Key competences Guide Book

Background of key competences
How to use this guide book
LifeComp
DigComp
EntreComp
Methods
Virtual companies & young achievement
Mobilities
Working in projects
Virtualm mobility
Tandem teaching
Clil
Roleplay and drama
Virtual hackaton and competitions
Key Competences for Lifelong Learning in International Activity
Open Badges
More information

Background of key competences, report

Today people need to be equipped with both hard skills and soft skills in working life. Hard skills or technical skills and are those talents and abilities that can easily be measured.

Soft skills are less defined skills that often apply not only to one specific job but are universal and can transferred to another profession. The soft skills are often referred to as transversal skills, core skills or basic skills and are the cornerstone for the personal development of a person’s self-esteem and self-management, motivation, sense of responsibility, flexibility (personal development); making decisions, empathy, leadership, sociability (social development), and time management (learning to learn).

In order to meet the need of the future the European Commission has in 2018 adopted the revised Recommendation on Key Competences for Lifelong Learning, setting out a core set of skills necessary to work and live in the 21st Century.
Being a reference tool for education and training providers, the recommendation identifies eight key competences believed to be vital for personal achievement, lifestyle supporting health and sustainability, employability, active citizenship and social inclusion.

Key Competences for Lifelong Learning according to EU revised recommendations 2018

All key competences are considered equally important and aspects essential to one domain will support competence development in another.

More information about the key competences from the D1 – WP4: Guidebook on good practices and tools for Key competences for lifelong learning – Report.

Key competences Guide Book

Background of key competences
How to use this guide book
LifeComp
DigComp
EntreComp
Methods
Virtual companies & young achievement
Mobilities
Working in projects
Virtualm mobility
Tandem teaching
Clil
Roleplay and drama
Virtual hackaton and competitions
Key Competences for Lifelong Learning in International Activity
Open Badges
More information

How to use this guide

This guide is meant to give you ideas and tips on how to implement the key competences for lifelong learning into Vocational and general subjects. The findings and good practices are gathered from Finland, Italy and Spain in 2020-2021 in relation to the activities organized by the ToVET – Together for future VET skills project.

This guide is complemented by a thorough research conducted by the project consortium. The report of this research can be found in the project’s web site www.tovet.eu.

The content of this guide is divided into several sections. Each section deals with different aspects of key competences.

The first three sections represent the three European frameworks created for the implementation of personal, social and learning to learn, digital and entrepreneurship key competences.

The next sections present different methods that are used in the three partner countries in implementing key competences either in general or in vocational subjects.

The last two sections introduce tools developed in the ToVET project: open badges for key competences and a tool for identifying key competences during an international mobility or other activity.

Key competences Guide Book

Background of key competences
How to use this guide book
LifeComp
DigComp
EntreComp
Methods
Virtual companies & young achievement
Mobilities
Working in projects
Virtualm mobility
Tandem teaching
Clil
Roleplay and drama
Virtual hackaton and competitions
Key Competences for Lifelong Learning in International Activity
Open Badges
More information

LifeComp and the “personal, social and learning to learn competence

LifeComp is the European framework to establish a shared understanding and a common language on the “personal, social and learning to learn” key competence. It is a conceptual framework that can be used as a basis for the development of curricula and learning activities for different learning settings and target groups.

LifeComp describes nine competences that can be learned by everyone in formal, informal and non-formal education.

The LifeComp framework is a flexible tool that can be adapted to different learning settings, and target groups to support the development of the “Personal, Social and Learning to Learn” competences in context.

There does however not yet exist any published guidance on how to put the framework into practice and guidance on the implementation.

LifeComp framework for “personal, social and learning to learn” key competence

https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/lifecomp-european-framework-personal-social-and-learning-learn-key-competence

Key competences Guide Book

Background of key competences
How to use this guide book
LifeComp
DigComp
EntreComp
Methods
Virtual companies & young achievement
Mobilities
Working in projects
Virtualm mobility
Tandem teaching
Clil
Roleplay and drama
Virtual hackaton and competitions
Key Competences for Lifelong Learning in International Activity
Open Badges
More information

DigComp and Digital Competence

In order to increase digital skills in Europe two frameworks have been introduced.

A. The European Digital Competence Framework for Citizens, also known as DigComp 2.1 that offers a tool to improve citizens’ digital competence. DigComp identifies the components of digital competences in five areas:

  1. Information and data literacy
  2. Communication and collaboration
  3. Digital content creation
  4. Safety
  5. Problem solving

DigComp 2.1 Digital competence: the vital 21st-century skill for teachers and students

B. A separate framework has been developed for educators. The European Framework for the Digital Competence of Educators (DigCompEdu) is a scientifically sound framework describing what it means for educators to be digitally competent. DigCompEdu is directed towards educators at all levels of education, from early childhood to higher and adult education, including general and vocational education and training, special needs education, and non-formal learning contexts.

The guide “DigiComp into action -Get inspired and make it happen” gives guidance on how to get started, inspiring case studies and tools to use.

DigComp 2.1 The Digital Competence Framework for Citizen

https://publications.jrc.ec.europa.eu/repository/handle/JRC106281

DigiComp into Action – Get Inspired Make it Happen

https://publications.jrc.ec.europa.eu/repository/bitstream/JRC110624/dc_guide_may18.pdf

DigCompEdu

https://publications.jrc.ec.europa.eu/repository/bitstream/JRC107466/pdf_digcomedu_a4_final.pdf

Video: Introduction to DigCompEdu

https://europa.eu/!qT34nk

Key competences Guide Book

Background of key competences
How to use this guide book
LifeComp
DigComp
EntreComp
Methods
Virtual companies & young achievement
Mobilities
Working in projects
Virtualm mobility
Tandem teaching
Clil
Roleplay and drama
Virtual hackaton and competitions
Key Competences for Lifelong Learning in International Activity
Open Badges
More information

Entrepreneurship competence and EntreComp

European Entrepreneurship Competence Framework (EntreComp) is a tool and source of inspiration the can be used to raise awareness about the importance of entrepreneurial learning, appraise and assess entrepreneurship as a competence, set up effective delivery methods and recognise entrepreneurial learning progression.

It proposes a shared definition of entrepreneurship as a competence, with the aim to raise consensus among all stakeholders and to establish a bridge between the worlds of education and work. In the guide “EntreComp – make it happened” published by the European Commission you can find many useful hints on how to use EntreComp, tips on how to get started and take part of practical examples, ideas and cases.

EntreComp framework for a shared definition of entrepreneurship as a competence

Key competences Guide Book

Background of key competences
How to use this guide book
LifeComp
DigComp
EntreComp
Methods
Virtual companies & young achievement
Mobilities
Working in projects
Virtualm mobility
Tandem teaching
Clil
Roleplay and drama
Virtual hackaton and competitions
Key Competences for Lifelong Learning in International Activity
Open Badges
More information

Methods

In the three partner country teachers privilege collaborative methodologies where learners can reproduce real tasks.

In the Italian system we can find the “dramatization” methodology in relationship with the literacy competence and the cultural awareness and expression competence; a similar approach is constituted by the use of the role play, used in the Finnish system for the literacy competence and in Italy for the personal, social and learning to learn competence; specific approaches are constituted by the critical thinking and tandem teaching methodologies which characterize the Finnish system for the treatment of the multilingual, the entrepreneurship, and the cultural awareness and expression competences; also the Italian system privileges the experiential methodology like the project based learning for the treatment of the science, technology and engineering competence, the citizenship competence, and the entrepreneurship competence.

CLIL methodology is mentioned in all three systems for the treatment of the multilingual competence, as the VET system is requiring in this historical moment a more significant attention to the ability of “practising a second language”.

An interesting perspective is the analysis of the nature of the key competences in the   international activities provided within the VET system here represented by the project partners. During the international activities there are different key competences that can be developed. Internationalisation of competences is a very interesting field of research to investigate on which key competences internationalisation is mostly promoted and acquired.

In the three countries internationalisation is developed in some common kind of activities.

The three countries are active in international actions, and both students and staff take part in different international activities developing different key competences in VET.

Key competences Guide Book

Background of key competences
How to use this guide book
LifeComp
DigComp
EntreComp
Methods
Virtual companies & young achievement
Mobilities
Working in projects
Virtualm mobility
Tandem teaching
Clil
Roleplay and drama
Virtual hackaton and competitions
Key Competences for Lifelong Learning in International Activity
Open Badges
More information

Virtual companies & young achievement

Entrepreneurial culture
Ikasenpresa is an educational program that is developed around the creation of school companies in the classroom. The aim of this project is to offer an approach to the business world into the classroom, focusing on the development of entrepreneurial skills (creativity, innovation, team work, decision making, initiative, leadership, commitment and determination, negotiation, etc.), to stimulate the approach to other cultures and social realities and to promote the cooperation among schools.

GOALS

  • Create an Ikasenpresa, so the students are conscious of what is entrepreneurship and the steps that it takes.
  • Develop the student’s skills to turn them in good professionals- employable and active entrepreneur and intrapreneur persons.
  • Sensitize the student about self-employment as another option.

Ikasenpresa creates an innovative educational context and uses a practical learning methodology that includes the management of new technologies (e-mail, videoconference, use of foreign languages, etc.), work tools and communication; all of them considered to be essential resources in nowadays information society.

What is being done?
Students create a small company in which they carry on all the related business activities, such as corporate image, administration, marketing, buying and selling, etc. All products are real, and students are one in charge of making and selling them. Throughout the school year they have two General Assemblies in which two representatives take part in the meetings. In the first one, each company is presented to the rest, and, in the second meeting, students talk about how everything is going. During the first part of these meetings, they take part into workshops related to communication and point of sales.

During the month of February, a fair takes place in which the students work the point of sale and offer their products to the general public.

 

Key competences Guide Book

Background of key competences
How to use this guide book
LifeComp
DigComp
EntreComp
Methods
Virtual companies & young achievement
Mobilities
Working in projects
Virtualm mobility
Tandem teaching
Clil
Roleplay and drama
Virtual hackaton and competitions
Key Competences for Lifelong Learning in International Activity
Open Badges
More information

Mobilities

During the international activities there are different key competences that can be developed. Internationalisation of competences is a very interesting field of research to investigate on which key competences internationalisation is mostly promoted and acquired. Finland, Italy and Spain are active in international actions, and both students and staff take part in different international activities developing different key competences in VET.

Internationalization is not only guaranteed by the mobility activities, but it is encouraged by other methodologies, namely the CLIL approach specifically connected with the linguistic competences and the Virtual mobility (Virtual Exchange) connected with the digital, social and entrepreneurship competences.

Student mobility in Bamberg, Germany. Photo: Mika Heino.

In some cases, the vocational subjects are provided in a foreign language (English) in order to improve the knowledge of the technical language and create the conditions to make learners more competitive in the international labour market. CLIL methodology is still not so common in the VET system, but VET providers recognize how powerful and effective it is.

A further methodology mostly connected with the consequences of the Covid-19 pandemic is Virtual mobility, perceived in a starting phase as the unique alternative to the geographical mobility and as a tool to implement because of the emergency. Nowadays the virtual and blended models seem to be added value if connected with the qualitative standards of the new learning programs as sustainable and digital processes.

Virtual Exchange, a peer learning methodology aimed to the improvement of the intercultural competences is also one of activities connected with mobilities. Virtual Exchange was born as an experimentation for the higher education, but later and as result of the Covid-19 some VET providers started to experiment it as well with very interesting impacts, such as the creation of a real learning space to practice a foreign language, an opportunity for learners to be “protagonists” and for teachers to become “facilitators” of learning, the creation of long term “friendships” among mates of different countries and the implementation of a joined and shared project at international level.

Staff mobility in Felanitx, Spain. Photo: Mika Heino

Key competences Guide Book

Background of key competences
How to use this guide book
LifeComp
DigComp
EntreComp
Methods
Virtual companies & young achievement
Mobilities
Working in projects
Virtualm mobility
Tandem teaching
Clil
Roleplay and drama
Virtual hackaton and competitions
Key Competences for Lifelong Learning in International Activity
Open Badges
More information

Working in projects

Short instruction
The central element on which the whole learning model is based is CHALLENGE-BASED COLLABORATIVE LEARNING. The approach of a problematic situation, its transformation into a challenge, as well as the whole process until a result is obtained, is structured on the basis of both the technical and specific competences of each cycle, as well as those transversal competences that at this time have a strategic character, such as: autonomy in learning, teamwork, orientation towards extraordinary results, etc.

The challenge-based approach to the model requires a reinterpretation of the mechanics of learning. The interpretation that best fits the model is that of learning as a process of evolution, where the student is responsible for it. Challenge-based learning provides a scenario and a moment in which individual and team learners take action and produce a result. This result is interpreted, what worked and what did not work is analysed, and it is decided what will be done differently in the next challenge in order to get closer to higher goals.

This work proposal does not fit with the structural model as we have known it up to now; elements such as timetables, evaluations, classroom configuration, etc. in their current format are no longer valid and need to be rethought and consequently redefined.

Photo Source: Revista Innovamos. (https://revistainnovamos.com/2017/05/19/modelo-ethazi-innovacion-en-aprendizaje/)

Charactetistics of the ethazi model

  • Intermodularity
  • Self-managed cycle teaching teams
  • Evaluate to evolve in competency development
  • Adaptation of learning spaces
1  Raise the challenge  To raise the problematic situation on which the challenge is based and to agree on the final product or products to be delivered.
2

Identify and connect with the challenge

 

What are we asked to do in the challenge? We have to define well what we have to do/achieve.

How do we visualise our final result, so that we can define it as an extraordinary result (within our competences and the potential they offer)?

3  Setting parameters The parameters are all those questions that will allow us, on the one hand, to subdivide the challenge into different areas of knowledge and, on the other, to activate research and generate knowledge. Posing questions linked to a challenge is in line with the approaches of meaningful learning.
4 Obtaining and organising information The questioning of the previous phase is linked to the search for answers, which in turn can generate new questions and turn the previous phase and this one into a cyclical process. The answers to these questions can be provided through open searches or research, monitoring tools, visits, sessions with experts…
5  Generating alternatives Based on the knowledge created in the previous phases, alternatives related to the products to be developed are proposed. The more alternatives the better. In this phase, it is advisable to use creative tools that favour the generation of alternatives.
6

 Submit

proposals

 

The presentation of the proposals generated by the different teams to the whole group aims to enrich the initial proposals by generating new alternatives to those already put forward by each team, as well as working on communication skills.
7

 Select the proposal

 

Each of the alternatives must be assessed and the one that balances its feasibility and the extraordinary result sought from the outset must be chosen.
8 Action planning Outline the set of actions to be carried out and the associated resources to achieve the objective set, agreeing on the sequencing, timing and assignment of tasks within the team and including in the planning the risk analysis and partial follow-ups that allow deviations to be detected.
9

Executing actions

 

Developing the planned actions, monitoring them and correcting any deviations that arise. This phase promotes the development of specific skills and abilities through practice and experimentation.
10

Presenting results

 

Individual and team presentation of the results of the challenge, both face-to-face and through the use of ICT.
11

Evaluate

 

Through feedback, show what went well and the areas for improvement identified in the challenge process. Carry out the evaluation considering the evidence of results, actions and attitudes from a 360º perspective, both at individual and team level.

Use the results as elements of reflection, to address improvement and evolution commitments for future challenges.

Key competences Guide Book

Background of key competences
How to use this guide book
LifeComp
DigComp
EntreComp
Methods
Virtual companies & young achievement
Mobilities
Working in projects
Virtualm mobility
Tandem teaching
Clil
Roleplay and drama
Virtual hackaton and competitions
Key Competences for Lifelong Learning in International Activity
Open Badges
More information

Virtual mobility

Many opportunities of hybrid  Erasmus+ mobilities
The Erasmus + mobility period is an excellent opportunity for students to develop their key competencies. It is a splendid tool for increasing their professional skills as well as understanding of their field of study. During the mobility period, the student can make tremendous progress e.g. in multilingual competence,  personal, social and learning to learn competence and cultural awareness and expression competence.

In the new Erasmus + program, virtual mobility and hybrid mobility have become an opportunity alongside traditional mobility periods. This is a great reform that will make Erasmus + periods more equal, more achievable and more responsible. The benefits of traditional mobilities are undeniable, but virtual sessions and hybrid mobility sections bring additional benefits to students.

Virtual mobility refers to the period during which a student works online in a foreign company. For example, a media student creates a logo design for a media company as a distance worker. Virtual mobility is not supported in the Erasmus + program, but gives the student excellent international experience. Practicing distance working  skills already during studies is necessary in many fields.

Hybrid mobility means that the mobility period starts virtually through teleworking and the physical mobility period takes place later, however, during the lifetime of the Erasmus + project. For example, a restaurant student prepares a theme week in his/her home college and during the mobility period implements it in a restaurant in the receiving company. The duration of physical mobility must be the minimum of a mobility period, i.e. 2 weeks.

Examples of hybrid mobility periods
Case 1. An electrical company collaborating with a German educational institution wants to receive Erasmus + students from Finland. The company, students and teacher meet in an online meeting. This job interview reveals that before the exchange period it would be good to practice certain types of professional methods. The students’ teacher creates together with the foreign company an exercise so that the students learn the new working method, the whole group in the Finnish college can participate in the exercise. During the mobility period, some students of this group work in the German electrical company. Due to this preliminary exercise they have a better chance of success during the Erasmus+ exchange period. Students are connected online with their own group during the course to be able to get support and share the experience. At the same time, other students in the group will have the opportunity to participate in international cooperation, without leaving the country.

Case 2 A Finnish restaurant chain has a shortage of employees during the high season. The company wants to host Erasmus + exchange students with the idea of employing them after Erasmus+ period for the high season. A group of students can be found in Hungary. The company offers customer service and hygiene training to a group of students of a Hungarian restaurant school in Zoom before the start of the Erasmus+ period. Together with the Erasmus + exchange students the whole group can take part in the training. As part of the training a virtual trip to the destination city is also offered, organized by the tourism students of the host institution.

Case 3 A Finnish and an Italian teaching restaurant work together with the aim of organizing teacher mobility sessions on regular basis. During the virtual period teachers provide distance learning lessons to students in receiving college and during the physical mobility period a theme week is organized in the host teaching restaurant. The foreign teacher is involved in the arrangements of this theme week.

Key competences Guide Book

Background of key competences
How to use this guide book
LifeComp
DigComp
EntreComp
Methods
Virtual companies & young achievement
Mobilities
Working in projects
Virtualm mobility
Tandem teaching
Clil
Roleplay and drama
Virtual hackaton and competitions
Key Competences for Lifelong Learning in International Activity
Open Badges
More information

Tandem teaching

More benefits of tandem teaching
Method of tandem teaching is used in many vocational colleges in Europe. In this context it means that two teachers are parallel teaching one group of students. They might have different subjects to teach, for example language teacher working together with vocational teacher in training kitchen or when hybrid teaching is used, one teacher on-site in the classroom and another assisting online. The method is also used in workshops where teacher and assistant teacher are together teaching vocational subjects.

The benefits of tandem teaching are huge, when the teaching groups are large, students are on different level or from different backgrounds, the group has on-site and online students at the same time, or groups are studying the same subject in different countries at the same time.  

Teachers usually find tandem teaching useful and pleasant. Colleagues help supporting each other with content and sharing technical responsibilities is usually warmly accepted. The competence of a colleague can also be an emotional support for another teacher.  Identifying different roles for teachers reduces multitasking during the lessons.

However, teachers might also find tandem teaching to be a burden. Agreeing on timetables can be challenging and there may be differences in working methods. Adapting general studies into vocational workshop can be either stressful or very effective and working life based depending on teachers’ personal teaching styles, number of students, timetables and other circumstances. Anyway, it is worth of trying in any case. 

Key competences Guide Book

Background of key competences
How to use this guide book
LifeComp
DigComp
EntreComp
Methods
Virtual companies & young achievement
Mobilities
Working in projects
Virtualm mobility
Tandem teaching
Clil
Roleplay and drama
Virtual hackaton and competitions
Key Competences for Lifelong Learning in International Activity
Open Badges
More information

Clil

Introduction – Definition
The term CLIL, introduced by David Marsh in 1994, stands for Content and Language Integrated Learning. According to D. Marsh, CLIL refers to situations in which non-linguistic disciplines, or parts of them, are taught through a foreign language with two simultaneous purposes: learning the content of the discipline and simultaneously learning a foreign language.

Specifically:
Content – content: the content in CLIL can be a subject, or part of a subject, an interdisciplinary project or a topic.

The essential elements of the CLIL approach are adapted to any learning content and at all levels of education.

Language – language: In CLIL, subject lessons are taught and learned in a foreign language, i.e. a language other than the language of instruction. In this way, the language becomes a tool for learning (language learning) and not a content to be learned (language learning).

Integrated Learning: CLIL lessons are aimed at learning the discipline through the use of the foreign language in context. The language is learned through the non-linguistic discipline and the non-linguistic discipline is learned through the language, together, simultaneously. Thus, CLIL teaching aims to achieve two learning objectives in a single action: the construction of disciplinary skills appropriate to the school level of reference and the construction of language skills in the foreign language. The adjective integrated emphasises an approach that is attentive to the content of the discipline and, at the same time, to the development of linguistic competence in the foreign language.

How to use CLIL in VET
Dieter Wolff, professor of applied psycholinguistics at the Bergische Universitaet Wuppertal, states that CLIL methodology can be applied to all school subjects (Iprase Trento). A recent experience comes from the Generalitat de Catalunya which has started a precise investment in the development of CLIL methodology within the VET context https://projectes.xtec.cat/clil4vet/ starting with the project Boost CLIL for VET, funded by the Erasmus Plus programme (KA2) aimed at the improvement of the competitiveness and employability of vocational students in a global European market. CLIL methodology in VET can be a very useful strategy to:

  • motivate the students, let them increase in self-confidence
  • promote task-based learning, project-based learning and challenge-based learning activities
  • prepare students to an international experience as mobility ore blended exchanges
  • acquire vocational knowledge spendable or a larger and international labour market

Examples we are going to present in this e-Guide are specific in terms of contents but very transversal in terms of methodologies used, so every teacher can adapt the examples to own subject and take inspiration from.

Practical example

Qualification: Graphic Technician
Subject: Art – second half of 19th century to first half of 20th century
CLIL Plan: 20 hours

Methodologic Approach

During the module teachers use these methodological approaches: Task-Based Learning, Project-Based Learning and Cooperative Learning, All the choices and strategies are directed to promote interaction and communication during the lesson involving students, such as: pair work, group work and plenary share and choice of media. Learning activities are connected to expected learning outcomes. The students, during the lesson of the module, have to use ICT technologies in order to develop the competences that the activities consider, and a part of assessment is made according to observation and assessment grids that teachers use through all the lessons.

PLAN

1st Phase: Launching the Avant-Garde movements

2nd Phase: Learning Stations

3rd Phase: Feedbacks and Creation of a final product

4th Phase: Evaluation

1st Phase

  1. At the beginning, teacher introduces the module and explains the driving question of all the activities: What does Avant-Garde mean to us? How can we value this important period of artistic production? Teacher and students discuss about these questions and have an interaction about their ideas related to Avant-Garde. 2. Then students listen to the video: “Sothesby’s” (authentic material downloaded – material it’s not online nowadays) and find out more about Avant-Garde. 3. While they are listening this video, they try to catch the general meaning of the video and what it’s really about and write it on post-its. 4. Then they have a plenary check, because they steak their post-its on the wall, in order to create a classroom vocabulary about Avant-Garde terminology. 5. Then, the students write down the main ideas and concepts of the video we have just seen, read and explain them to the whole class. 6. Students answer to these final meta-questions: Did this activity help you understand what Avantgarde really means? Have you learnt something more about Avant Garde in details? The teacher leads a simple interaction among students.

2nd Phase

Teachers and learners organize the Learning Stations. 8 Avant Garde movements are represented in 8 different stations (round tables) where students exchange contents and do laboratorial activities. Every lesson is dedicated to a movement or artist (Cubism, Pablo Picasso, Surrealism, Abstract Art, Futurism, Dadaism, Expressionism, Metaphysical Art).

Stations are done gradually (1 per week or per lesson) so that students have the right time to elaborate the contents.

In every station students analyse pieces of art of specific movements and match the artistic knowledge with the graphic/technical skill.

Activity: in a round activity students describe a piece of art in English and the other students who listen to, have to draw/design what they are hearing from the description.

In the end students have put in practice speaking ability, listening ability, drawing/designing ability.

3rd Phase

In this phase students elaborate feedbacks about each learning station. Usually, they work in groups and elaborate a digital product (poster, infographic, etc…) with learnt lessons from the different movement and characteristics of each one. Every final product is presented to other students and commented as well. Products can be also valorised at school and used in events or other similar projects.

4th Phase

In the very end of the CLIL plan the teacher organizes a test to evaluate the students in terms of learning outcomes acquired. Learning outcomes are related to the knowledge and design technique of avantgarde movements but also on how they have re-elaborated contents. Test in English language.

Key competences Guide Book

Background of key competences
How to use this guide book
LifeComp
DigComp
EntreComp
Methods
Virtual companies & young achievement
Mobilities
Working in projects
Virtualm mobility
Tandem teaching
Clil
Roleplay and drama
Virtual hackaton and competitions
Key Competences for Lifelong Learning in International Activity
Open Badges
More information

Competitions and hackatons as learning methods

Competitions and hackatons as learning methods
Competitions and hackatons are good methods for developing key competences in VET.

Competitions can be carried out individually or in teams and be arranged in the school, regionally, nationally or internationally. They can take place face-to-face or online. They can last anything from a few hours to several days. In VET competitions students are normally given a specific task to carry out with a certain amount of time, using specific tools, methods and/or ingredients taking into consideration things such as work safety, hygiene, legislations etc.

A Hackaton is an event were problem solving is in focus. Where students/people work together to create new innovative solutions to specific problems for a limited time.

 

  • Creativity
  • Presentation skills. …
  • Teamwork
  • Adaptability
  • Imbibing entrepreneurial mindset
  • Creative learning environment
  • Experience in pitching business ideas
  • Diversity encourages wide-ranging business ideas

Improving Teamwork and Collaboration

  1. Enhancing Social and Emotional Learning
  2. Developing Academic Heroes.
  3. Increasing Intrinsic Motivation
  4. Enhancing Beneficial Peer Comparisons
  5. Strengthening Academic Self-Concept
  6. Facilitating Growth Mindsets
  7. Building Mental Toughness
  8. Developing Agency
  9. Improving Risk Analysis

Hackathon Guide

A hackathon is one events where problem solving is in focus. Where people work together to create new ones innovative solutions to specific problems for a limited time. It’s a playful and effective method for boosting creativity and new ideas in a safe and welcoming environment.

If a hackathon were described in one sentence, it would be a “creative solution to a problem in a group in a short period of time.” I think good hackathons are combined with the following features: They strive for creative problem solving and new ideas They bring together a wide range of expertise to find a common solution They are based on loose assignment and data

Because the time and resources available to teams in hackathons are limited, this forces you to come up with quick and creative ways to solve the challenges posed by constraints to complete the task. In general, this will guide Teams to design the features of a limited but more clearly defined table setting.

Small teams of 3-4 people. Maximum 15-30 participants. Allow participants access to the necessary materials. Keep the event itself lasting 24-72 hours. Each team should have experts in different fields. Keep the assignment broad enough. Don’t try to control the outcome too much to get the most out of your hackathon. Keep the goal achievable. Many set expectations too high. Ask participants to consider the commercial potential of their solution in addition to just building the product. Organize a hackathon during normal business hours so that as many people as possible can participate throughout the event. Arrange a space that meets your needs, encouraging creativity and teamwork. Provide as much material and information as possible to participants. Own data, public data, results of previous workshops, results of market research – the more the better. If you are organizing a public hackathon, you may want to read my article on organizing them.

Key competences Guide Book

Background of key competences
How to use this guide book
LifeComp
DigComp
EntreComp
Methods
Virtual companies & young achievement
Mobilities
Working in projects
Virtualm mobility
Tandem teaching
Clil
Roleplay and drama
Virtual hackaton and competitions
Key Competences for Lifelong Learning in International Activity
Open Badges
More information

Dramatization and Role Play (Simulation)

Introduction
Dramatization and Role play are forms of experiential learning (Russell & Shepherd, 2010). Learners take on different roles, assuming a profile of a character or personality, and interact and participate in diverse and complex learning settings. The term “role play” sometimes is interchanged with that of “simulation”. However, “simulations” often involve a familiar or realistic situation in which a participant’s role may not be as prominent or distinctive as it would be in a role play.  Frequently simulations incorporate role play, leading to the term “role-playing simulation”.  Role plays and simulations function as learning tools for teams and groups or individuals as they “play” online or face to face.  They alter the power ratios in teaching and learning relationships between students and educators, as students learn through their explorations and the viewpoints of the character or personality they are articulating in the environment. This student-centred space can enable learner-oriented assessment, where the design of the task is created for active student learning. Students are actively involved in both self and peer assessment and obtain sustainable formative feedback. Dramatization can include the Role Play/ Simulation method, but it is more focused on scripted dialogue and involves creating a production.

How to use these methods in VET

Role Play is focused on the Actor Role, usually brief and performed in front of audience. Simulation is focused on change of environment, not changing the role of speaker. Dramatization is based on a more complex interdisciplinary project (use of scripted dialogue, use of technologies, video making, music, selection of spaces and environments, dressing, etc…).

These methods are used in the VET context because:

  • Require a high degree of learners’ participation
  • Are Strong in reaching learners who are kinaesthetic
  • Improve communication skills and confidence
  • May engage hard to reach learners
  • Are based on Authentic learning activities

Practical Examples

The ROLE Play

  • Takes learners closer to theatre
  • Focuses on the role of actor (learn to act differently from oneself)
  • In front of an audience
  • Based on a given real situation

Phases of the Role Play

  • Warm up
  • Selecting learners
  • Setting the stage
  • Preparing the observer
  • Enacting
  • Discussion and Evaluation
  • Re-enactment
  • Discussion and Evaluation
  • Sharing and generalizing

Example of Role Play
Job Interview (a classical Role Play in VET, also in preparation phase for an internship abroad before)

The Dramatization

Casting: ask for volunteers

Rehearsal: all learners should be included in the process of implementation of such methodology

Debriefing: reflection activity

Phases of the Dramatization method and Classroom environment

  • Creativity
  • Risk takers
  • Learner responsibility
  • Active learning
  • Experimentation
  • Transparency in Assessment.

Example

Make a video to present activities and courses of your school!

Produce a Video Advertising of your school.

Key competences Guide Book

Background of key competences
How to use this guide book
LifeComp
DigComp
EntreComp
Methods
Virtual companies & young achievement
Mobilities
Working in projects
Virtualm mobility
Tandem teaching
Clil
Roleplay and drama
Virtual hackaton and competitions
Key Competences for Lifelong Learning in International Activity
Open Badges
More information

Key Competences for Lifelong Learning in International Activity

The eight key competences for lifelong learning were used as a basis for a tool, which was created in ToVet project for teachers and students to make the identification and recognition of gained competences easier.  There are two versions of this tool, one for students who are participating in international mobilities and the other for students, who are studying a course of international skills in their home country.

The objective of the tool for international mobilities is to assist the students to orientate to their exchange period and to report about their experiences and observations of working life, culture and lifestyle in their destination countries. This tool contains assignments for the student before, during and after the actual mobility.  In some assignments the students do self evaluation e.g. by comparing their multilingual, mathematical or digital skills before and after the exchange and explaining, in what way these competences have improved or why they haven’t.

The assignments of the home country version are nearly the same as in the international version. The students have to choose a destination country without travelling there, search different kind of information online and interview some foreigners living in their home country as well as students who have entered an international mobility. The tasks in both versions have to be completed either by writing or by audio-visual response i.e. recorded audio or video response.

Giving a report insists the student to take a closer look at various aspects of life in the destination country. The assignments of this tool develop the different competences of the student and assists the teacher to recognize the gained competences more easily.

Key competences Guide Book

Background of key competences
How to use this guide book
LifeComp
DigComp
EntreComp
Methods
Virtual companies & young achievement
Mobilities
Working in projects
Virtualm mobility
Tandem teaching
Clil
Roleplay and drama
Virtual hackaton and competitions
Key Competences for Lifelong Learning in International Activity
Open Badges
More information

Open Badges

The Open Badges are based on the Mozilla Foundation’s open standard and have been maintained by the IMS Global Learning Consortium since 2017. They are not a specific product or platform, but a type of digital badge that is verifiable, portable, and packed with information about skills and achievements. Open Badge is a digital picture, which contains metadata that informs who has issued the badge to whom and on what basis as well as a digital way to show one’s expertise regardless of time and place.

Open badges are

  • open and free: open badges are developed with the help of free software and an open technical standard which can be used by anyone to create, issue and verify open digital badges
  • transferable: open badges can be collected from multiple sources, online and offline, into a single repository in order to display hard and soft skills and achievements on Learning Management Systems, social or professional networking platforms, digital portfolios, résumés, personal websites etc.
  • stackable: whether they are issued by one organization or many, open badges can build upon each other and be stacked to represent the full story of an individual’s skills and achievements
  • evidence-based: each open badge contains important metadata, which is hard-coded into the badge image file itself that links back to the issuer, criteria and verifying evidence

Educational institutions at all levels, professional development organizations, libraries and museums, nonprofit organizations, companies and government agencies can use open badges for motivation: open badges can drive the acquisition of knowledge and skills by encouraging individuals to continuously engage with materials and activities to achieve intended learning outcomes and can serve as a way to visualize the learning trajectory and for recognition and credentialing: open badges are a sort of credentials showcasing authentic evidence of knowledge, competences and achievements.

Open badges enable individual advancement on learner’s study paths and knowledge base. In order to develop the learner’s interest and commitment, learning material and learning environments should be readily available to learners in an inspiring form. At best, the learner’s self-directedness can be increased by using digital tools and using intrinsic elements as inspiration for knowledge accumulation. At the same time, it is possible to identify formal, informal and non-formal skills.

In ToVET project, we have created 16 badges to complement all eight key competences for lifelong learning that the Council for European Union has recommended in the 2018 framework.

Figure X. The structure for open badges on key competences for lifelong learning in ToVET project.

The badges are divided into different categories depending on their content and nature. Some are regarded as so-called prerequisite badges and are meant to be achieved before applying for the other badges. Figure X describes the content and relation of the planned badges.

The so-called Meta Badges are collective badges combined of two or more content badges. These Meta Badges are automatically distributed to an individual who has successfully gained all content badges belonging to it.

Key competences Guide Book

Background of key competences
How to use this guide book
LifeComp
DigComp
EntreComp
Methods
Virtual companies & young achievement
Mobilities
Working in projects
Virtualm mobility
Tandem teaching
Clil
Roleplay and drama
Virtual hackaton and competitions
Key Competences for Lifelong Learning in International Activity
Open Badges
More information

More information

Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Sed posuere interdum sem. Quisque ligula eros ullamcorper quis, lacinia quis facilisis sed sapien. Mauris varius diam vitae arcu. Sed arcu lectus auctor vitae, consectetuer et venenatis eget velit. Sed augue orci, lacinia eu tincidunt et eleifend nec lacus. Donec ultricies nisl ut felis, suspendisse potenti. Lorem ipsum ligula ut hendrerit mollis, ipsum erat vehicula risus, eu suscipit sem libero nec erat. Aliquam erat volutpat. Sed congue augue vitae neque. Nulla consectetuer porttitor pede. Fusce purus morbi tortor magna condimentum vel, placerat id blandit sit amet tortor.

Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Sed posuere interdum sem. Quisque ligula eros ullamcorper quis, lacinia quis facilisis sed sapien. Mauris varius diam vitae arcu. Sed arcu lectus auctor vitae, consectetuer et venenatis eget velit. Sed augue orci, lacinia eu tincidunt et eleifend nec lacus. Donec ultricies nisl ut felis, suspendisse potenti. Lorem ipsum ligula ut hendrerit mollis, ipsum erat vehicula risus, eu suscipit sem libero nec erat. Aliquam erat volutpat. Sed congue augue vitae neque. Nulla consectetuer porttitor pede. Fusce purus morbi tortor magna condimentum vel, placerat id blandit sit amet tortor.

Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Sed posuere interdum sem. Quisque ligula eros ullamcorper quis, lacinia quis facilisis sed sapien. Mauris varius diam vitae arcu. Sed arcu lectus auctor vitae, consectetuer et venenatis eget velit. Sed augue orci, lacinia eu tincidunt et eleifend nec lacus. Donec ultricies nisl ut felis, suspendisse potenti. Lorem ipsum ligula ut hendrerit mollis, ipsum erat vehicula risus, eu suscipit sem libero nec erat. Aliquam erat volutpat. Sed congue augue vitae neque. Nulla consectetuer porttitor pede. Fusce purus morbi tortor magna condimentum vel, placerat id blandit sit amet tortor.