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Transcript

Manual of Good Practices

on Industry,
VET and Gender

START

Contents

Good Practices

Contact

Introduction

Introduction

The Fourth Industrial Revolution, based on the paradigm of Industry 4.0, requires both the skills adaption to new technological progresses and the inclusion of a gender approach to face economic and social challenges in terms of youth unemployment and industrial skills mismatch in Europe.

The Fourth Industrial Revolution, based on the paradigm of Industry 4.0, requires both the skills adaption to new technological progresses and the inclusion of a gender approach to face economic and social challenges in terms of youth unemployment and industrial skills mismatch in Europe.


The Industrial VET Hub is a European-based international Strategic Partnership funded by Erasmus+ under the call of 2018, with the main objective to exchange good practices and implement strategic recommendations to tackle both the industrial skills mismatch and the industrial gender imbalances at school and industrial sector at the European level.


The project is based on the cooperation of international partners form Nothern (Germany), Central (Germany), Eastern (Estonia) and Southern (Spain) Europe to address these challenges by means of coping them with European VET systems of quality, which is the key education sector in which youngsters, and specially females, will gain the specific skills demanded by the industrial companies. Above all, our hub cooperates and exchanges good practices towards the positioning of both each partner and Europe as an international reference based on the talent acquired through VET systems of prestige and inclusion of gender issues.


The project is coordinated by the Secretariat General of Xarxa FP (Barcelona, Spain) and partnered by organisations belonging to the network as BBS Westerburg (Westerburg, Germany), Mercantec (Viborg, Denmark) and Tartu KHK (Tartu, Estonia).


The goal of the present Manual of Good Practices on Industry, VET and Gender is to collect a total of 21 good practices found by project partner organisations regarding the project objectives in every city, region or country.


For this project, the term of "good practices" were commonly defined as the following: key initiatives, methodologies, projects or processes with good potential for learning and inspiration to other partners.

After commonly defining the term, all partners directly approached industrial companies, VET and secondary schools in their territories in order to identify and collect what is being done at local, regional or national level. In most of cases, partner organizations are secondary and VET providers themselves, therefore most of them have searched for best practices within their own educational organisations.


The Good Practices identified are shown in a standard template which was created and adapted to the specific data collection questions concerning the project, which includes the following information:


  • Author contact information: City and Country only (for privacy reasons, contact details of the owners have not been published in this publicaton)
  • Good practice general information: Title of the practice, Thematic objective of the practice, Geographical scope of the practice
  • Detailed description: Short summary of the practice, Detailed information on the practice, Resources needed, Timescale (start/end data), Evidence of success (results achieved), Challenges encountered (optional), Potential for learning or transfer, Further information.


Once good practices were identified, project partners collected, exchanged and classified in three main categories according to the thematic objectives:


  • Good practices at company level: a total of 4 practices related to the initiatives raised a the business sector as part of the adaptation to technological changes and with special attention to gender. In cases, some of the practices also belong to the other two categories.


  • Good practices at VET school level: a total of 9 practices related to the type of initiatives born at VET industrial studies as part of the process of adaptation to technological changes and with special attention to gender. In cases, some of the practices also belong to the other two categories.


  • Good practices at secondary school level: a total of 8 practices related to the existing initiatives aimed at increasing the attractiveness and levels of enrolment of youngsters in industrial-related VET studies and with special attention to gender. In cases, some of the practices also belong to the other two categories.


Next steps will be therefore to take all the identified practices into account as the basis to make recommendations with the main objective to increase attractiveness of industrial VET studies both for general youngsters and female students in particular, and adapt the industrial related studies to the real needs of the industrial companies towards the Industry 4.0.

Good practices at company level

Good practices at VET school level

Good practices at secondary school level

Good practices

The Good Practices identified at the VET school level are related to the type of skills taught within industrial-related studies, as part of the process of adaptation of technological changes to education and with special attention to gender.


Here are presented a total of 9 Good Practices at VET school level, being 2 from BBS Westerburg (Germany), 3 from Mercantec (Denmark), 2 from Tartu KHK (Estonia) and 2 from Xarxa FP (Spain).

The Good Practices identified at the secondary school level are related to the existing initiatives aimed at increasing the attractiveness of industrial studies and the level of enrolment of youngsters, and females in particular, in industrial-related VET studies.


Here are presented a total of 8 Good Practices at secondary school level, being 2 from BBS Westerburg (Germany), 3 from Mercantec (Denmak), 1 from Tartu KHK (Estonia) and 2 from Xarxa FP (Spain).

The Good Practices identified at the company level are related to the type of skills demanded by companies, according to the new industrial occupations as part of the adaptation to technological changes and with special attention to gender.


Here are presented a total of 4 Good Practices at company level, being 1 from BBS Westerburg (Germany), 1 from Xarxa FP (Spain) and 1 from Tartu KHK (Estonia) and 1 from Mercantec (Denmark).

Good practices

at company level

Girl's Day

City:

Westerburg

Country:

Germany

Organisation name

(Please specify)

BBS Westerburg

Is your organisation the main institution in charge of this good practice?

No

Good practice general information

Title of practice:

[100 characters]

Girl`s Day- “Mädchen Zukunftstag”

Thematic objective of the practice:

To identify what is being done at the company level in terms of the type of skills demanded for new industrial occupations, as part of the process of adaptation to technological changes, with special attention to gender in-company

Geographical scope of the practice:

National

Detailed description

Short summary of the practice:

[160 characters] This text works as a preview for the good practice and it will appear on the website.

Almost 70% of young women in Germany choose their future profession from only 20 different professions. There is not a single profession in the natural sciences or technology among them.Young women in Germany do not make full use of their career and future opportunities.However, many companies and universities do not have qualified junior staff, especially in the technical fields.

By providing practical insights into companies, the Girls’ Day is intended above all to strengthen and promote the proportion of women in technical and scientific professions.It is a nation-wide action day that gives companies the opportunity to secure young female talents.

Detailed information on the practice:

[1500 characters] Please provide information on the practice itself. In particular:

What is the problem addressed and the context which triggered the introduction of the practice?

How does the practice reach its objectives and how it is implemented?

Who are the main stakeholders and beneficiaries of the practice?

Almost 70% of young women in Germany choose their future training profession from only 20 different professions. There is not a single profession in the natural sciences or technology among them.Young women in Germany do not make full use of their career and future opportunities.However, many companies and universities do not have qualified junior staff, especially in the technical fields.

Girls' Day is intended to contribute to increasing the proportion of female employees in so-called "male occupations" and to reducing an assumed or predicted shortage of skilled workers in industry.

The Girls`Day was founded in Germany in 2001 by a joint initiative of the Ministry of Education, the Ministry of Family Affairs, the Federal Employment Agency, etc.

Various companies, mainly in industry, invite girls from the fifth grade on into their company and give them the opportunity to get to know jobs in technology, natural sciences, crafts and information technology. The majority of companies and institutions (over 80 percent) invite girls to so-called "open events". In a smaller part of the organizations, employee daughters are given the opportunity to get to know their parents' workplace. Girls' Day is usually accompanied by a supporting programme in which the girls are introduced to the company and have the opportunity to ask questions themselves or get to know the relevant vocational school.

Today, there are around 10,000 offers for the Girls Day in Germany with over 100,000 participants.Since the first Girls' Day, a total amount of two million girls have participated in the project. By offering a Girls' Day, 27% of the participating companies have been able to attract female employees.

The implementation: There is a nationwide coordination office that prepares the Girls’ Day. The companies place their offers on a website. There the girls can find offers close to where they live and register for an event. Girls' Day is sponsored by the Ministry of Education and the Ministry of Family Affairs.The project is supported by the teachers of the schools (secondary level 1) who advertise Girls`Day in their lessons.

Resources needed:

[300 characters] Please specify the amount of funding/financial resources used and/or the human resources required to set up and to run the practice.

A special day like Girls' Day can certainly also be offered regionally by a vocational training center. Companies which are active in the technical field should be involved. A website can be created with the offers and addresses of the companies.This offer can be passed on to all schools which teach female pupils aged between 10 and 16 years.The teachers have the task of presenting the project and advising on the choices that can be made. Costs are incurred for the construction of the website. Costs may be charged for the trip to the company.

Timescale (start/end date):

Every year from 2001, no end date

Evidence of success (results achieved):

[500 characters] Why is this practice considered as good? Please provide factual evidence that demonstrates its success or failure (e.g. measurable outputs/results).

As mentioned earlier, the number of participants has increased from 1,000 to 100,000 girls over the last 15 years.In 2018 a survey was conducted among the girls who took part in the project.70% of the girls surveyed said that they got to know a profession they were interested in.61% of the girls said in the interview that they liked taking part in Girls’ Day.Of the Girls’ Day participants, 37% could imagine working later in a technical profession.

Challenges encountered (optional):

[300 characters] Please specify any challenges encountered/lessons learned during the implementation of the practice.

No information can be given because it is a national project which is supervised by the ministries.

The success of the Girls’ Day depends on whether the teachers in secondary phase 1 propagate this day and to what extent the girls are supported and advised by their teachers in their choice of companies.

Potential for learning or transfer:

[1000 characters] Please explain why you consider this practice (or some aspects of this practice) as being potentially interesting for other regions to learn from.

Young women with good school-leaving qualifications still choose professions or fields of study in which women make up a large proportion.Young women do not take full advantage of their career opportunities and their future opportunities.With the project “Girls Day”, technical professions can become better known among young girls.


The organization of such a day in a region is not difficult. Only good contacts to companies with a technical focus are needed. Then it is important to create a platform for the adresses of the companies and the organization.

Further information:

Link to where further information on the good practice can be found

https://www.girls-day.de/























d-LAB programme


City:

Barcelona

Country:

Spain

Organisation name

(Please specify)

Mobile World Capital Barcelona

Is your organisation the main institution in charge of this good practice?

No

  • Good practice general information

Title of practice:

[100 characters]

d-LAB programme: Empowering women in the tech industry challenge

Thematic objective of the practice:

To identify what is being done at the company level in terms of the type of skills demanded for new industrial occupations, as part of the process of adaptation to technological changes, with special attention to gender in-company

Geographical scope of the practice:

National

  • Detailed description

Short summary of the practice:

[160 characters] This text works as a preview for the good practice and it will appear on the website.

d-LAB is a programme of Mobile World Capital Barcelona that answers societal challenges with considerable scale and relevance. They do this by launching calls for proposals and leading transformational pilot projects through collaborative public-private partnerships.

Empowering women in the tech industry challenge looks for projects and digital solutions that have shown to contribute to the reduction of the gender gap within the tech industry and that can be replicable and scalable in a systematic manner.

Detailed information on the practice:

[1500 characters] Please provide information on the practice itself. In particular:

  • What is the problem addressed and the context which triggered the introduction of the practice?
  • How does the practice reach its objectives and how it is implemented?
  • Who are the main stakeholders and beneficiaries of the practice?

d-LAB identifies and selects high impact societal challenges with the support of our Advisory Committee. They launch these challenges through calls for proposals and select a maximum of two winning proposals per challenge. They set up public-private partnerships in order to execute real life pilots.

They work to accelerate the digital transformation by leading different pilot projects. Every year they work on projects that support strategic institutional initiatives that have the potential to improve society. The overall objective of these projects is to spread impact and scale them up.

The existing gender gap across the tech industry is increasingly seen as an urgent issue that needs to be tackled by the public and private sectors and policy makers. The speed of technologic development that it is taking place and how it affects all aspects of our society and daily life means that technology-based products and services should not be scoped, developed and delivered based on the perspective of only half of the population. Therefore, more needs to be done in order to encourage and support more girls & women to study, work and grow professionally in areas directly related to technology. This challenge looks for projects and digital solutions that have shown to contribute to the reduction of the gender gap within the tech industry and that can be replicable and scalable in a systematic manner. These can be data-driven HR solutions, mentorship and on the job apprenticeships programmes for female talent development, coding training programmes developed for females, among others.

How to participate:

1) Challenge: Learn about the challenge and see how you can contribute to solving it.

2) Apply: Send them your proposal by completing the online submission form.

3) Evaluation: Your proposal will go through three rounds of evaluation and winner(s) will be selected by the international Advisory Committee.

4) Results: Winners will be announced during a public event. Winning proposal(s) will start implementation immediately.

Resources needed:

[300 characters] Please specify the amount of funding/financial resources used and/or the human resources required to set up and to run the practice.

The Advisory Committee is an exceptional group of external experts that support d-LAB with their experience in technology, business and social impact. The Advisory Committee supports them in the selection of the three challenges that are launched each calendar year and they also choose the winner(s) of each launched challenge.

Previous to the launch of each challenge, d-LAB approaches some of the most relevant organisations, their Ambassadors working in the challenge field. A group of three to four organisations are selected and invited to collaborate with them on three different areas.



Timescale (start/end date):

d-LAB launches 3 societal challenges every year through calls for proposals.

Evidence of success (results achieved):

[500 characters] Why is this practice considered as good? Please provide factual evidence that demonstrates its success or failure (e.g. measurable outputs/results).

d-LAB sets up strong and collaborative partnerships by bringing together a wide range of institutions that otherwise would be very difficult to work side-by-side.

Every year d-LAB delivers new pilot projects that turn societal challenges and transformational technological solutions into tangible and measurable results.

Projects: 6

Pilots: 9

Partners: 20

Challenges encountered (optional):

[300 characters] Please specify any challenges encountered/lessons learned during the implementation of the practice.


Potential for learning or transfer:

[1000 characters] Please explain why you consider this practice (or some aspects of this practice) as being potentially interesting for other regions to learn from.

This practice consists of an international open call for proposals. Any organisation / institution / company can apply to it and it is easily exportable to other regions or countries.

Further information:

Link to where further information on the good practice can be found

https://d-lab.tech/women-in-tech-ch4/

Rocket 69


City:

Tartu

Country:

Estonia

Organisation name

(Please specify)

Estonian Research Council

Is your organisation the main institution in charge of this good practice?

No

Good practice general information

Title of practice:

[100 characters]

Rocket 69

Thematic objective of the practice:

The objective of the program is to popularize the natural sciences in Estonia. The contestants run for the €10,000 scholarship to further pursue their career in their chosen field of science. The targeted audience of the program is 75,000 people.

Geographical scope of the practice:

National

Detailed description

Short summary of the practice:

[160 characters] This text works as a preview for the good practice and it will appear on the website.

"Rocket 69“ is an educational scientific entertaining TV contest for young people to show that STEM (Science, Technology, Engineering, Mathematics) can be fun and all can do it, while offering excitement and new knowledge. The name of the show comes from the fact that on 1969 the first man stepped on the Moon.

Detailed information on the practice:

[1500 characters] Please provide information on the practice itself. In particular:

What is the problem addressed and the context which triggered the introduction of the practice?

How does the practice reach its objectives and how it is implemented?

Who are the main stakeholders and beneficiaries of the practice?

All students starting from age 15 untiluniversity students from 1st or 2nd year of studies can apply for the show. A total of 15 contestants are chosen through casting and the casting process makes up the 1st episode of the show.


Contestants solve the assignments in groups and from 10th episode also individually. In the end of each episode one contestant has to leave after 1:1 scientific duel. All assignments demand creativity, theoretical scientific knowledge and ability to use it in practices.


In the Grand Finale 2, finalists have to solve complex assignment that will show all their abilities. There is 1 personal winner who wins the 10.000 scholarship to support his/her studies.


The Judging panel consists of Host of the show (young scientist) and 3 main judges who are also researchers.


Locations. 9 episodes are shot in a studio built for the show. Starting from 10th episode, the locations vary – different science abs and research organizations, companies, etc. For the Grand Finale, studio will be built up again.


All assignments and solutions are explained with voice-over, by graphical illustrations during the show and also commented by judges. In addition, the Science Editor creates deeper explanations in web for each assignment that can be used as STEM teaching material at school.

The show is supported by cross-media approach – radio, newspapers, web, Facebook and other social media channels.

Resources needed:

[300 characters] Please specify the amount of funding/financial resources used and/or the human resources required to set up and to run the practice.

The show is currently mainly funded from European Structural funds and in addition by local companies and univeristies.

Last season (2018/ 2019), the overall cost was 288.498 € and staff cost was 14,868€

Timescale (start/end date):


Evidence of success (results achieved):

[500 characters] Why is this practice considered as good? Please provide factual evidence that demonstrates its success or failure (e.g. measurable outputs/results).

The average reach per episode through the Seasons has been 80-100 000 inlcuding children under 12 who are not part of the media-monitoring system.

At school we can see that the Assignments from TV-episodes are directlyused in STEM classes or teachers get ideas for creating their own team-assignments for the classes (we do have up to 45 assignments in stock per season). Rocket69-format has become a teaching method. Rocket69 road shows got schools involving former participants and judges (reseachers) and Rocket69 participants have become real stars in real life.


And also in society – young children who are not yet in the age of entering Rocket69 keep asking will there still be the show when I grow up and tell their parents to organise their birthday parties in Rocket69 style.

Challenges encountered (optional):

[300 characters] Please specify any challenges encountered/lessons learned during the implementation of the practice.


Potential for learning or transfer:

[1000 characters] Please explain why you consider this practice (or some aspects of this practice) as being potentially interesting for other regions to learn from.

The implementation of the programme will probably depend on agreements. It's probably possible to buy a TV program license and then produce a show in any country adapting it to a local viewer.

Further information:

Link to where further information on the good practice can be found

http://etv.err.ee/index.php?0560921

http://www.rakett69.ee/vaata-veebisaateid

https://rakett69.ee/

















Boss Ladies, Rethink your skills


Country:

Denmark

City:

Viborg

Organisation name:

Mercantec

  • Organisation in charge of the good practice
  • [If your organisation is not the one in charge of the good practice, you can indicate the relevant organisation in this section of the form]

Is your organisation the main institution in charge of this good practice?:

No

Location of the organisation in charge:

Country

Denmark

City

Viborg

Main institution in charge:


  • Good practice general information

Title of practice:

Boss Ladies

Has this good practice been identified in the course of the Industrial VET Hub project as part of the learning process? (i.e. to be reported under the indicator “number of good practices identified” in the progress report):

Yes


Please select the project acronym:


Thematicobjective of the practice:

To identify what is being done at the Secondary school level in terms of initiativesto increase levels of enrolment of youngsters in industrial VET studies, with special attention to gender in-school (A8)

Level of the practice:

At VET school level

At Secondary school level

Geographical scope of the practice:

National

Location of the practice:

Country

Denmark

City

Viborg

  • Detailed description

Short summary of the practice:

The building industry in Denmark made an organisation called Boss-Ladies. This organisation has identified women role models who can serve as inspiration for girls in choosing VET studies.


Detailed information on the practice:

The building industry in Denmark made an organisation called Boss-Ladies. This organisation has identified women role models who can serve as inspiration for girls in choosing VET studies.

These women give speeches at schools and debate why so few women choose VET industrial and building studies.

Another activity from the organisation is to arrange internships for interested girls in lower secondary schools in companies with experience in employing women as skilled workers in industrial and building industry.

Third, they arrange courses for VET school teachers focusing on attracting girls and women to the VET studies and on activities for supporting them in their studies.


The Boss Ladies project consists as a collaboration between Divérs, Dansk Byggeri, 3F, TEKNIQ, Dansk El-forbund, Blik og Rør, Danske Malermestre, Dansk Malerforbund and KL. The project is run by Divérs, but is supported by the work of all participating partners and organisations.

The Boss Ladies project is funded by Nordea-fonden, Grundejernes Investeringsfond, Bygge- og anlægsbranchens Uddannelsesfond and The STARK Foundation.

Resources needed:

Funding and organisation

Timescale (start/end date):

January 2019 - ongoing

Evidence of success (results achieved):

The organisation attracts further sponsors. This can be seen as a success. Though is is of course not a main goal to attract funding, the extra sponsors indicate, that the project is considered valid and attractive.

Challenges encountered (optional):


Potential for learning or transfer:

The project is well suited for transfer, as it involves creating an entirely new organisation for this specific purpose.

That is however also the biggest obstacle for implementing the practice in other countries. It requires tremendous amounts of work to identify and persuade potential funders and other organisations to join in on the project.

In Demark it is supported by the political agenda as it is. If this was not the case, it would be a lot harder.

Further information:

https://www.boss-ladies.dk/new-page-78

Keywords related to your practice


Good practices

at VET school
level

Girls in Tec

Country:

Denmark

City:

Viborg

Organisation name:

Mercantec

  • Organisation in charge of the good practice

Is your organisation the main institution in charge of this good practice?:

Yes

Location of the organisation in charge:

Country

Denmark

City

Viborg

Main institution in charge:

Mercantec

  • Good practice general information

Title of practice:

Girls in Tec

Has this good practice been identified in the course of the Industrial VET Hub project as part of the learning process? (i.e. to be reported under the indicator “number of good practices identified” in the progress report):

Yes

Please select the project acronym:

Thematic objective of the practice:

To identify what is being done at the VET school level in terms of teaching high-quality skills within industrial studies as part of the process of adaptation to technological changes, with special attention to gender in-school

Level of the practice:

At VET school level

Geographical scope of the practice:

Local

Location of the practice

Country

Denmark

City

Viborg


  • Detailed description

Short summary of the practice:

As part of a STEM project, Mercantec seeks to make a more girl-friendly environment.This is done by interviewing and monitoring 10 girls at the blacksmith education.

Detailed information on the practice:

The objective of the project is to identify ways to improve the technical educations ability to attract girls in order to make them skilled workers.

Resources needed:

Unknown

Timescale (start/end date):

October 2019 - ongoing

Evidence of success (results achieved):

None, this is a brand-new activity

Challenges encountered (optional):


Potential for learning or transfer:

Unknown

Further information:


Keywords related to your practice








Local Educational Boards

Country:

Denmark

City:

Viborg

Organisation name:

Mercantec

  • Organisation in charge of the good practice
  • [If your organisation is not the one in charge of the good practice, you can indicate the relevant organisation in this section of the form]

Is your organisation the main institution in charge of this good practice?:

No

Location of the organisation in charge:

Country

Denmark

City

Viborg

Main institution in charge:

The Danish Ministry of Education

  • Good practice general information

Title of practice:

Local educational boards

Has this good practice been identified in the course of the Industrial VET Hub project as part of the learning process? (i.e. to be reported under the indicator “number of good practices identified” in the progress report):

Yes


Please select the project acronym:

Thematicobjective of the practice:

Drop-down list:

To identify what is being done at the company level in terms of the type of skills demanded for new industrial occupations, as part of the process of adaptation to technological changes, with special attention to gender in-company


To identify what is being done at the VET school level in terms of teaching high-quality skills within industrial studies as part of the process of adaptation to technological changes, with special attention to gender in-school

Level of the practice:

At company level

At VET school level

Geographical scope of the practice:

National

Location of the practice

Country

Denmark

City

Viborg

  • Detailed description

Short summary of the practice:

The VET schools are required by law to maintain boards in which are comprised of representatives from the employers organisations, from employees’ organisations and from the school, to ensure that the education keep in touch with the industry they are meant to support.

Detailed information on the practice:

The boards meet four times a year and discuss relevant topics, interview students and generate new ideas.


Resources needed:

Time and commitment from the organisations involved

Timescale (start/end date):

An old practice in Denmark

Evidence of success (results achieved):

The school is guaranteed to know about it, if it gets out of touch with the required skill level form the surrounding industry

Challenges encountered (optional):


Potential for learning or transfer:

Very easy to transfer. Strategic selection of the board members is of course important. Getting the government to make it mandatory by law is a slightly bigger task. It is suggested to try to form board without legal demand for it at first.

Further information:


Keywords related to your practice









EUX – a dual track education that combines a vocational education with a high school diploma


Country:

Denmark

City:

Viborg

Organisation name:

Mercantec

  • Organisation in charge of the good practice
  • [If your organisation is not the one in charge of the good practice, you can indicate the relevant organisation in this section of the form]

Is your organisation the main institution in charge of this good practice?:

Yes

Location of the organisation in charge:

Country

Denmark

City

Viborg

Main institution in charge:


  • Good practice general information

Title of practice:

EUX – a dual track education, that combines a vocational education with a high school diploma

Has this good practice been identified in the course of the Industrial VET Hub project as part of the learning process? (i.e. to be reported under the indicator “number of good practices identified” in the progress report):

Yes


Please select the project acronym:

EUX

Thematicobjective of the practice:

To identify what is being done at the VET school level in terms of teaching high-quality skills within industrial studies as part of the process of adaptation to technological changes, with special attention to gender in-school

Level of the practice:

At VET school level

Geographical scope of the practice:

National

Location of the practice

Country

Denmark

City

Viborg

  • Detailed description

Short summary of the practice:

This practice combines a vocational education with a high school diploma. This means that the student will achieve skills related to the specific vocational education and more general academic skills as math, physics, language and technology

Detailed information on the practice:

The EUX dual track education is derived from wishes from the labour market. It addresses several challenges related to educational skills of the future labour force:

  • As the EUX dual track opens the possibility to study at university level, eg. Engineering it will produce more qualified engineers who have a vocational background as well as academic skills.
  • The EUX dual track combines the best of two worlds – vocational and academic – which means that the students after graduation have multiple options either at the labour market or at university level.
  • The EUX dual track attracts motivated young people who do not want to choose between vocational or academic education – they get both.
  • The EUX dual track appeals to the decision makers in the family – typically the mother – because it is a safe road to get maximum competences and maximum of possibilities for their children.
  • The EUX dual track provides the students with skills to work in national or global companies

The EUX Dual track is a variation over the Danish vocational education system – where the student has an apprentice contract with a company. In this variation the students attend school for 20 weeks a year and the rest of the time is spent in a company. In the 20 week passed at school both academic subject and vocational skills are taught.

In this way it is possible to a large extent to address the company needs for students who are more proficient within new technologies. Because the work with the new technologies and they are taught the theories behind.

Resources needed:

To get this practice up and running a lot of resources is needed. A lot of planning, teachers who are willing to combine academic and vocational programs and companies who are willing to let the students working companies.

Timescale (start/end date):

EUX in Denmark started in 2011 and are still growing stronger and stronger

Evidence of success (results achieved):

EUX is an unbeaten success. Today 42% of the students who choose a vocational education choose the EUX dual track variant.

The companies praise the students who choose EUX dual track – they get significantly better educated employees both at engineer levels and as skilled worker level.

Challenges encountered (optional):

The logistics of the EUX can be very troublesome as really lot of stakeholders are involved – both at the school and at the companies. The EUX trie to combine several educations and as such you can’t get it all so not all can get what they want.

Potential for learning or transfer:

The EUX dual track has shown its worth in Denmark and a lot of schools have been interested in copying this model.

The model is flexible so it can be adapted to other school systems than the Danish.

We are informed that a variation of the EUX is practised at Alcoi (INS Cotes Baixes), which is proof that it is transferable.

Further information:


Keywords related to your practice


Grandparents


Country:

Denmark

City:

Viborg

Organisation name:

Mercantec

  • Organisation in charge of the good practice
  • [If your organisation is not the one in charge of the good practice, you can indicate the relevant organisation in this section of the form]

Is your organisation the main institution in charge of this good practice?:

Yes

Location of the organisation in charge:

Country

Denmark

City

Viborg

Main institution in charge:

Mercantec

  • Good practice general information

Title of practice:

Grandparents

Has this good practice been identified in the course of the Industrial VET Hub project as part of the learning process? (i.e. to be reported under the indicator “number of good practices identified” in the progress report):

Yes


Please select the project acronym:

Thematicobjective of the practice:

To identify what is being done at the VET school level in terms of teaching high-quality skills within industrial studies as part of the process of adaptation to technological changes, with special attention to gender in-school

Level of the practice:

At VET school level


Geographical scope of the practice:

Local

Location of the practice

Country

Denmark

City

Viborg

  • Detailed description

Short summary of the practice:

The grandparent project basically involves students having someone they can go to if they have some sorts of private problems. The grandparents help the student to resolve these personal problems or support the student.

Detailed information on the practice:

There are some young people who do not have the opportunity to attend school due to lack of mental surplus, this may occur due to the existence of conflicts at home such as parents, girlfriends/boyfriends, finances or mental illness. This is where the Grandparent steps in and helps/talks with the student to understand the reason why he/she is not attending school or for not being focused in class is and how in collaboration the student is helped further.


The project achieves its goals by having students actively using the Grandparents and by the Grandparents giving an extra effort to help students, for example by calling consultants, banking advisors etc. according to the student's needs. To implement this practice, the student first have to hire a Grandparent, it is practical if there is one of each genderand some of them have already worked in a human-related subject. Then the school introduces Grandparents to students and gives the students their contact information, so they know how to contact the Grandparents if needed.

The primary target is young people who suffer from mental illness or private problems but will benefit both the school and the individual student.

By using Grandparents, the school gets it easier holding onto the students who would have dropped out. In addition, the students who need help in private life will get what they need and therefore be helped further and create a better and more positive environment at school.

Resources needed:

In this practices, there is a need for the school to hire a full-time person for the job, as it is a very large position. There must be room for the Grandparent to be able to leave the house with the student for an example to a job interview, exam, presentations etc. In addition, it is convenient if every Grandparent gets a work phone as they will be in touch with the students.

Timescale (start/end date):

n/a

Evidence of success (results achieved):

At Mercantec they have received a very positive response from the students as they feel happier and more confident going to school because they can get the help they need.

When the school looks at the individual student, and can see that before the student was given help, they had a high absenteeism rate, but after they received the help that was needed, the student's attendance became significantly better as they had better conditions to thrive in class, going to school with public transport, or they have become happier as they have an "adult" to talk private problems with. We see more commitment on the student’s point of view and better well-being and unity in the classes.

Challenges encountered (optional):

This role can be very psychologically difficult for the Grandparents, as some situations can arise where the student is very sensitive about themselves and the people around the student it is therefore very important. Those who are hired as Grandparents can cope with the pressure and have worked with people before. In addition, we have found that Grandparents might not do their best because they do not know what they can do and must not be in relation to the student and the school rules.

Potential for learning or transfer:

This practice has potential for other schools because it creates a better well-being at school, and it allows students to talk to someone older who they can get help from. In addition, Grandparents create a better atmosphere at the school and help individual students to reverse their everyday life and to make it more attractive to attend school.

It is a good practice to perform as the success rate of each student coming through the school will increase because the student has been given better prerequisites. The practice is a potential one because it benefits both the well-being of the different classes, the individual student, the school's success rate for the students coming from challenged homes that is dropping out will decreases and therefore will the dropout rate be lowered.

Many students will therefore have a better opportunity to get through school as they do not have any stresses and concerns in the home/private life that need to be addressed before the student gets to class and must actively participate in the teaching.

Further information:

If you want more information, or have some questions feel free to contact the autor of the practices at sdfa.skp@edu.mercantec.dk

Keywords related to your practice


Player of the Year and Open Doors


City:

Tartu

Country:

Estonia

Organisation name

(Please specify)

SA Innove (Education competency center)

Is your organisation the main institution in charge of this good practice?

Yes

Good practice general information

Title of practice:

[100 characters]

Player of the year and open doors

Thematic objective of the practice:

To identify what is being done at the VET school level in terms of teaching high-quality skills within industrial studies as part of the process of adaptation to technological changes, with special attention to gender in-school


To identify what is being done at the secondary school level in terms of initiativesto increase levels of enrolment of youngsters in industrial VET studies, with special attention to gender in-school

Geographical scope of the practice:

Local

Detailed description

Short summary of the practice:

[160 characters] This text works as a preview for the good practice and it will appear on the website.

Over the course of two days, the professional championships will take place in 34 competition areas, with more than 300 students participating. There are the best young masters, many of whom go to the school to represent the national and international competitions. The spectators are expected to encourage competitors, to explore the kitchen side of the school workspaces, and to test their hand and eye- precision.

On both days, we will open the doors to the Vocational Visitors at 10.00 am, 11.00 am, 12.00 am, the guide will tour the professional competition areas.

Detailed information on the practice:

[1500 characters] Please provide information on the practice itself. In particular:

What is the problem addressed and the context which triggered the introduction of the practice?

How does the practice reach its objectives and how it is implemented?

Who are the main stakeholders and beneficiaries of the practice?

The objectives are the following:

• increase the popularity of vocational education and professional competence

• value mastery and creativity

• motivate learners

• improve the content and quality of the tutorial

• promote cooperation

• disseminate and implement innovation related to professional development

• gain greater attention to vocational training and professional work

• recognise the best professional masters


Good practice aims to encourage students to come to vocational school. The tradition of open doors and the maker of the year began in 2007 at our school. The original goal was to give young people a competitive experience.

Over the years, the event and the number of contestants is grown steadily. Also, each year's competition has a theme. For example, the Republic of Estonia 100 in 2018 or girls in tech 2020.

Initially, it was only a competition for students, but now there are workshops for applicants as well as vocational education programmes.

The main beneficiaries of the programme are vocational students as well as the potential students.

Resources needed:

[300 characters] Please specify the amount of funding/financial resources used and/or the human resources required to set up and to run the practice.

The programme requires approximately EUR 10 000 for expenditure, plus the contribution of staff to the preparation of competitions and workshops (this is part of the work commitments, so a separate financial cost cannot be included).

Plus the materials provided by the sponsors to carry out the competition and the gifts to the winners.

In time, it takes about a year to prepare - to conclude agreements with members of the jury (entrepreneurs from outside the school) and also to find sponsors and artist ( there is always a programme with some celebrity). Substantive preparation (tasks, workshops, program) will begin in November.

Timescale (start/end date):

First week in march school year 2019/2020

Evidence of success (results achieved):

[500 characters] Why is this practice considered as good? Please provide factual evidence that demonstrates its success or failure (e.g. measurable outputs/results).

Over the years, the event is more and more successful. More participants, more competitions, more visitors and more sponsors. There were 14 matches in the first year (2007), then by 2019 there were 34 professional competitions and more than 400 contestants.

Challenges encountered (optional):

[300 characters] Please specify any challenges encountered/lessons learned during the implementation of the practice.

Depending on the profession, it is sometimes difficult to find motivated contestants or enough contestants. It's not always easy to find a balance between showing skills and spectacularity.

As well sometimes it`s a little bit harder to find sponsors when economically are tough times.

Potential for learning or transfer:

[1000 characters] Please explain why you consider this practice (or some aspects of this practice) as being potentially interesting for other regions to learn from.

Very easy to perform when there is a school and students, role models are found in very many parts of the world.

Further information:

Link to where further information on the good practice can be found

https://khk.ee/kutsekooli/index.php


The Skills Night

City:

Tartu


Country:

Estonia


Organisation name

(Please specify)

Tartu Kutsehariduskeskus


Is your organisation the main institution in charge of this good practice?

No


Good practice general information


Title of practice:

[100 characters]

The Skills Night


Thematic objective of the practice:

Programmes for students and teachers in general education schools, which introduce different professions through practical activities. The aim is to encourage young people to choose vocational education as an opportunity for further learning.


Geographical scope of the practice:

National


Detailed description


Short summary of the practice:

[160 characters] This text works as a preview for the good practice and it will appear on the website.

In the framework of the European Vocational Skills Week, SkillsNight brings to get her numerous vocational schools across Estonia.


For the third year, Estonian Vocational Schools providing skill-based education have joined in European Comity action.

During the Skills Night in Estonia, Vocational Schools will open their doors to provide different exciting workshops and activities connected to variable skills.


Detailed information on the practice:

[1500 characters] Please provide information on the practice itself. In particular:

The European Skills Week is an initiative of the European Commission aimed at making vocational education and training providing quality skills and job prospects more attractive. During this, participating countries across Europe organize events at local, regional and national level. The European Skills Week was held for the first time in 2016.

The aim of the programme is to increase the interest of pupils in general education in vocational education, in particular in technical areas.

In a diverse Skills Night program, a vocational school can further enhance skills and invite young people, families and adults to take part in exciting and hands-on school activities. During the Skills Night, Estonian vocational education institutions will keep their doors open and welcome everyone interested in workshops, open classes and lectures.

In 2019 on October 17, 6 workshops were organized in cooperation with Tartu Vocational Education Center and SPARK MAKERLAB, where technical specialties were introduced. In the workshops, it was possible to try soldering electronic components, 3D printing, wiring diagrams on an electric constructor, FESTO industrial robot, welding on a welding simulator and performing a variety of simple metal work.

If the main target groups were students in general education schools, Skills Night is still for everyone - be it kindergarten child or retired.The evening Skill Night can be explored with the whole family as there are activities for people of all ages.

Resources needed:

[300 characters] Please specify the amount of funding/financial resources used and/or the human resources required to set up and to run the practice.

The program is funded in partly by the Tartu Vocational Education Center. The teachers who carry out the programmes have given their consent and are part of their duties. The materials will be provided by the Vocational Education Centre, as appropriate. For technical specialties, SPARK MAKERLAB assists with its own premises and technical facilities.

Nationally Skills Night presentation is supported by Ministry of Education and Research, European Social Fund and INNOVE.

Timescale (start/end date):

Once a year within the framework of the European Skills Week.

Evidence of success (results achieved):

[500 characters] Why is this practice considered as good? Please provide factual evidence that demonstrates its success or failure (e.g. measurable outputs/results).

The Skills Night is attended by 21 vocational schools all over Estonia.

More than 250 participants visited the workshops of Tartu Vocational Education Center in 2019.

Based on feedback from early school leavers, the Skills Night was one of the factors influencing the choice to enter vocational school.

Challenges encountered (optional):

[300 characters] Please specify any challenges encountered/lessons learned during the implementation of the practice.

The Skills Night provides an opportunity to introduce technical disciplines through engaging activities for people of all ages.

Potential for learning or transfer:

[1000 characters] Please explain why you consider this practice (or some aspects of this practice) as being potentially interesting for other regions to learn from.

This good practice is very simply possible to transfer to other areas as it relates to the school and uses mainly the resources of the school.

Further information:

Link to where further information on the good practice can be found

https://ec.europa.eu/social/vocational-skills-week/

http://www.kutseharidus.ee/oskuste-oo/

https://khk.ee/tahistame-ule-euroopalist-oskuste-nadalat-oskuste-oo-ga/







A day at the ITB




Country:

Spain

City:

Barcelona

Organisation name:

Xarxa FP

  • Organisation in charge of the good practice

Is your organisation the main institution in charge of this good practice?:

No

Location of the organisation in charge:

Country

Spain

City

Barcelona

Main institution in charge:

Institut Tecnològic de Barcelona (Barcelona Technological Institute, ITB)

  • Good practice general information

Title of practice:

A day at the ITB

Has this good practice been identified in the course of the Industrial VET Hub project as part of the learning process? (i.e. to be reported under the indicator “number of good practices identified” in the progress report):

Yes


Please select the project acronym:

Thematic objective of the practice:

To identify what is being done at the Secondary school level in terms of initiatives to increase levels of enrolment of youngsters in industrial VET studies, with special attention to gender in-school

Level of the practice:

At Secondary school level

Geographical scope of the practice:

Local

Location of the practice

Country

Spain

City

Barcelona

  • Detailed description

Short summary of the practice:

“A day at ITB” is an open day organised at Institut Tecnològic de Barcelona inviting secondary school students and their families to spend one day at the VET School to motivate them to enrol in Technological VET studies and specifically giving priority to female students. Every student is guided by a current ITB student who acts as a coach to them.

Detailed information on the practice:

The main aim of this initiative is to encourage students to enrol in VET industrial and technological studies.

As it is a very successful initiative, they give priority to female students in the waiting list.

This initiative was only started in 2018, but all female students that took part were enrolled at the school this academic year 2019-2020.

During the open day secondary students, apart from having their own coach, take part in several lessons and meet with the School Director, among other activities.

Resources needed:

1 open day

Director

Students volunteering

Timescale (start/end date):

1 day around March/April

Evidence of success (results achieved):

This initiative was only started in 2018, but all female students that took part were enrolled at the school this academic year 2019-2020.

Challenges encountered (optional):


Potential for learning or transfer:

Completely feasible to transfer this practice to other VET Schools around Europe.


Further information:

https://www.itb.cat/2019/04/un-dia-litb.html

Keywords related to your practice

Promoting vocational industrial studies among secondary students with a gender-balanced approach

Project eDUO Exit


City:

Barcelona

Country:

Spain

Organisation name

(Please specify)

Fundació EXIT

Is your organisation the main institution in charge of this good practice?

Yes

  • Good practice general information

Title of practice:

[100 characters]

Project eDUOExit

Thematic objective of the practice:

To identify what is being done at the VET school level in terms of teaching high-quality skills within industrial studies as part of the process of adaptation to technological changes, with special attention to gender in-school

Geographical scope of the practice:

Local

  • Detailed description

Short summary of the practice:

[160 characters] This text works as a preview for the good practice and it will appear on the website.

The eDuo Projects aims at reducing educational drop out of young people in situations of social vulnerability by providing them with an specific innovative initial VET training programme in the industrial and technological sector in cooperation with VET Schools and Companies.

Detailed information on the practice:

[1500 characters] Please provide information on the practice itself. In particular:

  • What is the problem addressed and the context which triggered the introduction of the practice?
  • How does the practice reach its objectives and how it is implemented?
  • Who are the main stakeholders and beneficiaries of the practice?

The eDuo Project was created in 2011 when, in the midst of the crisis, companies alerted us to the elimination of low-skilled jobs and recommended for our young participants to at least complete intermediate level vocational training to improve their prospects for quality jobs.

Since then, the foundation have worked with vocational training centers to create a model in which classroom education is alternated with on-the-job training so as to reduce high dropout rates during the first year (between 30% and 50%).

As part of their mission to continuously improve the project, in 2018 they opened the initiative to new sectors in which there is a significant imbalance between supply and demand (courses with high dropout rates, despite the excellent employment opportunities in those fields).

For the first year of vocational training, they have also introduced challenge-based learning and design thinking. These concepts have served as the common thread for corporate involvement and have helped participants to design their own solution to the challenge through masterclasses and group mentoring sessions.


Project activities implementation

Beneficiaries: 1st year students of Initial VET Degree in Industrial & Technological sector

  • Phase 1: Diagnosis and Company Training
  • - Definition of professional profiles and training curricula
  • Phase 2: Technical & Competence based training
  • - Masterclass (3 sessions of 2 hours)
  • - Soft skills training + mentoring: design thinking
  • Phase 3: Educational challenge
  • - 4 sessions of 2 hours
  • Phase 4: Closing
  • - Final event educational challenge
  • - Evaluation & Reporting

Main stakeholders:

  • 3 inspiring Companies for masterclasses
  • 5 volunteer Company-mentors to accompany youngsters in the development of their educational challenge
  • 1st year students of Initial VET Degree in Industrial & Technological sector
  • Project Coordinator: Fundació Exit

Resources needed:

[300 characters] Please specify the amount of funding/financial resources used and/or the human resources required to set up and to run the practice.

  • 3 inspiring Companies for masterclasses
  • 5 volunteer Company-mentors to accompany youngsters in the development of their educational challenge
  • Budget:
  • 30% Companies
  • 30% Public Administration
  • 20% Private financing
  • 20% Philanthropy

Timescale (start/end date):

An academic course (9 months)

Evidence of success (results achieved):

[500 characters] Why is this practice considered as good? Please provide factual evidence that demonstrates its success or failure (e.g. measurable outputs/results).

Please see the infography below to see the success indicators:














Challenges encountered (optional):

[300 characters] Please specify any challenges encountered/lessons learned during the implementation of the practice.


Potential for learning or transfer:

[1000 characters] Please explain why you consider this practice (or some aspects of this practice) as being potentially interesting for other regions to learn from.

This practice can be transferred to other regions or countries that they face the same challenges (school drop out + skills mismatch of companies in the industrial sector).

Further information:

Link to where further information on the good practice can be found

https://fundacionexit.org/eduo-project/?lang=en

Grantee of scholarship in Tartu


City:

Tartu

Country:

Estonia

Organisation name

(Please specify)

Tartu Kutsehariduskeskus (Tartu KHK)

Is your organisation the main institution in charge of this good practice?

Yes

Good practice general information

Title of practice:

[100 characters]

Grantee of scholarship in Tartu


Thematic objective of the practice:

At the end of 2015, Talent Plastics Tartu founded a scholarship to support technical students of Tartu Kutsehariduskeskus to focus on their studies. The scholarship is having value of 1,000€ and is paid out once every half year.

Geographical scope of the practice:

Local

Detailed description

Short summary of the practice:

[160 characters] This text works as a preview for the good practice and it will appear on the website.

Talent Plastics Tartu AS scholarship is open to students of Tartu Vocational Education and Training Center's technology department starting from the first year without any study debts.




Detailed information on the practice:

[1500 characters] Please provide information on the practice itself. In particular:

What is the problem addressed and the context which triggered the introduction of the practice?

How does the practice reach its objectives and how it is implemented?

Who are the main stakeholders and beneficiaries of the practice?

The purpose of the corporate scholarship is to promote vocational training and support the technical studies of students of Tartu Vocational Education Center. Scholarships are issued twice a year in cooperation with the Cultural Endowment of Tartu.


To apply for the scholarship, the following must be submitted to the Tartu Cultural Endowment:

  • Free scholarship application
  • Curriculum Vitae (CV)
  • Letter of motivation
  • Statement of learning outcomes


The scholarship applications are evaluated by a committee of Talent Plastics Tartu AS, Tartu Vocational Education Center and Tartu Cultural Endowment. The scholarship is awarded taking into account the merits of the application, the student's perspective, the expected impact of the scholarship on the student's studies, the student's academic achievement and previous work experience at Talent Plastics Tartu AS.

Resources needed:

[300 characters] Please specify the amount of funding/financial resources used and/or the human resources required to set up and to run the practice.

The scholarship is funded by Talent Plastics Tartu AS, is a Swedish company that manufactures plastic parts in Tõrvandi. The company's core business is injection molding and assembly subcontracting for the automotive, electronics, fine mechanics and apparatus industries.

The scholarship is having value of 1,000€ and is paid out once every half year.

Timescale (start/end date):

Twice a year

Evidence of success (results achieved):

[500 characters] Why is this practice considered as good? Please provide factual evidence that demonstrates its success or failure (e.g. measurable outputs/results).

Each semester, about 10 technology students apply for the scholarship. With equal learning outcomes, girls are pre-empted to motivate them to study technical disciplines.

Challenges encountered (optional):

[300 characters] Please specify any challenges encountered/lessons learned during the implementation of the practice.

The biggest problem is that girls do not dare to come to study technical specialties.

Potential for learning or transfer:

[1000 characters] Please explain why you consider this practice (or some aspects of this practice) as being potentially interesting for other regions to learn from.

The transfer of this good practice to other areas depends on companies willing to offer such a scholarship.

In Tartu, two other companies have offered such a scholarship: AS A LeCoq for mechatronics students and HANZA Mechanics Tartu for metalworking students.

Further information:

Link to where further information on the good practice can be found

https://khk.ee/talent-plasticsi-stipendiumi-palvis-mehhatroonik-kristi-kattai/

https://www.talentplastics.se/en/nyhet-grantee-of-scholarship-in-tartu-8170



Good practices

at secondary school
level

From prejudice to practise


City:

Westerburg

Country:

Germany


Organisation name

(Please specify)

BBS Westerburg

Is your organisation the main institution in charge of this good practice?

Yes

Good practice general information

Title of practice:

[100 characters]

From prejudice to practise: Getting to know technology; a project of our vocational sixth form college to make the field of technology better known and more attractive, especially for women

Thematic objective of the practice:

To identify what is being done at the secondary school level in terms of initiatives to increase levels of enrolment of youngsters in industrial VET studies, with special attention to gender in-school

Geographical scope of the practice:

Regional

Detailed description

Short summary of the practice:

[160 characters] This text works as a preview for the good practice and it will appear on the website.

Five years ago, a new concept was introduced in the sixth form BBS Westerburg college. The students no longer choose between the two main subjects business and technology before the beginning of the school year.


Now, the students are taught in both subjects (business and technology) for one year and then decide on one subject as their vocational focus for the remaining school period until their A levels.


The result of this project is that significantly more students now opt for technology. The number of female students has risen from 2 to almost 30 every year.

Detailed information on the practice:

[1500 characters] Please provide information on the practice itself. In particular:

What is the problem addressed and the context which triggered the introduction of the practice?

How does the practice reach its objectives and how it is implemented?

Who are the main stakeholders and beneficiaries of the practice?

BBS Westerburg’s sixth form college currently offers two vocational courses, one being business/economics, the other technology.

The concept of their vocational orientation is based on an identical timetable for all new classes in year 11 (first class of the secondary upper level) and gives all students an insight into both subjects. At the end of year 11, the students then have a real basis for their decision between technology or business/economics for the qualification phase leading up to the A levels. During this decision-making process, the students can ask for advice from their teachers.

The school designed this two-pronged approach in the first year of upper secondary schooling based on the feedback from students, parents and companies in the region. In their experience, the applicants for our college and their parents often have only a vague idea of the contents of both vocational subjects. A decision for the choice of one or other is often made based on speculations and different professional experiences of the applicants or parents. We noticed that especially young women generally opted for the traditional choice of business/economics.

Their intention for teaching both vocational subjects parallel is to make the field of technology better known and more attractive for the students, especially for the female students. Most people have the preconceived notion that technical subjects are demanding and that students need to be extremely good at mathematics.

Their approach allows for a neutral, unprejudiced insight and supports students in choosing the appropriate field of study for them. So all students are taught vocational subjects from both disciplines. In order to limit the number of lessons, the main subjects (business, economics and technology) are all cut by one lesson. To implement this concept, no further resources are needed, just the additional two lessons per week.

We are keenon training more qualified graduates in this field, especially because the career opportunities in the technical field are currently very good and we have a close cooperation with companies in our region. Up to now, the participation of young women in technology has been very low. We hope to tap this potential to a greater extent in the future.

Resources needed:

[300 characters] Please specify the amount of funding/financial resources used and/or the human resources required to set up and to run the practice.

As the lessons in other subjects are reduced, there are only 2 more lessons per week.

It is important for the success of the project that the students are motivated by the lessons in technology.Teachers paly an influential role in this project.

Timescale (start/end date):

e.g. June 2014 – May 2019/ongoing

Evidence of success (results achieved):

[500 characters] Why is this practice considered as good? Please provide factual evidence that demonstrates its success or failure (e.g. measurable outputs/results).

In order to be able to assess the impact and success of the concept and thus draw conclusions for further development in their vocational sixth form college, the school considers duration of at least 6 years to be reasonable. Over this period, they can assess the success of graduates in two runs of their concept both qualitatively (average grades) and quantitatively (school leavers, failure to reach the school target). Furthermore, we also receive a feedback from graduates who have started studying for a degree at a university or university of applied sciences.

The project is successful if a higher number of young women decide to specialise in technology every year. A lower dropout rate in the two years up to the A levels also counts as an indicator of success.

These indicators can be gauged at the end of each school year by comparing the figures from our statistics. So far, they have observed that the number of students who have chosen technology increased from 30 to 50-60 pupils in every year. The proportion of women has risen sharply from 2-3 pupils to 30 pupils per year.

Challenges encountered (optional):

[300 characters] Please specify any challenges encountered/lessons learned during the implementation of the practice.

These changes were not in line with the legal regulations specified by the Land authorities.An application had to be written.

Potential for learning or transfer:

[1000 characters] Please explain why you consider this practice (or some aspects of this practice) as being potentially interesting for other regions to learn from.

Technology is very often regarded as a very difficult subject to learn. This is a general prejudice which prevents individual students from wanting to learn this subject.If students have the opportunity to get to know this subject, they may change their mind. That is why year-11 students cannot choose between technology and business/economics, they have both subjects for one year. The results of the school statistics confirm our assumption that the project would lead to more students altogether, as well as more female students, choosing technology.

Further information:

Link to where further information on the good practice can be found

https://www.bbs-westerburg.de/bg.php





MINT – Mobile Workshop for Colleges and Schools


City:

Westerburg

Country:

Germany

Organisation name

(Please specify)

BBS Westerburg

Is your organisation the main institution in charge of this good practice?

No

Good practice general information

Title of practice:

[100 characters]

MINT-Mobile Workshop for Colleges and Schools

Thematic objective of the practice:

To identify what is being done at the secondary school level in terms of initiatives to increase levels of enrolment of youngsters in industrial VET studies, with special attention to gender in-school (A8)

Geographical scope of the practice:

Regional

Detailed description

Short summary of the practice:

[160 characters] This text works as a preview for the good practice and it will appear on the website.

Day of practical science in cooperation with the University of Applied Sciences in Koblenz.

The University’s MINT-Mobile visits our college for one day to conduct various experiments from the field of the MINT subjects (MINT stands for Mathematics, Informatics, Natural sciences, Technology) together with our students and give a practical insight into the field of technology.

Detailed information on the practice:

[1500 characters] Please provide information on the practice itself. In particular:

What is the problem addressed and the context which triggered the introduction of the practice?

How does the practice reach its objectives and how it is implemented?

Who are the main stakeholders and beneficiaries of the practice?

The problem is that most students have preconceived, very negative notions about technology. Therefore many students, especially female students, are lost for this subject. Many students’ reservations, however, disappear when they get in actual contact with technology. We want to interest students in MINT subjects with practical application, especially technology, and we want to encourage them to choose technology as their subject.

The Koblenz University of Applies Sciences comes to our college for a day with their MINT-Mobile, offering a technology workshop for 20 to 60 of our students. The MINT- Mobile has the full equipment for conducting a number of different technology experiments. The experiments are introduced and supervised by students from the Koblenz University of Applied Sciences, who at the same time act as role models for our students.

The project is financed by the region’s Minstry of Education and realized by the Koblenz University of Applied Sciences. The main beneficiaries are the students, our college and the Universtity, as for them it is a way to promote young researchers.

Resources needed:

[300 characters] Please specify the amount of funding/financial resources used and/or the human resources required to set up and to run the practice.

Since the Ministry of Education finances the project, and the researchers and students from Koblenz University of Applied Sciences implement it, we only need to provide the classrooms and the lesson time, plus the students pay a small contribution for the materials used in the experiments.

Timescale (start/end date):

March 2020 (in progress)

Evidence of success (results achieved):

[500 characters] Why is this practice considered as good? Please provide factual evidence that demonstrates its success or failure (e.g. measurable outputs/results).

Since this is a project in planning, we have no evaluation as of yet.

Challenges encountered (optional):

[300 characters] Please specify any challenges encountered/lessons learned during the implementation of the practice.

Financing for the next term has not yet been decided on in the Ministry of Education, therefore we have no information as yet as to whether our application for the MINT-Mobile has been successful.

Potential for learning or transfer:

[1000 characters] Please explain why you consider this practice (or some aspects of this practice) as being potentially interesting for other regions to learn from.

We think the cooperation between the University of Applied Sciences and our college will be very fruitful. Especially being able to work in a professional research environment will be beneficial for our students in that they can see an actual practical example of work in the field of technology. We also think that the University students will act as role models, especially the female students, and this will make it possible for our students to see themselves working in these subjects in the future.

Further information:

Link to where further information on the good practice can be found

https://www.hs-koblenz.de/elektrotechnik/forschung-projekte/mint-mobil/

KLC Viborg


Country:

Denmark

City:

Viborg

Organisation name:

Mercantec

  • Organisation in charge of the good practic
  • e[If your organisation is not the one in charge of the good practice, you can indicate the relevant organisation in this section of the form]

Is your organisation the main institution in charge of this good practice?:

No

Location of the organisation in charge:

Country

Denmark

City

Viborg

Main institution in charge:

Viborg municipality

  • Good practice general information

Title of practice:

KLC Viborg

Has this good practice been identified in the course of the Industrial VET Hub project as part of the learning process? (i.e. to be reported under the indicator “number of good practices identified” in the progress report):

Yes


Please select the project acronym:

Thematicobjective of the practice:

To identify what is being done at the Secondary school level in terms of initiativesto increase levels of enrolment of youngsters in industrial VET studies, with special attention to gender in-school

Level of the practice:

At VET school level

At Secondary school level

Geographical scope of the practice:

Local

Location of the practice

Country

Denmark

City

Viborg


  • Detailed description

Short summary of the practice:

Reaching out towards secondary school. Viborg municipality has made a platform for secondary schools to browse for activities in companies, museums and educational organisations.


Every party is invited to post one-day activities for school classes in order for them to learn their main objectives (math, physics and the like) in a different setting. They can visit the chosen organisation free of charge and experience that school topics has a very real use in industry and education

Detailed information on the practice:

KLC Viborg aims to gather and disseminate a wide range of services from external learning environments for children and young people from 0-18 years in school and daycare time.

With KLC Viborg, Viborg Municipality wants to support the open school and daycare. KLC Viborg is run and developed in Children and Young people in close cooperation with other administrations in the municipality and as such is a good example of the good, cross-cutting cooperation around children and young people, practical learning and cultural experiences.

KLC Viborg stands for Cultural Learning Center.


KLC Viborg has three main tasks:

-To provide teachers and educators with an overview of existing learning processes.

-To develop new, practical learning courses in collaboration with cultural and natural institutions, associations and companies, as well as teachers and educators.

-To support the schools' work with the open school and to support daycare in the work on curriculum themes with the involvement of external learning environments.


Resources needed:

The local municipality needs to facilitate this

Timescale (start/end date):

June 2016 and ongoing

Evidence of success (results achieved):

There are 73 activities on the portal. Four of these are founded on Mercantec TVC. These four alone are booked by school classes at least four times a year

Challenges encountered (optional):


Potential for learning or transfer:

Showing that local industry and educations provides challenging career paths (the kids get to come and see the enviroments we work in) is meant to attract talented youngsters to our educations.

Further information:

https://klcviborg.dk/

Keywords related to your practice


Girls only


City:

Viborg

Country:

Denmark

Organisation name

Mercantec

Is your organisation the main institution in charge of this good practice?

Yes

  • Good practice general information

Title of practice:

[100 characters]

Girls only

Thematicobjective of the practice:

To identify what is being done at the secondary school level in terms of initiatives to increase levels of enrolment of youngsters in industrial VET studies, with special attention to gender in-school

Geographical scope of the practice:

Local

  • Detailed description

Short summary of the practice:

[160 characters] This text works as a preview for the good practice and it will appear on the website.

At Mercantec, we have chosen to start a girl club, this club gathers the girls that are in different VET categories were they talk and come up with ideas on how/what we can do to make it more attractive for women to sign up on a VET education. In addition we talk about how to make the school easier and better for the women there is already going on the school.

Detailed information on the practice:

[1500 characters]Please provide information on the practice itself. In particular:

  • What is the problem addressed and the context which triggered the introduction of the practice?
  • How does the practice reach its objectives and how it is implemented?
  • Who are the main stakeholders and beneficiaries of the practice?

There is a high level of men in VET educations, so it is important that something is being done to make it more attractive to women to take an VET education so that the gender difference in the industrial VET is almost equal to one another. We at Mercantec have a few girls in each VET category and therefore do we want to hear why they have chosen a VET education we therefore startedgirl’s only club where girls meet and talk about what kind of trouble they have had being on a VET education, how we can make it more pleasant for them to go onMercantec and if they had any ideas on how to attract more female students or ideas on girly events or activities that the school could make to get several girls try out what it means to take a VET education


The practices reach itsgoals by listening to what the girls have to say and make the ideas that comes from the girls on how to make the VET educations more attractive.


If you want to implement this practice you first had to find and gather all the girls that go in the specific VET category, then you must sit down with girls and ask introductory questions. Many of the students come up with good ideas and it is therefore important that someone take notes at all the meetings. When the meeting is over can you sort the ideas proposed and figure out how to proceed with them.


This practice is primary targeting woman attending school. This practice is also very good for the course of the school, where there will be evaluated in the schools current state of women and what could be done for better conditions and well-being.

Resources needed:

[300 characters]Please specify the amount of funding/financial resources used and/or the human resources required to set up and to run the practice.

There isn’t needed many resources to make this practice work as it functions most as an idea phase for other practices. 
 
In order to be able to carry out the practice, you must use all the female students who already go in the specific VET category you those, and one who is permanently employed at the school who can write a summary of the meeting and take it further for development.

Timescale (start/end date):

22 September 2019 – there is no end date

Evidence of success (results achieved):

[500 characters] Why is this practice considered as good? Please provide factual evidence that demonstrates its success or failure (e.g. measurable outputs/results).

We can see that this is a success because, we have got many good suggestions on what the school could do to attract more women to the education. We have therefore chosen to move forward with one of the ideas (VET girls) were we try to attract more women to Mercantec. In addition, several girls said that they would be happier to go to school if they had girls only toilets becuase the girls thought that the unisex toilets were disgusting, which they soon after got, the girls said subsequentlythat it has helped to have theirt own toilets.

Challenges encountered (optional):

[300 characters] Please specify anychallengesencountered/lessons learned during the implementation of the practice.

We have not yet experienced challenges because this practice is a form of brainstorming and evaluation by the students who are already attending school.

Potential for learning or transfer:

[1000 characters] Please explain why you consider this practice (or some aspects of this practice) as being potentially interesting for other regions to learn from.

 
This practice is good for other schools beacuse, it gives the female student the opportunity to be heard and have a greater influence on the school and its efforts to get more women into the VET educations beside that does it give the school a good opportunity to get a lot of creative ideas to get more women into the VET schools and the opportunity for the women who go there to meet and collaborate on a bigger project.


Further information:

Link to where further information on the good practice can be found

There is no further information right now, but if you have some question feel free to contact me at sdfa.skp@edu.mercantec.dk

Work with general education schools




City:

Tartu

Country:

Estonia

Organisation name

(Please specify)

Tartu Kutsehariduskeskus (Tartu KHK)

Is your organisation the main institution in charge of this good practice?

Yes

Good practice general information

Title of practice:

[100 characters]

Work with general education schools

Thematic objective of the practice:

Programmes for students and teachers in general education schools, which introduce different professions through practical activities. The aim is to encourage young people to choose vocational education as an opportunity for further learning.

Geographical scope of the practice:

Local

Detailed description

Short summary of the practice:

[160 characters] This text works as a preview for the good practice and it will appear on the website.

Vocational courses for grade III and upper secondary classes/groups

Vocational training courses are suitable for completing the selection studies of general education schools. Vocational education centre courses provide useful and practical knowledge and skills and support both the choice of profession and entry into work life.

Courses are: bases for computer networks, computer hardware and accessories, mechatronics, electrical engineering.


Workshops for primary school level III and upper secondary students

In workrooms, you can explore specialties through practical activities and acquire new skills by engaging yourself.

Courses are: locksmith workshop on how to split and cut metal, handled metal cutters, prepared and prepared metal structures. As practical work, we prepare a bottle opener; and to do that, we carry the bottle opener to the surface of the metal, cut out,file, polish,

polish and engrave. Self-made bottle opener can everyone with you.


Electrician Workshop- Introducing the work of the electrician in the workroom, let's learn electrical safety and learn to read the electrical diagram and the corresponding symbols. In practical terms, with the help of the constructor, different electrical circuits and systems.

Rounds for classes/groups

A tour gives you a good overview of how and what specialties you can learn in a vocational education center.

Detailed information on the practice:

[1500 characters] Please provide information on the practice itself. In particular:

What is the problem addressed and the context which triggered the introduction of the practice?

How does the practice reach its objectives and how it is implemented?

Who are the main stakeholders and beneficiaries of the practice?

The aim of the programme is to increase the interest of pupils in general education in vo-cational education, in particular in technical areas. Only 7% of young people with up-per secondary education want to continue their studies in vocational training and only 13% of all graduates want to continue their studies in engineering and manufacturing.

Of primary school graduates, about 28 percent of vocational school graduates must con-tinue their studies.


In general education schools, programmes are introduced, invitations are sent both in e-mail and in paper form, as well as advertising on social media. General education schools can choose their own program and then come to vocational school. At the vocational school, the selected programme shall be carried out in cooperation with vocational tea-chers and students.

The main target groups are students in general education schools.

Resources needed:

[300 characters] Please specify the amount of funding/financial resources used and/or the human resources required to set up and to run the practice.

The program is funded in partly by the Tartu Vocational Education Center. The teachers who carry out the programmes have given their consent and are part of their duties. The materials will be provided by the Vocational Education Centre, as appropriate.

Timescale (start/end date):

Through the school year

Evidence of success (results achieved):

[500 characters] Why is this practice considered as good? Please provide factual evidence that demonstrates its success or failure (e.g. measurable outputs/results).

An average of 30- 40 workshops will take place in the academic year.

The exception was the previous year o study, when it was organised 50 workshops (number of participants approx 680 students).

Unfortunately, there is no indication of how many of students who participated in workrshops came to study in vocational school.

Workshops have been organised for 10 years now and the number of participants and the number of workshops is on a continuing upward trend.

Challenges encountered (optional):

[300 characters] Please specify any challenges encountered/lessons learned during the implementation of the practice.


Potential for learning or transfer:

[1000 characters] Please explain why you consider this practice (or some aspects of this practice) as being potentially interesting for other regions to learn from.

This good practice is very simply possible to transfer to other areas as it relates to the school and uses the resources of the school.

Further information:

Link to where further information on the good practice can be found

https://khk.ee/uldinfo/uldhariduskoolidele/

Girls in Lab


City:

Barcelona

Country:

Spain

Organisation name

Girls in Lab

Is your organisation the main institution in charge of this good practice?

No

  • Good practice general information

Title of practice:

[100 characters]

Girls in Lab

Thematic objective of the practice:

To identify what is being done at the secondary school level in terms of initiatives to increase levels of enrolment of youngsters in industrial VET studies, with special attention to gender in-school

Geographical scope of the practice:

Local

  • Detailed description

Short summary of the practice:

[160 characters] This text works as a preview for the good practice and it will appear on the website.

Girls in Lab is a non-profit organization to inspire, educate and engage girls in tech and computing science in Barcelona.


Detailed information on the practice:

[1500 characters] Please provide information on the practice itself. In particular:

  • What is the problem addressed and the context which triggered the introduction of the practice?
  • How does the practice reach its objectives and how it is implemented?
  • Who are the main stakeholders and beneficiaries of the practice?

Girls In Lab is a social and independent movement whose mission is to inspire and educate girls and teenagers to achieve gender parity in the field of technology.

Its goal is to offer free spaces and resources to these young women to become the next STEM professionals (Science, Technology, Engineering and Mathematics). By raising these disciplines in a fun way, they hope to awaken an interest in technology for life and, incidentally, help them gain confidence in themselves by as

similating the best tools and resources of the 21st century.

Technology can make the world more friendly, healthy, aesthetic and fun. And, more importantly, it is everywhere. However, women are not represented neither in companies, nor in research centers, nor in decision-making centers where innovation takes place.

Since 2015 they have been inspiring more than 930 girls between 7 and 17 years old through their events. They learn in a fun, educational, technological and FREE environment. In the workshops they design, imagine, create, develop and learn the most current and innovative technology.

Main programmes:

  • Videogame programming with Scratch and Stencyl
  • Creation and invention with Makey
  • Makey Augmented Reality Projects
  • Creation Apps with programming App Inventor
  • Arduino Robotics
  • Virtual Reality
  • 3D Design and Printing

Resources needed:

[300 characters] Please specify the amount of funding/financial resources used and/or the human resources required to set up and to run the practice.

They are a senior, multidisciplinary, balanced team with an average of 15 years of experience.

Timescale (start/end date):

Workshops and events organised under request

Evidence of success (results achieved):

[500 characters] Why is this practice considered as good? Please provide factual evidence that demonstrates its success or failure (e.g. measurable outputs/results).

Since 2015 they have been inspiring more than 960 girls between 7 and 17 years old through their events and workshops These girls usually come accompanied by their parents. Therefore we can also count around 1000-1200 parents involved in the activities.

Challenges encountered (optional):

[300 characters] Please specify any challenges encountered/lessons learned during the implementation of the practice.


Potential for learning or transfer:

[1000 characters] Please explain why you consider this practice (or some aspects of this practice) as being potentially interesting for other regions to learn from.

Access to the resources they offer is FREE. Their workshop’s resources and methodologies could be shared with other potential partners.

Further information:

Link to where further information on the good practice can be found

https://girlsinlab.business.site/?hl=es

VET Girls


City:

Viborg

Country:

Denmark

Organisation name

(Please specify)

Mercantec

Is your organisation the main institution in charge of this good practice?

Yes

  • Good practice general information

Title of practice:

[100 characters]

VET Girls

Thematicobjective of the practice:

To identify what is being done at the secondary school level in terms of initiatives to increase levels of enrolment of youngsters in industrial VET studies, with special attention to gender in-school

Geographical scope of the practice:

Local

  • Detailed description

Short summary of the practice:

[160 characters] This text works as a preview for the good practice and it will appear on the website.

We at Mercantec want to make it more attractive to take a VET education as a female. so we want to create a platform for girls where they have the opportunity to privately ask another female who is already going on a VET education, questions about social life and school life.

This gives the opportunity to inform more girls about the positive aspects of taking a VET education at Mercantec and discourage any. stereotypes that may occur to the individual female or her parent.

Detailed information on the practice:

[1500 characters]Please provide information on the practice itself. In particular:

  • What is the problem addressed and the context which triggered the introduction of the practice?
  • How does the practice reach its objectives and how it is implemented?
  • Who are the main stakeholders and beneficiaries of the practice?
The general problem with VET schools is that there are not enough girls/women taking VET educations, this may be because they simply are afraid. The fear of taking a VET education may be due to a lack of information or the fear of not getting well with the "boys"/other students attending on the school, or perhaps they are afraid of not being able to keep up with the physical. All this can be solved easily if the girls are better informed and better equipped to start, We have chosen to solve the problem by starting up various social media run by the girls who already goes on a VET school and would like to share their own experiences In addition, girls who are considering taking a VET education are given the opportunity (privately) to ask questions that can be both social, professional and physical.
 
The practice best achieves its goals by the girls participating are committed to answering honestly and as good as possible the questions and doubts there may be about the girl approaching. When girls are more informed about taking a VET education, it will be more attractive for them to take one themselves. the project is implemented by first finding and gathering the girls who should be part of the practice, then creating various media depending on which social media is most popular, the most important criteria for the media is that it is possible to write privately messages.
 
This practice is mostly aimed at those girls who have just completed primary school or women who are considering VET education.

Resources needed:

[300 characters]Please specify the amount of funding/financial resources used and/or the human resources required to set up and to run the practice.

For this practice, no financial resources are needed because it is all managed and administered by the students who attend on the school via social media, so unless the media chosen for the practice is not free it costs the price of the given media.

On human resources, it requires at least one girl from each VET education so that it is possible to answer very purposefully every question that may be to the individual VET category.

Timescale (start/end date):

22 September 2019 – there is no end date

Evidence of success (results achieved):

[500 characters] Why is this practice considered as good? Please provide factual evidence that demonstrates its success or failure (e.g. measurable outputs/results).

It has been proven via nudging that if you look at the same thing several times, this thing becomes part of one's subconscious. with this practice we will make it more normal to see women taking a VET education in social media by putting pictures and videos with the girls attending the education on the given media, so that it will seem more normal for other girls to take a VET education, In addition it will benefit more girls to be informed about the various categories in vocational education as it will create more publicity and understanding within the individual educations.

Challenges encountered (optional):

[300 characters] Please specify anychallengesencountered/lessons learned during the implementation of the practice.

The challenges that can occur are that there is not necessarily1 girl on every category of VET educations. It can be difficult to find good and committed students for the practice as it requires more of the student than just the academic, so it must be some girls who are more engaged and dedicated than usual.

Potential for learning or transfer:

[1000 characters] Please explain why you consider this practice (or some aspects of this practice) as being potentially interesting for other regions to learn from.

This practice has the potential for other regions because it will make better publicity for the school which means that the school will be seen more in the media so that the young people can be more aware of what the school offers of VET educations. the practice also makes women more informed about the good things about being a woman and attending a VET education, in addition, the practice can help to kill any stereotypes about being a woman in the educational or industrial VET.
 
The practice can also be used to allow women from different countries, schools or cultures to contact each other if there should arise interest in how other schools makes use of the women they have on the education, or possibly. statistics on how many women attend one school over another.
 
Therefore, this practice benefits many people, the girls who go to school by getting together and meet one another, and the girls who do not go to school by they can become more informed and prepared to start a VET education, In addition, it also benefits the school as girls and special offers will be more in the media and therefore become more visible to the girls we would like to have at the school.


Further information:

Link to where further information on the good practice can be found

There is no further information right now, but if you have some question feel free to contact me at sdfa.skp@edu.mercantec.dk



mSchools


City:

Barcelona

Country:

Spain

Organisation name

(Please specify)

Mobile World Capital Barcelona

Is your organisation the main institution in charge of this good practice?

No

  • Good practice general information

Title of practice:

[100 characters]

mSchools

Thematic objective of the practice:

To identify what is being done at the secondary school level in terms of initiatives to increase levels of enrolment of youngsters in industrial VET studies, with special attention to gender in-school

Geographical scope of the practice:

Regional

  • Detailed description

Short summary of the practice:

[160 characters] This text works as a preview for the good practice and it will appear on the website.

mSchools is a multi-faceted mEducation programme of Mobile World Capital Barcelona, in partnership with Generalitat of Catalonia, Barcelona City Hall and GSMA.

mSchools empowers students and teachers to integrate mobile technologies into the classroom, opening up new ways of teaching and learning that improve achievement and employability.

Detailed information on the practice:

[1500 characters] Please provide information on the practice itself. In particular:

  • What is the problem addressed and the context which triggered the introduction of the practice?
  • How does the practice reach its objectives and how it is implemented?
  • Who are the main stakeholders and beneficiaries of the practice?

mSchools helps students build important new digital skills and prepares them for today’’s world.


The programme has 3 main focus areas:

  • Encourage learning mobile
  • Improve digital skills & entrepreneurial spirit
  • Build an open environment for mEducation

The mSchools Programme provides tools, resources, trainings, curricular lessons, continued training, workshops, best practices, awards, etc ..realted to digital skills targeted at teachers, schools, students, parents and industry experts.

More than 1.000 schools have already signed up for the mSchools programme.

In particular it includes:


The mSchools Student Awards contest and ceremony acknowledge and celebrate students and teachers for their accomplishments during the mSchools programme.

The main objective of this category is to develop a mobile application that solves a real-life problem. The starting point must be the United Nations’ Sustainable Development Goals, 17 global environmental, economic and social challenges that promote a more equal and sustainable world

The main objective of this category is to promote projects developed and shared by students on Mobile History Map (MHM), a georeferencing digital platform and app that promotes project-based and service-based learning. MHM enables students to create content related to their surroundings and share it with the world, all while improving their digital skills.

The main objective of this category is to develop a project based on this year’s challenge “Inventions that help people”, always using the free programming language Scratch.


The mSchools Toolbox is an online repository of validated and tested mobile educational content for schools, teachers, parents and students. The content is curated by teachers and educational experts to ensure it fits the current educational curriculum.


Other activities / resources:

Changing Education Together

  • One-day seminar for school administrators and policy makers.
  • Attendees participate in open discussions of mobile in education.

TechCamp

  • An immersive workshop experience in app design and development.
  • mSchools TechCamp students are able to put their creative power to work conceiving and building apps while learning more about the business of software development and marketing strategies.

EduHack

  • A large scale co-creative process for school teachers that connects and allows the educational community to develop innovative classroom experiences for all levels and subjects.
  • It prepares students for a future that requires digital, problem solving and communication skills.

mSTEAM

  • Download free and easy to use didactic modules that bring mobile technology closer to the STEAM curriculum.
  • It promotes scientific-technical vocations among Primary and Secondary School students through transforming your cellphone into a pocket lab.
  • Multidisciplinary, project-based and challenge-based learning that fosters critical thinking and problem-solving skills.

Resources needed:

[300 characters] Please specify the amount of funding/financial resources used and/or the human resources required to set up and to run the practice.


Timescale (start/end date):

Academic year. The awards take place at the end of the schooling year (June).

Evidence of success (results achieved):

[500 characters] Why is this practice considered as good? Please provide factual evidence that demonstrates its success or failure (e.g. measurable outputs/results).

+450 families involved

+1000 schools

+ 750 students awards last edition

+ 125 projects awards last edition

73% teachers satisfaction

+350 Industry Experts

Challenges encountered (optional):

[300 characters] Please specify any challenges encountered/lessons learned during the implementation of the practice.


Potential for learning or transfer:

[1000 characters] Please explain why you consider this practice (or some aspects of this practice) as being potentially interesting for other regions to learn from.

The resources provided are open to any stakeholder (student, school, parent, teacher, industry expert) that would like to use it. Language (i.e. Catalan) might limit their transferability.

Further information:

Link to where further information on the good practice can be found

https://toolbox.mobileworldcapital.com/

https://industrialvethub.wordpress.com/

Contact

@IndustrialVETH2

sbermejo@xarxafp.org