The focus of the project “Equal Quality in Construction and Vehicle VET” (EQVET) is to create educational tools which educate labour force whose skills and competences meet the needs of labour market in the 21st century.
EQVET will expand previous experience of partners’ current needs to increase the quality in VET teaching and mobility in construction and vehicle vocational fields. 4 partners of this application are the same as in LLP TOI project STEVTA where five countries compiled common UNITs and the assessment forms.
EQVET project has three main target groups:
1) VET teachers in construction and vehicle vocational field;
2) WBL (work based learning) tutors in companies;
EQVET target groups’ needs are:
1) Students/graduates of VET schools need better quality training – better competencies to meet the real working life needs (situations and tasks need to be solved in work situation).
2) For better mobility and recognition of learning outcomes (LO) between schools and enterprises within and between partner countries the competencies/LO (units of curricula) need to be compared. During this project the “STEVTA units” as mason, wood frame, drywalls, suspension, charging and starting system, maintenance and brake service will be compared with new partner countries as DK, LT and ES and new common units will be compared (finishing works units in construction field as painter, plasterer, floor covering installer and tiler. Electrical and comfort systems service, diagnostics and repairing units in vehicle field);
3) The learning outcomes (LO)-based curricula are quite new for all EU VET schools and teaching/assessment in this framework is complicated for teachers and tutors, but also students.
In partner countries there is a lack of complex teaching and learning exercises as problem based training tasks, which cover and integrate professional and key competences and allow the assessment of several LOs within one task. The situation with such materials vary in different countries: for EE, LT and CR there is no supporting materials prepared in national level, teachers in VET schools are the main designers of such tasks. In DE and DK the curriculum is supported also with training tasks on paper-based books, but the shortage is use of ICT elements and teachers should still provide additional tasks to their students. In ES the schools use lot of ICT based elements like BIM (Building Information Modeling) etc.
There is a great need to integrate all training materials with ICT skills – as according to the entrepreneurs the qualified staff needs much more ICT skills and knowledge then it is set today in VET curricula. Unfortunately teachers of VET schools do not have enough competencies to prepare such kind of training tasks/exercises which include several learning outcomes by implementing one complex task. That’s why the training of trainers and methodological support is needed.
4) One reason why the high quality of WBL or acquisition of all LO’s is not easy to achieve is that for the company tutors it is hard to guarantee the achievement of LO’s as the work in certain company may not offer the possibility to practice all tasks. By using complex exercises in addition to everyday working situation will cover this gap.
EQVET project has 2 main objectives:
1) to increase the recognition and transparency of VET by using common UNITs described by learning outcomes (LO) and assessment criteria in ECVET framework;
2) to create problem-based complex training and assessment exercises. These complex teaching /learning /assessment materials should cover vocational competencies together with key competencies (communication in the mother tongue and in foreign languages; mathematical competence and basic competences in science and technology; digital competence; learning to learn; social and civic competences; sense of initiative and entrepreneurship; cultural awareness and expression). These complex exercises should be problem-based and inter-cultural (valid for all partner-countries).
These complex tasks would be available in all partner languages electronically and downloadable. This material could include videos, elements of e-learning, links to different software programs etc. These will be based on Moodle or other internet or cloud-based environment. This material will be available for all VET schools in partner countries.
For fulfilling the second objective it is essential to train vocational teachers in construction and vehicle field to compile complex problem-based teaching/training/assessment exercises (tasks); For this purpose external expert with pedagogical background and excellent methodical skills will be used (f.e. from University of Tallinn or Tartu.)
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