In the three partner countries 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.