About the Project

Innovative and Applicative Methods in Work Based Learning

The VET system is in full evolution and will play a fundamental role for the well-being of Europeans. However, the data reveal a disconnection between the process / teaching methods and the way / style in which learning occurs naturally. Disconnection is highlighted and / or results in scholastic results which, for many countries, are not satisfactory (PISA-OECD, 2015). The system of VET schools in southern Europe has great difficulty in changing and innovating, with system, organizational and personal resistance of the human resources (Cedefop, "VET in Europe", "Stronger VET .." 2015, "On the way to 2020 .. "2016 and" The changing .. "Vol. 1e2,2017).

The project aims to address the problem of unsatisfactory school performance by the VET School students in the countries involved. In IT, TR and RO, the 2015 PISA-OCSE results are below the average in almost all the dimensions evaluated. This survey reveals the "significant learning", the ability of VET students to find solutions to the practical problems of everyday life. It emerges that the students of the IT, TR and RO are more studious than the European peers. However, they show lower performance in mathematical skills: "good theorists but not very pragmatic". There is still a wide spread of so-called "inert" teachings, the result of the school-based approach.

In the southern European countries, on the one hand, there is a dissatisfaction on the part of the students involved (EC, WBL in Europe, 2013) on the other hand the presence of significant difficulties on the part of teachers in managing WBL path (EC Teachers and trainers, 2015). In the process of preparation of the project application a desk problem analysis was carried out with partners aimed at investigating the problem and identifying any peculiarities. The following main causes have emerged:

- Prevalence of transmissive frontal teaching. There is a difficulty on the part of teachers in applying effective pedagogical methods, despite knowing them, they present considerable difficulties in application:

  • Teachers of general disciplines have more difficulty integrating their teachings in the WBL paths and logics;
  • Teachers of technical disciplines have difficulty integrating into WBL paths due to a widespread gap in pedagogical skills.

​​​​​​​Unfortunately, in the VET school still prevails an incorrect perception of the nature of WBL paths: they don’t perceive the WBL pathways as a teaching methodology that innovates the traditional "transmission" one, but as the instrument of the internship / internship. The VET Schools present difficulties in implementing WBL paths due to resistance to change in teaching approach by the teaching staff.

- Permanence of a situation of mutual distrust and disconnection between the two systems (school / company). Teachers do not know the business system and face considerable difficulties in collaborating and accepting it as a place of learning (SWD 2017, No. 322, Recommendation on ... Effective Apprenticeships).

Main gain of the project is to promote in European VET School teachers the application of effective innovative teaching methods and tools in work-based learning contexts in order to guarantee a better future for young Europeans. Specifically, the project aims to improve school performance and the satisfaction of VET school partner students in the implementation of WBL courses. The SPECIFIC OBJECTIVES are as follows:

  • Pedagogies learner and collaborative centred implemented/used in order to integrate the teaching of general disciplines into the WBL paths and to promote the development / improvement of pedagogical skills by teachers of technical and general disciplines (in line with COM 2017 No. 563)
  • Reduced resistance to change in VET School staff (Cedefop, Supporting teachers and trainers for…).
  • Expanded awareness of the business system by the teachers.
  • Improved the ability of VET School to support students in the WBL path realized in the company.

The INAPPME WBL project is promoted to the transnational scale in order to develop a European approach to teaching by teachers in informal contexts,

  • “climbing on the shoulders of giants” (very experienced partners - FIN)
  • facing similar problems in cooperation (partners with recent WBL traditions-IT-RO.TR) in a European co-creation perspective.

​​​​​​​This means building a bridge between the most experienced and the less experienced countries and a bridge between the less experienced countries.