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myVETmobility - mobilities as pathways to 'hidden competences'
Start date: Dec 31, 2016, End date: Dec 30, 2018 PROJECT  FINISHED 

Disadvantaged and disabled people need new forms of training and education. In the transition from ‘school to work’ the integration of different practices is connected with the idea to help these target groups, give them self-confidence, increase their competences etc. At this point, mobilities in general create new possibilities for this target group. In contrast to traditional training areas, mobilities can help to achieve employability as well as develop social- and self-competence. This can be affiliated to the disclosure and support of hidden competences by a productive curiosity or resilience.Against this background, the project objectives are in line with the program EU priorities ‘Inclusive education, training and youth’ and ‘Further strengthening key competences in VET curricula’. It contributes to realize a better participation in the work life of disadvantaged youths with a need for assistance in the transition from school to the life of work. It also contributes a gradually development of an inclusive VET system by providing high quality mobilities for disadvantaged youth in modern international Vocational Education and Training arrangements. The consortium with eight partners from Finland, France, Germany, Spain and Turkey provides excellent multi-professional expertise, special knowledge and relevant experiences: VET schools (Berufskolleg Reydt-Mülfort, Raision seudun koulutuskuntayhtymä), training provider (Stiftung Bildung und Handwerk), school authorities (Bezirksregierung Düsseldorf (coordinator), Dirección General de Formación Profesional Inicial y Educación Permanente. Junta de Andalucía, Tekirdag il Milli Egitim Mudurlugu, Rectorat Academie de Lille) and the University of Paderborn are dealing (beyond others) with concepts / practices to promote equality and inclusion of disadvantaged youth in cooperation with companies. All partners have substantial knowledge in VET, UPB in the field of teacher education and didactics.The method will follow the approach ‘Arena of Innovation’ (AoI). It brings researchers and practitioners together in order to solve problems occurring within the context of pedagogical day-to-day practice. AoI represent an inter-space between science and practice. This arena is where the development of innovations or didactical prototypes takes place – accompanied, in cooperation with researchers. The approach will be implemented in four phases: (a) Building an adequate network and working on a project culture; (b) transfer of knowledge and experiences within the partnership; (c) designing / re-designing application-orientated innovations; (d) distribution of innovation (good practice).The project myVETmo is facilitating learners’ competence development combining two important action fields within VET: (1) Designing learning mobilities for youth with problems in the transition from school to work and (2) establishing necessary structures and organizational forms for inclusive learning and working environment in VET. The project aims to increase the recognition of European learning mobilities for inclusive education in VET, and to bring hidden competencies of the learners to the surface so that they can be recognized by companies and training providers. Products are:1. Students Navigator (SN). It offers support for the process control of the preparation, implementation and post processing of mobility. SN is required to support self-determined learning in the framework of mobility in an inclusive project contexts.2. Video-based self-presentation (VPS) supports a strength-based dispute with own resources and learn and work experiences and offers a link to the labor market, while the target group is developing their competencies.3. Guidelines for inclusive mobility describe the design and implementation of mobility for disadvantaged youth. They reflect the special characteristics of the target group from the very beginning.All partners will disseminate (following the guidelines of the ERASMUS+ program) project results to stakeholders in their own institutions, the training sector on regional level, the economic sector in the partner regions (companies), multipliers in VET and to decision makers on regional and national level by a corporate identity strategy, project information e.g. on the partners’ websites, regular newspaper articles, multiplier events as well as transfer of information to other projects and networks.Students will benefit from concepts that will be realized by the VET schools and provider (employability). Teachers and trainers will increase their abilities to support their students continuously in reality based learning environments. The VET institutions will develop better strategies concerning inclusion and innovations. The involved school authorities can better deal with the chances and challenges of inclusive mobilities in VET. The project could also help to transfer the idea of inclusive VET also to companies.
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