Berufsausbildung, Forschungseinrichtungen.
Das Modell besteht aus einem arbeitsorientierten Lernmodell and entwickelt einen neuen Studienablauf, welcher Aktivitaeten im Klassenzimmer und solche in einem simulierten Tourismusmarkt durch Benutzung des internet Spiels PNPVillage (serious game)zusammenfuehrt.
Laut WBL foerdert das Modell einen einpraegsamen und experimentellen Lernpfad.
In der Tat bietet PNPVillage den Schuelern die, Faehigkeiten zu erlernen aehnlich wie an einem wirklichen Arbeitsplatz. Das Lernziel ist es, die Faehigkeit der Schueler in der Fuehrung eines Turistendorfs zu verbessern. Der methodische Aufbau ermoeglicht es, das richtige Gleichgewicht zwischen der "Realitaet" eines simulierten Systems und effizientem Lernen zu erreichen
The project I can..I can't..I go!Rev.2(PNPV2) aimed at introducing and fostering the entrepreneurial mindsets among youths, encouraging the cooperation between VET system,business world and research institutions.PNPV2 partnership has developed a training model for the implementation of the entrepreneurial key competences in VET system. This model was based on the adaptation, methodological and technological, of the results of two projects “I can.I cannot.I go!” and “Young Entrepreneur”.The project products subjects of transfer action were:
•a Self-evaluation IT tool called “I can . I cannot . I go!” targeted to support guidance paths for an informed and aware entrepreneurial choice.
•a training e-learning methodology and training modules aimed to enhance entrepreneurial knowledge and competences.
The partnership was made up of 7 organizations, coming from 4 EU countries: Italy, Finland, Slovenia and Spain.The main target group has been the vocational and technical secondary schools but the PNPV2 model has been also tested with young people with an entrepreneurial idea.The model, according to the WBL guideline, provided an educational path alternating:
•classroom activities centered on the use of a serious game, focusing on the development of soft skills for an "entrepreneurial mindset”
•online learning activities, allowing students to explore the business concepts presented during the classroom activities.
The students have been engaged in an educational path having the opportunity to examine in depth the entrepreneurial concepts introduced during the classroom lessons by supplied to access to educational resources through a learning management system. In order to create a path with incremental difficulty, the number and complexity of the entrepreneurial concepts and the activities linked game increase during the learning process. The online activities are carried out by using a platform for e-learning through which students can access the course materials and in-depth classroom activities have been based on the use of a Serious Game, PNPVillage, whose objective is to manage all aspects of a tourist resort. Students worked in groups to stimulate collaborative and cooperative learning, moreover each group competed in a single simulated market to stimulate competitiveness.The experimentation of the model has involved more than 200 students aged between 17 - 20 years old in a trial that has provided more than 2,000 hours of classroom activities.
The project has been realized through eight work packages (WP).
The management was a transversal activity to guarantee the effective progress of the project. The coordination group was responsible for financial coordination and it works in close contact with the partners in order to enable an efficient financial management.
WP2: CONDITIONS SET UP FOR TRASFERING
The aim of this WP was the creation of transfer conditions of the two project products “I can...I cannot...I go!” and “Young Entrepreneur”. The activities of this WP were: analysis of the documents and translation of the two transfer products in English; Elaboration of a Common Action Plan review about the local actions and stakeholders engagement;
The adaptation activity included the following actions:
• Peer-review of the training modules and the guidance path of the “Young Entrepreneur” project;
• implementation of modules/contents about cooperatives and other subjects targeted to the specific contexts of partners’ organizations;
• the methodological adaptation of the project PNPV.
• the design and implementation of a Serious Game PNPVillage that allowed to transfer the learning content through a playful approach;
All the documents and tools have been translated in English and in all national languages of the partnership.
During this WP the partners have created the National Laboratories (panel of educators/ counselors/mentors) to adapt the tools for the national testing.
The activities of this WP concerned the election in each country of the target groups to engage in the testing: students, trainers/coaches/counselors. Before the testing phase the partners institutions organized short training action targeted to trainers (two meetings) focus on their roles during the testing: trainers are asked to coach and support students during the self-evaluation guidance model and during the e-learning path.
In each partner country the partnership arranged testing of the guidance tool and the training modules
In Italy: in Palermo the targets of the transfer action have been teachers/students of VET Schools; in Rome the targets of the transfer action have been migrant young students of the 1° CTP (Permanent Territorial Centre). In Finland, the targets of the transfer action have been students of the Training and Educational Centre OMNIA.
In Spain, the targets of the transfer action have been students of IES MURILLO and IES FEDERICO MAYOR ZARAGOZA VET schools.
In Slovenia, the targets of the transfer action have been students coming from the training and educational centre of the regional network of Regijska razvojna agencija severne Primorske d.o.o. Nova Gorica.
The students were engaged in an educational path, lasted about 2 months and consisted of 8 two hour meetings that took place once a week. In the week between two consecutive meetings, the students have had the opportunity to examine in depth the entrepreneurial concepts introduced in the classroom by accessing educational resources through a learning management system.
WP5: FINAL MODEL DEFINITION
The objective of the WP 5 was the definition of the final version of the model (entrepreneurial guidance, training methods and tools) and Train the trainers package.
The Train the trainers package is a set of methodologies and tools designed and developed to support the educational-training model created within the project PNPV rev 2.
The set included:
• A questionnaire for guidance, a tool that can measure the attitude towards entrepreneurship in students aged between 16 and 18 years.
The questionnaire has been developed starting from the research work of R. Athayde who has created a tool to measure attitudes towards entrepreneurship in young people (named Ate test) and from the studies of Krueger on the entrepreneurial potential and intentions.
The questionnaire has been adapted in Italian and in all the languages of the partner countries, thus allowing its administration to all the students involved in the project PNPV2 in the partner countries. In such a way it has been possible to validate and correct the questionnaire, making it a valuable support for teachers
• The PNPVillage serious game was and is an online game testing the students' skills in the management of a tourist village, and it has been developed according to the following general objectives: • creating a simulated environment very close to the real world, which allowed students to understand the elements of complex situations; • promoting competitive dynamics among students; • allowing teachers to monitor students’ activities by means of tables, graphs and success rates.
• A manual for teachers was the guide the teachers should refer to during the test activities. In this way, teachers were constantly supported in implementing the actions to be carried out and guided to the presentation of specific topics during the lessons and, finally, what arrangements for monitoring and evaluation could be undertaken.
• Tools for qualitative analysis included a questionnaire to evaluate the game for students and a questionnaire to evaluate the game and the teaching methodology for teachers.
WP6: VALORISATION & EXPLOITATION
The main objectives of this WP was the planning the process of valorization and transfer in each partner country. The partnership organized National Public Workshops in order to share the educational training curriculum with teachers/trainers/guidance counselors and students and to award the best 3 business plan ideas developed during this stage.
The partnership realized an on-line version of the “Train the Trainers package” that include the programme, didactic contents, questionnaire and the users’ guide of education and evaluation tools (in 5 languages).
At the end of the PNPV2 testing the partners organized some local events called “Entrepreneur for one day”. In this meeting the students have spoken about their business experience trough the PNPVillage. Teachers reported their involvement during the phases of implementation and testing of the PNPV2 project.
WP7: QUALITY ASSURANCE
During the kick-off meeting with all the partners decided the monitoring and evaluating tools for the shared evaluation of the results and the outcomes produced by the project.
The Steering Committee has established to monitor and evaluate the project progress through three stages: partners’ engagement in evaluating each partnership meeting, in order to monitor the on-going work and the cooperation among partners; common identification of the key stakeholders in order to involve them in the evaluation of project outcomes/outputs; selection of few and appropriate indicators for each activity in order to measure the performance.
All the partnership have produced the Progress Report (12th month) for intermediate audit of the Commission LLP, and the Final Report (24th month) for final audit of the Commission LLP.
The dissemination activities reflected all measures and activities, as agreed between the partners for the dissemination of the project outcomes and results to the respective stakeholders. The communication plan of the PNPV2 project was based on a communication approach unifying aiming to build a common communication. It aimed, in addition to the dissemination of the project itself to the creation and animation of a network of public and private actors. The main communication activities have been the development of a project Website with a private area to share partnership project documents; the production of information and promotional materials (leaflets, posters, newsletters) and the realization of a final event to present and share with a wider audience the project results.
Moreover the partnership have produced a video that has gathered the interviews of project staff, teachers and students about their PNPV2 experience.
Nutzung und Verbreitung von Ergebnissen
Berufsorientierung und -beratung
Information und Kommunikation
Erziehung und Unterricht
The PNPV2 model is the result of the transfer of two projects "Posso… non posso… vado” (PNPV) and “Giovani imprenditori per un futuro da protagonisti. Saper essere e saper fare: la chiave giusta per costruire il nostro domani” (PROGETTO GI).
In order to successfully transfer the results of these two projects, in the initial phase of the project the partners focused on creating the conditions for the transfer and then define how to adapt them. During the project were produced several documents to support the design choices and define the conditions for the transfer. In detail, the PNPV2 project has provided:
• readaptation of the scientific evaluation model of the entrepreneurial potential of the student according to the currently literature;
• design and implementation of a Serious Game that allows to learn content and competences through a playful approach;
The readaptation actions are described in many Reports realized by partnership.
The results of PNPV2 project are:
1. The shared plan for the activation of the local network/national stakeholders.
The role of national networks is to create a network of relationships with entities, direct or indirect beneficiaries of the project, facilitating the subsequent selection of those who will participate in the activities of testing the new model. This plan contains information specific to each project partners, the characteristics of the stakeholders and building strategy and management of the national network. In particular objectives and strategies for the effectiveness and efficiency of the involvement actions of the target group have been defined.
2. Web Platform for the use of training PNPV2
The activity of technological preparation is the integration of the two instruments into a single model of orientation and training for entrepreneurship education for young people. The goal is the creation of a new ICT based platform able to support users in the acquisition of skills and abilities of their entrepreneurial mindsets, and also ensuring the characteristics of flexibility and usability typical of modern web applications. This activity required the design and implementation of an integrated e-learning environment to support the new training model and the design and implementation of a multi-player serious Game, a web-based application developed to allow the transfer of knowledge and skills in the field of business tourism.
3. Language Adaptation
The educational content were written in Italian, by the subcontractor Laboratorio Telamone, and subsequently translated into 4 languages (English, Slovenian, Spanish and Finnish). The adaptation took into account the specificities of each country.
4. Readaptation of content
This activity has consisted in the definition of a new questionnaire to assess the entrepreneurial intentions of young people. Definition of the curriculum and training methodology to be adopted.
Adaptation and elaboration of the educational material.
5. User’s guide
This document is a guide for the teacher during the testing activities. It includes all the PNPV2 tools and the methodology. E’ disponibili in tutte le lingue dei paesi partner ed in più in inglese.
6. Report National Network
Each partner organized the national meetings for the selection of the target group who participated in the activity of testing the new model.
The target groups was composite by: students, trainers and teachers.
A report describes in detail the activities of the establishment of all the national network conducted in the partners countries.
7. Quality Plan
The quality plan of the project PNPV reports the evaluation by the partners of each partnership meeting in order to monitor the ongoing work and collaboration between the partners; modes with which were chosen key stakeholders of the project, in order to involve them in the evaluation of the results of the project; the selection of a few and appropriate indicators for each activity and in order to measure their achievements and promote their dissemination.
To carry out these activities were developed 2 tools, the first for the evaluation of partnership meetings is an evaluation questionnaire administered at the end of each reunion. The second questionnaire to assess the degree of involvement of the stakeholders.
8. Train the Trainers" package
The Train the trainers package is a set of methodologies and tools designed and developed to support the educational-training model created within the project PNPV rev 2. The set includes:
- a questionnaire for guidance is a tool that can measure the attitude towards entrepreneurship
in students aged between 16 and 18 years,
- PNPVillage serious game that is an online game that tests students' skills in the management of a tourist village,
- a manual for trainers about PNPV2 teaching methodology.
- tools for qualitative analysis, that includes a questionnaire to evaluate the game for students and a questionnaire to evaluate the game and the teaching methodology for teachers