Transfer Concept
Transfer Concept
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table of contents
1. Introduction .................................................................................... 2
2. The transfer concept of LOVE VET (LOVE TRANS) ........................... 4
2.1. Establishing a transfer base ................................................................................................ 4
Implementation steps:............................................................................................................... 4
Key competences for lifelong learning: ........................................................................................... 5
Difficulties ........................................................................................................................................ 6
Opportunities .................................................................................................................................. 6
2.2. Creating the necessary transfer conditions ........................................................ 6
Implementation steps: .................................................................................................................... 7
Difficulties ...................................................................................................................................... 10
Opportunities ................................................................................................................................ 10
2.3. Implementing the transfer concept ..................................................................... 10
Implementation steps: .................................................................................................................. 10
Difficulties ...................................................................................................................................... 11
Opportunities ................................................................................................................................ 11
3. Financial support .......................................................................... 12
4. Examples of implementation of the transfer ................................. 13
4.1. Croatian Chamber of crafts (Zagreb) ................................................................. 13
4.2. City College Plymouth (UK) .................................................................................... 14
4.3. I.I.S. Polo Lugo (Italy) .............................................................................................. 15
4.3.1. VET framework and basis conditions of I.I.S. Polo Lugo ......................... 15
4.3.2. Transfer workshop in Lugo .................................................................................. 18
5. Annex ........................................................................................... 19
5.1. LOVE VET transfer activity in Zagreb .................................................................. 19
5.2. LOVE VET transfer activity City College Plymouth ......................................... 27
5.3. LOVE VET transfer activity I.I.S. Lugo ............................................................... 36
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1. Introduction
Within the Erasmus+ funding project LOVE VET (Livelong Outcome orientated
Vocational Education through new teaching and learning cultur) that was
undertaken from 2014-2017 – a consortium of educational institutions in the
vocational field have good expertises in learning and teaching practices that
involve using technology as a learning enhancement as well as open learning
scenarios has been working on a training concept for teachers and elearning
tools.
In the common understanding of the participating institutions it is essential
that teachers have a consciousness about their role. Therefore a compact
training program was created that puts a focus on the role change of teachers
and trainers as well as aspects of coaching, ICT support and the planning of
assignments related to competence grids.
In Outcome 2 of the LOVE VET project competence grids and learning tasks
were developed for a variety of training courses of the participating partners.
The objectives were:
For the consortium it is of utmost importance to zero in on the following fields
of work:
Teachers’ attitude and soft skills
Coaching abilities
Working with technologies that enhance learning processes
Feedback settings
Concept of working with competence grids as a new educational
development
The training concept that has been developed works in this setting. Based
upon the pedagogical concepts of Oskar-von-Miller-School (OvM), the Network
for COoperative Open Learning (COOL) as well as Lapland vocational college
(LAO) this training program has been agreed upon to start this process.
This concept was piloted together with the app eLOVE overspanning outcomes
O1 (training concept), O2 (competence grids), O3 (eLOVE app).
After the piloting of the outcomes in the core partner organisations of LOVE
VET a final transfer of the holistic program (O1, O2, O3) to new partners in
Europe was the aim.
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To realize the transfer the transfer partners developed the LOVE VET transfer
concept LOVE TRANS.
Aim of transfer concept is:
• to present the basic requirements for the introduction of the LOVe VET
program into new vocational education and training systems,
• to demonstrate how the LOVE VET program can be gradually introduced
into new vocational education and training systems,
• to demonstrate the challenges to be addressed when implementing the
LOVE VET program,
• to discuss the short, medium and long-term steps for the sustainable
implementation of the LOVE VET program,
• to show examples how this transfer process can be realized
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2. The transfer concept of LOVE VET (LOVE TRANS)
Transfer of the LOVE VET concept to other organizations is originally planned
to happen in three steps:
The first step in the current plan is to establish a transfer base
The second step is about creating conditions for successful transfer of
the project
The final step is the implementation of the transfer of the results of the
project to other European countries.
2.1. Establishing a transfer base
In the 1st step of the transfer, a European network will be developed to build
up a "new teaching and learning culture in the field of vocational training"
within the meaning of the results of LOVE VET project. In this network, as
many players in the field of vocational training (vocational schools, leaders
from companies, chambers of commerce, employers 'organizations and
workers' organizations, policy makers, etc.) should be incorporated. This level
builds on the present results and the dissemination of LOVE VET project. The
aim is the integration of new interested parties of a "New learning and
teaching culture" into the existing network of project partners.
Implementation steps: analyzing situation on vocational systems in transfer country
develop executive summary addressing the concept for the target
groups: policy makers, educational administration authorities,
companies & vocational schools
create a generalized derivate of five-day training program being the
core of the project which is independent to the vocational organizations
in an executive summary form
communicate this concept with key players of vocational organizations
during events
make available additional digital documents and media related to the
project on platform
identify schools that want to work with digital media in a pedagogical
setting
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establish online communication for partners interested (Social Media,
Contact form on website)
analyzing situation on vocational training programs in each country
The experiances of the LOVE VET partner (e.g.the COOL concept that has been
established throughout the past 20 years in Austria) can be seen as a role
model for establishing a transfer base. It is essential to involve policy makers
as well as organizations in charge of further teacher training to establish a
process of change of the teacher role in schools. The COOL concept is a
general concept teacher development concept that was originally developed
within the vocational school system but can be generalized to become a
reference for other school types as well. This process is currently an ongoing
one in Austria.
Related to the experience and expert knowledge of the differnet partners
generated during the process to a new teaching and learning cultur, ideas and
recommendations for the transfer concept are being referenced in this
document.
On European level, key competences have been defined focusing on lifelong
learning as a foundation.
Key competences for lifelong learning: (http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=celex%3A32006H0962)
Based upon this concept, in LOVE VET project the platform edustandards.org
was used. Within this platform it is possible to develop competence grids that
relate to different school-systems, subjects and topics. Within this structured
setting, it is possible to reference materials and tasks to competence fields.
This concept can then be used for individualization. The platform and data
generated within this platform is the database for the eLOVE app.
Within phase one of the transfer concept it is important to communicate this
idea to this new European network: it is of utmost importance to address both
aspects. To develop policies that improve working conditions for teachers in
vocational schools to use digital media during classroom work as well as
initiate further advanced education programs related to new forms of teaching
with ICT (TPACK, SAMR,…).
Working with competence fields which are clearly structured and give
orientation towards development of skills and referencing towards EU key
competences it is possible to communicate this purpose to both educational
authorities as well as teachers in classes.
These ideas should be presented in form of an executive summary for all
parties involved. On one hand the competency-based education system, which
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is the core of the LOVE VET-project, should be communicated on the other
hand an idea of how the consortium has worked in the past years should be
given based upon the new teaching concept.
Difficulties Often participating organizations in education have to live with the restrictions
of the system. This refers to working with laws and regulations as well as
trying to understand the living environment of students and thinking of ways
on how to help them develop during their learning processes.
It is this new idea of working in settings that both address open learning
scenarios as well as using new technology in a structured form that has to be
communicated very clearly. For all key players it is important to have the
knowledge of possibilities, to develop their skills giving them security and to
have the attitude in place to know, that all have the responsibility of helping in
the development of young people being part of our society.
Opportunities Using digital media in classroom work leads to didactical scenarios that have
not been possible before. It is important to focus on the development of digital
competences and computational thinking for problem solving – both for
teachers as well as students. It is also important to use reflective mechanisms
to guide the learning process. A variety of learning apps can be used but it is
important to focus on the data sovereignty that is being created. Therefore
OpenSource-based systems which can be narrowed down to a certain target
group should be preferred. Policy makers should be made familiar with this so
they can refer to this idea.
2.2. Creating the necessary transfer conditions The formation of new local / regional / national networks is encouraged. In the
2nd step of the transfer creating of the conditions for a successful transfer of
the project results to a wide European level will be done. Starting from the
existing network partnerships between project partners of LOVE VET project
and interested organizations and local / regional / national networks are build
up. The partners of LOVE VET project see themselves as consultants.
Furthermore done in this transfer step is the adaptation of materials developed
in the project (training modules, competence grid, app eLOVE) to the
appropriate national framework of the VET system.
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Based on the experiances of the LOVE VET partner during development and
piloting the LOVE VET outcomes in a first step in creating the necessary
transfer conditions a SWOT-analysis of the framework and conditions of a
transfer partner must be done.
So is is possible to check the expected conditions of the implementation
process.
To improve the conditions of implementation the respective local / regional /
national policy makers will be informed and advised.
Implementation steps: disseminate information related to lovevet-project within these
organizations and vocational schools
identify regional players in vocational education
develop a partnership program between vocational schools, regional
chambers of commerce and companies offering apprenticeships
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establish a communication platform for further exchange
Relating back to the experience of the LOVE VET partners, different aspects
should be considered. The approach of developing a new teaching and learning
culture can be taken from two sides – bottom up as well as within the top
down model.
Starting within the bottom up direction it is important to convince associated
partners about the idea of the project and show the outcomes. Here several
issues have to be addressed:
analysis of attitude and degree of openness of teaching in classroom
settings: to understand how vocational teachers work in different
countries, information is needed related to attitude, workloads for the
teacher during classroom work and within the organization.
Recommendation: opinion leaders within schools should be identified
and have to be inspired by the project idea. It is a question of taking
small steps. All material that has been developed during the project has
to be available digitally. The concept idea has to be communicated with
easy entry steps taking into consideration different topics that relate to
teachers and their work (attitude, infrastructure and technical
infrastructure, ability to use didactical scenarios based upon the TPACK
and SAMR-model, active use of ICT during classroom work –
knowledge, skill, attitude).
Another important part is find possibilities of additional teacher
qualification. This task needs involvement of the regional project
partners. Organizations in charge of teacher qualification (i.E.
Pedagogical Colleges and Universities) have to offer appropriate
programs to support the project.
Teacher training has to be done on the level of strengthening digital
competences, training on digital didactical scenarios as well as working
on the attitude of teachers.
school infrastructure:
The technical infrastructure of vocational schools has to allow the
processes mentioned above. Within the school environment before
tackling the technical infrastructure certain organizational issues have
to be solved:
o School development – how can many teachers be reached with
any organizational changes?
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o Digital concept – does the vocational school have a digital
concept? Who is involved in this concept? Is there a steering
group for digital media in the organization?
o Staff development – is there a staff development concept in
place?
o School management – how is the school management (head
principle, administration) involved in the project?
technical infrastructure:
Many concepts have been put to work addressing the technical
infrastructure in schools. These concepts reach from restrictive access
to ICT-technologies putting the technical administration into focus as
well as opening the system towards concepts like “bring your own
device” and wifi access for all students without any barriers.
Experience shows, that systems that allow easy access to ICT-
infrastructure (i.E. Single Sign-On on different platforms) enhance the
acceptance of such systems.
Also the lovevet-concept itself is platform-independent to a certain
degree. The app and learning management system use Moodle. If a
school does not have this technical infrastructure available, it is still
easy to use the tools that were developed. In this case, the platform to
generate educational standards and work in this setting collaboratively
is done via edustandards.org.
As with using other apps, the app eLOVE can also be downloaded from
appstores. For the backend structure the Moodle-installation of
lovevet.eu can be used. It is also possible to work with exacloud.at –
this platform allows the use of the app together with competence fields
and portfolio-work providing Moodle as working platform. In this case,
no further installation is required for schools.
In case of having an ICT department all products which are
OpenSource can be downloaded and installed on the school server
system. Putting the focus on an organization-wide implementation, this
could be a good addition to other frameworks that are already being
used by teachers.
companies: a clear partnership between vocational schools, regional
chambers of commerce and companies should be pointed out. This can
only be done in association with the partners involved. Trainings for the
app also should be made available for people in charge of
apprenticeships in companies.
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In addition, the top down direction can be used by policies that are issued by
educational authorities. These policies can include topics like digitalization of
schools, support of technical infrastructure and regulations related to the
development of quality in schools (i.e. peer review systems in schools,…)
Difficulties Most difficulties will be encountered trying to set up a lasting communication
structure between the parties involved being the vocational school, chamber
of commerce and local companies. The communication interface between
these organizations has to be planned well and maintained.
Opportunities At the same time establishing an effective communication structure within the
partner organizations involved can be seen as a chance for development.
Having the same point of view: working competence-based with eportfolios
for reflective purposes, generating data with mobile devices and saving them
to a learning management system – can be a starting point for a pedagogical
use of digital media and devices with the goal of qualification for the work
world. Also the interaction of needs of companies and vocational schools in a
very direct way can be base of a good partnership.
2.3. Implementing the transfer concept The 3rd step of the transfer concept describes the implementation of the
transfer of the results of the project to other European countries. The core of
the implementation is the education / training of national / regional / local
multipliers from among the participants based on the adapted materials. The
multipliers then implement independently a "New culture of learning and
teaching in vocational education" into their networks organizations. To ensure
the quality of the implementation the transfer process is completed with a
quality certificate "LOVE VET".
Implementation steps: create tool-box (adapted training program for individual school
systems) - emphasize on attitude change: changing teacher role,
integration of digital media (dig.komp, European Reference Network,
eEducation)) to download
Make electronical questionnaires available to analyze attitudes and
generate data
communicate the adapted training program with multipliers
do workshops with adapted training program
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define criteria for quality certificate
generate quality certificate for schools involved
This is the “hands-on”-phase for schools that are involved. A sort of tool-box
with all necessary steps to take is given to schools that have declared to
participate in the transfer process.
The tool-box contains:
executive summaries of project for different target groups (stake-
holders, school authorities, school management, teachers)
training program developed by consortium
links to questionnaires developed by consortium
quality criteria for certificate
access-codes for using eLove-app on loevet.eu
-link to edustandards.org
With this information it should be possible to get the process started within
schools. Workshops can then be held focusing on the outcomes of project
consortium.
Difficulties A key role for implementing this concept can be seen on the level of the
school management. Changes management processes have to be initiated to
develop a new teaching and learning culture in the school. This process can
be demanding. It will be important to involve teachers that are technology
savvy and work with open teaching scenarios. This can be a starting point.
Opportunities If the system is accepted by all target groups there would be a good chance
for an organizational development. Schools working to the standards of the
lovevet idea can then be qualified and a certificate can be issued. A peer
review concept can be integrated that is managed by the consortium. This
can also be seen as an added value for schools – to display their excel in
using new technology in a pedagogical innovative setting and educating
students to the needs of the local industry.
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3. Financial support
Depending on the local, regional and national framework conditions, very
different possibilities are available to support the implementation of a new
teaching and learning culture into a VET system.
The financial support needs depend heavily on the existing infrastructure (e.g.
equipment with computing, wifi, kind of classrooms) and on the pedagogic /
didactic training of the transfer institution staff as well as on the school
culture (leadership, self-understanding, co-operation ...).
For these reasons, the LOVE VET partners consider the following options for
financial support during the LOVE VET transfer process:
Redeployments, setting of priorities in the budget of the institution.
Cooperation with local / regional partners (companies, authorities,
municipalities, regional governments) to realize additional financial
support.
Participation in national programs for the further development of
vocational education and training.
Participation in relevant EU programs (for example Erasmus + mobility
for teachers (KA I) or Erasmus + strategic partnerships projects (KA
II)).
According to the described strategy the transfer partner of the LOVE VET
project, the Instituto di istruzione superiore Polo tecnico professional di Lugo,
has decided for the following procedure:
Application of funds to the Regional Government (Emilia-Romagna) to
enable teachers to participate in LOVE VET partners.
Application of funds of Erasmus + in order to realize the learning
jobshaddowing of teachers and school management at the LOVE VET
partners (e.g. Oskar von Miller School Kassel).
Furthermore, in this case further financial support is possible at
regional government level as the regions of the two schools (Emilia-
Romagna and Hesse) cooperate as partnerships.
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4. Examples of implementation of the transfer
The acquisition of transfer partners was more difficult than expected. Many
cooperation partners of the LOVE VET organisations were generally interested
to be involved in LOVE VET project as transfer partner. After explaining the
hollistic approach of a “new learning and teaching cultur”, the interessted
organisations became aware of the extensive requirements and effects of this
implementation.
In the end, only one organzisation (I.I.S. Polo Lugo/Italy) decided to do a first
step in the implemantation process.
In the following explanations, the activities in the LOVE VET project for the
implementation of the transfer concept are shown by means of various
examples.
4.1. Croatian Chamber of crafts (Zagreb) Croatian Chamber of crafts is a cooperation partner of Oskar-von-Miller-
Schule in Kassel. Since a few years, students of OvM are realizing internships
via Erasmus+ in Croatian companies. Chamber of crafts in Zagreb is
supporting these activities.
In Dezember 2015, a delegation of Croatian Chamber of crafts was on
jobshadowing in Oskar-von-Miller-Schule. In a dissemination activity the
members of delegation were informed about the LOVE VET project (outcomes,
activities …). It was appointed to realize a first LOVE VETtransfer meeting in
Zagreb in February 2016; also headmasters of VET schools and head of VET
organisations were announced to take part in the meeting.
The meeting was realized February 06. – 07. 2016 in Zagreb/Croatia. Two
colleagues from Oskar-von-Miller-Schule Kassel presented the idea and the
content of the LOVE VET project. The discussion with the participants of the
meeting (chamber of craft, headmasters of vocational schools and of the craft
school of the chamber) pointed out that the outcomes of LOVE VET project
could be very helpful in the Croatian vocational training system. The system
of a “new teaching and learning cultur” shows a new horizont for the partners
in the VET (see annex).
At the end, the Croatian institutions decided to take not part in the LOVE VET
project. This was justified by the 'backwardness' of the vocational education
and training system in Croatia. Neither the technical equipment of schools or
educational institutions, nor the pedagogical / didactic knowlegde of teachers
and trainers in the companies would make it possible to implement the
presented idea of a new teaching and learning cultur.
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4.2. City College Plymouth (UK) City College Plymouth is a close partner of Lappland Vocational College and
was – after a dissemination activity interesed to take part in LOVE VET project
as transfer partner.
City College Plymouth (CCP) is a large vocational college with over 500 staff,
12,000 students and an annual college group turnover of £33 million. It offers
a wide range of training from age 14 years old upwards, from entry level to
professional courses and postgraduate qualifications. It is the largest
vocational training provider in Plymouth.
In November 2016 the tasks of transfer partners in transfer process were
definded and the memorandum of understanding of the LOVE VET project and
the transfer partner was signed (see annex).
Next step, the agenda of the transfer process was coordinated.
For preparation the transfer process the LOVE VET partners checked the
framework of City College Plymouth and the general framework of VET
system in UK (see annex).
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During the process of preparing LOVE VET partners were informed that City
College Plymouth decided to change their elearning platform; in futur the
google class room will be used for elearning processes. The eLOVE app of the
project is based on moodle platform. For that reasen, the transfer partner
City College Plymouth decided to stop the cooperation in LOVE VET project.
4.3. I.I.S. Polo Lugo (Italy) As a transfer partner, the Instituto di istruzione superiore Polo tecnico
professional di Lugo could "(I.I.S. Polo Lugo) was obtained in Italy. The first
contact with the Oskar-von-Miller Schule took place during a matching
seminar at the Goethe Institute in Rome in October 2016.
In the following, the preparation and implementation of the LOVE VET
transfer concept (1st step) is illustrated and explained by examples.
Also with I.I.S. Polo Lugo a memorandum of understanding was signed in
which the basis for cooperation in the transfer process has been agreed as
binding and transparent (see annex).
4.3.1. VET framework and basis conditions of I.I.S. Polo Lugo Based on the agreement and the stipulations in the transfer concept, the
transfer partner was asked to present the basic conditions for his work in
vocational education and training in the next step:
National system of vocational training
How, generally, is vocational training in Italy realized?
How does law regulate the vocational training?
Is the cooperation between vocational schools and companies
compulsory?
Are there national curricula for the different VET programs?
Where are the necessary theoretical and practical skills taught? (VET
schools/companies)
Regional/local framework in Lugo
• Responsibilities of the I.I.S. Polo Lugo in vocational education and
training process in Lugo
• Tasks of the partner companies in the vocational training
• Co-operation between the I.I.S. Polo Lugo and companies in VET
• Description of existing local / regional networks in VET
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Framework at I.I.S. Polo Lugo
Description of the VET programs/courses at I.I.S. Polo Lugo (e.g.
technical, trading, kind of examine)
Description which VET programs/courses for inclusion in the transfer
process are possible
• Equipment of the selected VET courses with computers, tablets etc.
access of the selected VET courses to the internet (lan, wifi)
access of the selected courses to learning management systems such
as Moodle
Experiences of teachers and students in this VET courses with learning
management systems (e.g. moodle)?
The results of the survey are documented in the annex.
The evaluation of the feedback showed that the transfer partner has so far
had little experience in the field of digital learning and a competency-oriented
design of teaching and learning arrangements. In addition, the linking /
interlinking of school-based learning processes with vocational learning
processes in the local / regional economy is not yet advanced.
For the LOVE VET partners therefore first all the requirements for work in a
new teaching and learning culture should be created at the school. Therefore,
the requirements for the introduction and implementation of the LOVE VET
outcomes are to be fulfilled for a class and a specialist group of students.
Such an exemplary approach could thus act as a "germ cell" for the
realization of a new teaching and teaching culture within the school; coupled
thereto, the local and regional stakeholders in the developments in school are
able be integrated.
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For the I.I.S. Polo Lugo, the following transfer agenda was developed:
After a lengthy discussion in Lugo, the corresponding teachers and students
were identified for the participation in the LOVE VET transfer process and the
relevant documentation for the competence raster was submitted (see
annex).
The implementation of the LOVE VET outcomes is to be tested in the
company's practical training course for the learners from the field of electrical
engineering. For this purpose the descriptions of the competences, which
should reached by the learners during the internship, are available. The
attendants from the school and the companies involved in this process should
check whether the learners have achieved the competences described (or
not).
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4.3.2. Transfer workshop in Lugo The LOVE VET project transfer meeting with workshop at the Polo tecnico
professionale di Lugo/Italy was realized May 10th -May 11th 2017.
During the meeting the participants (teachers of the school and advisors of
companies) were informed about the LOVE VET project and the idea of a new
teaching and learning cultur (competence based, individualized, using e-
learning tools, …).
During the workshop, the participant worked on following topics.
Finding a common understanding of a new teaching and learning cultur
Creating of competence grids in relation to the context of school (see
annex)
Handling of the COMET-tool (edustandards.org)
Developing of tasks linked to the competence grids
Using the eLOVE application (generally and in relation to the context of
school)
Realisation of cooperation of VET school and companies (e.g.
Internships of students in companies) in order to work together on the
development of the competences of students.
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5. Annex
5.1. LOVE VET transfer activity in Zagreb
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LOVE VET presentation
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5.2. LOVE VET transfer activity City College Plymouth
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5.3. LOVE VET transfer activity I.I.S. Lugo
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VET framework of “Instituto di istruzione superiore Polo tecnico professionale di Lugo”
(I.I.S. Polo Lugo)
1. National system of vocational training
How, generally, is vocational training in Italy realized?
The education system and vocational training system have been brought together in Italy and
are considered as a right and a duty to be practised for 12 years (from 5 to 18 years of age). This
approach has given vocational training a positive image as it is promoted on equal terms with
the mainstream programme. It guarantees that each young person has a mainstream or
vocational qualification before entering the job market. Vocational education streams have been
reorganised and enhanced and apprenticeship contracts have been modified. The regions are
largely responsible for vocational education and training and are in charge of defining the
diplomas.
The first compulsory cycle of schooling takes place over an 8-year period and includes primary
school (5 years) and secondary school (3 years), finishing with a final examination.
Pupils can then choose:
To continue their studies in the upper secondary school for 5 years (Licei, istituto
tecnico, istituto professionale) ending with the esame di stato examination enabling
pupils to enter higher education.
To enrol for vocational training under the aegis of the regions for 3 years in order to
prepare a vocational qualification (Certificato di qualifica professionale). This enables
them to start working or to go to upper secondary school to continue their studies or
specialise in a post-qualification course. This specialisation gives students the
possibility to join the IFTS (Istruzione Formazione tecnica superiore/non-university
higher technical training) and the ITS (Istituti tecnici superiori).
To enrol in vocational training which alternates between work experience and the
classroom and allows young people to acquire basic knowledge plus skills they will be
able to put into practice on the job market.
Horizontal mobility in both directions is possible between the mainstream education system
and vocational training.
Vocational training centres have been set up in the regions where schools, universities,
enterprises and research teams collaborate on the same theme.
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Higher technician diplomas can be awarded after 4 to 6 semesters of courses according to the
speciality studied in the higher technical institutes (ITS – Istituti tecnici superiori). Higher
vocational training leading to a diploma (2 semesters) is offered by the regions in relation to
local and regional requirements in the frame of the IFTS (Istruzione Formazione tecnica
superiore). Universities propose vocational diplomas in the field of health, paramedical
sciences and the arts, over a variable duration, and also profession-oriented Master’s degrees.
Work-study programmes are designed, put into practice, monitored and assessed under the
responsibility of the school or training establishment according to agreements signed with
enterprises.
Apprenticeships are open to young people aged 15 to 18 in the frame of compulsory schooling,
but are also available to 18 to 29 year-olds. They combine periods at the training centre – at
least 120 hours per year – with training in the workplace in the frame of a specific work contract.
According to the age and level of the apprentices, the duration of the contract varies between
18 months and 4 years. It results in a vocational qualification registered in the students training
passport. As an incentive to adopt this new tool, employers are exempt from paying certain
social contributions.
How does law regulate the vocational training?
‘La buona scuola ’ reform (L. 107/2015):
The Italian Government adopted reform of the national education and training system in July
2015 (called La buona scuola). This reform foresees changes in several aspects of education
and training provision management and of the curricula. The new law reinforces the school-
work relationship and improving of digital skills.
For work-based learning, an alternating school-work programme will be compulsory for all
learners in the last three years of upper secondary schools; 200 hours a year in general education
(Lyceums) and 400 hours a year in technical and vocational schools. This can be arranged either
during the school year or in summer, and also abroad. Programmes can take place either in the
private sector or in the public administration. This measure will be financedwith EUR 100
million per year from 2016 and is a step in the right direction, as it could help education and
training to better meet the labour market needs. The law foresees the creation of a number of
tools and mechanisms, such as a statute defining rights and duties of students who engage in
such schemes and a national repository of companies and organisations that offer places for
school-work alternating programmes.
Previous important provisions include:•
-_Regional law No. 5/2011 The Emilia-Romagna Region introduced the new EaVT - Education
and Vocational Training system: three-year- long courses based on the cooperation of
Vocational training providers with Regional accreditation and national Vocational Schools to
provide junior high school-leavers with a differentiated educational offer, consistent withthe
needs of the regional economic-manufacturing system.
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- Law no. 133 of 6 August 2008 providing a range of interventions implemented from school
year 2009/10, aimed at revising the organisation and the didactic of the school system; and the
full implementation of the three-year vocational education and training pathways for the -
fulfilment of compulsory education;
- Law no. 296 of 27 December 2006 (Financial law 2007) which establishes, amongst others
and starting from the 2007/08 school year, the extension of compulsory education to ten years
to be fulfilled by pupils either at school or through three-year vocational courses falling under
the responsibility of the Regions, and extension to 16 years of age for access to the labour
market;
- Law no. 53 of 28 March 2003 for the reform of the education and training system; it redefined
and broadened the concept of compulsory schooling and compulsory training, introducing the
‘right-duty’ to education and training (diritto/dovere all’istruzione e formazione) for at least 12
years from the age of 6 years. This ‘right-duty’ is fulfilled within the education system or until
the pupil obtains a qualification within the vocational education and training system by the age
of 18 years;
- Law 388/00 (amended by Law 289/02), which led to the establishment of multi-sectoral funds
for continuing training
- Law 53/00, which gave workers the right to take “training leave” to realize training plans
drawn up by workers themselves either individually or under collective agreements; in the latter
case, provision is made for a reduction in working hours
- Law 144/99 on initial training, which introduced the obligation to attend one of the three
strands of the education system (education, vocational training, apprenticeship) up to the age
of 18. This provision led to a reform of initial training. The law also introduced the new strand
of higher technical education and training
- Law 196/97, which set out the requirements for the “accreditation” of training providers
authorized to manage training, gave fresh impetus to apprenticeship, introduced “work-based
training” schemes for those still in education and “work-based guidance” schemes for those
who have completed their education and promoted the establishment of a system of certification
of skills and recognition of credits
- Law 236/93 on continuing training
Is the cooperation between vocational schools and companies compulsory?
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Traineeships are to become compulsory for students in the last three years of upper
secondary education, but companies are not obliged to accept students.
Are there national curricula for the different VET programs?
Yes, there are
Professional education follows a technical-operational and practical programme, to learn a job
or profession. After 5 years the student obtains a Professional Education Diploma. This
diploma gives greater possibilities of qualified work, and also gives access to university.
The subjects common to all study programmes are: Italian and History, Mathematics,
Integrated Sciences, English language, Law and Economics.
The professional institutes belong to one of two sectors, divided into 6 study courses.
Services sector
The study courses are:
- Services for agriculture and rural development
The subjects studied are: biology and applied chemistry, vegetal cultivation and animal
breeding techniques, agricultural economics, history of agriculture. There are many hours
dedicated to technical-practical workshops
- Social-health services
The subjects studied are: hygiene and medical-health culture, psychology, law and social-health
care legislation, social administrative and economic techniques. For opticians and dental
technicians, there are specific subjects and many workshop hours
- Services for eno-gastronomy and hotel accommodation
The subjects studied are those for kitchen work, dining room services, sales and tourist services,
with many workshop hours
-Commercial services
The subjects studied are: law and economics, commercial services techniques, to work in the
business administration and accounting field
Industrial and small enterprise production sector
The study courses are:
- Industrial and small enterprise production
The subjects studied are those for industrial production and organisation, management
techniques, machine and plant management. With regard to small enterprises, the subjects
studied are: product planning and creation, distribution techniques and marketing. Many
workshop and practical hours
- Technical maintenance and assistance
The subjects studied are: mechanical, electrical and electrical engineering technologies with
technological workshops and practical sessions to learn how to carry out repairs and testing of
small plant
Where are the necessary theoretical and practical skills taught? (VET schools/companies)
The necessary knowledge, competencesand skills are developed in VET schools which make
use ofworkshops and periods of work experience (on-the-job training experience with real
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problem-solving situations in companies), in order to help students acquire not only basic
knowledge, but also those skills required for a successful school-to-job transition.
2. Regional/local framework in Lugo
Responsibilities of the I.I.S. Polo Lugo in vocational education and training process in Lugo
I.I.S Polo Lugo is the only State school responsible for vocational education and training
processes in Lugo.
Tasks of the partner companies in the vocational training
Partner companies cooperate with the school by providing the students with feedback and
enrichment of concepts learned at school, through participation in the job market.
During the scheduled work-based trainings, two tutors, one from the training school and one
from an enterprise, supervise the students.
Co-operation between the I.I.S. Polo Lugo and companies in VET
I.I.S. Polo Lugo collaborates with 400 local companies which host the students and ensure that
they acquire knowledge, competences and skills which are relevant for their future career.
Description of existing local / regional networks in VET
A local network in VET is being established. At present each vocational school is responsible
for organising the work-based training for its students.
3. Framework at I.I.S. Polo Lugo
Description of the VET programs/courses at I.I.S. Polo Lugo (e.g. technical, trading, kind
of examine)
The High School “Polo Tecnico Professionale di Lugo ” was founded on 1st September 2013,
as a result of the merger between two formerly separated high schools: IIS “Stoppa-
Compagnoni”and IIS “Manfredi-Marconi”. It is an educational and training center for pupils
aged 14-19, coming from several towns in the area. Currently there are about 1300 students and
about 150 teachers.
It offers both technical and vocational courses.At the end of both technical and vocational upper
secondary school, students take a State examination.
The upper secondary school State leaving examination aims to verify the knowledge and skills
gained during the last years of the study path, according to the general and specific objectives
of each branch of study, as well as the general cultural knowledge and the critical skills of the
candidates.At present, the State examination includes three written tests and an oral test.
The purpose of the first written test is to verify proficiency in Italian or the language
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in which the course is taught, as well as the expressive, logical-linguistic and critical
skills of the candidate. The second paper tests one of the main subjects of the
programme. The third paper is determined autonomously by the school and is closely
related to the school’s educational offer plan (POF). The third test is multidisciplinary
and covers up to five of the subjects taught in the final year of study. It may consist
in the concise treatment of topics, single or multiple choice questions, a problem solving
exercise, a practical and professional case study or the development of aproject. Furthermore,
it usually tests knowledge of a foreign language.
The oral test is multidisciplinary in content and covers the course programmes of the
final year of school.
Students who pass the final State examination at the technical and vocational institute (5-year
course),receive a technical education diploma (Diploma di istruzione tecnica) and avocational
education diploma (Diploma di istruzione professionale) respectively.
The Technical school offers education for technical or administrative professions and takes
five years. Graduates from this school are granted access to universities and the tertiary
education level.
The technical Institute includes two sectors:
1. Economic sector
Technical-economic subjects are studied: company administration, finance, marketing, social
economics, tourism, computer sciences
The study courses are:
- Business administration, Finance and Marketing (also with EsaBac)
- Business information systems
- International marketing relations
The subjects studied are: computer sciences, company and geo-political economics, two or three
foreign languages, law and international relations
- Tourism
The subjects studied are tourist and business, law and tourist legislation, art and tourist
geography, to be able to work and manage tourist companies and products
2. Technological sector
Technical-scientific and technological subjects are studied: law and economics, mechanics and
energy, information technologies, industrial planning and organisation, applied sciences and
technologies.
Teaching workshops with innovative methodologies (practical training, school-work sandwich
courses, internships).
The study courses are:
- Mechanics, Mechatronics and Energy
The subjects studied are: information technologies and graphic representation techniques,
mechanical technologies, automation systems, power plants
- Electronics and Electrical Engineering
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The subjects studied are: electrical systems, electronics, electrical machines for planning,
checking and testing plant and equipment
- Construction, Environment and Territory
The subjects studied are: planning, construction and technical plant, economics and estimating,
topography, territorial management technologies, computer technologies and graphic
representation techniques.
The vocational school qualifies the young people for higher industrial professions in the
manufacturing trade.It offers a mixture of general and vocational education.
Further options in the vocational school are the vocational education and training
programmes(istruzione e formazione professionale, IeFP) provided by the regions, which are
dominant inquantity. These programmes are organized in a more flexible modular form lasting
either three orfour years and aim at qualification in general, as well as professional and technical
skills. Since theState-Regions Conference in 2011, systematic elements for the implementation
in the regions areobligatory, including sets of minimum standards of skills and certifications at
national level. The IeFP programmes are school-based, but include scheduled work-based
trainings, especially internships.
Training methods in the IeFP programmes include traditional classroom teaching, simulations,
role play, and cooperative learning.
Three-year vocational training courses lead to a certification which aims at ensuring the
recognition of qualifications, in order to enable trainees to enter or re-enter the system of
vocational education and training. The certified competences constitute training credit. The
regions are responsible for the final and intermediate certification.
The vocational school offers the following courses:
- Commercial services (with the two IeFPsectors: Sales services operator and
Administrative-secretarial operator)
The subjects studied are: law and economics, commercial services techniques, to work in the
business administration and accounting field
- Social-health services
The subjects studied are: hygiene and medical-health culture, psychology, law and social-health
care legislation, social administrative and economic techniques. For opticians and dental
technicians, there are specific subjects and many workshop hours
- Technical maintenance and assistance
The subjects studied are: mechanical, electrical and electrical engineering technologies with
technological workshops and practical sessions to learn how to carry out repairs and testing of
small plant
Description which VET programs/courses for inclusion in the transfer process are possible
This item needs further discussion with the principal and all people involved. All details
will be communicated as soon as possible.
Equipment of the selected VET courses with computers, tablets etc.
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The school has got computer labs and interactive whiteboards.
access of the selected VET courses to the internet (lan, wifi)
VET courses have access to the internet
access of the selected courses to learning management systems such as Moodle
Moodle is not currently used by the teachers. Instead, Google Classroom is used to enhance
collaboration between teachers and students. Teachers create classrooms, invite students to
the class, share materials and create and distribute assignments.
Experiences of teachers and students in this VET courses with learning management
systems (e.g. moodle)?
Google classroom has been used in the school since 2012. Courses are held every year to
help new teachers learn how to use it.
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Competences of the company's practical training course of
the learners from the field of electrical engineering
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Example competence grids, developed in Lugo workshop