AGROPOLY is a new online game, a virtual place which reunites the fun of playing with games and usefulness of learning entrepreneurial skills and competences for students in the agricultural sector. Those who are planning to start their own business, can play the game to get an idea about real life situations and competences to be developed.
PLENTIS (Play & Learn Entrepreneurial Skills in the Agricultural Sector) has been financed by the European Commission in the framework of the ERASMUS+ programme. The project is led by TREBAG (Hungary) and counts on the collaboration of 7 partners from 4 different countries: VM KASZK Vocational School and PROMPT-H in Hungary; Soros Educational Center in Romania; the University of Life Sciences in Czech Republic, as well as Inveslan and HAZI in Spain.
Entrepreneurial skills are considered one of the basic key competences set out in the Lisbon Strategy, and essential to be included in the formal and non-formal learning itineraries. As entrepreneurship cannot be identified as one competence, but as a set of competences, the PLENTIS project aimed to develop an online educational platform, which is basically a gamified competence development land (literally), with actual content (knowledge base) and individual games to help teachers and students develop those skills and competences essential for entrepreneurship.
The main outputs developed include:
AGROPOLY GAME - is a virtual place which reunites the fun of playing with games and usefulness of learning entrepreneurial skills and competencies for students of agricultural sector. If these students are open or plan to start their own business in the future, they will already have an idea about real life situations as well as they get an idea about their competencies to be developed.
The game itself has a framing story serving as a starting point to give them motivation to perform well and achieve points. This framework is about building up their own enterprise depending on their collected points they earn based on correct answers.
Besides the tests – based on different types of game engines – real life simulations, decision trees can also be found (and played) on the platform. The platform contains 6 knowledge bases, covering the important topics of agricultural entrepreneurship and the essential competences belonging to it.
What do Dian Fossey, Jeanne D´Arc, King Arthur, Leonardo da Vinci, Phileas Fogg and Sherlock Holmes have in common? They all are MENTORS on the AGROPOLY platform, chosen by their outstanding capabilities to support gamers with their advice and specific knowledge and skills. Players receive hints and tips from the Mentors regarding how to develop their skills and use them in agricultural entrepreneurship. These form the base of a thematic knowledge Garden, which functions practically as an e-Learning Library.
TRAINERS´HANDBOOK - is the core tool to guide teachers in the use of games, and particularly AGROPOLY game, in their classes. That is, the handbook provides help for the application of the Agropoly game as a framework without describing ready-made, instant solutions but integrating the game into the tool system of modern methodology and giving the reader instructions as to how to prepare for its adequate use.
The Handbook presents firstly the educational segment supported with the creation of the system, then the teacher can become acquainted with the competences and skill sets which can be developed by the game.
It is important to outline that the most significant aim of this guiding book is to show the diversity of its use and the endless opportunities that Agropoly presents. PLENTIS partners do not offer a single recipe, since every student, every class, every lesson, every school, every town and every country is different. Only one thing is constant: the role of the teacher in finding the best possible method to match their students’ actual state and in order to achieve their learning aims.
The project came to an end in November 2016, but the PLENTIS team continues working on the AGROPOLY game and project outputs, to put them into practice in all the participating countries. We invite you to take part and joint the PLENTIS COMMUNITY on facebook: https://www.facebook.com/Plentis-project-799739936780431/
EILEEN stands for Enhancing Intercultural Learning in European Enterprises. EILEEN is a 2-year project funded by ERASMUS+, which seeks to promote intercultural competences and a welcome culture in enterprises.
The EU is making significant efforts to eliminate the barriers to labour mobility. However, most of the enterprises in European countries do not necessarily have the essential intercultural know-how for receiving employers with a different cultural background. At the same time, often the foreign employees are not ready to face the challenge of working in a different country, and encounter difficulties in identifying the new cultural paradigms, accepting the differences and acquiring cultural knowledge.
The “Combat Bullying: A Whole School Program” (ComBuS) project aims to promote learning (face-to-face plus online and mobile methodologies, tools and activities) on how to combat bullying and create healthy and safe school communities for students, teachers, school staff, school leaders and parents.
Rooms to VET aims to maintain and increase the competitiveness of the European tourism industry through the development of an e-learning platform of 6 Modules to support the upskilling and professionalisation of tourism services provided by owners of private accommodations, small residences and family arrangements. This platform aims to become the ultimate guide for making use of all opportunities and tools available at national and European level in this respect.
Rooms to VET - Upskilling and Professionalisation of private tourism accommodation services is a 24-month
(September 2015-2017) EU co-funded project under the Erasmus+ programme, implemented by 9 partners from 5 EU countries (Croatia, Cyprus, Greece, Slovenia, Spain), experts in the fields of tourism and VET.
Are you a private tourism accommodation service provider?Europe is the world's no. 1 tourist destination, with the highest density and diversity of tourist attractions. Private rented accommodation in Europe covers as much as 13% of the total of holiday accommodations. Many tourists nowadays opt for private rooms, apartments, residences, looking for more freedom, privacy, interaction with nature as well as with local businesses and cultures, low cost vacation, etc.
Are you a VET trainer in the tourism industry?
Are you a tourism association, policy-maker, authority?
Get an insight on sector needs, challenges & prospects
The eFinLit project (Developing Financial Competencies for EU Citizens Utilizing Online Learning and Digital Literacy) aims to promote the financial literacy of disadvantaged young EU adults (18-35), covering numeracy, language, reading, collaboration and communication skills.
Summary of the Learning Café on 'Social Inclusion and Economic Cohesion', which was conducted during the Final Conference of DISCUSS at the Ludwig-Maximilians-University in Munich, Germany in October 2015.
Social Inclusion can be described as the “provision of certain rights to all individuals and groups in society”, such as Education and Training (E&T), employment, adequate housing, health care, participation in sports and cultural activities etc. Social Inclusion is also a “term that can be used to describe a series of positive actions to achieve equality of access to goods and services, to assist all individuals to participate in community and society, to encourage the contribution of all persons to social and cultural life and to be aware of and to challenge all forms of discrimination. By ensuring that the marginalised and those living in poverty have greater participation in decision-making which affects their lives, will allow them to improve their standard of living and overall well-being.”
Economic Cohesion in turn, often used in combination with Social Inclusion “is an expression of solidarity between the Member States and regions of the European Union. This means balanced and sustainable development, reducing structural disparities between regions and countries and promoting equal opportunities for all individuals.”
The project is aimed to define an European pathway on rural women entrepreneurs that improves entrepreneurial skills and competences empowering women of rural areas.
Europe has achieved gender parity in education attainment, but women still remain under-represented in key, growth-enhancing fields of education such as science, technology, engineering and mathematics. Labour markets also exhibit many “gender gaps”. Women are less likely to work for pay, and are more likely to have lower hourly earnings, do more unpaid housework than men. The proportion of female entrepreneurs, at 33% (Labour Survey 2013) (30% in start-ups), is some way short of optimum and most women still do not consider entrepreneurship as a relevant career option. The implementation of European directive on self-employed women should remove a major barrier to female entrepreneurship. But the difference still.
LLWINGS aims at promoting a new vision of school as the bridge to lifelong learning and active citizenship, through a focus on learning-to-learn competences and joy to learn as the very WINGS for lifelong learning.
LLWings in particular aims to support teachers as the leading actors of bottom-up school innovation in translating the learning to Learn goal into practice and daily enhance joy and motivation to learn among their students. This was done by identifying and promoting those teacher competences which are key to transform school in a learning environment built around the learner and open to the territory and its non-formal and informal learning opportunities, so to make the learning process meaningful and relevant, and its sense owned by the student.
RISE aims to remove the gaps in key competencies that create barriers to employment for refugees, by developing the focussed curriculum and accompanying learning materials, including interactive desktop and mobile games based learning resources, which are engaging and accessible to the target groups.
The RISE partner organisations worked with refugees and employers to identify the gaps in key skills that create barriers to employment for refugees. Workshops were held with groups of refugees from the three partner countries, to establish their support needs. There then followed a process of co-design with our end users, which confirmed the RISE project end products.
The REINICIAL project offers tools for supporting unemployed people +45 years old and educational resources for training professionals who work in outplacement, job insertion and training programs devoted to this collective. The project’s aim is to transfer best practices about labour insertion for workers and professionals over 45 years old that have lost their job: the so called “senior” group.
The project takes as starting point what have been learnt in previous experiences to outplace unemployed senior professional and workers to build on a methodological approach grounded on knowledge about the problems and needs to be addressed in the process of outplace the group of Senior people
Farm Inc. addresses the issue of competiveness at farm level and aims to strengthen the competitiveness of agricultural SMEs as well as to improve the quality of continuous vocational training and the acquisition of skills for the agricultural sector. More specifically, Farm Inc. introduces the concept of an innovative marketing strategy to the agricultural community (farmers and farmer associations) in order to increase the bargaining power of small producers in the existing food chain and to open new market possibilities.
The main aim of Bazaar is to promote language learning and at the same time the exchange experiences, knowledge and ideas amongst adult learners with a migrant background. Bazaar stands for ‘Learn and Exchange at the Market Place’ and is co-funded by the Lifelong Learning Programme of the European Commission.
The educational approach is based on the key concepts of learner centricity; informal learning; learning embedded in everyday contexts; social inclusion, community and citizenship. By these means Bazaar tries:
The PLENTIS project is developing a set of online educational minigames on the topic of agricultural entrepreneurship, in order to develop the entrepreneurial skills and competences of vocational students.
According to the Lisbon Strategy, one of the 8 key competences is the ability for entrepreneurship. As entrepreneurship cannot be identified as one competence, but as a set of competences, the PLENTIS project aims to develop an online educational platform, which is basically a gamified competence development land (literally), with actual content (knowledge base) and individual games to help teachers and students develop those skills and competences essential for entrepreneurship.
The Plentis project is funded by the European Commission’s Erasmus + programme. The project started in September 2014 and lasts for 2 years. The main field of the project is to develop an online game based learning platform and a supporting teachers’ handbook in the topic of agricultural entrepreneurship development.
The CommonS project aims at the development of Common Spaces, an international co-learning and e-mentoring Community of Practice (CoP) dedicated to improving the employability skills and work opportunities of participants and reducing the gap existing between the academic world and the labour market, by means of appropriately remixed and localised OERs, i.e. Open Educational Resources freely available to everyone.
Participants (university lecturers, graduate and postgraduate students, young and senior professionals, vocational trainers, unemployed people looking for a job) will take on different and flexible roles (mentor, mentee, tutor, supervisor) within the CoP, in which they will collaborate in various activities, all aimed at the improvement of employability.
The main goal of the VTeCOACH project is to develop an assessment tool based on a 360º evaluation system so that VET learners can later be provided with the necessary feedback to carry out an action plan in order to work on and hopefully improve their SOFT skills.
By achieving this goal, the project consortium tries to cover the existing gap in this kind of ICT-based methodologies for assessing the so called “wicked” competences or soft skills.
The formula of economic growth has been constantly evolving over the last years. Up until now, this economic growth has been directly linked to productivity. Nowadays, however, the importance of productivity is gradually being shrouded by other factors such as competitiveness, quality and innovation, which are deemed as clear pathways towards long term organizational success.
This paradigm shift has generated the necessity of adjusting the perspective of qualification, or, -how much we know in order to produce-to the perspective of competence, or, -how well we perform and interact with others-. Whereas the “how much we know” can be directly related to the acquisition of HARD skills (or occupational skills), the “how well we perform” would go hand in hand with SOFT skills (or personal attributes).
Life transitions are challenging because they force us to let go of the familiar and face the future with a feeling of vulnerability. Most life transitions begin with a string of losses: The loss of a role; person; place or sense of where you 'fit' in the world. TEAL (Transitions into Enterprise for Adult Learners) responds to these challenges which all partners (UK, Spain, Germany) face by providing adult learners with new pathways to re-engage with learning and improve their knowledge and competences to consider making a transition into enterprise e.g. from unemployment or redundancy.
Learning how to manage transitions are useful skills for life. TEAL brings together organisations engaged in informal adult learning to share best practice and experiences as well as 50+ learners to share their experiences and needs. The aim is to help them to re-engage with a love of learning, with a view to make the decision to learn about starting up in business. TEAL focuses on learner participation in addition to teaching methods in adult education; with partners sharing their expertise in teaching older learners, for instance through mentoring, coaching and E-Inclusion tools.
More transparency of qualifications / competences is an essential component in the efforts to adapt education systems in the EU to the need of the knowledge society as well as the necessity of more and better employment in the job market “Europe”.
Approach of the project
1. Analysis of the present situation: According to job market predictions, foresight-studies and labour market experts (PES, social partners etc.), the sector “elderly care” is a sector that will grow during the next 10 years within Europe. The first step is to identify existing national competence profiles in the field “elderly care” per partner land. The qualifications are made comparable not through learning ways, but through learning results (operationalisation of the occupations). Method: analysis of secondary sources and if necessary: analysis of VET/HE curricula.
2. Development of a competence matrix (first draft) by means of the VQTS-model (see: www.VocationalQualification.net). National differences should be taken into consideration.
3. Study: Within the scope of a professional forces questioning [semi-structured interviews with elderly caregivers who have found a working place in their learned occupation successfully abroad (in one of the 4-5 partner lands) and who have found a working place in their occupation non-successfully] factors of success and factors of non-success as well as relevant key factors leading to success will be identified, from the point of view of the questioned professional forces. In addition, ways are indicated how these „key competences” leading to success can be acquired.
In many European countries migrant youths or young people from ethnic minorities do not have any role models in future-oriented fields throughout their job careers, neither within their families nor in their social contexts. If at all, they tend to take up traditional job trainings and jobs, as they and their families do not consider other options for various reasons.
Therefore it is considered crucial to offer youngsters mentors from their own ethnic communities who accompany them on their way to a successful VET and job career. Mentors are meant to support these youngsters as a role model in the education and training phase which is vital for their future career. It is considered crucial to offer youngsters mentors from their own ethnic communities who accompany them on their way to a successful VET and job career.
Europe’s ageing population has a wealth of knowledge and experience that should be harnessed to benefit future generations; however this is at risk of being lost as older people face social exclusion. Part of Europe’s 2020 Strategy seeks to address this issue by focusing on the sustainability of knowledge and experience. This strategy is relevant to all sectors of our society.
Research across Europe has revealed that many people over the age of 50 are socially isolated and don’t participate in cultural activities or in the civic life of their community. Since 2011 (European Year of Volunteering), volunteering has been promoted as a solution for social inclusion and intergenerational cohesion, however there are still barriers that prevent over-50s from taking part.
European Public Employment Services (PES) are key agents in supporting Europe’s strategic goal of high levels of employability during a period of economic turbulence and demographic change. The increased demands on these public services have precipitated a need for transformation and continuous development. For managers and practitioners to perform successfully in their job and to support their own, and their clients’/claimants’, career adaptability and resilience, they each need to acquire a set of new transversal skills and competencies, as well as embed a professional culture of continuous improvement.
EmployID is a major EU-funded four-year project which aims to support PES staff to develop appropriate competences that address the need for integration and activation of job seekers in fast changing labour markets. It builds upon career adaptability and resilience in practice, including quality and evidence-based frameworks for enhanced individual and organisational learning. It also supports the learning process of PES practitioners and managers in their professional identity development by supporting the efficient use of technologies to provide advanced coaching, reflection, networking and learning support services as well as MOOCs. The project focuses on scalable and cost effective technological developments that empower individuals and organisations to engage in transformative learning practices, assisting their capability to adapt to rapidly changing pressures and demands.
The strategic partnership will promote actions, at a national and international scale with the purpose of building contents, digital instruments and analyzing the impact of ICT in a global world. It will pay special attention to learners that have never used the Internet and with disadvantaged backgrounds. It aims to help people facing the process of civilizational change (social, political, economic, and cultural) and, consequently, to shape the needs of future generations.
The main outcomes of the project will be:
A multiplatform embedded with augmented reality (mobile, tablet)
An e-book regarding “good practices guide in ICT”
Multi-trans-disciplinary e-modules about “Academia Equity and Inclusion – disadvantaged backgrounds”
An interoperable and multi-platform website
Digital educational content (MOOC)
Modular compilation of OER content about “learners with disadvantaged backgrounds”
Market based resource-scaling tools to employability
Providing context aware services for a Digital labour-market life-cycle
Market-based resource scaling policies for cloud applications
The MIGRANTS+ project aims at developing lifelong learning opportunities for adult emigrants in basic skills, developing the skills of training staff, administrative staff, who frequently deal with migrants, support staff of NGOs how to facilitate personal development and enhance the learning opportunities of migrants, enhance active participation of migrants in the host societies as equal members and preventing their marginalisation.
MIGRANTS+ has adapted and further developed the software tool produced by the FIL Leonardo project, which detects learning needs in basic skills such as numeracy, ict, use of internet, communication skills, human relations, occupational health and proposes users individualised training curricula. It has developed tests (pools of questions and respective set of curricula) for further skills, as language literacy (CZ, DE, EL, FR, IT, PL, TR), legislation (civil rights, employment laws and social security), knowledge of the culture of hosting country.
An increasing number of VET teachers/trainers work as developers or project coordinators of transnational project work. They need more competence in the field of international projects planning, implementation and evaluation, but most of all a validation system recognising their competence and experience. A large part of this is acquired through non formal or informal learning. We seek to recognise and accredit this learning by creating an integrated European system.
A training programme to develop the skills needed for the International Development Officer. The future IDOs get new learning opportunities in the two main fields related to their tasks, the international activities and the intercultural dialogue/competence.
Competence-based tests are included in the training programme. They give the participants a unique opportunity to show their competences in real communication situations such as taking part in a negotiation between representatives of widely different cultures, leading a team of programme planners, negotiating new training places for a large group of trainees, and so on.
Further development of skills and competences. The IDOs will be able better to choose and evaluate what new skills they will need in the future. Also, the networks of the new professionals have now the possibility to together decide about further development of their skills and competences.
Tools to help the teachers to develop, mobilize and valorize the transversal competences in their learners requested by the companies acquired through informal learning. The project aims to develop a teaching tool that should help teachers to transfer tacit competences to VET students in accordance with the requirements of the industry in order to facilitate their access to the labour market. The focus is made on transversal competences.
To adjust the VET systems, adapting and completing the professional profiles according to the real needs of the labour market.
To offer teachers/trainers pedagogical tools to allow them to train their learners in the transversal competences requested by companies.
To contribute to the development of key competences, generally acquired by non-formal and informal means throughout life.