Vocational Innovation and Sustainability
Initiatives:
Due to digitalization, new forms of mobility have emerged, which will enhance the possibilities for vocational education by offering teaching that is independent of geography, such as:
- Virtual mobility
- Hybrid mobility
- Blended mobility
These types of mobility can be delivered through Learning Management Systems (LMS) and can be offered not only to students but also to all other involved stakeholders such as VET teachers, training supervisors (employees in companies), etc.
The implementation of virtual, blended, or hybrid mobility means that students who have certain limitations, such as:
- Fear of traveling
- Lack of funds
- Family responsibilities, including caring for children or others
- Lack of a training company
- Lack of time
- Illness
- Support for the development of green mobility
Participating in mobility opportunities will be more easy. Finally, training staff who face similar limitations will also find it easier to participate in mobility, as they can join cross-company, cross-school, or cross-border experiences at any time and from any location, as long as they have an electronic device and internet access.
Expected Outcome:
- Develop a catalog of best practices in virtual, blended, and hybrid learning (including mobility). This catalog will also include a “proof of concept” for further development after the project’s conclusion.
- Increase the attractiveness of vocational education through digital innovation.
- Improve cooperation between learning sites in dual VET systems, particularly through the digital facilities of schools and companies.
- Enable sustainable mobility experiences that provide unique learning opportunities through digital capabilities.
- Involve all relevant stakeholders, such as students, VET teachers, and company training supervisors, through Learning Management Systems (LMS).
Perspective:
Each partner has the following statements addressing the needs and goals related to the digital transition.
CELF, Denmark:
Digitalization has been a strategic focus area for CELF since 2015. Digitally enhanced education and training are the ways to deliver learning that is more relevant and better tailored to the needs of individual students, while also increasing flexibility in the planning and delivery of education and training.
University of Rostock, Germany:
Digitalization can be an accelerator for vocational education and training (VET)! Therefore, it is important to introduce students to the issues of digitalization in education early in their studies, so they develop a critically reflective and innovative perspective on this transformation process.
YHS, Sweden:
Digitalization in VET schools will become part of the development work at our school in the coming years. Therefore, it is necessary to address the digital transition, as it has the potential to systemically change the field of vocational education.
However, the digital transition in VET is not only occurring in Denmark, Germany, or Sweden; it is a global phenomenon. Based on our previous ERASMUS+ activities in transnational projects, which have provided insights and results that would not have been obtained in a national project, the digital transition is being implemented very differently in each country due to differences in history, politics, tradition, institutional setup, etc.
Download our Book of Best Practices
Partners
CELF (lead)
Rostock Universitet
YH SYD
Project period:
September 1, 2022 – January 1, 2024
Funding:
60.000€ (ERASMUS+ KA2)
